Reinforcing the 21st Century Pedagogical Skills through the Application of the Question Formulation Technique (QFT) in Secondary Schools in South Eastern Region of Kenya

Dr. Gideon Kasivu, Prof. Jonathan Mwania, Prof. Josphert Kimatu, Dr. Leonard Kamau, Dr. Janet Mulwa, Dr. Redempta Kiilu, Dr. Rose Kithungu, Mr. James Musyoka and Rebecca Migwambo
Additional contact information
Dr. Gideon Kasivu: South Eastern Kenya University, School of Education and Humanities, P.O. Box 170- 90200, Kitui, Kenya
Prof. Jonathan Mwania: South Eastern Kenya University, School of Education and Humanities, P.O. Box 170- 90200, Kitui, Kenya
Prof. Josphert Kimatu: South Eastern Kenya University, School of Sciences and Computing, Department of Life Sciences, P.O. Box 170- 90200, Kitui, Kenya
Dr. Leonard Kamau: South Eastern Kenya University, School of Education and Humanities, P.O. Box 170- 90200, Kitui, Kenya
Dr. Janet Mulwa: South Eastern Kenya University, School of Education and Humanities, P.O. Box 170- 90200, Kitui, Kenya
Dr. Redempta Kiilu: South Eastern Kenya University, School of Education and Humanities, P.O. Box 170- 90200, Kitui, Kenya
Dr. Rose Kithungu: South Eastern Kenya University, School of Education and Humanities, P.O. Box 170- 90200, Kitui, Kenya
Mr. James Musyoka: Kenya Connect, P.O. Box Wamunyu, Machakos, Kenya.
Rebecca Migwambo: Kenya Connect, P.O. Box Wamunyu, Machakos, Kenya.

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3, 827-836

Abstract: Studies show that only 27% of graduates believe that Universities and colleges taught them how to ask their own questions. The Question Formulation Technique (QFT) imparts students a way that makes them to think critically every time they read, connect the concepts and when deciding whether to take facts and information at face value or to dig a little deeper. Generally, it is reported that students ask less than a fifth of the questions teachers estimated would be elicited and deemed desirable Poor participation by students in the questioning during teaching and learning process has often led to poor learning outcomes which are manifested by poor performance in academics. The study was instituted to evaluate the equipping of 21st skills to secondary schools’ students using QFT trained teachers in ten schools in the South Eastern Region of Kenya. The teachers and students were trained to develop skills in producing of questions, categorizing questions, prioritizing questions and in reflections. The study found that teachers were eager to be trained in QFT skills so as to enhance an observed low student engagement and poor performance. The assessment of the implementation of QFT in content delivery found that students had many questions to ask if given opportunity and not judged during the teaching and learning process. The analysis of the questions showed that the QFT sparked student’s potentials into divergent, convergent and metacognition types of thinking during and after the teaching and learning process. The teachers had a challenge of focusing the student class questions to achieve the lesson objectives in the stipulated time of the lesson. However, online engagement of students with teacher was observed to be a key in spurring more learners’ curiosity in learning and in developing patterns in their thinking and ask questions and facilitate lifelong learning.

Date: 2024
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