The effects of questioning skills training on question forming levels of turkish secondary school students

This study was carried out to determine the effect of the training of questioning skills given to students on the distribution of the questions they have created during the reading process and the effect of the reviewed Bloom's Taxonomy on the cognitive process dimension. In the current research, a quasi-experimental design with pre-test, post-test and control groups was used. The study, the participants of which were a total of 58 students attending 5th grade at Adnan A.Ş. Secondary School in Şehitkamil, Gaziantep, was conducted during the 2016-2017 academic year. The data were obtained through a story context given to both groups. Throughout the process of the study, the control group was not intervened, whereas the experimental group was provided with 16 hours of training on asking questions. Content analysis was conducted to find out if the obtained data had any effect on the distribution of the stages of the reading process and whether the training had any effect on this distribution, along with the prurpose to determine the distribution of the data on the cognitive process of the revised Bloom's Taxonomy. Following that, Wilcoxon Signed Rank Test was applied to determine the change in the cognitive process dimensions of the revised Bloom's Taxonomy. As a result of the research, it was determined that in the pre-test, both the experimental group students and the control group students benefitted from the questions only after the reading process, and that the revised Bloom's Taxonomy was used more at low stage of remembering and comprehending. In the post-test, it was found out that the questions prepared by the control group students showed resemblance to the findings from the pre-test. However, the experimental group students were observed to be asking questions at every stage of the reading process in the post-test, which was different from the pre- test. Concurrently, when the pre-test and post-test scores were compared it was seen that the questions prepared by the students of the control group had a significant difference in the distribution of Bloom's Taxonomy on the dimension of the cognitive process in all areas except the low stage of remembering and comprehending. In the post-test, the experimental group students also asked questions in the stages od assessing and creating. There was also an increase in the proportion of the questions in the analysis stage. The findings reveal that when students are given a training of questioning skills, they can benefit from questions more effectively.