Levels of questions in high achieving and low achieving classes in Filipino

• Main Author: Dimaculangan, Nimfa De Guzman
• Format: text
• Language: English
• Published: Animo Repository 2000
• Subjects: Questioning; Teaching; Interaction analysis in education; Teacher-student relationships; Teachers; Language and Literacy Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/2279
• Institution: De La Salle University

This study describes the levels of questions of Filipino teachers of high and low achieving classes in Liceo de Pila, a private school in Laguna. Filipino classes were considered because it is in Filipino classes that teachers are expected to ask varied types of questions since the students can freely and spontaneously respond even to high level questions using their mother tongue.Ethnographic monitoring was used to gather pertinent data. The monitoring was completed personally by attending, observing, and taping 48 recitation session, six times in each of the four high achieving classes from the first to fourth year, and six times in each of the four low achieving classes from the same year levels. All the monitoring was done from the third to the fifth week of July, first quarter of the school year 1900-2000. The written observations and the transcripts of the recorded recitations were the sources for the analysis of the data.The study revealed that the first and second year high achieving classes and all the low achieving classes were asked low level questions, specifically at the knowledge level which is the lowest level in Bloom's (1956) hierarchy of cognitive complexity. More than 75 percent of the teachers' questions in those classes, both during grammar and reading sessions, were low level. Classes I-B and IV-B were discovered to have received the most low-level questions with the highest percentages, 81.35 percent and 80.49 percent, respectively, during reading classes. During grammar sessions, classes I-B and II-B received the most number of low levels at 95 percent and 87.5 percent, respectively. The low level questions asked of the first and second year high achieving classes ranged from 74.55 percent to 78.89 percent.On the other hand, the third and fourth year high achieving classes were found to have been asked a better number of high levels during reading sessions, better than the number asked in all the other monitored classes. The low levels asked during reading sessions were above 50 percent, 51.16 percent for III-A and 53.12 percent for IV-A nevertheless, the 48.84 percent and 46.88 percent high levels can be favorably compared with the 20 percent high levels asked in the other classes observed. During summer sessions, low levels prevailed in III-A at 81.48 percent however, in IV-A, high levels reached 40 percent, the highest percentage of high levels asked in all grammar classes.The findings revealed that the levels of questions asked differed from first year to fourth year. The first and second year high achieving classes were asked 75 percent low level questions-two thirds of which were memory questions-whereas the third and fourth year high achieving classes were made to answer 47 percent high level questions even during reading classes only.With the low achieving classes, the summary of the numbers of low and high level questions seemed to show resemblance however, the specific number of types of high (i.e. analysis, synthesis, evaluation) and low (i.e. knowledge, comprehension, application) level questions varied.