Questions and Questioning Techniques: A View of Indonesian Students’ Preferences

Abstract

This study investigated students' preference on teacher's questions and questionings techniques and more importantly on how they could facilitate or impede their learning. The results on teacher's questioning techniques showed that random nomination was more preferred than pre-arranged format nomination. In addition, techniques of nominating volunteering students and of giving wait-time were disliked by most student-respondents. As for types of question, the yes/no question was favored by most of the respondents. Different from the yes/no question, the number of respondents leaning forward to the analysis question, questions about fact of life, and questions to state opinion did not show a significant difference from the number of those leaning against the same questions.

The use of cognitive domain in questions: The perception of students and lecturers of public universities in Aceh

“…In various classes, the employment of Bloom's taxonomy is vividly visible. Even though the display and convergent questions are dominant (David, 2007;Diaz et al, 2013;Hamiloğlu & Temiz, 2012;Ragawanti, 2009;Rahman & Manaf, 2017;Shomoossi, 2004;Sujariati, Rahman & Mahmud, 2016;Sunggingwati & Nguyen, 2013;Tofade et al, 2013;Yang, 2010), but the higher-order thinking questions are encouraged to develop and promote thinking. Researchers agreed that Bloom's taxonomy in questions is essential to encourage, extend and challenge students' abilities so that they think critically (Diaz et al, 2013;Klenn & Connell, 2004;Marzano et al, 2001).…”

“…Kira et al (2013) said that some questions should be asked in a certain level of students' intelligent ability so that the passiveness of students' response argued by Rahman and Manaf (2017) and Case (2013) as the unfortunate effect of Bloom's taxonomy higherorder thinking can be avoided. Moreover, David (2007) said that in the low order thinking, questions are very useful to engage classroom interaction, while Ragawanti (2009) added that uncomplicated required-answer of these questions made interaction in class more easily engaged. Moreover, Anderson et al (2001) found that low order thinking questions are important as the fundamental of higher-order thinking.…”

Teacher’s questioning skills and students’ responses in science subject based on parenting style perspectives

“…However, the teacher can also determine which student candidate will answer the questions that will be given by the teacher. The situation can be helpful to allow some time for students to think about and to present the answers (Ragawanti, 2010). In addition, students also sometimes cannot answer questions from the teacher.…”