An investigation into the effect of year group on the frequency of divergent and convergent questions asked by physical education teachers.

Samuel, M., (2015) An investigation into the effect of year group on the frequency of divergent and convergent questions asked by physical education teachers. Undergraduate thesis, University of Chichester.

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Abstract

The aim of this study was to investigate teachers questioning behaviour across three different year groups and to gain an insight into the cognitive processes underpinning theses decisions. All the participants (N=3 SD=37± 8.1) were Physical Education teachers working in the same school. The participants were observed across years 7,9 and 11 to find the number of divergent and convergent questions asked to each. The questioning data was collected using a modified version of the CAIS system. Percentages were used to represent the quantative data from the hand notational analysis. Interview findings were triangulated with questioning behaviour to discover both the ‘what’ and ‘why’ teachers display such questioning behaviours. The results showed that teachers used convergent questions more than divergent questions across all three year groups; this is in contrast to the teachers stated desire, of preferring divergent questions to promote learning. The interviews revealed that the teachers held very little self awareness of their questioning behaviour. Therefore the study revealed a seeming gap between their pedagogical intention and the actual delivery of their questioning nature.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Physical Education
Subjects: L Education > L Education (General)
Divisions: Departments > Physical Education and Sports Coaching
Undergraduate Dissertations
Depositing User: Ann Jones
Date Deposited: 21 Oct 2015 11:24
Last Modified: 21 Oct 2015 11:24
URI: http://eprints.chi.ac.uk/id/eprint/1533

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