2025 IJRSE – Volume 14 Issue 8
Available Online: 2 May 2025
Author/s:
Ramos, Jennifer
Ilocos Sur Polytechnic State College, Philippines (Jennifer.ramos020@deped.gov.ph)
Abstract:
This study investigates the role of questioning as a cross-disciplinary practice in fostering learner engagement across Science, Mathematics, and English classrooms. It addresses the identified research gap concerning the nuanced effects of questioning techniques on diverse learners, considering cultural, socio-economic, and cognitive differences. The research explores how tailored questioning methods support varied student needs and promote equity in learning environments. Ultimately, the study aims to provide insights into optimizing questioning strategies to create stimulating learning environments and improve student outcomes across disciplines. Effective questioning is confirmed as an essential instructional strategy, fostering critical thinking, engagement, and deeper comprehension within Science, Mathematics, and English (SME) classrooms. Teachers strategically employ subject-specific questioning methods to promote inquiry, facilitate problem-solving, and stimulate literary interpretation. Integrating structured questioning, technology, and differentiated strategies enhances student participation and knowledge retention. A teaching primer on effective questioning is recommended to guide educators in implementing optimal practices, ensuring questions assess knowledge and cultivate meaningful discussions and higher-order thinking skills.
Keywords: questioning techniques, learner engagement, cross-disciplinary, classroom discourse, Science, Mathematics, and English (SME) classrooms
DOI: https://doi.org/10.5861/ijrse.2025.25078
Cite this article:
Ramos, J. (2025). Saludsod: Questioning as a cross-disciplinary practice in facilitating learner’s classroom interaction. International Journal of Research Studies in Education, 14(8), 133-153. https://doi.org/10.5861/ijrse.2025.25078