Questioning Strategy of the Faculty Members Input to Modified Exemplar in Social Science

This study looked into the social science instructors’ questioning strategies. Specifically, determines the types of questions in the level of cognition asked by the instructors as perceived by the students and themselves, determines the effectiveness of the questioning strategy as perceived by students and instructors themselves, and tests the perceptions of the respondents on its effectiveness and develop a lesson exemplar. Descriptive method and cluster sampling were used. The findings were students perceived the instructor’s’ type of questions in terms of level of cognition as lower order thinking skills and always asked by their instructors; and instructors’ perceived those as higher order thinking skills and always practiced by themselves. Its effectiveness in the classroom discussion was less effective to students and very effective to teachers while in periodical test, under lower order thinking skills was more effective and higher order thinking skills appeared less effective to students. The difference of perceptions on the level of cognition in the computed t-value of 7.825 is higher than the tabular value of 2.101 which means the rejection of the null hypothesis at 0.05 levels at the p-value of 0.034 is significantly different. The study concluded that the type of questions of the social science instructors are classified as lower order thinking by the students and higher order thinking for the instructors, there is a significant difference between the perceptions of both students and instructors and there is a need to develop a modified exemplar in social science subjects.

Keywords: Social Science, questioning strategies, lesson exemplar