The Level of Using Classroom Questions According to Their Purposes Among Islamic Education Teachers in Secondary Schools in the Capital Secretariat, Sana'a

Abstract

This study aimed to identify the level of using Classroom Questions according to their purposes among Islamic Education Teachers in secondary Schools in the Capital Secretariat, Sana'a, and to determine whether there are statistically significant differences in the average level of their use based on the variables of gender, qualification, teaching experience, and type of school. The researcher adopted the analytical descriptive approach and designed a questionnaire to collect the necessary data for the study. The questionnaire consisted of 24 items and was applied to a sample of Islamic education teachers in public and private secondary schools, totaling 220 male and female teachers in the second semester of the academic year 2024/2025. The results of the study showed that the level of using classroom questions for their purposes among the study sample was "high," with an arithmetic mean of 3.90 and a relative weight of 77.92%. The results also indicated that there were no statistically significant differences in the average level of using classroom questions among Islamic education teachers based on the variables of gender, qualification, teaching experience, or type of school. In light of these findings, the study recommended the importance of providing sufficient opportunities to train student teachers in education preparation programs at the Faculty of Education on classroom questioning skills through micro-teaching and practical education. It also recommended conducting training courses for in-service teachers to train them on the use of classroom questions.