English abstract
The study aims at investigating the actual use of classroom questioning skills s by Islamic education teachers in basic education classes (cycle two), in terms of gender, qualification, years of experience and number of in-service training programs. The samples of the study covered (40) male and female teachers in south batinah region.
In order to achieve the aims of this study, the researcher prepared an observation card included three main skills (forming questions, asking questions, receiving answers). (48) sub-skills have been derived from the main skills. The reliability of the observation card was tested by a panel of judges, and the validity was checked throughout (Copper formula) to test the agreement between the observers. The validity showed (84.5%).
The study revealed several results. They are:
• The performance of teachers in classroom questioning skills revealed an average rate of (1.90).
• There was no significant differences in the actual use of classroom questioning skills at the level of (0.01) referred to the terms of gender, qualification, years of experience and number of in-service training programs.
In conclusion, based on the outcomes of this study, the researcher recommended that
• The ministry of education should implement more practical training programs to enhance teachers' skills in asking questions.
• Supervisors should pay more attention to the strategies of asking questions and consider them when conducting supervisory classroom visits. Moreover, they are advised to prepare advisory leaflets and conduct model lessons.
• Developing the form of classroom visits by adding sections that measure teaching skills mainly the strategies of asking questions.
