The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms
Zerai, D., Eskelä-Haapanen, S., Posti-Ahokas, H., & Vehkakoski, T. (2023). The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms. Education Sciences, 13(3), Article 284. https://doi.org/10.3390/educsci13030284
Julkaistu sarjassa
Education SciencesPäivämäärä
2023Tekijänoikeudet
© 2023 by the authors. Licensee MDPI, Basel, Switzerland.
This qualitative study aimed at examining the question modification strategies Eritrean elementary and middle school teachers used to differentiate their instruction and meet the diversity in the classroom as well as the functions these strategies served in classroom interactions. The research data consisted of videotaped recordings (N = 11 videotaped lessons) of classroom interactions in eight mathematics and science classrooms, which were analysed through interaction analysis. The findings showed that Eritrean teachers utilised the following five question modification strategies either independently or in combination: repetition; rephrasing; clarification; decomposition; and code-switching. Although repetition was the most commonly used strategy, it was not found to help teachers to differentiate their instruction. Likewise, the utilisation of rephrasing was dependent on how effectively teachers captured students’ misunderstandings and modified their questions accordingly. Instead, clarification, decomposition, and code-switching were found to be the most highly developed question modification strategies from the viewpoint of differentiation. It was concluded that the question modification strategies were dominant and workable elements of classroom interactions in teacher-led and poorly-resourced large classrooms, such as those in Eritrea.
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MDPI AGISSN Hae Julkaisufoorumista
2227-7102Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/177291957
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Lisätietoja rahoituksesta
This research was funded by Finnish National Agency for Education (EDUFI): Grant Number OPH-1906-2020.Lisenssi
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