Abstract
This study aimed at investigating the questioning practices of
teachers in public sector universities of Khyber Pakhtunkhwa. Using
proportional allocation to population, 24 teachers were selected
from Peshawar, Kohat, D.I.Khan, Mansehra, Dir, Malakand, and
Swat as a sample through cluster random sampling. To achieve the
objectives of the study, the instrument “Observation Guide using
Bloom’s Taxonomy” was used, and teachers’ questions were
recorded on the observation guide, in addition to an audio
recording. The questions were then categorized under six
categories of Bloom’s taxonomy: knowledge, comprehension,
application, analysis, synthesis and evaluation. The findings have
drawn out that teachers’ questioning methods centered on the
convergent, knowledge and comprehension types. Teachers
infrequently asked questions at the analysis, synthesis and
evaluation levels. It is recommended that higher-order thoughtprovoking questions need to be asked more frequently in the
classrooms. It is also acknowledged that promoting students to use
these higher-level thinking skills is important but this could only be
achieved if teachers are effective enough to use a classificatory
scheme such as Bloom’s taxonomy.
