EFFECT OF ORAL QUESTIONING ON PRIMARY STUDENTS’ SCIENTIFIC ACHIEVEMENT, CRITICAL THINKING, AND CLASSROOM ENGAGEMENT
DOI:
https://doi.org/10.64013/bbasrjlifess.v2026i1.60Keywords:
Oral Questioning, Formative Assessment, Academic Achievement, General Science, Primary Education, Quasi-Experimental StudyAbstract
This study examines the effect of the oral questioning as a formative assessment technique on the academic achievement of 5th-grade students in General Science in a public primary school in district Vehari, Pakistan. A quasi-experimental design was used, with one control group and one experimental group (30 students each). The control group received traditional instruction without formative assessment, while the experimental group was taught using oral questioning technique over 24 weeks. Two intact groups of 30 students each (N=60) were selected: a control group receiving traditional teaching and an experimental group where oral questioning technique was integrated into regular instruction. A self-developed duly valid and reliable achievement test was administered as pre-test and post-test. Results from independent samples t-tests indicated no significant difference in pre-test scores between groups (p > 0.05), confirming baseline equivalence. However, post-test analysis revealed that the experimental group (M = 66.33, SD = 8.84) significantly outperformed the control group (M =59.67, SD = 8.21), with t(58) = 3.72, p = 0.001. The findings also reveal that oral questioning enhances student engagement, promotes collaborative learning, and improves academic achievement in General Science. It is recommended that teachers should integrate oral questioning to achieve better student learning outcomes. Furthermore, the study highlights important implications for teachers, school administrators, curriculum developers, and policymakers aiming to improve science teaching-learning through effective oral questioning in Pakistan.
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