USE OF QUESTIONING AND REINFORCEMENT TEACHING SKILLS BY SECONDARY SCHOOL TEACHERS DURING CLASSROOM TEACHING IN KADUNA STATE, NIGERIA

Authors:

Hannatu Jacob (Ph.D)

Yohanna Livingstone Peter

Joseph Ereje

Affiliation:

Kaduna State College of Education, Gidan Waya, Kaduna State, Nigeria

Abstract

This study examined the use of questioning and reinforcement teaching skills by secondary school teachers in Kaduna State, Nigeria. Two research objectives, two research questions, and two null hypotheses guided the study. The population comprised 9,982 public secondary school teachers, from which a sample of 375 teachers was selected using Krejcie and Morgan’s table. Random sampling was used to select schools, while stratified sampling was employed based on gender. Data were collected using a Lesson Observation Assessment Checklist (LOAC). Mean and standard deviation were used to answer the research questions, while independent sample t-tests were used to test the hypotheses at a 0.05 level of significance. Findings revealed that teachers used questioning and reinforcement skills to a moderate extent. There was no significant difference between male and female teachers in their use of these skills. The study concluded that teachers should be encouraged to undergo further training to enhance effective teaching skills.

Keywords: Questioning, Reinforcement, Teaching Skills, Classroom Teaching

Introduction

Education is a vital process for developing human potential and preparing individuals for meaningful participation in society. Beyond literacy, education fosters rational thinking, self-sufficiency, and national development. However, the effectiveness of education depends largely on how teaching and learning are conducted in classrooms.

Teaching is not merely the transfer of knowledge but a complex process that facilitates learning. Teachers must employ appropriate teaching skills to ensure students remain engaged and motivated. Among these skills, questioning and reinforcement play critical roles in stimulating thinking, encouraging participation, and enhancing understanding.

The COVID-19 pandemic significantly disrupted education, leading to learning loss and reduced student engagement. Upon returning to classrooms, teachers were faced with the challenge of re-engaging learners. This study therefore investigates the extent to which secondary school teachers in Kaduna State use questioning and reinforcement skills during classroom teaching.

Teaching Skills

Teaching involves the organized transmission of knowledge, skills, and values. It requires professional competence, careful planning, and the ability to manage learners’ attention. Effective teachers possess a variety of teaching skills that help them guide students toward achieving lesson objectives and becoming functional members of society.

Questioning Skill

Questioning is a vital classroom teaching skill used to stimulate thinking, assess understanding, and promote interaction. Properly used, questioning helps teachers determine students’ prior knowledge, monitor progress, and evaluate lesson effectiveness. It also enhances classroom participation and fosters teacher-student interaction.

Reinforcement Skill

Reinforcement refers to teachers’ responses to students’ behaviors to encourage or discourage specific actions. It may be positive (praise, rewards, encouragement) or negative (reprimands, corrective feedback). When applied appropriately, reinforcement increases motivation, participation, and positive attitudes toward learning.

Objectives of the Study

The study sought to:

Determine the extent to which secondary school teachers use questioning skills during teaching.
Ascertain the extent to which secondary school teachers use reinforcement skills during teaching.

Research Questions

To what extent do secondary school teachers use questioning skills during teaching?
To what extent do secondary school teachers use reinforcement skills during teaching?

Research Hypotheses

H₀₁: There is no significant difference between male and female teachers in the use of questioning skills.
H₀₂: There is no significant difference between male and female teachers in the use of reinforcement skills.

Methodology

A descriptive survey design was adopted. The population consisted of 9,982 public secondary school teachers in Kaduna State. A sample of 375 teachers (215 males and 160 females) was selected using random and stratified sampling techniques. Data were collected using a Lesson Observation Assessment Checklist (LOAC). Mean, standard deviation, and independent sample t-tests were used for data analysis.

Results

Findings showed that:

Teachers used questioning skills to a moderate extent.
Teachers used reinforcement skills to a moderate extent.
There was no significant difference between male and female teachers in the use of questioning or reinforcement skills.

Discussion of Findings

The results indicate that although teachers use questioning and reinforcement skills, the level of application is moderate. The absence of gender differences suggests that both male and female teachers demonstrate similar teaching behaviors. Effective use of these skills enhances student engagement and learning outcomes.

Conclusion

The study concludes that teacher qualification influences the effective use of questioning and reinforcement skills. Teachers generally demonstrate moderate proficiency in these skills, with no gender-based differences observed.

Recommendations

Teachers should be encouraged to pursue further professional development.
Workshops and seminars should emphasize practical teaching skills.
Teacher training institutions should intensify skill-based instruction.
Education authorities should strengthen monitoring and quality assurance units.