Effectiveness of questioning techniques in mathematics: An analysis of lecturers' practices at TVET colleges
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: 539 | Downloads: 330
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
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