The Degree of Implementation of Classroom Questioning Skills (Domain One) by Teachers, from the Perspective of Their Supervisors in Muscat Governorate

Abstract

The current study aimed to determine the degree to which Arabic teachers use class question-asking skills and students' answering skills. The researcher used descriptive research, where it was applied to a sample of the first teachers of Arabic (20) and supervisors of the Arabic language (14) in Muscat governorate, and the sample of the study consisted of (34) supervisors and first teacher. In the skill of asking class questions, the phrases (1, 2, and 3) came in the foreground with the highest average calculation and standard deviation. The study indicates that there are statistically significant differences between the members of the study sample in the degree of employment of Arabic language teachers in Muscat province for the skills of asking class questions from the point of view of their supervisors where the level of significance (.015) which is a level smaller than the level of indication. ( ) α 0.05  . The differences were in favor of the experience category for more than 10 years, with the arithmetic average for this category (3.4864) compared to the 1-year-old category (3.2597). The results also showed statistically significant differences in the degree of employment of Arabic teachers in Muscat governorate for the skills of receiving and following up students' answers from the point of view of their supervisors, where the level of significance (.024) was in favor of the al-Khaira category more than 10 years, with a mathematical average (3.1350) compared to the 1-10 category with a mathematical average (2.7929).Based on the results of this study, the researcher developed a number of recommendations and proposals.