ANALYSIS OF QUESTIONS UTILIZED BY COLLEGE TEACHERS OF ENGLISH AT COLEGIO SAN AGUSTIN-BACOLOD
PUBLISHED IN AD SAPIENTIAM VOLUME VIII 2013, COPYRIGHT: ISSN 2012-290X
ANALYN P. APSAY
ABSTRACT
This study was conducted with three ultimate purposes:
1) to identify the levels of questions utilized by college teachers of English; 2) to discover what syntactical structures consistently emerged among the questionnaires of college teachers of English; and 3) to cull for themes that had surfaced among the questionnaires of the college teachers of English at Colegio San Agustin-Bacolod. It made use of two approaches: quantitative and qualitative approaches. Quantitative approach was applied to obtain the data needed on the levels of questions utilized. Qualitative approach was employed to determine syntactical structures that dominantly occurred and the prevailing themes found among the questionnaires of college teachers of English at Colegio San Agustin-Bacolod. The study involved one thousand one hundred six (1,106) exam questions that were analyzed. The study revealed that 46% of questions formulated by college teachers were at the literal level; 35% was at the reorganization level; 10% was at the inferential comprehension level; 6% was at the evaluation level; and 3% was at the appreciation level. The study also discovered that the syntactical structures that dominantly appeared were words, followed by phrases and sentences with limited number of responses that would call for writing essays. The themes that surfaced focused on multidisciplinary concepts: Science, Psychological, Physical Education, Arts, Geography, Health, etc.; teenagers’ life; family life; literary pieces and literary characters; and cultural differences. This revealed that teachers of English at Colegio San Agustin-Bacolod made use of multidisciplinary and integrative approaches to teaching English. However, it is recommended that teachers must be competent and skillful in formulating and asking questions in order to train students to deepen their critical thinking skills.