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QUESTIONING
TECHNIQUE

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BASIC TRAINER COURSE

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CONTENTS
TOPIC

PAGE NUMBER

Types, Purpose and Classification of Question

5-2

Technique of Question

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Principles of Good Questioning Technique

5-5

Summary

5-5

Self-Paced Learning Package

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Answer

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Note

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Learning Outcome 5:
Exhibit Appropriate Instructor Attributes.
Assessment Criteria:
5.1 State types of question.
5.2 Describe the purpose of question.
5.3 Describe the classification of question.
5.4 Describe the technique of question.
5.5 Describe the principles of good questioning technique.
REFERENCES
a.

Basic Trainer Student Notes.

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INTRODUCTION
1.
Questions serve several main purposes. Before asking one, ask yourself what you
hope to achieve with the answer. A well put question might help you:
a. Adjust the level of instruction to match the level of participants;
b. Reveal misunderstandings, which you can then correct on the
c. Permit participants to contribute experiences or ideas; or
d. Emphasise main points to improve learner retention.
TYPES OF QUESTIONS
2.

There are two types of questions:

a.

Testing Questions - Students recall previously learnt information.

b.
Teaching Questions - Students are required to reason out an
answer. These answers may be linked together to lead students to key point.
PURPOSES OF QUESTIONS
3.

The purposes of questions are:

a. To secure 2 way communication.
b. To stimulate students thinking.
c. To measure and evaluate students progress.
d. To provide opportunity for reinforcement.
e. Aids student retention of subject taught.

CLASSIFICATION OF QUESTION
4.

Question are classified into four:

a. Lower Order.
b. Higher Order.
c. Probing.
d. Divergent.
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5.
Lower Order questions are questions that elicit rote responses i.e. answerable from
memory or by sensory description. There basically two types of Lower Order Questions which
are Factual and Descriptive Questions. The words that often figure in this kind of questions
are: who, what, when and where. These questions are of great importance for revision and
checking of retention. However these questions do NOT stimulate a high level of mental
activity.
6.

Higher Order questions ask for:

a. Inferences
e.g.: - Why does cloth dry faster on a sunny day than on rainy
day?
- What are the common qualities of the World War II
generals?
- How did the concrete wall broke?
b.

Comparisons
e.g.:

- Is a piston engine similar to a jet engine?

- Compare the performance of the Nuri with the Alouette as
gunship?
- Why does cloth dry faster on a sunny day than on rainy day?

c.

Evaluations
e.g.:

d.

- What is the most useful aircraft in the RMAF?

- Who is the most effective Prime Minister Tun Razak or
Tun Hussien Onn? Why?
- When was the last time that you got sick?

Problem solving
e.g.:

- Given this information, how will you remedy the fault in

the engine?
- How to drink water from a bottle without touching the bottle?

e.

Application Of Concepts Or Principles

e.g. - How is Newton Law demonstrated in the jet engine?
- Why all drivers must have driving license when we have
already paid our road tax?

f.

Cause and effect

e.g. - If you overtemp the engine, what will happen to the engine?
- How does illegal logging affect flooding in Malaysia?

7.

Probing Questions can be used for:

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a. Seeking clarification.
b.

Increasing students critical awareness.

c.

Refocusing the response.

d.

Prompting the student.

e.g. Where were you last night when we are having dinner?

8.
Divergent questions are an open-ended question which requires students use both
concrete and abstract thinking to determine the appropriate response. These questions are
least often used by an instructor as such questions have no right or wrong answer.
e.g. - Do we have to quit smoking?
- Is logging good for our country?
TECHNIQUES OF QUESTIONING
9.

There are four types of techniques of questioning;

a.

Overhead, It is further divided into:

(1)
Open Ended. Questions are asked without nominating any students (any
student can answer). e.g Give 3 examples for the role of instructor?
(2)
Openhead Directed. This technique can prompts mental activity for the
whole class. e.g The 4Ps- Pose, Pause, Pounce and Praise is used as the most
appropriate method.

(a)
Pose Use an Interrogative to ask a question . posing the question first, allows the students
the opportunity to focus on the fact that a question is being asked.

(b)
Pause - This should be appropriate to the type of question, and should allow the student
time enough to determine and phrase an answer.

(c)

Pounce - Name a student. Nominate a student to answer the question.

(d)
Praise - Positive feedback is given, This encourages that student and maybe other students
to reply to further questioning and gives them confidence.
b.
Directed. - Directed questions are aimed at a named individual. e.g. Ahmad,
can you tell me the difference between a petrol and diesel engine?
c.
Redirected. - These questions are simply asking a question in response to the
question just asked. Basically, these questions are meant to help guide students to the
answer by prodding them to perhaps think about why the question was asked and to
try to understand their instructor's thinking. Therefore, if they can understand the
purpose of the question chances are they will be able to find the answer. e.g. Student:
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Why do you want us to do step 5, but not step 4 or 3? Instructor: Why do you think I
want you to do step 5, but not 4 or 3?
d.
Rhetorical. - The rhetorical question is usually defined as any question asked
for a purpose other than to obtain the information the question asks. e.g., "Why are
you so stupid?" is likely to be a statement regarding one's opinion of the person
addressed rather than a genuine request to know.
PRINCIPLES OF GOOD QUESTIONING TECHNIQUES
10.

The principles of good questioning techniques are as follows:

a. Use the overhead directed technique.
b. Distribute question throughout the class.
c. Balance factual and thought provoking question.
d. Ask both simple and exacting questions.
e. Encourage lengthy response and sustained answer.
f. Stimulate critical thinking.
g. Ensure audibility.
h. Personalise questions.
i. Never interrupt or tolerate ridicule of an honest effort.
j. Suggest partnership.
k. Commend good answer REINFORCE.
l. Encourage student -student interaction.
m. Do not permit group answer.
n. Dont call on students in a fixed order.

SUMMARY
11.
One of the aims of effective training is to get the learner involved. One way in which
this can be achieved is to ask questions. Questioning is a quick, easy and under-utilised
method of improving student understanding and retention by giving the students ownership of
the answers, thus their own learning.

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12.
Questions can be used as routine devices for maintaining communication and even as
a control device for that troublesome student. The effective use of questions may result in
more participants learning than any other single technique we use as instructors. Questions
play a key role in most teaching methods. Use them as tools - never as fillers.

SELF PACED LEARNING PACKAGE

1.
Explain the purpose of questioning technique.
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2.

Describe the four types of techniques of questioning.

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3.

Describe the principles of good questioning technique.

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ANSWER
1.

The purposes of questions are:

a.

To secure 2 way communication.

b.

To stimulate students thinking.

c.

To measure and evaluate students progress.

d.

To provide opportunity for reinforcement.

e.

Aids student retention of subject taught.

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2.

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There are four types of techniques of questioning;

a.

Overhead, It is further divided into:

(1)
Open Ended. Questions are asked without nominating any students (any
student can answer). e.g Give 3 examples for the role of instructor?
(2)
Openhead Directed. This technique can prompts mental activity for the
whole class. e.g The 4Ps- Pose, Pause, Pounce and Praise is used as the
most appropriate method.
(a) Pose Use an Interrogative to ask a question posing the question first,
allows the students the opportunity to focus on the fact that a question is
being asked.
(b) Pause - This should be appropriate to the type of question and should
allow the student time enough to determine and phrase an answer.
(c) Pounce - Name a student. Nominate a student to answer the question.
(d) Praise - Positive feedback is given, This encourages that student and
maybe other students to reply to further questioning and gives them
confidence.

b. Directed. - Directed questions are aimed at a named individual. e.g. Ahmad, can you
tell me the difference between a petrol and diesel engine?
c. Redirected. - These questions are simply asking a question in response to the
question just asked. Basically, these questions are meant to help guide students to the
answer by prodding them to perhaps think about why the question was asked and to
try to understand their instructor's thinking. Therefore, if they can understand the
purpose of the question chances are they will be able to find the answer. e.g. Student:
Why do you want us to do step 5, but not step 4 or 3? Instructor: Why do you think I
want you to do step 5, but not 4 or 3?
d. Rhetorical. - The rhetorical question is usually defined as any question asked for a
purpose other than to obtain the information the question asks. e.g., "Why are you so
stupid?" is likely to be a statement regarding one's opinion of the person addressed
rather than a genuine request to know.
3.

The principles of good questioning techniques are as follows:

a.

Use the overhead directed technique.

b.

Distribute question throughout the class.

c.

Balance factual and thought provoking question.

d.

Ask both simple and exacting questions.

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e.

Encourage lengthy response and sustained answer.

f.

Stimulate critical thinking.

g.

Ensure audibility.

h.

Personalise questions.

i.

Never interrupt or tolerate ridicule of an honest effort.

j.

Suggest partnership.

k.

Commend good answer REINFORCE.

l.

Encourage student -student interaction.

m.

Do not permit group answer.

n.

Dont call on students in a fixed order.

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NOTES
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