Abstract

The major purpose of this study was to determine the questioning patterns of teachers in science classes. The design employed for the study was a case study. To guide this study, five research questions were asked and answered. The samples of the study consisted of 20 senior secondary schools and 60 science teachers. The instruments used for data collection were Science Class Questioning Categories. The major findings of the study included: 21.4% of science instructional time was spent on questioning; most of the questions asked in science classes were on knowledge; there were significant differences between male and female teachers on questions asked on knowledge and analysis; the bulk of questions asked in science classes were directed at the male and high ability students; and most of the questions asked in science classes received an average wait-time of 3 seconds. It was concluded that questions remain the most vital tool for determining students understanding.

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