Deped Teachers’ Narratives on the Art of Questioning Strategies
DOI:
https://doi.org/10.55927/eajmr.v4i6.219Keywords:
Art of Questioning, Teachers’ Narrative, Questioning Strategy, Higher-Order Thinking Skill, Student EngagementAbstract
This qualitative research explored the questioning strategies employed by selected Department of Education (DepEd) teachers and their insights into the art of questioning in the classroom. Anchored on a narrative inquiry design, the study gathered detailed experiences and reflections of teachers from Mercedes District to understand how effective questioning enhances student engagement and critical thinking. Findings revealed that teachers utilize a variety of strategies such as open-ended, probing, and higher-order questions to stimulate learners' thought processes. Participants emphasized the importance of timing, tone, and contextual relevance when posing questions. Challenges identified include time constraints and varying learner readiness. The study concludes that questioning is not merely a teaching tool but an essential pedagogical art that shapes meaningful classroom discourse. It recommends continuous professional development focused on effective questioning techniques to further empower educators.
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Copyright (c) 2025 Diane Rose M. Somoray, Jengkie L. Odiong, Arianne Mae C. Napuran, Mary Rose B. Rebayno, Dimple H. Orocay
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