Abstract

The study was aimed at finding out how teacher’s use of questioning affects student’s achievement. A survey design was used for the study. The instrument used for data collection was the questionnaire. Data collected were analyzed descriptively using simple and relative frequencies and presented in the chi square. The findings of the research showed that teacher’s use of factual questions greatly increases student’s achievements.

CHAPTER ONE

 GENERAL INTRODUCTION

Introduction

Questioning is a teaching technique that is essential in the teaching- learning process. It is very important and essential for effective communication in the teaching-learning process. It stimulates the interest of the learners in a subject or a particular topic, thereby improving performance.

Questioning has a very long history, as an educational strategy. It is a technique which is used worldwide. Researchers and practitioners are very interested in it; teachers always spend much of their instructional time in conducting questioning sessions.

This research project will be given a detail look on how questioning types affect student’s achievement in secondary schools in the Njikwa Municipality.

Background of the study

Questioning is an indispensable part of the teaching learning process. It makes up the core of interactive teaching. The study is carried out to identify the effects of questioning on students achievement in secondary schools in Njikwa Municipality.

According to Tambo (2012), research has shown that in most classrooms, teachers are the once who talk most of the times. That is the classrooms are teacher centered, this pattern of interaction that makes teaching to be more of teacher centered.

Questioning is used by both teachers and students. In the past, questioning was seen as if it was the duty of the teacher alone to ask questions during a lesson. But today it has change, questions are being asked by the students and teachers.

This is because it is a very important and most appropriate method to enhance interaction in the classroom. There are many types of questioning used in the teaching-learning process. Each type has its own approach in accessing students. Amongst the many questioning types, only some could be considered most suitable to access students in the educational ladder.

Statement of the Problem

The importance of questioning as a teaching strategy and its consequent potential for influencing student’s learning has led to this research to examine the relationship questioning has with student’s achievement.

I observed during my secondary school studies and teaching practice in the University that, most of the questions used in the teaching learning process require only one correct response and may not increase learners’ participation during lessons.

However there are other types of questions which have several correct answers, such as productive and evaluative questions, which may cause students to participate more during lessons. This study sets out to investigate the type of questions teachers may use in facilitating lessons in order to determine whether they increase student’s achievement during lessons.

Purpose of the Study

The main aim of the study is to find out how teachers use of questioning types (factual, empirical, productive, and evaluative questions) in lesson delivery affect student’s achievements.

General Objective 

The general objective of this study is to find out whether questioning types affect or has a relationship with student’s achievements in secondary schools.

Specific Objectives

1. To find out whether factual questions during lesson affect student’s achievement.
2. To find out whether empirical questions during lessons affect student’s achievement.
3. To find out whether productive questions during lessons affect student’s achievement.
4. To find out whether evaluative questions during lessons affect student’s achievement.

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