THE IMPACT OF DIFFERENT INSTRUCTIONAL APPLICATIONS BASED UPON TEACHER AND STUDENT QUESTIONS ON STUDENTS’ ACADEMIC ACHIEVEMENT
To question asking is one of the basic actions of human. Use of questions is suggested in designing verbal elements as an instructional message to highlight crucial information. Therefore, it could be argued that questions constitute a critical strategy used in message design. On the other hand, ask...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/e2567b8c894f4c269321dc83422e9cc1 |
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| Sumario: | To question asking is one of the basic actions of human. Use of questions is suggested in designing verbal elements as an instructional message to highlight crucial information. Therefore, it could be argued that questions constitute a critical strategy used in message design. On the other hand, asking questions forms one basic aspect of the mental image of society towards teaching profession. One of the most important factors behind this perception is the teachers benefit rather frequently from questions in educational process. The present study comparatively examines the impact of instruction based on student and teacher questions and of a combination of these two applications upon students’ academic achievement in Measure and Evaluation lesson. This is a quantitative study that employs the experimental pattern of pretest-posttest without control group design. The study sample consists of a total of 66 students from three classes. The study data were collected from experiment groups that was used different teaching application based on questions with a 30-item achievement test. It was developed by the researchers with an internal consistency coefficient of 0.78. The collected data were subjected to the analyses of descriptive statistics and one-way variance. The results of the study demonstrated that all three instructional applications used contributed to students’ academic achievement and that there was no difference among these applications in terms of their levels of contribution to students’ academic achievement. Therefore, when designing instruction for learning-teaching environments, the task of posing questions should not be solely assigned to students. Teacher questions should be predominant particularly until students’ questioning skills are sufficiently improved. On the other hand, student questions should also be sporadically employed to contribute to students’ questioning skills. |
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