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Difficulties Faced by Bunia Secondary School Teachers of English in Applying Bloom S Taxonomy To Classroom Questioning Strategy (DR Congo)

This study investigates the challenges faced by English teachers at Bunia secondary schools in applying Bloom's taxonomy as a questioning strategy. Results indicate that teachers struggle with formulating questions suitable for low-level pupils, leading to classroom resistance and limited participation. Additionally, many teachers misunderstand Bloom's taxonomy, hindering their ability to classify questions effectively.

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12 views1 page

Difficulties Faced by Bunia Secondary School Teachers of English in Applying Bloom S Taxonomy To Classroom Questioning Strategy (DR Congo)

This study investigates the challenges faced by English teachers at Bunia secondary schools in applying Bloom's taxonomy as a questioning strategy. Results indicate that teachers struggle with formulating questions suitable for low-level pupils, leading to classroom resistance and limited participation. Additionally, many teachers misunderstand Bloom's taxonomy, hindering their ability to classify questions effectively.

Uploaded by

dangnguyennganha1910
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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International Journal of Innovation and Applied Studies

ISSN 2028-9324 Vol. 43 No. 2 Aug. 2024, pp. 366-373


© 2024 Innovative Space of Scientific Research Journals
http://www.ijias.issr-journals.org/

Difficulties Faced by Bunia Secondary School Teachers of English in Applying Bloom’s


Taxonomy to Classroom Questioning Strategy (DR Congo)

Lotsove Makuru Tryphonette

English Department, ISP Bunia, Ituri, Bunia, RD Congo

Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License,
which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

ABSTRACT: The purpose of this study was to assess challenges faced by teachers of English course when using Bloom’s
taxonomy in Bunia secondary schools. The main objective was to know whether they apply Bloom’s taxonomy in English
language teaching process as one of questioning strategies. The assumption of this study is that questioning is an integral part
of teaching practice since there is no teaching without posing questions. The methodology of this research adopted descriptive
research design. For Data collection, simple random technique was applied to deal with sampling. Questionnaire and
documentary techniques were selected for carrying out the research. Questionnaire protocol was distributed to 40 teachers
of English teaching in 4th form of Bunia secondary schools. As far as data analysis was concerned, Statistical Package for Social
Sciences software technique was applied to get frequencies and percentages. The results revealed that these teachers face
various difficulties when questioning pupils in the classroom, low level pupils are not able to understand questions asked by
their teachers. As these pupils do not participate in class, they become resistant and refuse to answer instead of making
mistakes. Teachers are obliged either to work only with bright pupils or use French to reformulate some questions to be well
understood. In addition, it has been found that teachers of English are unable to apply Bloom’s taxonomy and classify questions
according to their different levels; the main problem is that they misunderstand its use. As many pupils’ level is low, they
difficultly answer high order questions.

KEYWORDS: Bloom’s taxonomy, teaching, application, questioning, learning.

1 INTRODUCTION

Question is at the very heart of practices used by both teachers and pupils in the teaching-learning process occurring in
classroom talk; one of the features of teacher’s talk is to ask questions. Among researchers investigating on the topic, writer
acknowledges that teachers can ask up to 80 questions in a one-hour teaching session. Similarly, agrees that teachers ask 93%
of questions asked in class to keep learners actively involved in lessons.
Questions are considered as powerful teaching tools leading to knowledge learning; this is to say that teachers use
questions for effective instruction in teaching and learning setting. They give opportunities for the teacher to identify learning
challenges, meet learners’ real needs, and accomplish learning achievements. Speaking of Socratic questioning, identifies
spontaneous, exploratory and focused: they are used to support critical thinking and active classroom discussion; admits that
questioning is a popular teaching style but teachers misuse it.
In language teaching classroom, questions constitute the most common form of didactic strategy used to guiding
interaction between pupils and teachers, vice versa and pupils and pupils to enhance class participation. In addition, reference
dealing with questioning strategies states the way students respond to teachers’ questions influences the quality of classroom
discussion and the effectiveness of instruction; having different qualities questions influence students’ participation and
involvement in language practice. Thus, the influence that questioning has on English lesson delivery has been investigated by
many researchers; they have also demonstrated its relevance when properly applied. For by asking questions teachers can
engage students to think about the content of a lesson and simultaneously get feedback from them to demonstrate the effect
of teaching. Also investigating on the nature of questioning in English Classroom using communicative language teaching

Corresponding Author: Lotsove Makuru Tryphonette 366

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