Usage of Effective Questioning to Enhance Students ‘level of participation in a Grade XI Chemistry Classroom of a Government Degree College in Rural District of Jacobabad
The purpose of the current study was to explore the usage of effective questioning during lecture-based teaching in the higher secondary chemistry classroom to enhance students’ active participation. The qualitative paradigm was used in the study within its action research was conducted. The data was collected through multiple sources such as interviews, observations, document analysis, and reflective Journals. The multiple tools helped in the process of triangulating the data. The researcher has used semi-structured interviews, participant observations, field dairies, and reflective journals to gather in-depth, rich, and relevant data. Data were analyzed through thematic analysis. The findings of the study revealed that the use of effective questioning serves as a powerful tool for enhancing students’ level of participation in chemistry teaching. Therefore, the use of effective questioning must be at the heart of lecture-based teaching-learning processes. In the study, students revealed that they had developed enough confidence which in the future will help them to take part in classroom activities. Moreover, it has also been found that the classroom discussion encouraged students to express their thinking in a fearless environment. It has been revealed that use of effective question not only develops students’ participation but also enhance their learning. Furthermore, students’ conceptual understanding was improved using effective questioning by integrating it into the college level chemistry teaching-learning activities. The results of the study have practical implications for teaching and learning in the chemistry classroom. Most of the studies around teacher's questioning have been undertaken in Western countries. However, this may be the first study that was conducted in Government Degree College for Boys, in the rural context of Sindh, Pakistan. Moreover, the study can contribute to the body of knowledge already available on classroom questioning and will be helpful for teachers in teaching science generally and chemistry particularly to enhance students' participation. This study recommends that questioning skills should be incorporated systematically into teaching-learning activities and practice to enhance students’ level of participation.