Izvorni znanstveni članak
https://doi.org/10.32728/mo.19.1.2024.03
Students’ Self-Assessment of Asking Questions in Class
Martin Hadelan
orcid.org/0009-0008-8403-6153
; Primary School Veliki Bukovec
Ana Maria Marinac
orcid.org/0000-0002-6872-9338
; Doctoral Researcher at Doctoral Study Programme Pedagogy and Contemporary School Culture, Faculty of Humanities and Social Sciences
Sažetak
Student questions are key to classroom interaction. By asking questions, students seek new knowledge and express interest. The research conducted on 187 high school students aimed to analyze attitudes about the importance and frequency of, and anxiety when asking questions. The data were collected using a customized questionnaire by the authors Doğan and Yucel-Toy (2020). The results show neutral attitudes towards questions and a low frequency of asking questions. Anxiety is below average, with a lower level in male students. The importance of the questions is rated above average, and students with lower achievement consider the questions less important. Further research could explore the connection between students’ attitudes and the reasons why they do not choose to ask questions, contributing to the improvement of learning.
Ključne riječi
classroom interaction; classroom questioning; questions in class; student questioning
Hrčak ID:
332422
URI
Datum izdavanja:
20.6.2025.
Posjeta: 335 *