The Effectiveness of Lesson-Opening Questioning in Students’ Learning and Participation in Biology Classes

Document Type : Original Article

Authors

1 Araj, Aghdasiyeh

2 Lecturer at Farhangian University of Tehran Province (Shahid Beheshti Faculty of Basic Sciences) and Teacher at the Office of Education, District 11, Tehran.

3 Department of Microbiology, Islamic Azad University, North Tehran Branch

Abstract

Background and Objectives: The teaching–learning process becomes effective and sustainable when students take an active role in constructing knowledge and participating in educational activities. However, many students are not mentally prepared at the beginning of a lesson, which can negatively affect their learning and participation. Whole-class lesson-opening questioning is one approach to addressing this problem by attracting students’ attention and engaging in their thinking at the start of class. This study aimed to examine the effects of lesson-opening questioning on learning, classroom order, and participation among female twelfth-grade biology students. Methods: An action research approach was used at Al-Ghadir School in Education District 15 during the 1404–1405 Iranian academic year. The study involved 26 students in the experimental-sciences track. Data were collected through direct observation, participation records, pre- and post-implementation assessments, an attitude questionnaire, and the teacher’s daily notes. Findings: The results showed that students’ mean scores increased from 11.85 before implementation to 15.38 afterward. Classroom participation also increased, and the classroom environment changed from a passive setting to a more active and dynamic learning environment. Qualitative findings indicated improvements in classroom order, greater interest in participation, and more active involvement among shy students. Conclusion: Overall, the findings suggest that lesson-opening questioning can be an effective approach to improving students’ learning, classroom order, and participation. The findings describe the experience of this particular classroom and should be interpreted within the scope of the action research study. They may help biology teachers consider purposeful opening questions as part of their classroom practice and encourage further examination of this approach in other educational settings.

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