Questioning skills or Probing question skills (according to Yusuf, 2009) refers to teachers questioning of both the teacher and his peers. It is the basis of good communication between the teacher and his students and between a student and his peers in the teaching and learning environment (classroom). The ways questions are asked, the variety of questions, the distribution of question have in on small measure influence students’ achievement and level of involvement in the classroom. Questions are expected to be realistic in nature and should not create or lead to confusion or pose threats to students.
However, the outstanding quality of a good question should be well structured. This means the concise and grammatically correct. It should be class instead of one pupil only. This is because questions is to make the whole class think on discussion. The pupils should be given some ti question and then the teacher should point towards on respond.
Afolabi (2004) citing Vhovhem (1978) three questions could be involved in the class. These are: Introduction Stage, presentation Stage, and Evaluation/Revision Stage.
Afolabi (2004) opined that the use of questions in the beginning (introduction stage) of the lesson would help in
- (i) Discovering Pupils’ knowledge
- (ii) Revising the previously done lesson
- (iii) Setting problem that will lead to new lessons
- (iv) Arousing pupils’ interest
At the presentation (second) stage the questions are used to: i. Maintained interest and alertness, ii. Encourage reasoning However, at the evaluation or revision (third) stage: questions are expected to be used in
- Revising the main points of the lesson
- Testing and evaluating the result of the lesson, pupil’s assimilation and understanding.
- Posing further problems.
Techniques/Components of Questioning Skill Various techniques of questioning skills are the following:
- Promoting technique: This technique means to go deep into the pupil’s response when it is incorrect or no response.
Seeking further information technique: This technique is used when the response of pupils is incomplete or partially correct.
The teacher help the pupils to clarify, elaborate or explain his initial response by asking more small questions or creating situations in which the pupil is made to think and respond.
3.Redirection Technique: This technique involves asking the same question from another pupil. The main purpose of this technique is to increase more and more pupils’ participation. At the point when the circumstance is of no reaction or erroneous reaction, prompting should be preferred to redirection.
- Refocusing Technique: It is used when the pupil’s response is
correct. This involves comparing and phenomena in his response with other phenomena either for similarity/differences or relationship between the two situations. How one thing in point is different from the other things? How one thing is similar to another thing? Such types of questions are put to the pupil.
- Increasing Critical Awareness technique: This technique is
used when the pupil’s response is correct. The teacher puts higher order questions to simulate the pupils to think beyond what the pupils knows. This involves the “how” and “why” and sometimes “what” types of questions on the point under discussion
Benefit of Questioning Skills
The skill of probing question or questioning skills is not without several benefits. Some of them are as highlighted thus:
1 it Stimulates the students interest in the topic of instruction
2 Arouses students’ curiosity
3 Clarifies concepts
4 Emphasizes key points
5 Enhances problem solving ability
6 Encourages students to think in higher cognitive level.
7: Motives students to search for new information
8: Ascertain students’ knowledge level in a bid to modify instruction
9:Servers as a guide to students learning and examination
10:Induces discussion and create a cordial and harm atmosphere in the class and makes the teacher talk less.
Classification of Questions
Questions are classified using several methods namely: Gene classification, Bloom’s taxonomy, Clarification method
(a) General classification implies that questions are classified in six categories of two levels each:
-Factual or Higher cognitive question
-Closed or open questions
Convergent or divergent questions
-Lower level or higher questions
-Lower order or High order questions
-Lower inquiry or high inquiry questions
*Factor of Higher Cognitive Questions: Facts or factual questions can also be referred to as lower cognitive questions. These involve.
* Recall: can the learners recall what they have just learnt? Example: who acted as the priest in the book read?
*Comprehensive: Does the learners understand what they have recalled?
*Application: Can the students apply the rules and techniques learnt to solve problems on their own. Example: Use either elimination or substitution method to solve.
4x+6y=10. 3x – 6y = 15. etc.