Questioning behaviours and patterns of prospective teachers on practicum

Figures & data

Table 1. Participants’ demographic information

Demographic Variables	Categories	n	%
Gender	Females Males	28 3	90.3 9.7
Teaching Experience	0–4 years >4 years	28 3	90.3 9.7
Class Level Taught at Practicum	Primary School (Infants—Standard One) Primary School (Standard Two-Three) Primary School (Standard Four—Five) Secondary School (Form One—Three) Secondary School (Form Four-Five)	16 7 1 5 2	51.6 22.6 3.2 16.1 6.5
Total		31	100

Table 2. Sample items and participants’ responses from questionnaire before and after the application of an instructional video

Sample Items from Questionnaire	Types of Questions	Responses before Video	Responses after Video
I challenge my students by asking questions that arouse their curiosity.	Focussing, Socratic	Sometimes—2.9% Often—41.9% Always—22.6%	Sometimes −12.9% Often −22.6% Always- 61.3%
I ask questions to establish a foundation for my work.	Focussing, Convergent, Socratic	Sometimes −12.9% Often—48.4% Always—38.7%	Sometimes −6.5% Often −41.9% Always- 51.6%
I ask questions to encourage students to listen to each other’s opinions.	Redirecting, Socratic	Sometimes—22.6% Often—48.4% Always—22.6%	Sometimes −12.9% Often −41.9% Always- 45.2%
I ask questions so that students can interpret, analyze, and think critically.	Divergent	Sometimes—38.7% Often—38.7% Always—22.6%	Sometimes −16.1% Often −51.6% Always- 32.3%
I ask questions to build class rapport.	Redirecting, Divergent, Socratic	Sometimes—35.5% Often—41.9% Always—16.1%	Sometimes −22.6% Often −41.9% Always- 35.5%
I ask questions to discover special interests in my students.	Focussing, Socratic	Sometimes—32.3% Often—45.2% Always—19.4%	Sometimes −12.9% Often −58.1% Always- 29.0%
I redirect questions to various students to get diverse answers or opinions.	Redirecting, Divergent, Socratic	Sometimes −41.9% Often—48.4% Always—6.5%	Sometimes −12.9% Often −48.4% Always- 38.7%
I allow for multiple responses to my questions.	Redirecting, Divergent, Socratic	Sometimes—25.8% Often—45.2% Always—29.0%	Sometimes −19.4% Often −41.9% Always- 38.7%
I encourage students to speak to each other when responding to my questions.	Divergent, Socratic	Sometimes—32.3% Often—35.5% Always—3.2%	Sometimes −35.5% Often −45.2% Always- 12.9%
I use questions to help students modify their responses.	Prompting, Probing, Divergent	Sometimes—19.4% Often—61.3% Always—19.4%	Sometimes −9.7% Often −48.4% Always- 41.9%
I avoid asking one-word-answer questions.	Divergent	Sometimes—25.5% Often—35.5% Always—35.5%	Sometimes −6.5% Often −29.0% Always- 64.5%
I encourage students to ask questions in class.	Divergent, Socratic	Sometimes—25.8% Often—32.3% Always—22.6%	Sometimes −12.9% Often −41.9% Always- 38.7%

Table 3. Classroom observation and field notes on participants’ questioning behaviours and patterns before and after the introduction of an instructional video

Comments before the application of an instructional video at the end of week one

Comments after the application of an instructional video at the end of week three

When questions were asked, students were being called upon to respond immediately. There was no planning of key questions to be asked throughout the lesson. Students were not being called by their names. Whole class answering was encouraged. This led to classroom management issues. No probing questions were asked to elicit responses leading to development of concepts. When the first student did not answer the question correctly, the teacher provided the answer. In most instances, there was not a fair distribution of questions throughout the class. There was very little use of redirecting questions. Questions were asked at the lower end of Bloom’s taxonomy. In some instances, the teacher called the students’ names before asking the question. In some instances, when students gave inaccurate responses, there was no attempt to modify the questions by simplifying or using different words and phrases. The teacher gave the correct response. Students were not encouraged to ask questions. In a few instances, students were praised for their responses. Questions did not flow smoothly to connect the different phases of the lesson.

There was evidence of key questions planned and used throughout the lesson. There were attempts to restructure the questions whenever the students did not give correct responses. Students were praised generously when they answered questions or even attempted to answer questions. Further questions were asked to elicit responses leading to concept development. Questions were asked before students were called upon to answer. There were attempts to ask questions at all levels of Bloom’s taxonomy, even at the highest level. When implementing discussion as a strategy, students were given the opportunity to ask questions. During Science and Mathematics lessons, there were attempts to ask questions that challenged students. All students practised “wait time” when they asked questions. In most instances, questions asked during the introductory phase of the lesson served to introduce the topic and to establish the main ideas listed in the objectives.

Table 4. Practicum scores on participants’ questioning behaviours and patterns before and after the introduction of an instructional video

Number of Participants	Participants’ Scores (0–4) Before the Application of an Instructional Video at the end of week one	Participants’ Scores (0–4) After the Application of an Instructional Video at the end of week three
1	3	4
2	3	4
3	2	4
4	3	4
5	2	3
6	2	4
7	2	3
8	3	4
9	3	4
10	3	4
11	3	4
12	3	3
13	2	4
14	1	3
15	2	3
16	2	4
17	3	4
18	2	3
19	2	4
20	2	3
21	3	4
22	3	4
23	3	4
24	3	3
25	3	3
26	3	3
27	3	3
28	2	3
29	3	4
30	3	3
31	3	3

Table 5. Paired-samples t-test on prospective teachers’ questioning behaviours and patterns

Items	Pre-test		Post-test		t	p	Cohen’s d
	Mean	SD	Mean	SD
1. Level of Confidence in Asking Focussing Questions	4.55	1.150	5.19	.980	2.37	.021	0.59
2. Level of Confidence in Asking Prompting Questions	4.61	.919	5.35	.877	3.25	.002	0.82
3. Level of Confidence in Asking Probing Questions	4.65	.877	5.26	.893	2.27	.008	0.68
4. Level of Confidence in Asking Redirecting Questions	4.52	1.122	5.35	.950	3.17	.002	0.79

*Significant at the 0.05 level (2-tailed).