An Investigation of the Influence of Teachers’ Classroom Questions on the Achievements of Students in Mathematics; in Some Selected Senior Secondary Schools in Ijebu Ode Local Government Area of Ogun State

ABSTRACTThis research study investigated the influence of teachers’ classroom questioning techniques on the achievement of students in mathematics, in some selected Senior Secondary Schools in Ijebu-Ode Local Government Area of Ogun State. The purpose was to investigate how teachers' questioning techniques affect students' engagement, understanding, and performance in mathematics. A total of 5 secondary schools and 200 students Senior Secondary Schools in Ijebu-Ode Local Government Area of Ogun State were used for the samples for this study. The study adopted a descriptive survey research design. A structured questionnaire titled "Teachers' Questioning and Students' Achievement Questionnaire (TQSAQ) was used for data collection. Data were analyzed using frequency counts, mean scores, percentages and Pearson Product Moment Correlation (PPMC).Findings revealed that teachers' classroom questioning significantly influences students' motivation, classroom participation, and academic achievement in Mathematics. It was discovered that while most teachers employ lower-order questions, the use of higher-order and analytical questions greatly enhances students' understanding and problem-solving ability.Based on the findings, it was recommended that teachers adopt a balanced approach in their questioning, combining both lower-order and higher-order questions, and that Educational authorities organize regular workshops and seminars to strengthen teachers' pedagogical questioning skills