SECONDARY-SCHOOL TEACHERS' QUESTIONING

ACTIVITIES IN LEARNING-TEACHING PROCESS

Ass. PROF. D R . FILIZ EVRAN ACAR
Assoc. PROF. D R . ABDURRAHMAN KILI

Duzce University Technical Education Faculty

Institute of Education Science
In this research, it is aimed to determine what kind of questions
teachers and students ask in learning-teaching process. In the
effort, qualitative research technique was used. The teachers of
Duzce Vocational High School in Duzce city center make up the
research group. For this aim, observation was performed in the
lessons of 13 teachers. As data-collecting tool, semi-structured
observation forms were used. Data was analyzed by using content analysis technique. In the consequence of the analysis, basic
and sub-categories were made up and the categories' percentage
and frequency were given. As a result of the research, it is seen
that teachers ask questions more than students, teachers and students ask questions about the lesson or extra-curricular, the
extra-curricular questions asked by the teachers are for acquiring
information, their questions about the lesson mostly consist of
the ones requiring intellectual ability to process, remembering
the acquired information and receiving feedback and controlling.
Extra-curricular questions of the students are mainly toward fmishing the lesson and their questions related with lesson are
toward understanding the lesson.
Keywords: Instruction process questions, students' questions,
teachers' questions, question categories.

Introduction
Leaming-teaching process is based on
the communication between teacher-student and student-student. The
communication exists as part of a certain
feedback between teacher-student and student-student. Thanks to the feedback
received, it is understood how and in which
level the message received by the source
is understood by the receiver. Without feedback, it is not done what is necessary fort
he communication. During the process of
the communication, it is benefited from
different catechetical activities with the
aim of determining how the person understands the message, providing the person
to think on different problem situations
and receiving the person's opinion. In this

communication process, teacher asks questions to students and answers the questions
asked. The student asks questions to the
teacher and the other students and answers
the questions asked.The questions are the
most essential material for supporting
thinking process because activating thinking process are important for providing the
person to leam effectively,
The questions can be used for different
aims in education. The questions can be
asked for the purpose of directing the students to the target, providing them to think
in high level and effectively by directing
them to questioning, determining the efficiency of education, increasing student's
attendance, improving the students' listening skills and increasing tolerance and

173

174 / Education Vol. 132 No. 1

respect (Sonmez, 2001). It can be benefited from questioning for the purpose of
providing effecdve classroom management
and decreasing classroom problems.
Bond (2007).presents some suggesdons
about questioning by paying attendon to
questioning strategies decreasing classroom management problems These are :
1. Write out some questions when planning the lesson
2. Establish expectations about the
behaviour before beginning the questioning period
3. Call on a variety of students
4. Cue students before asking the question
5. Ask quesdons that are the appropriate
level for each student
6. Ask quesdons that elicit posidve or
correct responses
7. Provide students with sufficient wait
dme after asking a quesdon and before
responding to their comments
8. Vary the way students respond to quesdons
9. Vary the person who responds to the
questions
10. Respond to every answer and correct
errors
11. Ask follow-up questions
12. Encourage students to ask questions
There are different question forms in
teaching-learning process. Grouping questions differs according to the different
authors. Sonmez (2001) gathers question
forms in 4 groups as 1. The question
according to target level, 2. open and closeended quesdon, 3. quesdons according to
the methods and 4. quesdon according to
directing methods. In his research Bishop

(1991) introduces what the quesdons used

for in classroom discussions and groups
quesdon forms by adapdng from Christensen as open-ended, diagnostic,
informadon-seeking, challenge/testing,
action, priority and sequence, prediction,
hypothedcal, extension and generalizadon
ones.
By handling the quesdons with a crossdisciplinary review, Kearsley (1976)
conducted questions in verbal discourse
and made the following taxonomy of questions' functions. ( Shomoossi, 1997)
1. Echoic: those which ask for the repetition of an utterance or confirmation that
an utterance has been interpreted as intended. (E.g. Pardon! what!)
2. Epistemic: those which serve the purpose of acquiring information:
(a) Referendal; intended to provide contextual informadon about situadons, events,
acdons, purposes, relationships or properdes (Wh-questions, for example).
(b) Evaluative; asked to establish the
addressee's knowledge of the answer
(sometimes called display, test or knowninformation questions)
3. Expressive: conveying attitudinal
informadon to the addressee (e.g. Are you
coming or aren't you?)
4. Social control: used to exert authority by maintaining control of the discourse.
5. Attendonal: allows the quesdoner to
take over the direction of the discourse
(meta-message is "listen to me" or "think
about this").
6. Verbosity: asked only for the sake of
politeness or to sustain conversation (e.g.
cocktail party questions)

A Qualitative Research... /175

Marrin (2003) groups the question

In his research, Martin (2003) indicatforms in three as genuine questions, test ed that the teachers spend little time for
questions and provoking ones and indi- asking questions, they ask limited quescated that 61 % of the teachers ask test tions with limited forms. It is determined
questions (How many sides in a triangle? that teachers spend 20 % of the lesson to
How can we simplify this fraction?), 25 % ask questions and they ask questions like
of them ask genuine questions (How many " what will we do then?" more.
different triangles did you find? Which
measurement did you use ?) and 14 % of Aim
them ask provoking questions (Why is
In this research, it is aimed to deterthat? How could you achieve that?).
mine how the activities of mutual asking
In the research Koray, Altuncekic and questions of secondary-school teachers and
Yaman performed in 2005 they classified students are performed in applications in
the ability to ask questions of preservice learning-teaching process. In this process,
teachers of Science and Technology it is examined what are the questions asked
according to the cognitive area steps of by the teachers and the students and what
taxonomy of Bloom and tried to as certain kind of questions are asked in the class.
in which steps they ask questions more. With this aim, it is looked for an answer
According to the results of the research. It for the questions below:
is ascertained that ability to ask questions
In Vocational High School (vocatioanal
of the Science and Technology preservice courses);
teachers are advanced in the step of " infor- 1. How are the distribution of the quesmation and cognition " of Bloom taxonomy
tions asked according to the lesson
but the usage of the information acquired
period?
and ability to ask questions in the steps of 2. How is the distribution of the questions
"application, analysis, synthesis and evalaccording to adressing to the individual
uation" including high-level thinking are
or group?
in low level.
3. What are the subjects of the extracurNot only the qualification and quantiricular questions teachers ask?
ty of the questions asked by the teachers 4. What are the qualities of the questions
but also students' effective participation
teachers ask about the lesson?
for the activities of asking question are 5. What are the subjects of the extracurimportant in supporting thinking and learnricular questions students ask?
ing of the person. The effectiveness of 6. What are the qualities of the questions
question and answer technique in learnstudents ask about the lesson?
ing-teaching process differs according to
the students' participation, the aims and
The Method
kinds of the questions and how this techQualitative researching technique was
nique is performed
used in this work. Duzce Vocational High
School and its vocational teachers made

176 / Education Vol. 132 No. 1

up this working group of this research in

the education academic year of 2007-2008.
In accordance with determined the aim,
the lessons of 13 teachers who were chosen randomly were observed.
Data Collection and Analysis of the Data

As data collection tool, semi-structured

observafion form was used. The data was
gathered by means of observation in structtiredfieldtype (Yildmm and Smisek, 2006
). The data acquired as a consequence of
the observation was examined by two different researcher and the observation data
performed on three teachers were omitted
from the research because of some contradictions.
The Analysis of the Data

The text acquired from the observation

forms was analyzed by using the technique
called content analysis ( Silverman; 1993;
Manninh and CuUumswan, 1998; Yildinm
and Simsek, 1999; Bilgin, 2007). These
are the steps of the actitvity related to the
content analysis:
In the first step, all of the lessons were
examined and the questions were transcribed one by one according to the
lessons and they were listed. Codes
were given
In terms of the subject of the questions
(about lesson or extracurricular) and
distribution according to the lesson time
(the introductory, development and
result parts of the lesson), the questions
were classified and their frequency were
examined.
The questions' frequency was examined by being classified according to

the subject of the question (about the

lesson or extracurricula ) and the form
of being asked (to the person or a group)
Two researchers categorized these questions in terms of question forms
(respectively student questions and
teacher questions) independently. The
classifications performed in the end of
the study were compared and controlled
in terms of consistency. Because different denominations were performed
about some question categories, denominations were performed again in the
end of the cooperation and necessary
arrangements were made about the categories.
The last arrangements were performed
about the categories in the direction of
view and suggestions after the categories and questions were eamined by
the third expert.
The analysis of the results were presented as of percentage and frequency
by tabulating data in direction of the
categories determined.
Findings and Comments
The findings are presented in forms of
subtitles in paralel with the problems.
According to the data acquired from the
lessons observed within the research, total
179 questions were investigated.
/. The questions ranging around the lesson
period

The findings and cotmnents about the

first problem of the research are given in
Table 1.

A Qualitative Research... /177

Table 1. The questions ranging around the lesson period

Extracurricular
Introduction Development
Teacher's
question
Student's
question
Total

12

0,5

13

7,5

Result
f
%
11 6

About the lesson

Introduction Development
f
f
%
%
11
6
93
52

Result
f %
5 3

4,5

26

14,5

40

22

19

10,5

119

66,5

179

100

1,5

14 7,5

Total
f
%
139 78

Table 2. The distribution of the according to adressing to the individual or group

Teacher
questions
Student
questions
Toplam

The questions asked

individually
Extracurricular About the
lesson
f
%
f
%
11
6
25
14

The questions asked to the

groups
Extracurriculai About the
lesson
f
%
f
%
19
11
84
47

36

20

15

61

34

19

As it is seen in Table 1, 78 % of the

questions are asked by the teacher and 22
% of them are asked by the students. The
biggest percentage (52 %) of teacher questions are about the lessons and they are
asked in development part of the lesson.
The biggest percentage ( 14,5 % ) of student questions are about the lesson and are
asked in development part of the lesson.
According to this situation, it can be said
that the busiest communication (questioning) between the teacher and the student
is about the lesson and is performed in
development part of the lesson. 7 % of
extracurricular teacher questions is asked
in introduction part of the lesson and 6 %
of them is asked in result part. It is seen that
the students do not ask any extracurricu-

11

84

47

Total
f
%
139 78
40

22

179

ion

lar questions in development part of the

lesson. This situation can be interpreted
that they do not ask etracurricular questions when they concentrate on the lesson.
2. The distribution of the questions according to adressing to the individual or group

Findings and comments related to the

second sub-problem of the research are
given in Table 2 above.
According to Table 2, 20 % of the questions asked in the class are asked to the
person by the teacher and 22 % of them are
asked to the teacher by the student and
totally 42 % of ration are asked to the person. The ration of teacher's questions asked
to the group is 58 % and it is seen that students do not ask questions related to the

178/Education Vol. 132 No. 1

Tabie 3. The categories and tbe distribution of tbe extracurricular teacber questions
Categories
Main category
Information seeking
questions (ISQ)

criticism or warning
questions (CWQ)

/
Sub-category
Information seeking questions
about personal situation (P)

27

Information seeking questions 7

about gnerai applications and
situations of tbe ciass/(GA)
Information questions about
5
time-period(T)
10

Total

group. So, all of the questions of the students refer to the teacher. This situation
can be interpreted as the student-student
interaction is little. The big part of teacher
questions refers to the group.
As a result, it is seen that both teachers
and students ask questions about the lesson but teacher direct to extracurricular
questions more than students.
3. The subject and the distribution of the
extracurricular teacher questions

The findings and the comments related to the third-sub problem of the research
are given in Table 3. Etracurricular questions are grouped into basic and sub
categories
As it is seen in Table 3, the extracurricular questions are gathered in two main
categories. These are information questions and critical or waming questions. 67
% of the extracurricular questions teacher
asks are information questions. Information questions consist of three categories
such as information about personal situation, information about general

30

23

17
33
100

applications of the class and information

about time-period. The most asked questions are the ones which are 27 % of
information about the personal situation
of the students. These quesfions are related to the questions to acquire information
about chatting about students, their
favourite team, the books they read. 23 %
of them - general application of the classand 17 % of them - information questions
about time-period follow this group.
Erom extracurricular teacher questions
critical or waming questions include 33 %
of this ration. Teachers ask various questions for the purpose of questioning the
behaviours of the students, criticizing and
waming them. There are quotes about the
questions are given in the main and subcategory indicated below.
What's up Mustafa?(ISQ-P)
Which book do you read?(ISQ-P)
Did you talk about this with your teacher
?(ISQ-GA)
Did we talk about the date of the exam?
(ISQ-GA)

A Qualitative Research... /179

Table, 4, The categories and the distribution of teacher questions about the lesson
Main categories
The questions about the preparation of the tools and
materials of the lesson (PLM)
The questions for making connection to the previous
lesson (MC)
The questions requiring remembering (R)
The questions requiring intellectual operation
ability(IO)
The questions seeking resons (SR)
Feedback-control questions(F)
Motivation questions (M)
Total

What is the time?(ISQ-T)

How much time is left for ending the lesson?(ISQ-T)
Don't you have any work you to do ? (CWQ)
Why did you come late today? (CWQ)
4. The quality and the distribution of the
teacher's questions about the lesson

The findings and comments related to

the forth sub-problem of the research are
given in Table 4. Quesdons about the lesson are grouped into main categories.
As a result of the content analysis in
Table 4, seven (7) main question categories
such as quesdons asked about the lesson,
the ones being related to lesson materialtool preparadon, making connecdon with
the previous lesson, the ones requiring
remembering, the ones requiring intellectual operation ability, the ones seeking
reason, feedback-control quesdons and the
modvating ones are created.
The most applied teacher questions
about the lesson (38,5 %) are the ones
requiring intellectuel operadon ability.
When the questions in this category are
reviewed, it is seen that teachers ask students quesdons requiring mathemadcal

f
3

%
3

25

23
38,5

42
4
26
2
109

3,5
24
2
100

calculation more than others. This is followed with feedback-control quesdons (24
%) and the questions requiring remembering (23 %). Teachers receive feedbacks
about students' learning with the questions
such as " did you understand?, do you
know?, did you do it?" and their applications. It can be discussed whether this kind
of questions are enough to receive feedback (effective feedback). Also, teachers
ask questions such as " what was it?, wasn't it?, which require remembering the
informadon about the previous lesson. This
can be explained as teachers ask questions
that require less thinking such as the ones
to determine students' level of knowledge
or remind previosly learned subjects
The least used kinds of questions are
the ones which seek reason and motivate
them. Teachers direct the students to
explain and present a reason in any situation by seldomly asking the question
"why?". These kinds of questions are
important in providing the students present reason-result reladons and think from
different point. The reason for the fact that
motivating questions are less can be
explained as when teachers want to mod-

180 / Education Vol. 132 No. 1

Table 5. The categories and the distribution of the extracurricular student questions
Main Categories

The questions for ending lesson(EL)

Information seeking questions (ISQ)

3
1
4

75
25
100

Total

Table 6. The categories and the distribution of the student questions about the lesson
Categories
Main category
The questions for
understanding the lesson(lIL)

The questions for showing they

learn(SL)

%
17

/
Sub-category
Information seeking questions
about subject (ISQ)
The questions for requiring
guiding(RG)

17

47

The questions for attending

the lesson (AL)
The questions expecting
approvai(EA)

5.5

19.5

4
36

11
100

Suggestion question (S)

Total

vate the students, they improve their students motivation not by asking questions
but with the sentences or body language
These are some examples from teacher
questions about these categories.:
Is there anyone whose materials are incomplete ?(PLM)
What did you do last week?(MC)
What was the formula of the circumference
(R)
Is there anyone who remembers P?(R)
How do we add picture on our site ? (10)
What is it equal to the square of ABC triangle? (IO)
Why didn 't you do ?(SR)
Is there anyone who doesn 't understand? Or
the ones who understand, raise your hands
(F)
Did you write these ?(F)

Well-done, what is your student number?I

will give you mark(M)
5. The subject and the distribution of the
extracurricular student questions

The findings and comments about the

fifth sub-problem of the research are given
in Table 5. Questions about extracurricular activities are grouped into main
categories.
As it is seen in Table 5, the extracurricular questions of the students are the
ones for ending the lesson and information ones. About this, direct quotes are
given below.
Teacher we always study lesson. What about
chatting a little ?(EL)
Did you read examination papers ?(ISQ)

According to this, it can be said that the

A Qualitative Research... /181

students ask questions like suggestion
because they are bored with the lesson and
they want to get rid of the lesson.
6. The quality and the distribution of the student questions about the lesson

The findings and comments about the

fifth sub-problem of the research are given
in Table 6. Questions about the lesson are
grouped into main and sub-categories.
As it is seen in Table 6, the students
present questions directing to understand
the lesson and to show they learn and suggestion questions. The questions for
understanding the lesson consist of two
categories called informative and requiring
guiding ones and the questions showing
they understand consist of two categories
as lesson-attending and requiring approval
questions.
It is seen that the students ask questions
to understand the lesson and important part
of these questions are the ones requiring
guiding. An important part of the questions which show students understand the
lesson make up the questions requiring
approval. This situation can be interpreted as the students need guiding and
motivafion in class.
There are some quotes from the student
questions about the lesson.
Can you repeat it? I didn't understand. (ULISQ)
Will we prepare poster?(UL-RG)
Teacher, cnido it?(SL-AL)
Poster is prepared for short information,isn 't
it?(SL-EA)
Can't we rotate it?(S)
What about performing it on computer?(S)

The Result and the Discussion

In this research performed, questions
types about students and teachers are
below.
Teachers ' extracurricular questions

Information seeking questions (ISQ)

Information seeking questions about
personal situation (P)
Information seeking questions about
general applications and situafions of the
class/(GA)
Informafion questions about time-period(T)
Criticism or warning questions (CWQ)
Teacher questions about the lesson

The quesfions about the preparation of

the lesson-material and tools (PLM)
The questions for making connecfion
to the previous lesson (MC)
The questions requiring remembering
(R)
The questions requiring intellectual
operation ability (O)
The questions seeking resons (SR)
Feedback-control questions (F)
Motivating questions (M)
The extracurricular questions of the students

The questions for ending the lesson

(EL)
Informafion seeking questions (ISQ)
The student questions about the lesson

The questions to understand the lesson

(UL)
Information seeking questions about
subject (ISQ)
The questions for requiring guiding
(RG)

182/Education Vol. 132 No. 1

The questions for showing they learn

(SL)
The questions for attending the lesson
(AL)
The questions expecting approval(EA)
Suggestion questions(S)
According to the results of the research,
it was seen that 78 % of the questions are
asked by the teacher and 22 % of them are
asked by the students in the class. According to this, it was revealed that student
asked one question in comparison to five
questions of the teacher. According to this,
it can be interpreted that the teacher is more
central in the lesson.
One of the reasons for the students ask
questions less is about their sitting plan.
In the research performed, Marx, Fuhrer
and Hartig(2004) the connection between
asking question and sitting plan of the students is presented. As a result, it is
understood that students ask more questions in semi-circle sitting plan than in
horizontal and vertical sitting plan.
Another reason for students ask less
questions is that question types of the
teachers do not support student attendance.
In " questioning styles" research, Martin
(2003), observed that teachers ask closeended questions more which require
limited words or yes-no answer. When students meet open-ended questions they
attend lesson and give more comprehensive
answers whereas in close-ended questions
they attend less and give one-word answers.
It was understood that a big part of
teacher and student questions are asked in
development part of the lesson. This result
shows the most concentrated lesson part
of the nteraction between teacher and stu-

dents is development part. That the interaction is busier in the most concentrated
part of the lesson than other parts is an
expected situation.
It is made out that extracurricular
teacher questions are distributed into the
introduction and result part in a balanced
way. It was seen that students ask no
extracurricular questions in development
part of the lesson. This situation shows that
students concentrate on the lesson and do
not do any thing apart from the lesson.
When it is examined the situation of the
questions to be directed to a person or a
group, the ration of the questions asked to
the group are seen to be more. All of the
questions directed to the group are asked
by the teachers. Teachers direct 1 over 4 of
the questions to the person and ask 3 over
4 of them to the group. This is a meaningful situation in terms of using this
questioning technique. However it is understood that all of the students direct the
question to the teacher and they do not ask
any questions to group. This result can present the result that students always make
connection with the teacher in class and
students' communications with other students about the lesson are weak.
When the extracurricular teacher questions are examined, it is seen that important
part of extracurricular questions has the
aim of personal situation of the student,
general application/situation of the class
and getting information about time. Also,
teachers focus on questions questioning
students and having the meaning of cricitizing and warning.
The teachers' questions about the
lesson consist of questions requiring intel-

A Qualitative Research... /183

lectual operational ability, feedback and do not ask student any questions, student
control questions, the questions requiring questions are in quality of receiving view
the information learnt to remember, the about what they should do in class can be
questions of making connection with the interpreted that teachers can not make the
previous lesson, the questions related to lesson active about communication and
lesson tool-material preparation and moti- interaction between student-teacher and
vating questions in percentage distribution. student- student. So, teachers can be proFour over ten teachers' questions require vided to acquire necessary information and
intellectual operation and these two ones experiences about making the lesson more
require the information to remember,and active, increasing student-teacher and stuagain these two ones have feedback and dent-student interaction and for different
control aim and the other two ones consist teaching method and techniques.
of aims for questioning of tools and mateHowever teachers' questions require
rials, connection with the previous lesson,r
thinking ability, these questions are mostequiring reason and motivating. Important
ly the ones mathematical calculation and
part of the questions requiring intellectusolution ability. The teachers can be
al operation are made up of mathematical
informed enough to ask students question
calculation.
directly to provide them to think in an upWhen student questions are examined,
level and to prepare such questions and to
it is observed that etracurricular questions
provide them to ask questions.
of the students are especially for ending
For the researches;
the lesson. This situation means that the
It can be studied why students ask less
students are bored with the lesson and stuquestions in the class, the class arrangedents do not interest the lesson much.
ment, effect of teaching methods on
Important part of the student questions
questioning and effect of student success
about the lesson cosists of the questions
on questioning.
toward understanding the lesson ( 64 % ).
25 % includes the ones to prove stuReferences
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