TEACHERS’ SURVEY QUESTIONNAIRE
(to be answered by deans and teachers after class observation)
Dear Respondents,
The researcher is presently conducting her doctoral dissertation entitled: “ Art of
Questioning: Its Implication to the Thinking Ability of Teacher Education Students
in Isabela State University School Year 2023-2024: As Basis to Propose and
Design a Seminar-Workshop on the Art of Questioning”. This study generally aims to
determine the level of oral questioning skills of teachers and its influence on the thinking ability
of the students of Isabela State University, School Year 2023-2024.
For the teachers, please self-assess your oral classroom questioning skills by indicating
the numerical rating in each item based on the rating scale provided. For the deans, please
evaluate the teacher’s questioning skills demonstrated during the class you’ve observed. For
your reference and better understanding, definition of terms is also given below.
After accomplishing the survey, please return this questionnaire to the researcher or her
assistant or to the dean. Thank you for your time.
Respectfully yours,
HELEN P. ARIOLA
Researcher
Name (optional): _______________________________________________
Gender: __________ Years of Teaching Experience: _________________
Subject(s) Majoring: __________________________
Academic Rank: Instructor: I II III
Assistant Professor: I II III IV
Associate Professor: I II III IV V
Professor: I II III IV V VI
College/University Professor
Directions: For clear understanding of the nature of this study and for accuracy and
appropriateness of your assessment on your use of questions during
classes, please read first the terms used in this questionnaire.
Form is the teachers’ questioning skill to construct and use yes/no-questions, wh-questions, tag
questions, and alternative questions.
Function refers to the teachers’ questioning skill to check the students’ comprehension, confirmation of
knowledge acquired, and clarification requests.
Oral-Questioning Skills refer to the teachers’ ability to use and ask questions effectively during classroom
interactions in order to stimulate learners’ thinking.
Purpose refers to the teachers’ questioning skill to assess cognition, verify results of activity or
performance, probe into creative thinking, evaluate judgment and value, to invoke productive
thinking, motivate interests, and to seek information.
Question is an interrogative sentence type and a linguistic expression used to make a request for
information, or else the request itself made by such an expression.
Wait time refers to the amount of time the teacher allows to elapse after he/she has posed a question and
before a student begins to speak.
Please read carefully. Circle the number that indicates the rate of your assessment on
your own oral questioning skills:
Rating Description
5 Excellent
4 Good
3 Fair
2 Poor
1 Very Poor
Range Verbal Description Interpretation
4.21 – 5.00 Excellent Outstanding and uses questioning
appropriately and at all times
3.41 – 4.20 Good Very satisfactory and often uses
questioning appropriately
2.61– 3.40 Fair Satisfactory and sometimes uses
questioning appropriately
1.81 – 2.60 Poor Low and rarely uses questioning
appropriately
1.00 – 1.80 Very Poor Very low and highly needs to improve in
questioning appropriately
Purpose-Based Questioning Skills
1. Starting the class with casual talk in order to
encourage the students to communicate in a 5 4 3 2 1
real-life setting
2. Provision of questions to encourage active
5 4 3 2 1
participation in learning
3. Asking verification questions to check on the
5 4 3 2 1
results of the students’ activities
4. Inquiring students on how they will perform a
5 4 3 2 1
certain task
5. Asking questions that require students to come
5 4 3 2 1
up with own ideas or new ways of doing things.
6. Give queries to develop interest and motivate
5 4 3 2 1
students to become actively involved in lessons
7. Evaluating students’ preparation and check on
5 4 3 2 1
homework or seatwork completion
8. Formulating questions to review and summarize
5 4 3 2 1
previous lessons
9. Using questions to nurture insights by exposing
5 4 3 2 1
new relationships
10. Interrogation to stimulate students to pursue
5 4 3 2 1
knowledge on their own
Form-Based Questioning Skills
1. Asking various forms of yes/no-questions 5 4 3 2 1
2. Creative use of wh-questions 5 4 3 2 1
3. Supplementing lectures with tag questions 5 4 3 2 1
4. Using leading questions to give clues to slow
5 4 3 2 1
learners
5. Stating questions in few words as possible 5 4 3 2 1
6. Formulating questions that have limited scope or
5 4 3 2 1
within the chain of reasoning called for
7. Tailoring questions to the kind of students in the
5 4 3 2 1
class
8. Asking guessing questions to encourage
5 4 3 2 1
speculation
9. Use of incomplete questions for the students to
5 4 3 2 1
complete
10. Employing elliptical questions as confirmatory
5 4 3 2 1
remarks
Function-Based Questioning Skills
1. Use of convergent, divergent and evaluative
questions for assessment of students’ 5 4 3 2 1
knowledge
2. Utilization of open-ended inquiries to develop
5 4 3 2 1
higher-order thinking skills of students
3. Appropriateness of rising and falling tones in
5 4 3 2 1
asking questions
4. Repeating questions for confirmation and
5 4 3 2 1
comprehension checks
5. Using clarification request to follow-up students’
5 4 3 2 1
understanding
6. Asking non-directed questions 5 4 3 2 1
7. Rephrasing of questions not easily understood 5 4 3 2 1
8. Calling not only on those who just raise their
5 4 3 2 1
hands to answer the questions
9. Redirecting unanswered questions to another
student or probing for a better answer from the 5 4 3 2 1
same student
10. Allowing for sufficient wait time 5 4 3 2 1
CLASSROOM OBSERVATION INSTRUMENT
Observers: Researcher Assistant
Name of Dean: _______________________
Campus: ____________________________
Name of Teacher under Observation: _______________________________
Date: __________________ Time: _______________________
Course: ___________________________ Year and Section: ______________
No. of Students: ____________ Subject Taught: ________________
Directions: For every question posed by the teacher-respondent, tick (/) the box/column
in the row of which type the question is classified as. If there is a question that
earned multiple responses and/or began a series of conversations, encircle
the tick/check. Rhetorical questions are not included.
Types/Sequences of Questions
1. Remembering
Criteria:
- requires that the student
recognize or recall
information
- tests the student’s
knowledge of ways and
means of dealing with
specifics
2. Understanding
Criteria:
- requires that the student
to show knowledge or
answer in non-verbatim
way
- requires student to
interpret and extrapolate
3. Applying
Criteria:
- requires that the student
solve or explain a problem
by applying what he/she
has learned to other
situations and learning
tasks
4. Analyzing
Criteria:
- requires solving a
problem through the
systematic examination of
facts or information
- prompting scrutiny of
relationships and
establishing principles
5. Evaluating
Criteria:
- requires making an
assessment of good or not
so good, advantage or
disadvantage, positive or
negative, according to
some standards
- asking to decide based
on evidence
6. Creating
Criteria:
- requires students to
produce a unique
communication, make a
plan
- asking students to
formulate or construct new
ideas or product or model
or system
STUDENTS’ SURVEY QUESTIONNAIRE
(to be answered by students after class observation)
Dear Respondents,
The researcher is presently conducting her doctoral dissertation entitled: “ Art of
Questioning: Its Implication to the Thinking Ability of Teacher Education Students
in Isabela State University School Year 2023-2024: As Basis to Propose and
Design a Seminar-Workshop on the Art of Questioning”. This study generally aims to
determine the level of oral questioning skills of teachers and its influence on the thinking ability
of the students of Isabela State University, School Year 2023-2024.
Being the chosen respondents, I request you to self-assess your thinking ability by
indicating the numerical rating in each item based on the rating scale provided.
After accomplishing the survey, please return this questionnaire to the researcher or her
assistant or to the dean. Thank you for your time.
Respectfully yours,
HELEN P. ARIOLA
Researcher
Name (optional): _______________________________________________
Gender: __________ Course: ___________________________________
Estimated Number of Hours Spent in Studying a Day: __________________
Grade Point Average (Previous Semester): _______________
Direction: Encircle your response that tells how true about you as a student the
statement is.
Rating Description
5 Strongly Agree
4 Agree
3 Quite Agree
2 Disagree
1 Strong Disagree
For the sixth problem, mean will be used and interpretations will be based on the
following mean interval:
Range Verbal Description Interpretation
4.21 – 5.00 Strongly agree Very proficient cognitive ability and
thinking is extremely stimulated
3.41 – 4.20 Agree Proficient cognitive ability and
thinking is sufficiently stimulated
2.61– 3.40 Quite agree Moderately proficient cognitive ability
and thinking is inconsistently
stimulated
1.81 – 2.60 Disagree Least proficient cognitive ability and
thinking is poorly stimulated
1.00 – 1.80 Strongly disagree Not proficient cognitively and thinking
is not stimulated
Habitual Action
1. When I am working on some activities, I can do
5 4 3 2 1
them without thinking about what I am doing.
2. In some subjects, we do things so many times
5 4 3 2 1
that I started doing them without thinking about it.
3. As long as I can remember our pointers for
5 4 3 2 1
examinations, I do not have to think too much.
4. If I follow what the teacher says, I do not have to
5 4 3 2 1
think too much on the subject.
5. I quickly raise my hand whenever the teacher
asks a question even if I am not sure of my 5 4 3 2 1
answer.
6. I read facts and issues without effort to analyze. 5 4 3 2 1
Understanding
7. When a topic is interesting, I am urged to seek
more knowledge and search relevant sources for 5 4 3 2 1
facts and gather data.
8. I have developed effective communication style 5 4 3 2 1
9. To pass this course, I pursue with determination
5 4 3 2 1
to overcome barriers.
10. I check accuracy of issues and reliability of
evidence to understand the subject matter taught 5 4 3 2 1
by the teacher.
11. In this class, I can make judgment and draw
5 4 3 2 1
conclusions based on evidence.
12. I can identify and express in my own words the
5 4 3 2 1
main idea of today’s lesson/discussion.
13. I have confidence in my own reasoning skills. 5 4 3 2 1
Reflection
14. I sometimes question the way others do
5 4 3 2 1
something and try to think of a better way.
15. I like to think over what I have been doing and
5 4 3 2 1
consider alternative ways of doing it.
16. I often reflect on my actions to see whether I
5 4 3 2 1
could have improved on what I did.
17. I often re-appraise my experience so I can learn
5 4 3 2 1
from it and improve for my next performance.
18. I am planning how to use the knowledge I
5 4 3 2 1
have gained from this class in the future.
19. I can contemplate my own thinking and
5 4 3 2 1
assumptions to allow for a deeper understanding.
Critical Reflection
20. As a result of our lessons, I have changed the
way I look at myself and my normal way of doing 5 4 3 2 1
things.
21. The lessons have challenged some of my firmly
5 4 3 2 1
held ideas.
22. During the lecture, I discovered faults in what I
5 4 3 2 1
had previously believed to be right.
23. I am able to give sound reasons for my beliefs,
5 4 3 2 1
opinions, and ideas.
24. Discussions in classes have increased my
interest in issues and questions related to my 5 4 3 2 1
major.
25. I have developed a more open-minded approach
in interpreting, analyzing, and judging alternative 5 4 3 2 1
points of view.
26. I am able to understand the logical connections
5 4 3 2 1
between ideas.
27. I am able to weigh ideas and argument. 5 4 3 2 1
28. I am able to identify misconceptions and gaps in
5 4 3 2 1
my own and others’ reasoning.
Critical Thinking
29. My ability to judge the value of new information or
5 4 3 2 1
evidence presented to me has improved.
30. I seldom find myself actively engaged in thinking
5 4 3 2 1
about complex issues.
31. I have learned more about how to justify why
certain procedures are undertaken in my major 5 4 3 2 1
subject or field of specialization.
32. I have learned more about how to approach
5 4 3 2 1
problem or complex issue in a variety of ways.
33. I can predict or anticipate potential outcomes and
5 4 3 2 1
consequences.
34. I have learned more about how to analyze the
5 4 3 2 1
key issues in my subject area.
35. I have learned more about focused way of
thinking and evaluating information in a 5 4 3 2 1
systematic way.
36. I can separate what is important and what is
5 4 3 2 1
irrelevant information.
