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Questioning has been utilized as a critical assessment tool for centuries. It has been thought that there is a relationship between asking good questions and effective teaching. In order to analyze teachers’ questioning strategies from various aspects, this study was conducted during the 2014-2015 academic year with 170 primary school teachers working in the schools located in Ife North LGA Osun State. Data were collected through a semi-structured questionnaire prepared by the researchers, and were examined via content analysis. Explanatory mixed method design was used to analyze the research problem. The findings of this study revealed that: (1) Teachers asked divergent questions to draw attention and interest (2) Teachers have misunderstanding of divergent and convergent questions (3) Teachers mostly ask questions to entire class than individual (4) Teachers asked most frequently questions aimed at uncovering operational knowledge and least frequently questions whose goal was to uncover metacognitive knowledge (5) Teachers generally used probing questions, prolonged waiting time and did not ask vague questions (6) Teachers did not use questions as a punishment tool. This study revealed that asking good questions must be considered more important in pre-service education and teachers must be supported with in-service trainings to be more effective in asking questions.

Keywords: Questioning technique, teacher education, quality instruction, teachers, classroom, questioning, high-order question, low-order question, wait time.

TABLE OF CONTENTS
Cover Page
Title Page
Approval Page
Dedication
Acknowledgment
Abstract
Table of Contents
CHAPTER ONE
1.0      Introduction
1.1      Background of the study
1.2      Problem statement
1.3      Aim/objective of the study
1.4      Scope and limitation of the study
1.5      Significance of the study
1.6      Research question
1.7      Research hypothesis
1.8      Definitions of terms
1.9      Methodology
1.9      Project organization        
CHAPTER TWO

1. Literature Review
2. Conceptual review
3. Empirical review of the study
4. Theoritical review of the study

CHAPTER THREE
3.0      Methodology

1. Introduction
2. Research design
3. Sample and data collection
4. Procedure and analysis of the data

CHAPTER FOUR
4.0      Result analysis and discussion

1. Result analysis
2.  Discussion

CHAPTER FIVE

1. Conclusion and Recommendation
1. Recommendation
2. References

CHAPTER ONE

1.0                                                   INTRODUCTION

1.1                                           BACKGROUND OF THE STUDY

Questions are stimulants which activate students‟ cognitive skills and they have functioned as a primary educational tool for centuries (Aydemir and Çiftçi, 2008). Teaching with questions began with Socrates and has maintained its importance and validity until today. Using this method, Socrates had asked questions to his students, and responded to each question with other questions instead of giving direct information or responses (Filiz, 2009).
The famous scientist Einstein emphasizes the importance of asking questions when he states that “the most important thing is to not stop asking questions” (Sternheimer, 2014). Considering the founders of leading technology companies such as Facebook, Amazon and Google as individuals who ask eligible questions, the importance of questioning can be revealed (Berger, 2014). These individuals, capable of utilizing questions critically,     have          contributed to discoveries       in       new technologies in today‟s competitive environment. The ability to ask eligible questions will become much more important in the future. Entrepreneurs in the U.S.‟s Silicon Valley have asserted that “questions are new answers,” and the critical use of questioning is crucial in the field of education, as well (Berger, 2014).
Interrogation contributes especially to effective teaching. After analyzing over 100 studies in a meta-analytical method, Marzano et al. (2001) included “clues, questions, and preparation” among their nine effective teaching strategies. In fact, asking questions is one of the most important aspects of teaching, and can be highly effective when used appropriately. Motivating students and ensuring their active participation (Gall, 1984; Cotton, 1988), leading students to think (Costa, 2001) and develop their own problem solving skills (Hu, 2015); storing knowledge (Dos and Demir, 2013); improving academic achievement as well as developing meta- cognitive thinking (Tanner, 2012); and enabling students to form critical thinking skills (Cotton, 1988) are some of the benefits of asking questions to students. Teachers ensuring the effectiveness of themselves and their classes positively affect the preparation and homework habits of students (Hu, 2015). In addition to improving students‟ critical thinking skills, high-level questioning stimulates students‟ active participation and facilitates learning (Redfield and Rousseau, 1981). Furthermore, asking questions triggers and interrelates students‟ prior knowledge with new information and assists them in reconstructing knowledge (Penick et al., 1996).
It is important to realize that the earlier-mentioned benefits of asking questions depend on the teachers‟ ability to use this method effectively. Depending on personal characteristics, teachers‟ questioning methods may also vary. Teachers‟ questioning goals, the level of their questions, question types, use of probing questions, waiting time for follow-up questions, to whom they direct their questions (individual, group, whole class, etc.), and their reactions after asking questions demonstrate this variance in strategy.
One dimension of teachers‟ questioning strategies involves motive. The awareness of the aim and results of asking questions seems to be important. Therefore the aim of this study was to analyze the questioning strategies of the teachers. The analysis of teachers‟ questioning strategies is considered important because it is believed to reveal much information about asking questions. This is a unique study in terms of proffering a detailed analysis of teachers‟ questioning strategies. This study will enable the determination of whether teachers have sufficient and efficient information about questioning techniques. In this respect, the realization of training teachers on questioning strategies and focusing on this issue in both education faculties and in-service teacher education programs will be helpful. The overall goal of this study is to analyze the classroom teachers’ questioning techniques.

1.2                                  PROBLEM STATEMENT
Questions are stimulants which activate students‟ cognitive skills and they have functioned as a primary educational tool for centuries (Aydemir and Çiftçi, 2008). Teaching with questions began with Socrates and has maintained its importance and validity until today. Questioning techniques are a heavily used, and thus widely researched, teaching strategy. Research indicates that asking questions is second only to lecturing. Teachers typically spend anywhere from 35 to 50 percent of their instructional time asking questions.
A teacher may vary his or her purpose in asking questions during a single lesson, or a single question may have more than one purpose.
In general, research shows that instruction involving questioning is more effective than instruction without questioning. Questioning is one of the nine research-based strategies presented in Classroom Instruction That Works (Marzano, Pickering, and Pollock 2001).
One important finding is that questions that focus student attention on important elements of a lesson result in better comprehension than those that focus on unusual or interesting elements. Questions should also be structured so that most elicit correct responses. In a research done by Akyol et al (2013), I was discovered that teachers don’t use the right questioning techniques which results poor performance among secondary school student. This study was carried out to study the right questioning techniques teachers should use in other to ensure good academic performance among students.

1.3                    AIM AND OBJECTIVES OF THE STUDY
The main aim of this work is to study on effect of teacher's questioning techniques on academic performance of students in social studies in senior secondary school in Ife North LGA Osun State. The objectives of the study:

1. To determine the benefit of teachers asking question in the class.
2. To proffer a detailed analysis of teachers‟ questioning techniques.
3. To analyze the classroom teachers‟ questioning techniques.

1.4                  SCOPE AND LIMITATION OF THE STUDY
The scope of this study covers analyzing teachers’ questioning techniques from various aspects, this study was conducted during the middle academic year with 170 primary school teachers working in senior secondary school In Ife North LGA Osun State. Data were collected through a semi-structured questionnaire prepared by the researchers, and were examined via content analysis.

1.5                           SIGNIFICANCE OF THE STUDY
The study will provide a means of understanding Teachers’ questioning goals, the level of their questions, question types, use of probing questions, waiting time for follow-up questions, to whom they direct their questions (individual, group, whole class, etc.), and their reactions after asking questions demonstrate this variance in strategy.
The study will be useful in classification of questions into lower and higher cognitive questions. Lower cognitive questions (fact, closed, direct, recall, and knowledge questions) involve the recall of information. Higher cognitive questions (open-ended, interpretive, evaluative, inquiry, inferential, and synthesis questions) involve the mental manipulation of information to produce or support an answer.
The study will enable the reader to determine whether teachers have sufficient and efficient information about questioning strategies.

1.6                                   RESEARCH QUESTION
At the end of this study answers to the following questions shall be made known:

1. What questioning techniques do teachers use?
2.       What is the aim of the teachers for asking questions?
3. Why should teacher use questioning techniques?
4. What problems can occur when attempting to use questioning techniques to improve academic performance of students?

1.7                                RESEARCH HYPOTHESIS
H0: There is a significance relationship between teacher's questioning techniques and academic performance of students in social studies.
Hi: There is no significance relationship between teacher's questioning techniques and academic performance of students in social studies.

1.8                                  DEFINITION OF TERMS
TEACHERS: a person who teaches or instructs, especially as a profession; instructor or a person who teaches, especially in a school.
QUESTIONING TECHNIQUES: a set of methods used by teachers when asking questions.

ACADEMIC PERFORMANCE: High output or understanding of lesson taught which are achievable in the long run or short run goal. This was to be carried out through test and examination.

CHAPTER FIVE
5.1 CONCLUSION AND RECOMMENDATION
Asking questions to the whole class in the initial stage, then addressing a certain group and lastly directing questions to the students individually is a more reasonable method in the actualization of teaching (Bezukladnlkov et al., 2013). In this sense, there needs to be a balanced distribution of individual, group and whole- class questions.
Teachers‟ perceptions might be based on a sense that they ask high-level questions; however, as can be seen from experimental studies, these questions remain at a low-level. Although some attribute this inability in asking high-level questions to primary or secondary education (Aydemir and Çiftçi, 2008), others attribute this to professional education from university (Özdemir and Baran, 1999). Still, others attribute this inability to conventional habits of questioning and being questioned (Tanık and Saraçoğlu, 2011). When the teachers are unaware of the cognitive processes that take place in students‟ minds, the quality of addressed questions as well as the variety is limited; consequently, students‟ attainment is reduced.
According to research findings, teachers initially pose
questions to uncover operational knowledge and subsequently to seek conceptual, factual, and meta- cognitive knowledge. The questions posed demonstrate a balanced distribution. As a significant indicator of higher- level thinking skills, metacognitive awareness and knowledge plays an important role in students‟ achievement (Bağçeci et al., 2011). Conceptual, factual, and generalization knowledge is an important factor in education as it helps to determine whether newly learned items are exactly acquired, and ensures an effective learning process. Probe questions are also important in an educational context as they reveal whether students possess detailed knowledge on a certain topic. Moreover, 94% of teachers reported that they posed these questions in order to reconstruct a question, to paraphrase a response, and to demand new information. Reconstructing a question is method which contains hints that can help students understand a question more clearly.
Waiting time is one of the most important factors affecting students‟ correct response. This study has revealed that teachers generally give students a long waiting time. Individual differences among students, anxiety, and allowing time to remember are the main causes of long waiting times. Those who give short waiting times expressed that the lesson time was short, the subject topics were numerous, and that long waiting times would not make any change. From cross-analysis, teachers were found to allot either the same length of waiting time for both convergent and divergent question types or a longer time for convergent questions. This also indicates that teachers do not have favorable awareness of the use of divergent and convergent question types in the class.
Moreover, most of the teachers reported that they waited for 9 to 12 and/or 13 to 15 s after asking questions. However, studies have revealed that teachers wait for about 0.7 to 1.4 s following questions (McComas and Abraham, 2005).
From this study, it can be concluded that teachers are not aware of how long they wait after asking questions. They must be educated about the nature of asking good questions and waiting time and feedback. The relationship between waiting time and students‟ achievement was first revealed by Mary Bud Rowe in 1972. When students are provided with appropriate waiting time, they respond to questions more successfully. Rowe (1986) discovered that waiting quietly for three seconds has a positive effect on children. Furthermore, waiting for 3 to 5 s after questions has important consequences for students (Harris and Swick, 1985). Such waiting times stimulate students‟ achievement, retention of subject knowledge; improve the quality and length of responses; increase participation with correct responses; and encourage students to ask more questions (Cotton, 1988). According to Cotton (1988), teachers permit less waiting time for the students they consider to be at low-level.
Teachers stated that they do not pose erroneous,
complex and/or ambiguous questions to students. When pre-planned, ambiguous and complicated questions are applied in the classroom, they might ensure enriched student learning and assist students in exploring their thoughts. On the other hand, unstructured, complex and ambiguous questions might distract students from understanding the subject. The study further revealed that two-thirds of teachers do not pose questions as a means of punishment. However, one-third of teachers reported that they used questions as a tool of punishment in order to ensure classroom participation, to punish those who do not fulfill their homework responsibilities, and to warn those who become distracted and do something else during the class. Asking eligible questions is an important skill that requires long training and experience. In 1974, Lewis Lee Barker provided training for pre-service school teachers during his PhD study and obtained favorable results. Moreover, Aslan (2011) asserted that teachers posed more eligible questions after questioning training. Consequently, questioning strategies can be taught.
Eligible questioning skills can be obtained with long training and experience. Thus, such kind of training should be provided to teacher candidates both during pre-service teacher education as an individual subject or course subject and during in- service teacher education. Critical learning theory and constructivist learning theory state the importance of questioning skills (Young, 2009).
Asking good questions could be emphasized more importantly in Teaching Principles and Methods and/or Classroom Management courses to the pre-service teacher candidates. Furthermore, teacher candidates can gain experience by practicing these strategies in their Teaching Practice course. Teachers might acquire new knowledge and skills regarding questioning strategies by attending other teachers’ classes.
Further studies containing a detailed analysis of questioning strategies can be conducted using various methods and techniques with different tools in different teaching contexts. Studies involving the analysis of reasons why teachers cannot ask eligible questions have stood out as a shortcoming.
Studies on the teaching of questioning strategies may hold an important place in the field. In addition, studies devoted to modeling for questioning strategies are considered to occupy an important place in the field.

 

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