IMPACT OF QUESTIONING TECHNIQUES ON LEARNER ENGAGEMENT IN SECONDARY SCHOOLS.

A CASE
STUDY OF NICA RUKURIRI SECONDARY SCHOOL, EMBU COUNTY.

FREDRICK SAFARI KATANA

A PROJECT SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE
POSTGRADUATE DIPLOMA IN EDUCATION OF THE UNIVERSITY OF EMBU.

JUNE 2026

1
 DECLARATION

I declare that this project is my original work and has not been presented elsewhere for a
postgraduate diploma in education or any other award.

Signature………………………………… Date……………………………………

Fredrick Safari Katana

Department of Education

E554/3580/2025

The project has been submitted for examination with my approval as the University Supervisor.

Signature………………………………… Date…………………………………….

Dr. Christine Nzomo

Department of Education

University of Embu.

2
 DEDICATION

I dedicate this project to my family members; my dear parents, siblings, uncles and aunts for
their continued support, love and affection throughout my studies.

To my Dad Patrick Katana Karisa, thank you for the continuous financial support, motivation
and encouragement. I am forever grateful.

To my lovely mother Thamaa Charo Muhambi, thank you for giving me insights into seeking
God in my academic pursuits and for your prayers. I wish you greatness.

3
ACKNOWLEGDEMENT

4
CONTENTS

5
LIST OF TABLES

6
LIST OF FIGURES

7
ABBREVIATIONS AND ACRONYMS

ZPD – ZONE OF PROXIMAL DEVELOPMENT

CBC – COMPETENCY BASED CURRICULUM

KCSE – KENYA CERTICIFATE OF SECONDARY EDUCATION

KICD – KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

8
OPERATIONAL DEFINITION OF KEY TERMS

Questioning Techniques

Learner Engagement

9
ABSTRACT

10
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

Questioning is an important pedagogical practice that shapes the quality of classroom interaction
between the teacher and students. In secondary schools, these techniques determine whether
students remain passive information recipients or become active participants of their own
learning. Effective use of questioning brings curiosity and motivates students to seek new
information. However, previous research indicate that many teachers use question strategies that
prioritize recall, over critical engagement. This limits student engagement by contributing to low
levels of student engagement. This study will investigate the impact of questioning techniques on
learner engagement by examining how different questioning approaches influence student
attention and participation. The findings aim to provide practical direction for educators who
seek to improve classroom interaction and foster learner engagement.

1.1 Background of The Study

1.11 Global

Globally, the quality of classroom communication has long been recognized as a determinant of
student learning outcomes. At the base of the classroom interaction lies the teacher’s ability to
construct and use effective questions. Blooms taxonomy (1956), later revised by Anderson and
Krathwohl (2001), has provided a foundational work for categorizing questions based on

11
cognitive complexity, urging educators to move beyond lower order questions (remembering,
understanding) towards higher order questioning (analyzing, evaluating or creating) that foster
critical thinking. According to Vygotsky (1978), questioning mediates learning by scaffolding
students’ understanding within their Zone of Proximal Development (ZPD).

Despite these theoretical agreements, international research reveals that there is a disconnect
between best questioning practices and classroom realities. A study by Gall (1970) found that
approximately 60% of teachers’ questions required only recall. More recent studies, such as
those by Hattie (2012), confirmed that while classroom discussion and questioning techniques
have a high effect on student engagement, the dominant interaction pattern remains the Initiate-
Respond-Evaluate (IRE) model, a structure where the teacher initiates a closed question, a
student responds, and the teacher evaluates the answer.

1.12 Kenyan

In Kenya, the education system has undergone significant changes over the past 20 years, each
with effects for classroom pedagogy and learner engagement. The implementation of the CBC in
2017 marked an important shift from content-heavy, exam oriented instructions to a focus on
developing competencies, values and critical thinking skills. Under this framework, learners are
expected to be active participants in the learning process, with teachers as facilitators but not
transmitters of knowledge. This curricular reform places a bonus on effective questioning
techniques as a means of fostering the core competencies of critical thinking and problem
solving, creativity and imagination, and communication and collaboration.

Studies conducted under the 8-4-4 system by Odundo and Gunga (2023) revealed that classroom
interaction was teacher centered, with questioning used as assessment rather than exploration.
The questions used by the teachers in secondary classrooms were largely low order, demanding
recall that aligned with the demands of high stakes national examinations (KCSE). This
examination oriented pedagogy prioritized content coverage over cognitive engagement, with
teachers viewing higher order questioning as time consuming and less directly aligned with
examination formats.

The KICD has emphasized the need for learner centered pedagogies including inquiry based
learning, collaborative learning and use of open ended questions. However, challenges such as

12
large class sizes, inadequate teacher preparation and limited instructional resources have limited
teachers’ ability to employ more effective questioning techniques.

Recent Kenyan studies have begun to explore these challenges. Research by Mugenda (2021) has
indicated that while teachers acknowledge the importance of effective questioning, many
continue to rely on the traditional IRE model. The study identified common barriers like
insufficient pre service and in service training on question strategies; and difficulties in
managing student responses in large, overcrowded classrooms where engaging all learners
through questioning feel impractical.

1.2 Statement of The Problem

Effective teaching is directed by the quality of classroom interaction between the teacher and the
students. For this interaction to be effective, the teacher’s ability to use questioning as a tool for
fostering engagement and deep learning is needed. Strategic questioning techniques
characterized by higher-order cognitive demands, adequate wait time, equitable distribution and
follow up, significantly improve learner engagement across behavioral, emotional, and cognitive
dimensions.

Despite the important role of questioning in teaching, many classrooms still rely on limited or
ineffective questioning techniques which may reduce learner engagement. Emerging evidence
suggests that many teachers continue to employ questioning techniques that prioritize content
coverage and examination preparation over genuine cognitive engagement. Behaviorally,
students may comply without participation; emotionally, they may develop disinterest or
negative attitude towards subjects; and cognitively, they may fail to develop the critical thinking
skills that CBC seeks to cultivate. As a result, students often remain passive and less involved in
the learning process

Without a clear understanding of how questioning techniques influence learner engagement in

schools, policy makers, curriculum developers, and teacher educators lack the base needed to
design targeted actions. Meanwhile, teachers may continue to rely on ineffective practices
unaware of other alternative approaches that could change their classrooms. Therefore, this study
motivated to examine how different questioning techniques influence learner engagement in the

13
classroom, generating evidence that can inform pedagogical improvement, teacher training, and
curriculum implementation in Kenya.

1.3 Objectives

1.3.1 General Objective

14
This study is aimed to examine the effect of different questioning techniques by teachers on
learner engagement

1.3.2 Specific Objectives

To identify the types of questioning techniques used by junior secondary teachers in the
classroom

To examine the level of learner engagement shown by learners during classroom interactions

To determine the relationship between teacher’s questioning techniques and learner engagement
in classrooms

1.4 Research Questions

The following research questions are guiding this study

What questioning techniques do teachers use in their classrooms?

What is the level of learner engagement during classroom instruction?

How do teacher’s questioning techniques influence learner engagement in classrooms?

1.5 Justification of The Study

1.5.1 Theoretical Justification

This study makes a significant contribution to educational theory, particularly in areas of

pedagogy, classroom interaction, and learner engagement.

First, this study contributes to the body of knowledge on classroom questioning.

Second, this study addresses a multidimensional nature of learner engagement. It therefore

extends the engagement theory by exploring how specific teacher behaviors influence
dimensions of questioning techniques.

Third, it contributes to the growing literature on pedagogical practices with CBC. This provides
empirical evidence on whether classroom questioning, a core pedagogical practice, aligns with
the theoretical underpinnings of CBE.

13
1.5.2 Practical Justification

For Teacher: This study will provide practicing teachers with evidence on the effectiveness of
different questioning techniques. Teachers will gain insights into strategies such as increasing
wait time, using high-order questions, distributing questions equitably, and employing probing
follow-ups

For Teacher Educators: This study will inform pre-service and in-service teacher training
programs. This ensures new teachers enter the profession equipped with evidence-based
questioning strategies and for professional development

For Administrators: Principals and heads of departments will benefit from understanding the role
of questioning in learner engagement. This knowledge can guide instructional supervision and
teacher evaluation on improving classroom interaction

For Curriculum Developers: The KICD will gain insights into whether classroom practices align
with the pedagogical intentions of the CBC.

For Learners: Learners will benefit from improved classroom practices that enhances their
engagement and learning outcomes.

14
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter will review literature related to types of questioning techniques used by Junior
Secondary teachers in the classroom, level of learner engagement shown by learners during class
interactions, relationship between teacher’s questioning techniques and learner engagement in
Junior Secondary classrooms, the theoretical framework, conceptual framework and lastly the
research gaps.

2.1 Empirical Review

2.1.1 Types of questioning techniques used by junior school teachers in the classroom.

One of the primary pedagogical tool is classroom questioning. It helps teachers to assess
learners’ understanding, stimulate critical thinking, and promote classroom interaction.
According to Dillon, J.T., questioning occupies a significant portion of the way language is used
during teaching and learning interactions in a classroom. Research shows that questioning
“encourages students to engage deeply with the material, stimulating critical thinking and
facilitating achievement of educational goals”.

Researchers largely categorize techniques along an idea that thinking is not just one fixed type,
but ranges from simple, automatic thinking to complex, reflective thinking. One common
classification is based on Bloom’s taxonomy, which categorizes questions into lower-order and
higher-order questions. Lower-order questions focus on recall and comprehension (Cotton,
1989), while higher-order questioning require learners to analyze, evaluate and create promoting
critical thinking (Bloom, 1956)

Another category of questioning techniques distinguishes between open-ended and closed-ended

questions. Open-ended questions allow learners to explore and provide elaborate responses and
justify their reasoning. Closed-ended questions require brief and specific answers. They also
develop logical thinking and accuracy. Research shows that open-ended questions encourage
classroom discussion and deeper understanding. (Chin, 2007)

15
Also, teachers use probing questions to extend learners’ responses and clarification. They follow
up on a student’s answer to get more details. These help learners explain their thinking and
connect concepts, which encourages understanding (Brualdi, 1998). Additionally, wait-time
questioning is significant in encouraging learner participation. Providing sufficient wait-time
after asking a question increases the number and quality responses (Rowe, 1974).

Divergent and convergent questioning techniques are also commonly used. Convergent questions
focus on one correct answer and are useful for checking factual knowledge. Divergent questions
allow multiple possible responses and promote creativity (Gall, 1970)

The selection of questioning techniques influences learner involvement in classroom learning

activities. Despite knowledge of these questioning techniques, observable studies show that
teachers always use low-level, closed questions due to time pressure and curriculum demands
(Hattie, 2012).

2.1.2 Level of Learner Engagement During Class Interactions.

Learner engagement refers to the degree of students’ involvement in learning activities. It is

multidimensional. Fredricks, Blumenfeld, and Paris (2004) identified three types of learner
engagement as follows; behavioral engagement, emotional engagement and cognitive
engagement. Behavioral engagement involves participation of the learner in classroom activities,
on-task actions and attendance e.g. raising hands, writing responses. Emotional engagement
relates to learner’s interest and motivation. It is an affective reaction such as boredom, anxiety,
enjoyment towards teacher’s or peer’s content. Cognitive engagement on the other hand refers to
learners’ effort and use of learning strategies. Cognitive engagement uses are a psychological
investment in learning using deep strategies like self-regulation and metacognition.

During questioning interactions, high behavioral engagement is often observed by students

answering questions, but cognitive engagement may remain low if only recall answers are
required. Higher order questions can trigger cognitive engagement but may temporarily reduce
behavioral participation if students need more think-time (Nystrand et al., 2003). Emotional
engagement is closely tied to a supportive questioning climate. Fear of incorrect answers reduces
willingness to participate (Turner et al., 2003)

16
Research indicate that instructional strategies that promote interaction, such as questioning,
enhance learner engagement. When learners are actively involved in classroom dialogue, they
become more motivated and attentive, leading to improved outcomes (Prince, 2004). Therefore,
effective questioning plays a critical role in enhancing learner engagement.

In classrooms, learner engagement can be observed through participation in discussions,

answering questions, asking questions, conducting experiments, and collaborating with peers.
Active engagement improves understanding of abstract concepts and improves academic
performance.

2.1.3 Relationship Between Questioning Techniques and Learner Engagement.

Studies suggest that questioning techniques directly influence learner engagement. Research
consistently link specific questioning techniques to enhance engagement.

Higher-order questions, for instance, encourage students to actively process information and
participate in discussions. They require learners to analyze and evaluate information, which
promotes active cognitive engagement. Chin (2007) found that students exposed to higher-order
questioning participated more actively in discussions and demonstrated deeper understanding.
Dillon (1988) similarly, reported that effective classroom questioning increases learner’s
involvement in discussions and promotes interaction between teachers and students.

Probing and redirecting questions foster emotional engagement by reducing anxiety. When a
teacher probes gently, it signals interest in the students’ thinking, creating supportive
environment (Walsh & Sattes, 2011)

Authentic, open-ended and dialogic questioning that invites multiple viewpoints is strongly
linked to increased cognitive and behavioral engagement (Nystrand el at., 2003)

Extended wait-time improves behavioral engagement (more students volunteering) and cognitive
engagement (longer, more thoughtful answers). When learners are given adequate time to think,
they become more confident in contributing to classroom discussions (Rowe, 1974; Tobin,
1987).

17
Therefore, literature indicates a positive relationship between teacher’s questioning techniques
and learner engagement. Effective questioning strategies promote participation, enhance critical
thinking, and meaningful learning in classes. Effective teachers strategically use a mix of low-
order questions and high-order questions, with adequate wait-time and support follow-ups, to
simultaneously manage behavioral participation, stimulate cognitive processing, and maintain
positive emotional engagement.

2.2 Theoretical Framework

Social Interaction Theory by Lev Vygotsky

The theory emphasizes that learning occurs through interaction between more knowledgeable
others and learners. He argued that a person’s thinking, learning, and understanding don’t
develop in isolation instead they are shaped through interaction with other people and the
surrounding culture and dialogue play a crucial role in knowledge construction. Questioning
techniques in the classroom give chances for such interactions, enabling learners to actively
engage themselves in the learning process (Vygotsky, 1978).

The Zone of Proximal Development (ZPD) in the Vygotsky’s theory is a very key concept. It
refers to the distance between what learners can do independently and what they can achieve
with guidance from a peer or a teacher. Through effective questioning techniques, teachers and
peers guide learners within the ZPD by providing support and gradually reducing assistance as
learners gain understanding. This instructional support is known as Scaffolding, which enables
learners to participate actively in classroom discussions and enhances engagement (Wood,
Bruner, & Rose, 1976).

In relation to the study’s first objective of identifying questioning techniques, Vygotsky’s theory
explains that teachers use question as scaffolding tools to support learner’s cognitive
development. Prompting, probing and open-ended questions help learners clarify ideas, extended
responses, and actively facilitate interaction and guide learners towards deeper learning (Chin,
2007).

18
For the second objective of examining learner engagement, the Vygotsky theory explains that
engagement increases when learners participate in meaningful social interactions. Collaborative
learning, shared meaning-making and verbal participation are encouraged by the questioning
techniques, which enhance learner involvement during classroom interactions (Mercer &
Littleton, 2007)

Regarding the third objective, the theory explains the relationship between questioning
techniques and learner engagement by emphasizing guided interaction within the ZPD. Effective
questioning brings about thinking, promotes dialogue, and builds learners’ confidence to
contribute ideas, resulting in increased engagement. Therefore, classrooms where teachers use
interactive questioning techniques are likely to demonstrate higher levels of learner engagement
(Walsh & Sattes, 2011).

2.3 Conceptual Framework

Independent Variable
Dependent Variable

Questioning Techniques Learner Engagement

Open-ended Behavioral

Probing Cognitive

Divergent Emotional

Higher-order

Wait-time
Intervening Variable

Class Size

Teacher Experience

Learner Ability

Subject Content
19 Enviroment
Classroom
The conceptual framework of this study is based on the relationship between questioning
techniques and learner engagement in classroom interactions. In this study, questioning
techniques used by the teachers are considered as the independent variable, while learner
engagement is the dependent variable. This framework assumes that the type and quality of
questions asked by teachers influence the extent by which learners participate in the classroom
activities.

Questioning techniques include probing questions, open-ended questions, divergent and higher-
order questions. These techniques encourage learners to think critically, respond verbally, and
participate in discussions. When teachers employ these techniques, learners are more likely to be
attentive, interact with peers, and contribute to classroom conversations which in turn leads to
learner engagement.

Learner engagement in this study refers to the degree to which learners are actively involved in
classroom dialogue. Engagement may be observed through behavior (participation, answering
answers), emotions (interest, motivation), and cognitive (critical thinking and problem solving).
The framework therefore suggests that effective questioning enhance learner engagement during
classroom conversations.

The relationship between questioning techniques used by teachers and learner engagement may
also be affected by intervening variables such as teacher experience, class size, environment and
learner ability. These factors can either strengthen or weaken the impact of questioning
techniques on learner engagement. For example, large class sizes may limit the opportunities for
the learners to respond to questions, while experienced teachers may use more effective
questioning techniques.

2.4 Research Gaps

20
Despite several research on classroom questioning and learner engagement, several gaps still
exist that justify this study.

First, many previous studies have focused on questioning techniques without directly linking
them to learner engagement. Researchers have examined types of questions used by teachers but
not adequately explored how these questions influence learners’ active participation during
classroom interactions. This creates a gap in understanding the relationship between questioning
techniques and learner engagement.

Second, some studies have examined learner engagement in general classroom settings but not
specifically investigated the role of questioning techniques as a key instruction strategy. This
leaves a gap in identifying how teacher questioning contributes to engagement.

Lastly, previous research has often focused on cognitive outcomes such as academic
achievement, with less attention given to behavioral and emotional engagement. This study
addresses this gap by examining learner engagement in multiple dimensions.

21
 CHAPTER 3

RESEARCH METHODOLOGY

3.0 Introduction

This chapter presents detailed and in-depth information about the research approach and design.
It also elaborates on the methods of data collection that were used, sampling techniques and how
the data was analyzed. This chapter also explains ethical and logistical considerations related to
the study.

3.1 Research Design

This study will adopt a case study design to investigate the impact of questioning techniques on
learner engagement at NICA Rukuriri secondary school. Both qualitative and quantitative
approaches will be used.

3.2 Location of the Study

The study will be conducted at NICA Rukuriri Secondary School in Embu County, Kenya. The
school provides a suitable environment due to its structured classroom setting and accessibility.

3.3 Target Population

The target population will consist of:

NICA Rukuriri Secondary students – form 3 & 4

Teachers at NICA Rukuriri Secondary School

3.4 Sampling techniques and sample size

A sample of 40 students will be selected using simple random sampling, while 5 teachers will be
selected purposively.
22
3.5 Research methods and Instruments

The methods that will be used are;

Classroom Observation – to observe how teachers ask questions

Questionnaires – for students to, measure engagement and perceptions

Interviews – for teachers to ask about their questioning strategies and experiences

The following tools will be used to collect data about questioning techniques and level of learner
engagement;

Observation checklists

Structured questionnaires

Semi-structured interview guides

3.6 Validity and Reliability

The tools will be reviewed by experts to ensure questions measure learner engagement and
questioning techniques used by teachers.

Tools will be piloted to ensure clarity and consistency.

3.7 Data collection procedures

Permission from the appropriate education authorities will be obtained, classes will be visited
and lessons observed. Questionnaires will be given to learners and interviews will be conducted
with teachers in person.

3.8 Data Analysis

This study will use qualitative data analysis methods like percentages, tables and graphs, and
qualitative data analysis themes like type of questions used and student reactions.

3.9 Ethical and Logical Considerations

In this study, all the participants will be treated with respect and courtesy. A strategy of informed
consent will be adopted with the aim of making the research clear to all participants. The study
will adhere to ethical norms that include anonymity, voluntary participation, confidentiality, and
23
informed consent. Respondents will receive assurances that the information gathered will only be
used for scholarly research.

24