Improving Participation in English Grammar Class among Public Senior Secondary Students in Ibadan through Teacher Questioning Style

This study examined the relationship existing between the teachers’ questioning style and students’ participation in English grammar classroom in Ibadan North Local Government Area, Oyo State, Nigeria. The survey research design was adopted for the study. A total number of 10 teachers and 500 senior secondary students participated in the study from 10 randomly selected publicsenior secondary schools in Ibadan North Local Government Area, Oyo State. Teacher Questioning Style Observation Checklist (r=0.71) and Classroom Participation Observation Schedule (r=-0.72) were used in data collection. Data collected from the study were analysed using descriptive statistics of frequency counts, simple percentage, mean and standard deviation. Also, inferential statistics of PPMC was used to determine the relationship between teacher questioning style and student participation in the English grammar class. Findings from the study revealed that the teachers asked questions relevant to the students. Further findings revealed that teacher asked 14 questions in the class and that there is no significant relationship between teacher questioning style and students’ classroom participation in English grammar class(r=-0.36; p>0.05).Based on findings, it was recommended that teachers of English grammar should not dominate questioning in the classroom, they should give room for students to ask questions in teaching and learning situation and they should be encouraged to ask questions if they do not understand the teaching materials.