[An analysis of English Teachers' Perceptions and Actual use of the Cognitive Levels of Questions in the UAE Schools]

by

ACKNOWLEDGEMENT

I would like to take this chance for thanking my research facilitator, friends & family for support they provided & their belief in me as well as guidance they provided without which I would have never been able to do this research.

DECLARATION

I, (Your name), would like to declare that all contents included in this thesis/dissertation stand for my individual work without any aid, & this thesis/dissertation has not been submitted for any examination at academic as well as professional level previously. It is also representing my very own views & not essentially which are associated with university.

Signed __________________ Date _________________

ABSTRACT

The student response rate, number of words spoken and student responses given, and the teacher asked such questions were measured in the classrooms of teachers who did and did not receive professional training in interrogation techniques. Encourage students to participate more actively in their learning can promote a sense of belonging in the education and understanding of the value of making their voices heard in a democratic society. The changing patterns of classroom discourse will help to promote better decision making and prepare students for leadership in the future. The purpose of this study is to investigate the perceived importance and actual use of the cognitive levels of questions by teachers in English classrooms in UAE secondary schools. The assumption is that teachers place great importance on questioning techniques to promote students' thinking, develop their critical thinking skills and promote their learning outcomes. This assumption needs investigation to check whether teachers' practices in the classrooms help accomplish such goals. In other woods, do teachers really follow the appropriate questioning techniques that foster students' higher cognitive skills? To verify these assumptions, the researcher designed a survey that underpinned the different questioning techniques that address different cognitive domains. These domains are low and high cognitive domains. The researcher surveyed a population of eighty teachers to explore their perceptions of the cognitive levels of questions questioning techniques. Then the researcher, with the help of other educationalists who are eligible to attend classes, attended twenty classes to observe teachers in actual implementation of the cognitive levels of questions. The observed teachers were selected from those who were previously surveyed to draw comparison between their perceptions and actual usage of the cognitive levels of questions.

Table of Contents

ABSTRACT4

CHAPTER ONE: INTRODUCTION7

Purpose of Research7

Problem Statement7

Research Questions8

Significance of the Study8

Limitations of the Study9

Defining the terms9

CHAPTER TWO: LITERATURE REVIEW12

Introduction12

Cognitive level of Questioning13

Theoretical Background18

Constructivism20

Modern-Day Constructivists22

Constructivism Related to Questioning and Conversation23

Historical Perspective25

Teacher Questions29

Student Questions30

Coding Teacher Questions31

Need for Professional Development31

Learner Responses32

Listening to students32

Coding learner responses33

Critical Thinking34

Related Studies35

Summary39

CHAPTER 3: RESEARCH METHODOLOGY42

Introduction42

Research Design42

Procedures43

Population & Participants43

Research Instruments44

Surveys45

1st Survey45

2nd Survey45

Summary46

Validity and reliability47

Summary51

CHAPTER 4: DATA ANALYSIS AND FINDINGS56

Introduction56

Data Results (Survey 1)56

Chart156

Chart257

Descriptive statistics (Survey 1)57

Table a58

Table b59

Table c60

Data results (Survey 2)61

Chart 161

Chart 261

Descriptive statistics (Survey 2)62

Table (d)62

Table (e)63

Table (f)64

Research Questions64

Data Summary65

Comparative Data Findings with Related Studies65

The results of studies65

Conversation classroom67

Dialogue67

Compare and contrast the dialogue and conversation68

Summary and Conclusion:68

CHAPTER FIVE: CONCLUSION AND RECOMMENDATION70

Introduction70

Discussion70

Conclusion74

Recommendations75

Summary75

Recommendations & ...