Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides discussions on the influence of the question-and-

answer learning approach on teachers’ instructional practices and their teaching

performances. It includes prior studies and literature that are deemed relevant to

the objectives of this research.

Related Literature

The art of questioning is the most potent weapon in the educational

armory of the teacher. Good questions writes Struck (2022), by their very nature

are educative, and they have a very prominent place in all kinds of learning.

Questioning plays an indispensable part in learning teaching and testing. If used

in the right way, at the proper time, questions lead to new realms of

understanding they serve as means of organizing knowledge or correlating the

results of educative experiences of trying together units of learning and of

integrating personality. One who questions faultlessly teaches effectively.

Salmon (2021) holds the view that a bad questioner is a bad teacher.

Questioning is meant to interest, engage, and challenge the pupils and to

check on prior knowledge. It helps to stimulate recall and use the existing

knowledge and experience to create new understanding and meaning. It allows

focusing and thinking on key concepts and issues thus expanding pupils’ thinking

from the concrete and factual to the analytical and evaluative (Struck, 2020).
 Questioning serves multifaceted purposes within the classroom, each

contributing to the cultivation of a dynamic and engaging learning environment:

Firstly, questioning acts as a diagnostic tool, probing students' prior

knowledge and understanding, allowing educators to gauge comprehension

levels and tailor instruction accordingly. By testing previous knowledge and

prompting recall, teachers lay the foundation for building upon existing concepts

and linking new knowledge with the old.

Moreover, questions are instrumental in promoting active engagement and

critical thinking among students. They serve to elicit responses, encouraging

individuals to recognize and think deeply about concepts. Through this process,

students are prompted to analyze, synthesize, and apply information, fostering

the development of higher-order thinking skills.

Furthermore, questioning plays a pivotal role in maintaining students'

attention and mental alertness. By posing thought-provoking inquiries, educators

keep learners actively involved in the learning process, thereby fostering a

conducive learning atmosphere. Questioning also serves to stimulate curiosity

and initiative among students, inspiring them to explore topics further and pursue

independent inquiry. This, in turn, nurtures a sense of ownership over their

learning journey, promoting intrinsic motivation and a desire for lifelong learning.

Additionally, questions aid in assessing comprehension and monitoring

students' progress. By identifying areas of weakness, educators can provide

targeted support and interventions to address individual learning needs

effectively. Moreover, through questioning, educators can revise and reinforce

previously covered material, promoting retention and mastery of content.

Furthermore, questioning can cultivate appreciation for diverse perspectives and

foster the development of ethical and moral ideals.

Ultimately, the strategic use of questioning contributes to the creation of a

positive emotional and intellectual atmosphere within the classroom. By

encouraging active participation, critical thinking, and a thirst for knowledge,

questioning serves as a cornerstone of effective teaching and learning.

Questioning Techniques

One of the key components to creating effective teaching and learning

processes is the method of questioning or questioning techniques used by

teachers. Questioning by teachers in the teaching and learning process is one of

the many interactions that occur in the classroom. Questioning techniques are

one of the tools for achieving goals and stimulating students’ mental activity.

Questioning techniques are important because they can stimulate learning,

develop the potential of students to think, drive to clear ideas, stir the

imagination, and incentive to act. It is also one of the ways teachers help

students develop their knowledge more effectively (Salmon, 2021).

Teachers need to be aware that the quality of questions and the quality of

the questioning when conducting teaching and learning sessions in the

classroom are the key elements in determining the effectiveness and quality of

their teaching sessions. To help students stimulate a high level of thinking,

teachers must play a key role in applying the right techniques and skills to

question students. Teachers should be aware of any changes that occur in the

classroom, and those changes should be aligned with the objectives they want to

achieve in the teaching and learning process. Teachers, therefore, need to plan

carefully and take into account some of the following factors:

(i) Attention

Questioning is one of the most effective ways to make the students pay

attention in the classroom. About this, the question must be addressed to the

whole classroom before a student is asked to answer“ (Shanmugavelu et.al.,

2020). Teachers should also ask a question first before mentioning the name of a

student to answer the question posed. This is to ensure that all students are

focused on the questions that are posted. If the name of the student is mentioned

first, only that particular student will pay attention in the class.

Teachers should always ask questions to all students in the classroom

and not just to the students who raise their hands. In this case, the Teacher

should not be influenced by the behavior of the students who raise their hands

when asking a question. Often, teachers only ask questions to the students who

raise their hands and do not focus on students who do not raise their hands. This

is not good for the teaching and learning process. Attention and care should be

given to all the students in the classroom (Shanmugavelu et.al., 2020).

In the meantime, some students who are not paying attention will ask the

teacher to repeat the question. In this case, the teacher should not repeat the
question posed when asked by the student to repeat it. If the teacher repeats the

question, then, of course, the student will not pay attention, so to attract the

students, the teacher should mention the question only once.

(ii) Voice

One of the most important communication tools for a teacher is voice.

When asking questions, teachers should make sure their voices are clear and

that their tone is well-heard. The questions should be presented well and clear to

the students and look forward to receiving answers. This is important to attract

students to answer a question (Shanmugavelu et.al., 2020).

(iii) Pause

After submitting a question, the teacher should be the one to pause talking

for a moment and look at the whole class. Note the verbal cues that indicate that

the student is ready to respond. (Alsaqoff, 2021), After asking questions,

students should be given time to think about the answers. The time given should

not be too long because if it is too long, the interest in it will fade.

(iv) Content of Questions

In asking a question, a teacher should plan the types of questions that will

be asked in the classroom. In this case, it may not be necessary for these

questions to be prepared in advance, but the ‘axis question’ needs to be

designed. The axis questions should be arranged in a logical order to obtain

continuity in the lesson. In a given lesson, the teacher should provide some
questions like this to determine the desired direction. These questions should not

be too long. (Shanmugavelu et.al., 2020).

At the same time, teachers should also ask questions that are relevant to

the age and ability of the students in the class. Teachers are already aware of a

student’s ability in a classroom. So when asking questions, teachers can ask

difficult questions to the clever and gifted students, and ask easy questions to the

weak students. The simple questions posed to the weaker students will enable

them to answer the question, and this will motivate them and stimulate their

thinking.

Teachers should also encourage questions that imply answers. Teachers

should also ensure that the words used in a question are easy to understand.

Students will be confused if they do not understand the words that are used in a

question. If a question is misunderstood by the students, the teacher should

change his or her word, but the student should be given a chance to answer first

(Shanmugavelu et.al., 2020).

The Nature of Question -Answer Relationship (QAR)

QAR is a strategy where students code teacher-generated questions to

help the students understand what type of question is being asked so that they

know how to access information to get the answer. Raphael (2019) said that

without QAR instruction, students often over-rely on text information or

background knowledge. According to Armbruster and Osborn (2020), question-

answering instruction encourages students to improve their question-answering

skills and thus learn more while they read. QAR is a comprehension strategy in

which students ask a range of questions about a book and then react to them

according to the type of question they asked.

Moreover, Raphael (2019) identified two broad categories of QAR for

finding information and for answering questions: The first category is in the book

questions consisting of Right There and Think and Search questions. These

questions require answers that can be found directly in the text. The second

category is in-your-head questions consisting of an author and you and on your

own. These questions require a higher level of thinking. Conner (2020) states

that QAR is a reading strategy in which students categorize comprehension

questions according to where they got the information they needed to answer

each question. Students are asked to indicate whether the information they used

to answer questions about the text was textually explicit, textually implicit

information, or information entirely from the student‘s background knowledge.

According to Raphael and Au (2020), QAR can help to solve problems to

enhance students ‘level of literacy: a) the need for a shared language to make

visible the largely invisible processes underlying reading and listening

comprehension b) the need for a framework for organizing questioning activities

and comprehension instruction within and across grades and school subjects.

Moreover, the need for accessible and straightforward whole-school reform for

literacy instruction oriented toward higher-level thinking. Another is the need to

prepare students for high-stakes testing without undermining a strong focus on

higher-level thinking with texts.

 The question-and-answer learning approach is a pedagogical method that

emphasizes active student participation, critical thinking, and interaction between

teachers and students. In this approach, learning occurs through a continuous

exchange of questions and answers, fostering a dynamic and engaging

classroom environment. In question-and-answer sessions, students are

encouraged to actively participate by responding to questions posed by the

teacher or by asking questions themselves (Barros, 2020).

Question and answer sessions create a dialogue between the teacher and

students, promoting interactive learning experiences. Students can also ask

questions to their peers, encouraging collaborative learning and the exchange of

ideas among classmates. Also, it provides immediate feedback from teachers

which allows students to correct misconceptions on the spot, leading to better

understanding and retention of information. By providing prompt answers to

student queries, curiosity is nurtured, and a supportive learning environment is

created (Mukuka and Mulenga, 2021).

Consequently, teachers can adapt their questions based on students'

responses, tailoring the learning experience to the specific needs and

comprehension levels of the students. Question and answer sessions can be

modified to accommodate diverse learning styles and abilities within the

classroom. Moreover, teachers can gauge students’ understanding and

knowledge through their responses, allowing for real-time assessment without

the pressure of formal exams. Continuous question-and-answer sessions provide

ongoing feedback, enabling teachers to adjust their teaching methods and

content as needed (Campos and West, 2019).

Additionally, the Q and A learning approach can create an inclusive

environment where even shy or reserved students are encouraged to participate.

By actively engaging in discussions and receiving positive reinforcement,

students’ confidence in their knowledge and communication skills can increase.

Studies have demonstrated that Q&A learning is an active learning strategy that

fosters student engagement and critical thinking. By encouraging students to ask

questions and engage in discussions, this approach enhances their

understanding of the subject matter. Furthermore, Q&A sessions provide

immediate feedback, enabling students to correct misconceptions promptly (Duro

and Loredo, 2021).

Q&A learning promotes a participatory classroom environment where

students are actively involved in the learning process. Increased student

participation has been linked to higher levels of motivation and improved

academic performance (Martin & Bolliger, 2020). Teachers employing Q&A

techniques often report a noticeable improvement in student attentiveness and

involvement during lessons (Hao & Johnson, 2019).

Implementing Q&A learning alters the dynamics of the classroom, shifting

it from a teacher-centered to a student-centered approach. This change

encourages collaborative learning, where students learn from both the teacher

and their peers. Such collaborative environments have been associated with

enhanced communication skills and a deeper understanding of the subject

matter. Teachers engaging in Q&A learning often experience professional

growth. Constant interaction with students exposes educators to diverse

perspectives and challenges their instructional strategies. This dynamic

environment necessitates continuous adaptation, fostering a culture of ongoing

professional development (Ingersoll & Strong, 2020).

Q&A learning refines teachers’ classroom management skills. By

encouraging active participation, educators develop effective techniques for

managing discussions, addressing diverse student needs, and ensuring an

inclusive learning environment. Improved classroom management positively

correlates with student engagement and academic achievement (Marzano &

Marzano, 2019).

Consequently, questioning skills are very important for a teacher, and it is

very complex. If these skills are used effectively, the performance level of

students will increase, and the teaching and learning environment will become

more active and more encouraging. One of the key components to creating

effective teaching and learning processes is the method of questioning or

questioning techniques used by teachers. Questioning by teachers in the

teaching and learning process is one of the many interactions that occur in the

classroom. Questioning techniques are one of the tools for achieving goals and

stimulating students’ mental activity. Questioning techniques are important

because they can stimulate learning, develop the potential of students to think,

drive to clear ideas, stir the imagination, and incentive to act. It is also one of the
ways teachers help students develop their knowledge more effectively (Alfayad

and Arif, 2019).

Teachers need to be aware that the quality of questions and the quality of

the questioning when conducting teaching and learning sessions in the

classroom are the key elements in determining the effectiveness and quality of

their teaching sessions. To help students stimulate a high level of thinking,

teachers must play a key role in applying the right techniques and skills to

question students. Teachers should be aware of any changes that occur in the

classroom, and those changes should be aligned with the objectives they want to

achieve in the teaching and learning process (Shanmugavelu egt al., 2022).

Questioning is one of the most effective ways to make the students pay

attention in the classroom. About this, the question must be addressed to the

whole classroom before a student is asked to answer. Teachers should also ask

a question first before mentioning the name of a student to answer the question

posed. This is to ensure that all students are focused on the questions that are

posted. If the name of the student is mentioned first, only that particular student

will pay attention in the class. Teachers should always ask questions to all

students in the classroom and not just to the students who raise their hands. In

this case, the Teacher should not be influenced by the behavior of the students

who raise their hands when asking a question. Often, teachers only ask

questions to the students who raise their hands and do not focus on students

who do not raise their hands. This is not good for the teaching and learning
process. Attention and care should be given to all the students in the classroom

(Davis, White, and Clark, 2019).

One of the most important communication tools for a teacher is voice.

When asking question, teachers should make sure their voices are clear and that

their tone is well-heard. The questions should be presented well and clearly to

the students and look forward to receiving answers. This is important to attract

students to answer a question. After submitting a question, the teacher should be

the one to pause talking for a moment and look at the whole class. Note the

verbal cues that indicate that the student is ready to respond. After asking

questions, students should be given time to think about the answers. The time

given should not be too long because if it is too long, the interest in it will fade

(Garcia, Martinez, and Lee, 2020).

In asking a question, a teacher should plan the types of questions that will

be asked in the classroom. In this case, it may not be necessary for these

questions to be prepared in advance, but the ‘axis question’ needs to be

designed. The axis questions should be arranged in a logical order to obtain

continuity in the lesson. In a given lesson, the teacher should provide some

questions like this to determine the desired direction. These questions should not

be too long. At the same time, teachers should also ask questions that are

relevant to the age and ability of the students in the class. Teachers are already

aware of a student’s ability in a classroom. So when asking questions, teachers

can ask difficult questions to the clever and gifted students, and ask easy

questions to the weak students. The simple questions posed to the weaker
students will enable them to answer the question, and this will motivate them and

stimulate their thinking (Lawton and Mark, 2019).

Teachers should also encourage questions that imply answers. Teachers

should also ensure that the words used in a question are easy to understand.

Students will be confused if they do not understand the words that are used in a

question. If a question is misunderstood by the students, the teacher should

change his or her word, but the student should be given a chance to answer first.

In asking questions, teachers should ask questions to all students in the

classroom. Questions shall be given to all the students to encourage them to

participate in the teaching and learning process. Teachers should also avoid

asking questions according to the sitting position of students in the classroom.

This is because students who sit in the back and on the sides of the classroom

are not paying attention in class. So, questions need to be posed to all students

so that all students can focus and participate (Singh and Malik, 2021).

Understanding the age demographics of teachers is vital in assessing their

adaptability to new teaching methodologies. Younger teachers might be more

open to innovative approaches like question and answer learning due to their

familiarity with technology and modern pedagogical methods. Gender differences

can influence teaching styles and approaches. It is essential to explore how male

and female teachers perceive and utilize question and answer learning in the

classroom, as this could impact its effectiveness (Molero and Madaus, 2019).

Meanwhile, civil status might influence the time and energy teachers can

dedicate to professional development. Married teachers, for instance, might face

different challenges than their single counterparts, impacting their ability to

implement new teaching methods. Teachers’ educational backgrounds play a

crucial role in shaping their teaching methods. Educators with diverse academic

experiences might have a broader perspective on integrating question and

answer learning into their teaching strategies. In addition, teacher experience can

affect their openness to change and willingness to adopt new techniques.

Investigating how the number of years in service correlates with the acceptance

and implementation of question-and-answer learning is essential for

understanding its feasibility across different experience levels (Montoya and

Nevo, 2020).

In line with enhancing teaching methodologies and evaluating teachers'

performance, the Department of Education (DepEd) issued Memorandum No. 8,

series of 2023, which outlines the guidelines for the implementation of the

Individual Performance Commitment and Review Form (IPCRF). This

memorandum emphasizes the importance of fair and comprehensive

assessments of teachers' performance, focusing on key competencies, teaching

strategies, and the integration of innovative methods such as Q&A learning. The

IPCRF serves as a tool for teachers to reflect on their teaching practices, identify

areas for improvement, and set goals to enhance their professional development.

By incorporating the Q&A learning method into the evaluation process, teachers

are encouraged to explore creative ways to engage students actively, address

diverse learning needs, and foster critical thinking skills. The memorandum

recognizes the significance of adopting modern teaching approaches to cater to

the dynamic educational requirements of students, ensuring that teachers are

equipped with the necessary skills and strategies to implement effective Q&A

sessions. As a result, teachers can align their teaching practices with the

evolving educational landscape, providing meaningful learning experiences for all

students and contributing to their overall academic success.

Teaching Strategies in Araling Panlipunan

Araling Panlipunan (AP) is an essential subject in the Philippines, and

various studies have identified strategies that can be effective in increasing

learning interest in this subject. One strategy is to incorporate active learning

methods, such as group activities, games, and simulations. For example,

Zirawaga et al., (2017) found that the use of game-based activities in teaching

AP was effective in enhancing students' interest in the subject. The game

provided an interactive and engaging way for students to learn and apply their

knowledge.

Another strategy is to personalize the learning experience for students.

This can be done by incorporating their interests and experiences into the

lessons. Students' interest in a subject can be enhanced by incorporating real-life

examples and activities that relate to their experiences. Teachers should tailor

their lessons to fit the needs and interests of their students (Reber et al., 2018).

In addition, teachers can also incorporate technology in their lessons to

enhance learning interest in AP. Talan et al. (2022) found that the use of

augmented reality in teaching AP was effective in increasing students' motivation

and interest in the subject. The use of technology can provide a new and exciting

way for students to learn and explore the subject.

Furthermore, providing students with opportunities for self-directed

learning can also enhance their learning interest in AP. Incorporating project-

based learning in social sciences was effective in promoting self-directed

learning and increasing students' interest in the subject. This approach allows

students to take ownership of their learning and apply their knowledge in a

meaningful way (Shin, 2018).

Finally, teachers can also provide positive reinforcement to students to

enhance their learning interest in AP. Johnson (2017) noted that providing

students with positive feedback and recognition for their achievements can

increase their motivation and interest in the subject. Teachers can provide verbal

and written.

Socratic Method of Teaching

Additionally, the most prominent studies use Socratic Questioning along

with other teaching for strategies critical thinking skill development (Paul & Elder

2018). Similarly, Socratic Seminars in conjunction with other strategies have

been researched and recommended for assessing and fostering critical thinking

skills development (Kenney, 2019). What needs exploration is using Socratic

Questioning as a teaching method and the Socratic Seminars to assess the

acquisition or improvement of critical thinking skills. It is important to determine

the effectiveness of these strategies.

 Students must be first previously knowledgeable about the content that

will be discussed in the Socratic Circles. The teacher then presents the first

question. Students in the smaller group discuss the questions and form new

questions. Then the larger group discusses the topic and questions from the

smaller group and creates their own questions for the smaller group to answer.

This process is repeated, creating a dialogue between the two groups. The

teacher, after presenting the opening question, acts as the facilitator of the

seminar (Kenney, 2019).

Related Studies

The study conducted by Garcia, Martinez, and Lee (2020), delved into the

realm of elementary mathematics education by examining the perceptions and

practices of teachers implementing Question and Answer (Q&A) learning

strategies. Utilizing qualitative research methods, including in-depth interviews

and classroom observations, the research investigates how elementary school

teachers perceive and employ Q&A techniques in mathematics instruction. The

findings of this research shed light on the multifaceted nature of teacher-student

interactions within the context of Q&A learning. The study reveals that teachers

perceive Q&A strategies as valuable tools for fostering active student

engagement, critical thinking, and problem-solving skills. Furthermore, it explores

the challenges faced by teachers in implementing Q&A techniques effectively,

highlighting the need for tailored professional development opportunities. The

research not only provides valuable insights into the nuances of Q&A learning

strategies but also offers practical recommendations for enhancing teacher

training programs and curriculum development initiatives in elementary

mathematics education.

In their study Davis, White, and Clark (2019) conducted a comprehensive

analysis between Question-Based Learning (QBL) and traditional instructional

methods in high school science classes. Recognizing the evolving landscape of

science education, this research explores the effectiveness of QBL in enhancing

student learning outcomes and engagement. Employing a mixed-methods

approach, including quantitative assessments and qualitative surveys, the study

meticulously examines the performance of students exposed to QBL against

those taught through conventional methods. The findings reveal compelling

evidence in favor of QBL, demonstrating significantly higher levels of student

participation, critical thinking, and knowledge retention compared to traditional

teaching approaches. Moreover, the research investigates the factors influencing

the success of QBL implementation, shedding light on best practices for

educators.

Another study by Shanmugavelu et al., (2020) discussed the efficacy of

questioning techniques of the teachers in the classroom. Proper questioning

techniques are important in the teaching and learning process. Proper

questioning techniques will make it easier for teachers to get feedback from

students whether or not they understand the subject. This article describes some

of the questioning techniques that a teacher needs to know to possess in

classroom teaching and learning sessions such as attention, suitable voice.

Pause, question content, and distribution of questions. This is important for

enhancing student motivation and promoting positive, critical, and creative

thinking among students and to improve the teaching and learning process in the

classroom.

Perines (2021), the study highlights the pivotal role of effective teacher

training programs in improving pre-service teachers' utilization of the art of

questioning as a classroom assessment tool for English language instruction in

elementary settings. This insight underscores a crucial intersection with the

broader topic by recognizing the significance of questioning techniques in

fostering critical thinking and active learning, teacher training programs can

integrate specific strategies to empower pre-service teachers with the necessary

skills. Involvement from supervising instructors, particularly those within the

Faculty of Teacher Development (FTD), becomes essential in this endeavor.

Their expertise and support can aid in seamlessly integrating questioning

strategies into professional education courses. Through targeted training

modules and workshops, pre-service teachers can gain theoretical knowledge,

practical experience, and reflective opportunities centered around employing

questioning techniques effectively. Furthermore, supervising instructors can

model these strategies in their own teaching practices, providing valuable

guidance and feedback to pre-service teachers during their field experiences. As

these initiatives are implemented, continuous evaluation and refinement will be

imperative to ensure their efficacy in enhancing both teaching practices and

student learning outcomes.

 According to Hamblem (2018), this study emphasizes the importance of

infusing art critique into art education to stimulate higher-order thinking skills

among students. It highlights the need for teachers to undergo specialized

training in art critique questioning methods, akin to the preparation required for

implementing the Socratic method. This training should focus on fostering

intricate levels of thinking and providing teachers with the tools to demonstrate

and rehearse questioning techniques, echoing the Socratic approach's emphasis

on inquiry-based learning. Moreover, the passage stresses the significance of

structuring questions and cultivating advanced inquiry skills among students,

mirroring the categorization and development of questions inherent in the

Socratic method. Additionally, it underscores the importance of adhering to

formal qualities of question construction, such as allowing sufficient pause time

and avoiding rhetorical questions, crucial for fostering meaningful discourse and

exploration of artistic concepts. Furthermore, the mention of small group

discussions highlights the collaborative aspect shared by both the Socratic

method and art education, suggesting that such interactions can enhance

students' cognitive involvement and comprehension of artistic principles.

Ultimately, integrating effective questioning techniques, particularly those about

art critique, into art education can profoundly enhance students' learning

experiences and achievements, in line with the Socratic method's objectives of

promoting critical thinking and active engagement.

In the context of discussing teachers' practices on the Socratic method

and learners' performance, the importance of effective questioning in the English

classroom becomes even more pronounced. The Socratic method, characterized

by a dialogue between teacher and students that encourages critical thinking and

inquiry, aligns closely with the benefits highlighted in the initial statement about

questioning in the classroom. Firstly, the Socratic method emphasizes the art of

questioning as a means to stimulate students' thinking and encourage active

participation. Teachers employing this method often ask open-ended questions

that prompt students to delve deeper into the subject matter, fostering a more

profound understanding of the topic. This resonates with the idea that

questioning in the English classroom should not only elicit clear answers but also

activate students' imagination and critical thinking (Yang, 2020).

Furthermore, the Socratic method emphasizes the importance of

preparing questions thoughtfully and allowing sufficient wait-time for students to

formulate their responses. This contrasts with the identified problems of

ineffective questioning, short wait-time, and poorly prepared questions mentioned

in the initial statement. By adopting the practices inherent in the Socratic method,

teachers can address these shortcomings and create a more conducive learning

environment

Moreover, the Socratic method promotes a dynamic classroom

atmosphere (Yang, 2020) where students are actively engaged in the learning

process. In this setting, students are encouraged to ask questions, challenging

both their own understanding and that of their peers. This stands in contrast to

the notion that teachers control the entire class and students lack the opportunity
to ask questions—a scenario that inhibits active learning and critical inquiry. In

terms of learners' performance, research suggests that the Socratic method can

lead to enhanced comprehension, critical thinking skills, and overall academic

achievement. By actively involving students in the learning process through

questioning, teachers can facilitate deeper engagement with the material, leading

to improved retention and application of knowledge.

In conclusion, the practices associated with the Socratic method offer

valuable insights into how questioning in the English classroom can be leveraged

to enhance teaching quality and student performance. By focusing on the

effectiveness and skills of questioning, teachers can create an environment

where inquiry, critical thinking, and active participation are nurtured, ultimately

fostering a deeper understanding of the subject matter and facilitating academic

success.

Insights

The studies discussed offer valuable insights into effective teaching

methodologies across diverse educational realms.

The insights provided in the related literature underscore the manifold

advantages of employing the Question and Answer (Q&A) learning approach

within the classroom. By embracing Q&A learning, educators cultivate an

environment that actively involves students through interactive questioning and

answering, thereby fostering a dynamic and engaging classroom atmosphere.

This participatory approach not only motivates students to actively participate but
also contributes to heightened levels of engagement, ultimately leading to

improved academic performance.

Moreover, the benefits of Q&A learning extend beyond the student body,

positively impacting teachers as well. Through constant interaction with students,

educators experience professional growth as they are exposed to diverse

perspectives and continually challenged to refine their instructional

methodologies. This ongoing process of adaptation and refinement nurtures a

culture of continuous professional development, ensuring that educators remain

dynamic and responsive to evolving educational needs.

Central to the effectiveness of Q&A learning are the questioning

techniques employed by teachers. By crafting well-structured questions,

educators can stimulate student learning, cultivate critical thinking skills, and

encourage the development of clear and imaginative ideas. Moreover, aligning

questioning strategies with teaching objectives enhances the coherence and

effectiveness of the overall teaching and learning process.

In essence, the utilization of Q&A learning represents a powerful

pedagogical tool that not only empowers students to actively engage with course

material but also facilitates the professional growth of educators. Through the

implementation of effective questioning techniques, educators can foster an

environment conducive to meaningful learning experiences, ultimately enriching

the educational journey for both students and teachers alike.

 Moreover, one study delves into elementary mathematics education,

exploring teachers' perspectives and practices regarding Question and Answer

(Q&A) learning strategies. The research underscores the pivotal role of Q&A

techniques in nurturing active student engagement, critical thinking, and problem-

solving skills. It also underscores the necessity for customized professional

development initiatives to facilitate the successful integration of these strategies.

Another study compares Question-Based Learning (QBL) with

conventional instructional methods in high school science classes. Results

highlight the efficacy of QBL in bolstering student learning outcomes,

participation, critical thinking, and knowledge retention relative to traditional

teaching approaches. Moreover, the study identifies key determinants influencing

the effective implementation of QBL, offering valuable guidance for educators

seeking to adopt this approach. Furthermore, a study emphasizes the

significance of employing appropriate questioning techniques in classroom

instruction. It delineates various questioning strategies as instrumental in

fostering student motivation and cultivating positive, critical, and creative thinking.

Taken together, these studies underscore the importance of integrating

effective teaching methodologies, including Q&A learning, QBL, and adept

questioning techniques, to enhance student engagement, critical thinking, and

overall academic achievement across varied educational contexts. Incorporating

these evidence-based practices into pedagogical frameworks can cultivate

dynamic and enriching learning environments conducive to student success.