An Analytical Study of Questioning Leading to Critical Thinking in Classrooms

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dc.contributor.authorWilayat Bibi Ph. D Scholar
dc.contributor.authorSupervisor Dr. Hafiz Muhammad Inamullah
dc.date.accessioned2026-09-01T08:12:23Z
dc.date.available2026-09-01T08:12:23Z
dc.date.issued2014
dc.description.abstractQuestioning is one of the most commonly used techniques at the disposal of teachers during teaching to check students’ level of understanding about the concepts. Questioning technique assists teachers to communicate them about the level of understanding of their students. Questions are promoting students’ creativity in classroom interaction. Without higher order, thought provoking questions, learning become little more than memorization. Questions, if asked intelligently not only elicit information and develop cognitive thinking processes but also develop analytical and critical thinking. Perhaps a few studies have been carried out on this vital issue in the Pakistani classroom situation. The overall purpose of the proposed study was to investigate questioning leading to critical thinking in the classrooms setting. It was focused to determine the levels of questions keeping in view the Bloom’s Taxonomy. The study was also focused to analyze lower and higher order questions and to explore convergent and divergent questions at secondary and tertiary levels. The study was an observational type of the descriptive method. The target population composed of 21965 teachers at Secondary Level and 3000 teachers at Tertiary Level in Khyber Pakhtunkhwa.
dc.identifier.urihttp://repository.uop.edu.pk/123456789/516
dc.language.isoen
dc.publisherInstitute of Education and Research, University Of peshawar
dc.relation.ispartofseriesth12626
dc.titleAn Analytical Study of Questioning Leading to Critical Thinking in Classrooms
dc.typeThesis
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