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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.

Wilayat Bibi, Muhammad Naeem Butt, Amjad Reba. (2020) Relating Teachers’ Questioning Techniques with Students’ Learning within the Context of Bloom’s Taxonomy, , Volume-14, Issue-1.
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