Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 6 (2025)

Voices Behind the Questions: A Lived Experiences of Elementary Teachers in the Art of Questioning

Jennifer Ylarde | Roel Villocino

Discipline: Education

 

Abstract:

This study aimed to explore the lived experiences of elementary teachers in applying Higher-Order Thinking Skills (HOTS) questioning techniques in selected public elementary schools in the Monkayo District, Philippines. Employing a qualitative research design and a phenomenological approach, the study investigated how eight elementary teachers implemented HOTS questioning strategies, the challenges they encountered, the coping mechanisms they employed, and the insights they gained throughout the process. Through in-depth interviews, the research captured lived experiences that revealed initial difficulties such as student confusion, limited foundational knowledge, and resistance to analytical thinking. Despite these challenges, teachers employed adaptive strategies including scaffolding, rephrasing, storytelling, and contextualizing questions to learners' levels. The findings highlighted that effective HOTS questioning was nurtured through patience, planning, and inclusive practices. Teachers evolved from traditional instructors to facilitators of critical thinking, emphasizing the importance of studentcentered learning, real-life connections, and collaborative support. Their insights underscored the transformative impact of HOTS questioning on both teaching practices and student engagement, advocating for continuous professional development and reflective pedagogy. The study concludes that fostering higher-order thinking in classrooms requires intentional instructional design, supportive environments, and a commitment to learner-centered education



References:

  1. Alexander, R. (2017, August). Developing dialogic teaching: Process, trial, outcomes. Paper presented at the 17th Biennial EARLI Conference, Tampere, Finland. Cambridge Primary Review Trust / University of York Dialogic Teaching Project. Retrieved from https://cprtrust.org.uk/wp-content/uploads/2017/07/EARLI-2017-paper.pdf 
  2. An, J., & Childs, A. (2023). Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view. Studies in Second Language Learning and Teaching, 13(2), 471–493. https://doi.org/10.14746/ssllt.38283
  3. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
  4. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
  5. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
  6. Dicdiquin, R., Delfin, M., & Malicay, J. (2023). Perceptions of teachers toward the inclusion of learners with hearing impairment in regular classrooms. Russian Law Journal. https://doi.org/10.52783/rlj.v11i6.3510
  7. Erdiana, N., & Panjaitan, S. (2023). How is HOTS integrated into the Indonesian high school English textbook? Studies in English Language Education, 10(1), 60–77. https://doi.org/10.24815/siele.v10i1.26052
  8. Ho, T. M. L., & To, M. T. (2022). Delegating critical thinking skills in learners through effective questioning technique in the class. International Journal of TESOL & Education, 2(3), 13–31. https://doi.org/10.54855/ijte.22232
  9. Holmqvist, M., & Lelinge, B. (2020). Teachers’ collaborative professional development for inclusive education. European Journal of Special Needs Education, 36(5), 819–833. https://doi.org/10.1080/08856257.2020.1842974
  10. Huda, N. M. N. (2022). Questioning skills for teachers and students: The importance and implementation. PESHUM Jurnal Pendidikan Sosial Dan Humaniora, 1(2), 143–150. https://doi.org/10.56799/peshum.v1i2.79
  11. Kshetree, A. K., & Pokhrel, P. R. (2024). Impact and functions of questioning in English classes. Vox Batauli, 9(01), 1–10. https://doi.org/10.3126/vb.v9i01.70393
  12. Liana, M., & Sugiarti, T. (2022). Teacher’s questioning skills in elementary science classroom to facilitate student’s higher-order thinking skills. Proceedings of the 1st International Conference on Maritime Education. https://doi.org/10.4108/eai.3-11-2021.2314794
  13. Monrat, N., Phaksunchai, M., & Chonchaiya, R. (2022). Developing students’ mathematical critical thinking skills using open-ended questions and activities based on student learning preferences. Education Research International, 2022, 1–11. https://doi.org/10.1155/2022/3300363
  14. Putri, M. L., & Dafit, F. (2022). Teacher ability to apply questioning skills in elementary school. Jurnal Ilmiah Sekolah Dasar, 6(1), 21–28. https://doi.org/10.23887/jisd.v6i1.42565
  15. Rahima, A. R., Kadariyah, N., & Hasanah, N. I. (2023). The use of questioning strategy in promoting students’ critical thinking. Journal of English Language Teaching and English Linguistics, 8(2). https://doi.org/10.31316/eltics.v8i2.5212
  16. Rahman, A., Abdul, N. B., & Mannong, A. B. M. (2023). An analysis of teachers’ questioning strategies to attract students’ activeness and curiosity in the classroom interaction. English Language Teaching Methodology, 3(1), 59–68. https://doi.org/10.56983/eltm.v3i1.207
  17. Rahayu, N., & Suharti, D. S. (2023). Portraying EFL teacher’s questioning strategies and practices: The case of a vocational school in Indonesia. Journal on English as a Foreign Language, 13(2), 427–451. https://doi.org/10.23971/jefl.v13i2.6280
  18. Sada, C., & Wiranto, I. A. (2024). Enhancing students’ participation through question and answer on SMAN 2 Sungai Kakap Kubu Raya. JPPI (Jurnal Penelitian Pendidikan Indonesia), 10(1). https://doi.org/10.29210/020242605
  19. Schmidt, N. A., & Brown, J. M. (2015). Evidence-based practice for nurses: Appraisal and application of research (3rd ed.). Jones & Bartlett Learning.
  20. Shetty, Y., & Seetharaman, R. (2023). Strengthening postapproval oversight in research ethics committees: Challenges and solutions. Perspectives in Clinical Research, 14(3), 105–107. https://doi.org/10.4103/picr.picr15123
  21. Shanmugavelu, G., Arifin, K., Vadivelu, M., Mahayudin, Z., & Sundaram, M. A. R. K. (2020). Questioning techniques and teachers’ role in the classroom. Shanlax International Journal of Education, 8(4), 45–49. https://doi.org/10.34293/education.v8i4.3260 
  22. Talahiban, M. J. L., Malabarbas, G. T., Amoto, B. L., & Mendoza, J. B. (2022). Teaching competencies and coping mechanisms in the new normal education among public elementary teachers. American Journal of Multidisciplinary Research and Innovation, 1(3), 63–71. https://doi.org/10.54536/ajmri.v1i3.373
  23. Tiwari, H. P. (2023). Teachers’ experience about the roles of classroom questioning technique in English language teaching: A narrative inquiry. Academia Research Journal, 2(1), 133–143. https://doi.org/10.3126/academia.v2i1.52350

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic