462 QUESTIONING SKILL FACTOR FOR CRITICAL THINKING WITH QUESTIONING TECHNIQUES: CHALLENGES FACED DURING THE
COVID-19 PANDEMIC
Arshad Jais1 Noraffandy Yahaya PhD2 Nazeri Mohammad PhD3
1Jabatan Pendidikan Negeri Sarawak, Kuching, Sarawak, Malaysia (E-mail: [email protected])
2Universiti Teknologi Malaysia, Skudai, Johor, Malaysia, (E-mail: [email protected])
3Institut Aminuddin Baki Cawangan Genting Highlands, Pahang, Malaysia (E-mail: [email protected]) __________________________________________________________________________________________
Abstract: COVID-19 has posed various challenges in different sectors. In response to this, leaders of the respective affected fields have to find ways to navigate through the crisis, while simultaneously grabbing opportunities which it affords. In the education sector, school closures, due to the pandemic, has caused difficulties to students, teachers, and parents. One of the solutions to continue the education system during this difficult period is distance learning, which provides great opportunities for parents from all backgrounds to become de facto educators or educational facilitators for their children. This study aimed to explore the questioning skill factor for critical thinking and questioning techniques among Form 4 students in Sarawak while undergoing home-based learning (HBL). In addition, it was to ascertain whether there was a relationship between Questioning Skill factor for critical thinking and questioning techniques. The respondents in this study comprised a total of 52 Form 4 students from three schools in Sarawak. The data obtained was analysed using Statistical Packages for Social Sciences (SPSS) software version 24. A descriptive statistical data analysis was successfully conducted to obtain the mean scores, while a statistical analysis of inference data using Pearson’s correlation test was also carried out to investigate the relationships between critical thinking and questioning techniques. Results of the analyses showed that, both the mean scores for the Questioning Skill factor for critical thinking dimension and the questioning techniques were higher than 4.00, indicating that, the dimensions of the questioning skill factor for critical thinking and questioning techniques were at a high level. As for the relationships between independent variables and dependent variables, Pearson's correlation test results showed a positive and significant relationship between the dimensions of the questioning skill factor for critical thinking and the questioning techniques (r=.908, p<0.01). Based on the findings of this study, several relevant recommendations were made for a better questioning factor for critical thinking to further enhance questioning techniques, so that it is more diversified and effective for use, especially during the COVID-19 pandemic.
Keywords: Questioning Skill factor for critical thinking, questioning techniques and COVID-19 pandemic.
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1. Introduction
The COVID-19 pandemic is a global phenomenon that affects almost all spheres of our life, with its obvious and direct impacts on human health and well-being (Nazeri & Siti Ilyana, 2020). It has revealed the vulnerability of global systems’ abilities to protect the environment,
463 health and economy, thus rendering it urgent for related parties to provide a responsible response which involves collaborations between diverse social actors (Barzilai & Chinn, 2020;
Nazeri & Arshad, 2020). The unprecedented pandemic, which started in 2020 has brought a new perspective, with many challenges encountered, related to the education system, such as home-based learning, equity in education and problems faced by students, teachers, parents and school leaders, all worth looking into (Vincent-Lacrin et al., 2019; Barzilai & Chinn, 2020). The COVID-19 pandemic has really forced all the related parties to reimagine the education ecosystem holistically, including the educational policy, planning and the role of school leaders (Nazeri & Arshad, 2020; Ron & Sherman, 2019). It really has revealed the crucial importance of socio-scientific instructions toward students’ development of critical thinking (CT) for citizenship (Chinn et al., 2020; Kuhn, 2019). Despite its importance, there is no clear consensus on ways to better promote CT in science instructions, and teachers often find it unclear what CT means and requires from them in their teaching practice (Feinstein &
Waddington, 2020; Puig & Ageitos, 2021).
Home-based learning is a planned teaching and learning strategy implemented by teachers during the Movement Control Order (MCO) until the schools reopen (Nazeri & Siti Ilyana, 2020). Digital Educational Learning Initiative Malaysia (DELIMa), the ministry's online learning platform was used to its full capacity and capability by providing educational materials to students. The phenomenon of a sudden shift to full online teaching and learning required teachers and students to adapt to new situations (Feinstein & Waddington, 2020). In regular schooling practices, there is a lack of realistic implementation scenarios for massive- scale online education (Kuhn, 2019). Home-based Teaching and Learning (PdPR) for school students should be continued until the current COVID-19 situation in the country is safe for the face-to-face Teaching and Learning (PdP) to resume (Ron & Sherman, 2019; Ritchie &
Tucker-Drob, 2018).
Despite face-to-face learning being generally accepted as the best education method PdPR, whose implementation can be further improved either online or offline, is the most appropriate method to ensure that, children are not left behind in their studies during the Covid-19 threat (Nazeri & Siti Ilyana, 2020). Thinking skills should be based on the values that the pupils have to solve problems and make the right decisions (Feinstein & Waddington, 2020). This is because, the questions are posed to analyse, synthesise and evaluate skills, and to provide training for pupils to communicate (Arnaud, 2020). The question is whether the techniques of questioning can stimulate a student's critical thinking about what is being learned in the study sessions (Chinn et al., 2020).
The techniques and methods of questioning are certainly a thing that must be used thoroughly by teachers to identify their success in carrying out the teaching and learning process (Ron & Sherman, 2019). The type of questions asked and put forward to the pupils will be an important element that can influence the ability in their thinking (Puig & Ageitos, 2021; Arnaud, 2020; Ritchie &
Tucker-Drob, 2018).
Importance of Study
The Ministry of Education (MOE) was well aware of the constraints concerning Internet connectivity and availability of gadgets and devices for students and teachers. Hence, the initial approach taken by the ministry was to allow PdPR to be conducted, based on suitability and convenience of teachers and students. Recalling the early moments, when the pandemic started, tackling school operations was a key challenge, and home-based teaching and learning (PdPR)
464 amid school closures became the most heated topics of discussion at the ministry's war room (Nazeri & Siti Ilyana, 2020).
To create a successful learning environment and to be aware of parents’ high expectations from teachers, teachers remained committed to making PdPR a success, despite the short time given for them to adapt to the new teaching approach (Feinstein & Waddington, 2020). An effective use of questions in teaching during home-based teaching and learning (PdPR) is necessary to generate students' thinking, so as to think rationally to address the problems that exist in the aspect of critical thinking of Higher Order Thinking Skills (HOTS) (Giri & Paily, 2020; Mohd Sazali, 2015). This is because, the types of questioning and questioning techniques are among the factors that can help students to assess, provide insights, generate critical and creative thinking levels to achieve their ability, as well as assessing their achievements in learning (Arnaud, 2020).
Focused questions asked by teachers should be able to test and assess the content of the teaching delivered in the teaching and learning process, effectively (Chinn et al., 2020; Kuhn, 2019). The implementation of Higher Order Thinking Skill (HOTS) in the school system adopts a comprehensive and systemic approach, that encompasses seven elements, comprising three main elements, namely, curriculum, pedagogy and assessment, as well as four supporting elements, namely, co-curriculum, community and private support, resources and disability (Mohd Sazali, 2015; Nazeri et al., 2015; Barzilai & Chinn, 2020; Giri & Paily, 2020).
Purpose of Study
There are three main purposes in this study, as follows;
1. Identifying levels of questioning skill factor for critical thinking dimension 2. Identifying levels of questioning strategies factor among form four students
3. Examining whether there is a relationship between Questioning Skill factor dimension with questioning strategies factor among form four students.
Questioning Strategies Factor Questioning Skill factor for critical thinking
Agree-Build-Challenge Creating Dimension
Cold Call Evaluating Dimension
Wait
Analysing Dimension No Calling Out
Figure 1: Conceptual Framework
2. Literature Review
Questioning is an important activity in teaching. It can be used to test the knowledge of the past, with questions requiring factual answers, by asking who, what, where, and when (Arnaud, 2020). Meanwhile, designing is aimed at stimulating students’ thinking (Barzilai & Chinn, 2020). The kinds of questions need to be carefully considered, as they relate to more serious matters, such as consequences and to use questions of how and why (Arnaud, 2020; Kuhn,
465 2019). Accordingly, questioning techniques are considered as the key strategy to promote students to think critically (Chinn et al., 2020). One major problem which teachers usually face with in the classroom is that, students seem to be passive in interactive activities, and once they ask a question, only one or two students raise their hands (Feinstein & Waddington, 2020).
Critical thinking (CT) and argumentation share core elements, such as, rationality and reflection (Andrews, 2015). Some researchers suggest that, understanding critical thinking as a dialogic practice (Kuhn, 2019) has implications in critical thinking instruction and development (Giri & Paily, 2020). Science education should involve the creation of a dialogic discourse among members of a class, that enable them to develop critical thinking (Chinn et al., 2020). One of the central features in argumentation is the development of epistemic criteria for knowledge evaluation (Kuhn, 2019).
Therefore, critical thinking has slowly made its way into general school education and specific instructional interventions (Barzilai & Chinn, 2020). Students need to be better prepared to assess science information, which they can easily find online from a variety of sources (Giri & Paily, 2020). Previous studies described by these authors emphasized the importance of source evaluation instruction to equip students toward this goal, however, this is not sufficient (Nazeri & Arshad, 2020). In the question-and-answer session, teachers can practice a variety of questioning techniques and reinforce them to motivate students and encourage their thinking in the classroom (Chinn et al., 2020). CT is understood in this study, not only as a set of skills and dispositions that enable students and people to take critical actions, based on reasons and values, but also as independent thinking (Feinstein & Waddington, 2020).
Educators and science educators have been increasingly concerned with what can be done in science instruction to face the spread of misinformation and denial of well-established claims;
helping students to identify what is true can be a hard task (Giri & Paily, 2020). The critical thinking gap is one of the most significant, yet overlooked equity challenges in education today (Nazeri & Siti Ilyana, 2020).
Currently, systems leaders are going full throttle to figure out the access challenges related to distance learning, at a time when most states are cancelling standardised tests, until things get back to normal. The diversity in questioning submitted by teachers and the use of different levels of questions are essential to promote critical thinking (CT) among pupils in schools. Questions are recommended to be of simple or low level and high or difficult level.
Meanwhile, the use of the interrogation technique is to digest the thinking (Barzilai & Chinn, 2020). A previous study raised some concerns about the teacher's questioning element for students’ critical thinking (Chinn et al., 2020). Students who practice critical thinking have sustainable values and are able to display a noble character, high personality and will carry out their responsibilities, while also making meaningful contributions to their families, the society and the nation. These values encompass spirituality, humane, patriotic spirit, integrity, responsibility and unity. At the same time, the education system in Malaysia also needs to adapt to the aspirations of the Malaysian Education Development Plan (PPPM) 2013-2025.
3. Research Methodology
In this study, the researchers selected a quantitative method to obtain information from the respondents and subsequently analyse it to answer the study questions. Both descriptive statistics and inference statistics were produced using the data collected from the samples. The
466 respondents in this study comprised a total of 52 Form 4 students in Sarawak. Statistical Package for the Social Science (SPSS) software, version 24 was used for the data analysis to obtain mean scores, while Pearson correlation test was carried out to examine the relationships between variables contained in this study.
i. Descriptive Statistical Analysis
Overall, the descriptive analysis shows that, the mean scores for the dimension of Questioning Skill for critical thinking in PdPR are at a high level.
Table 1: Dimension Stage: Questioning Skill Factor For Critical Thinking Questioning Skill for critical thinking Min SP Level
Creating Dimension 4.76 0.22 High
Evaluating Dimension 4.71 0.47 High
Analysing Dimension 4.69 0.50 High
Applying Dimension 4.74 0.46 High
Understanding Dimension 4.62 0.50 High
Total 4.69 0.44 High
Overall, the results of the study for the questioning techniques subscale recorded values higher than 4.0, indicating all subscale questioning techniques to be at a high level in implementing PdPR.
Table 2 Questioning Techniques Levels
Questioning techniques Min SP Level Agree-Build-Challenge 4.47 0.38 High
Cold Call 4.47 0.43 High
Wait 4.54 0.48 High
No Calling Out 4.47 0.43 High
Total 4.48 0.41 High
ii. Statistical Analysis of Inference
Ho1: There is no significant relationship between the dimensions of questioning skill factor for critical thinking and questioning techniques;
Results of the analysis are summarised in Table 3, which show all dimensions of questioning skill factor for critical thinking to be significantly correlated and these dimensions have a strong positive relationship with questioning techniques (r=.908, p<0.01).
467 Table 3: The Relationships Between Questioning Skill factor for critical thinking and
Questioning techniques
Questioning techniques
VARIABLE Sig (2-tailed) Correlation Pearson
All Questioning Skill for critical
thinking p<.001 .908
dimensions
**. Correlation is significant at the 0.01 level (2-tailed)
4. Results
Descriptive analysis results show that, the level of Questioning Skill factor for critical thinking is at a high and positive level. Questioning is one of the most effective ways to get students involved in the delivery of the lesson. By asking questions, teachers can engage students to think about the content of a lesson and simultaneously get their feedback to demonstrate the effect of teaching (Arnaud, 2020).
It was also found that, the level of questioning techniques practiced by teachers during PdPR is at a high level. Questioning skills, although very complex, are very important for teachers.
If these skills are used effectively, the performance level of students will increase, and the teaching and learning environment will become more active and more encouraging. To help students stimulate a high level of thinking, teachers must play a key role in applying the right techniques and skills to question them.
The results of the inference analysis also showed that, all questioning skill factors for critical thinking had a significant relationship with the efficacy of form four students. Questioning by teachers in the teaching and learning process is one of the many interactions that occur in the classroom (Arnaud, 2020). Findings of this study proved that, questioning should be used to achieve well-defined goals. Questioning techniques are one of the tools for achieving goals and stimulating students’ mental activity. They are important, because they can stimulate learning, develop the potential of students to think and achieve better ideas, stir the imagination, and motivate them to act. While some instructors may be skilled in extemporaneous questioning, many find that such questions have phrasing problems, are not organised in a logical sequence, or do not require students to use the desired thinking skills. It is also one of the ways teachers help students develop their knowledge more effectively.
Critical thinking and argumentation are considered as overlapping competencies in their contexts of practice; for instance, when assessing claims on COVID-19, as in this study.
As pointed out by researchers stated in the previous paragraph, individuals need to become aware of their own cognitive biases and ways to avoid being victims themselves. For students to learn ways to critically evaluate the information and claims they will encounter in social media outside the classroom, they need to be engaged in the practice of argumentation and critical thinking. This raises the question of the type of information which is easier or harder for students to assess, especially when they are directly affected by the problems. Teachers need to be aware that, the quality of questions and the quality of the questioning when conducting teaching and learning sessions in the classroom are one of the key elements in determining the effectiveness and quality of their teaching sessions.
468 5. Conclusions
Education leadership development is an organizational initiative aimed at improving organizational performance through a systematic process of organizational changes, implemented in the work environment. For science education, the pandemic has raised new and unthinkable challenges (Chinn et al., 2020). This pandemic, and our reactions to this once-in-a-century health crisis, has apparently driven home the need to equip all young people with critical thinking skills and dispositions. Our challenges reveal an urgent need to emphasise several key aspects of critical thinking, embedded within the framework of “21st century skills” and considered one of the goals of education (Giri & Paily, 2020).
This study is expected to have implications on theoretical studies and impacts on teachers in their enhancement of questioning techniques in classroom teaching. This will help the academic management in the school to identify factors that have a high impact critical thinking on the technique of questioning to improve the higher order thinking of form four students. The skills of teachers to diversify the methods of questioning will help the teaching and learning process to be implemented better and more effectively (Arnaud, 2020). In this context, quality teachers are the means to implement education more effectively in producing human capital who are knowledgeable and multi-skilled to meet the requirements of the latest and future developments in the world (Ron & Sherman, 2019; Nazeri et al., 2015). Students are also expected to acquire critical thinking to be able to think creatively and critically, forward-looking and to strive to compete competitively in the global market (Ritchie & Tucker Drob, 2018; Mohd Sazali, 2015; Nazeri et al., 2015).
The simple questions posed to the weaker students will enable them to answer them, and this will motivate them and stimulate their thinking. It is evident that, questioning skill factors for critical thinking need to be weighted and must always be added, well over time, for a positive and conducive PdPR climate to develop. Therefore, environmental factors need to take precedence to ensure that, questioning techniques can be improved, so that, form four students can optimally concentrate on PdPR (Arnaud, 2020). Therefore, this study is expected to help the school management to identify questioning skill factors for critical thinking which can increase self-efficacy among form four students and indirectly affect their work performance in carrying out their duties and roles for the better, while undergoing PdPR, during the COVID-19 period.
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