International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Unveiling The Lived Experiences of Elementary School Teachers In The Art of Questioning Strategies

Author(s) Eliakim H. Delovino, Danilo E. Despi
Country Philippines
Abstract This study explored the unique perspectives and practices of elementary school teachers in Irosin regarding their questioning strategies. The study employed qualitative methodologies, utilizing unstructured interviews and focus group discussions to gather in-depth insights from a diverse group of educators. Through these narratives, the research illuminates how teachers perceive and implement questioning techniques in their classrooms, the challenges they encounter, and the impact of these strategies on student engagement and learning outcomes.
The findings revealed a rich tapestry of experiences, highlighting the significance of effective questioning as a critical pedagogical tool that fosters critical thinking and promotes interactive learning environments. Teachers expressed a range of insights about their questioning practices, including the necessity of adapting questions to meet diverse student needs and the importance of creating a safe space for students to express their thoughts. The study concluded with recommendations for professional development programs that focus on enhancing questioning strategies, ultimately aiming to improve teaching effectiveness and student learning in the elementary education context.

Moreover, the study uncovered the varied challenges teachers face when employing questioning strategies. These include managing time constraints, ensuring equal student participation, and balancing between procedural and conceptual questions. Teachers also noted the difficulty of encouraging hesitant students to engage in discussions while simultaneously maintaining the flow of the lesson. These challenges highlight the complexity of effective questioning and the need for continuous reflection and adjustment in teaching practices.
The research also emphasized the influence of cultural and contextual factors on questioning strategies. Teachers in Irosin navigate cultural norms that shape student-teacher interactions, influencing how questions are posed and received. Understanding these cultural dynamics enables educators to craft questions that resonate with students’ experiences and perspectives, ultimately fostering a more inclusive and supportive learning environment.

It suggested that continuous training and collaboration among educators are essential for refining questioning techniques and addressing challenges. By fostering a culture of reflective practice, schools can empower teachers to become more effective facilitators of learning, helping students develop critical thinking skills and actively participate in their educational journey.
Keywords Elementary School Teachers, Questioning Strategies, Teaching Strategies, Lived Experiences, Art of Questioning
Field Sociology > Education
Published In Volume 7, Issue 2, March-April 2025
Published On 2025-03-11
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E-ISSN 2582-2160
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