Factors influencing Life Sciences learners’ engagement in classroom questioning : a case of learners from rural contexts

Abstract

Learner engagement in Life Sciences classroom questioning has been seen as a driver of meaning-making. However, research suggests that this engagement is minimal in rural science teaching contexts. The purpose of this study was to investigate factors that influence rural school Life Sciences learners’ engagement in classroom questioning. A conceptual framework consisting of several theoretical positions regarding science classroom questioning was developed to ground the study. Using a qualitative case study approach, data were collected through open-ended questionnaires. The 128 questionnaires were analysed using a qualitative content analysis. This analysis yielded six categories that characterise inhibiting and enabling factors to classroom questioning engagement. These categories include teacher orchestration of classroom questioning, teacher perception of questioning, learner preference and perceptions of questioning, learner anxiety and resilience, learner resonance with the topic, as well as language issues. I argue that it is important for Life Sciences teachers to realise these factors, especially issues of learner anxiety and language. A recommendation from this study is that teachers need to be trained in strategies that can be used to deal with the factors that inhibit Life Sciences learners’ engagement in classroom questioning.