Journal of Pedagogical Sociology and Psychology
Effectiveness of questioning techniques in mathematics: An analysis of lecturers' practices at TVET colleges
Mbazima A. Ngoveni 1 * , Masilo F. Machaba 1
More Detail
1 University of South Africa, South Africa
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2024 - Volume 6 Issue 3, pp. 21-33
https://doi.org/10.33902/jpsp.202428106

Article Type: Research Article

Published Online: 11 Jul 2024

Views: 681 | Downloads: 415

ABSTRACT
This study evaluates the effectiveness of questioning techniques used by mathematics lecturers at Technical and Vocational Education and Training [TVET] colleges in South Africa. Employing a qualitative observational design, it examines how these techniques influence student engagement and learning outcomes, framed by Bloom's Taxonomy and Vygotsky's Social Constructivism. Observations of two lecturers reveal that while lower-order questions dominate, they result in limited student engagement and superficial learning. Higher-order questions, though less frequent, significantly enhance cognitive engagement and promote deeper understanding. The study suggests that a shift towards questions that stimulate analysis, evaluation, and creation can profoundly impact student interactions and learning. By integrating more dynamic and interactive questioning aligned with social constructivist principles, lecturers can foster an educational environment conducive to critical thinking and practical problem-solving, essential in TVET settings. This research contributes valuable insights into improving pedagogical practices through strategic questioning, advocating for continuous professional development to enrich teaching methodologies in line with modern educational demands.     
In-text citation: (Ngoveni & Machaba, 2024)
Reference: Ngoveni, M. A., & Machaba, M. F. (2024). Effectiveness of questioning techniques in mathematics: An analysis of lecturers' practices at TVET colleges. Journal of Pedagogical Sociology and Psychology, 6(3), 21-33. https://doi.org/10.33902/jpsp.202428106
In-text citation: (1), (2), (3), etc.
Reference: Ngoveni MA, Machaba MF. Effectiveness of questioning techniques in mathematics: An analysis of lecturers' practices at TVET colleges. Journal of Pedagogical Sociology and Psychology. 2024;6(3), 21-33. https://doi.org/10.33902/jpsp.202428106
In-text citation: (1), (2), (3), etc.
Reference: Ngoveni MA, Machaba MF. Effectiveness of questioning techniques in mathematics: An analysis of lecturers' practices at TVET colleges. Journal of Pedagogical Sociology and Psychology. 2024;6(3):21-33. https://doi.org/10.33902/jpsp.202428106
In-text citation: (Ngoveni and Machaba, 2024)
Reference: Ngoveni, Mbazima A., and Masilo F. Machaba. "Effectiveness of questioning techniques in mathematics: An analysis of lecturers' practices at TVET colleges". Journal of Pedagogical Sociology and Psychology 2024 6 no. 3 (2024): 21-33. https://doi.org/10.33902/jpsp.202428106
In-text citation: (Ngoveni and Machaba, 2024)
Reference: Ngoveni, M. A., and Machaba, M. F. (2024). Effectiveness of questioning techniques in mathematics: An analysis of lecturers' practices at TVET colleges. Journal of Pedagogical Sociology and Psychology, 6(3), pp. 21-33. https://doi.org/10.33902/jpsp.202428106
In-text citation: (Ngoveni and Machaba, 2024)
Reference: Ngoveni, Mbazima A. et al. "Effectiveness of questioning techniques in mathematics: An analysis of lecturers' practices at TVET colleges". Journal of Pedagogical Sociology and Psychology, vol. 6, no. 3, 2024, pp. 21-33. https://doi.org/10.33902/jpsp.202428106
REFERENCES
  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
  • Aziza, M. (2021). A Teacher Questioning Activity: The Use of Oral Open-ended Questions in Mathematics Classroom. Qualitative Research in Education, 10(1), 31. https://doi.org/10.17583/qre.2021.6475
  • Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Handbook I: cognitive domain. David McKay.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Denzin, N.K. (2017). The research act: a theoretical introduction to sociological methods. Routledge. https://doi.org/10.4324/9781315134543
  • Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. University of Chicago Press. https://doi.org/10.7208/chicago/9780226206868.001.0001
  • Gudaji, S. R. (2019). Pedagogy approaches in higher education. Journal of Emerging Technologies and Innovative Research, 6(3), 315-319. https://doi.org/10.1234/jetir.2019.030315
  • Kawulich, B. B. (2005). Participant observation as a data collection method. Forum: Qualitative Social Research, 6(2), 43. https://doi.org/10.17169/fqs-6.2.466
  • King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 338-368. https://doi.org/10.3102/00028312031002338
  • Köksal, D., Ulum, Ö. G., & Yürük, N. (2023). Revised Bloom’s taxonomy in reading texts in EFL/ESL settings. Acta Educationis Generalis, 13(1), 133-146. https://doi.org/10.2478/atd-2023-0010
  • Madimabe, M. P., Omodan, B. I., & Tsotetsi, C. T. (2022). Incorporation of indigenous knowledge in the mathematical geometry discipline at a TVET College. Journal of Research in Mathematics Education, 11(3), 296-312. https://doi.org/10.17583/jrme.2022.10510
  • Mahmud, M. S., Pa, W. A. M. W., Zainal, M. S., & Drus, N. F. M. (2021). Improving students’ critical thinking through oral questioning in mathematics teaching. International Journal of Learning, Teaching and Educational Research, 20(11), 407-421. https://doi.org/10.26803/ijlter.20.11.22
  • Top of Form
  • Bottom of Form
  • Mangwiro, C., & Machaba, F. (2022). Teacher questioning techniques to elicit learners’ mathematical thinking. International Journal of Science, Mathematics and Technology Learning, 30(1), 51. https://doi.org/10.18848/2327-7971/CGP/v30i01/51
  • Othman, N., Hassan, R., & Ariffin, S. R. (2022). The questioning techniques of primary school mathematics teachers in their journey to incorporate dialogic teaching. Southeast Asian Mathematics Education Journal, 12(2), 150-167. https://doi.org/10.46517/seamej.v12i2.116
  • Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49(1), 345-375. https://doi.org/10.1146/annurev.psych.49.1.345
  • Top of Form
  • Bottom of Form
  • Sehole, L., Sekao, D., & Mokotjo, L. (2023). Mathematics conceptual errors in the learning of a linear function—a case of a Technical and Vocational Education and Training college in South Africa. The Independent Journal of Teaching and Learning, 18(1), 81-97. https://doi.org/10.47348/tijtl/v18/i1/a7
  • Steyn, G., & Adendorff, S. A. (2020). Questioning techniques used by foundation phase education students teaching mathematical problem-solving. South African Journal of Childhood Education, 10(1), 1-9. https://doi.org/10.4102/sajce.v10i1.791
  • Tarasenkova, N., Akulenko, I. ., Hnezdilova , K., Chashechnikova, O., Kirman , V., Serdiuk , Z., Kolomiets, O., & Zaporozhets , A. (2023). Efficient Questioning in Teaching Mathematics: Teachers’ Attitudes and Practices. Revista Romaneasca Pentru Educatie Multidimensionala, 15(1), 216-246. https://doi.org/10.18662/rrem/15.1/694
  • Vimbelo, S., & Bayaga, A. (2023a). Current pedagogical practices employed by a Technical Vocational Education and Training College’s mathematics lecturers. South African Journal of Higher Education, 37(4), 305-321. https://doi.org/10.20853/37-4-5663
  • Vimbelo, S., & Bayaga, A. (2023b). Humanising pedagogy in mathematics education at South African Technical and Vocational Education and Training (TVET) Colleges: Influence on TVET teaching and learning. International Journal of Learning, Teaching and Educational Research, 22(9), 633-655. https://doi.org/10.26803/ijlter.22.9.34
  • Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.