Abstract
The aim of the study is to Know the probing question that commonly used by the students at teacher – training Institute / math department / fifth year during the application period according to the different levels of the primary stage.
The study is an attempt to answer the following question.
1. What are the proloing questions that are commanly used by applied math students?
2. If the probing questions are different according to the different levels of the primary stage.
According to the study it is hypothesized that there is no statically significant differences at point 0.05 in the mean of the probing that are commonly used by applied math students.
The sample of the study is (18) students chosen randomly from the directory of Education Baghdad , Al – Rusafa (first, Second and third).
An observation check list is prepared according to the five probing questions (illustrated- encouraged – transferred – focused and justified). To determine the reliability of observation (check list ) . Another researcher and a teacher have observed the students. The reliability was 97,37% . Also colomjarovsamirov is used.
The study was conducted in the second term of the academic year 2012 – 2013 lasted for (45) days. Pupils of second, third and fourth year of primary stage participated in the study.
The data statistically analyzed using the following tools:
1. The mean
2. T-test for two independent groups.
3. Variance analysis one way ANOVA.
The findings according to the questions of the study are as follow:
1. Encouraging question have frequencies (207) mean (11.50) , illustrated questions frequency (172) mean(9.5558). While the less used questions were transdered : frequency (21) , Mean (1.15) , Justified : Freqencey (49).mean (2.7222) , the Focusing (71) , mean.(3.999).
2. The illustrated , encouraging and focusing questions have mean (13.000) , (12.33) , (3.667) respectively in the u? primary , While illustrated , encouraged question have mean (7.5000), (10.667) in the third level it has found that there is statistically significant differences at point 0.05 for illustrated and encourage one and the whole question for second , third and fourth year , there is no statistically significant difference for focusing , transferring and justified questions.
According to the findings , the researcher recommend the following :
1. In – sevvice training for teachers in different branches about Kinds of questions being used in classrooms.
2. Widely used of probing questions benefit from supervisor efforts in introducing model lessons on the best way of teaching according to prob- question .
The research suggest another study using Bloom taxonomy to assess the achievement of students.
The aim of the study is to Know the probing question that commonly used by the students at teacher – training Institute / math department / fifth year during the application period according to the different levels of the primary stage.
The study is an attempt to answer the following question.
1. What are the proloing questions that are commanly used by applied math students?
2. If the probing questions are different according to the different levels of the primary stage.
According to the study it is hypothesized that there is no statically significant differences at point 0.05 in the mean of the probing that are commonly used by applied math students.
The sample of the study is (18) students chosen randomly from the directory of Education Baghdad , Al – Rusafa (first, Second and third).
An observation check list is prepared according to the five probing questions (illustrated- encouraged – transferred – focused and justified). To determine the reliability of observation (check list ) . Another researcher and a teacher have observed the students. The reliability was 97,37% . Also colomjarovsamirov is used.
The study was conducted in the second term of the academic year 2012 – 2013 lasted for (45) days. Pupils of second, third and fourth year of primary stage participated in the study.
The data statistically analyzed using the following tools:
1. The mean
2. T-test for two independent groups.
3. Variance analysis one way ANOVA.
The findings according to the questions of the study are as follow:
1. Encouraging question have frequencies (207) mean (11.50) , illustrated questions frequency (172) mean(9.5558). While the less used questions were transdered : frequency (21) , Mean (1.15) , Justified : Freqencey (49).mean (2.7222) , the Focusing (71) , mean.(3.999).
2. The illustrated , encouraging and focusing questions have mean (13.000) , (12.33) , (3.667) respectively in the u? primary , While illustrated , encouraged question have mean (7.5000), (10.667) in the third level it has found that there is statistically significant differences at point 0.05 for illustrated and encourage one and the whole question for second , third and fourth year , there is no statistically significant difference for focusing , transferring and justified questions.
According to the findings , the researcher recommend the following :
1. In – sevvice training for teachers in different branches about Kinds of questions being used in classrooms.
2. Widely used of probing questions benefit from supervisor efforts in introducing model lessons on the best way of teaching according to prob- question .
The research suggest another study using Bloom taxonomy to assess the achievement of students.
