The Use OF Questioning Technique In The Classroom

Abstract

This study investigated the use of questioning techniques in secondary school classrooms through a comparative analysis of government and private institutions in D.I.Khan district. Employing a non-participant observation method over two weeks, the researcher collected data from four schools using two separate observation checklists designed to capture both teachers' questioning behavior and student response patterns among 9th-grade female students. The findings revealed distinct differences in classroom questioning dynamics between the two school systems, with teacher attitudes toward student-initiated questions varying considerably across institutions. The data further indicated patterns in question distribution among students, the dominance of high achievers in question-answer sessions, and the overall frequency of student questioning habits. Statistical analysis using chi-square tests examined the null hypotheses regarding comparable use of questioning techniques across public and private sectors, providing insight into pedagogical practices within these educational settings. The study contributes to understanding how questioning techniques function as instructional tools and how institutional context may shape these classroom interactions.