QUESTIONING PRACTICES OF MATHEMATICS TEACHERS IN LOW- AND HIGH-PERFORMING MSU COMMUNITY HIGH SCHOOLS

This study examined the levels and frequency of questions used by mathematics teachers in low- and high-performing MSU Community High Schools and described how these questioning practices were perceived by both teachers and students. The study employed a descriptive-correlational research design using quantitative and qualitative approaches. The participants consisted of mathematics teachers and selected students from nine MSU Community High Schools. Data were gathered through questionnaires, classroom observation checklists, reflection questionnaires, student journals, field notes, and documentation of classroom activities. Quantitative data were analyzed using descriptive statistics, Chi-Square Test, and Pearson Product-Moment Correlation, while qualitative observations were used to supplement and verify the quantitative findings. Results showed that teachers in both low- and high-performing schools commonly used questions that encouraged students to synthesize or summarize the lesson. Among teacher respondents, synthesis ranked first in both school categories. In low-performing schools, application ranked second, comprehension third, and knowledge and evaluation fourth, while analysis ranked sixth. In high-performing schools, evaluation ranked second, application and analysis ranked third, comprehension ranked fifth, and knowledge ranked sixth. Student responses also showed generally similar patterns, with summary or synthesis questions ranking first in both school categories. Overall, the findings indicate that mathematics teachers in both low- and high-performing schools employed varied levels of questioning, including questions directed toward comprehension, application, analysis, evaluation, and synthesis. The similarities in questioning patterns suggest that questioning practices alone may not fully explain differences in mathematics performance between the two school categories.