Instructional and Art of Questioning Practices As Predictors of Academic Achievement of Elementary Mathematics

Abstract

This study was conducted in response to the persistent challenges in elementary mathematics achievement, particularly the need to better understand instructional and the arts of questioning practices that influence learning outcomes. Despite teachers’ effort, pupils’ performance in mathematics remains a concern, highlighting the importance of examining classroom practices that may predict academic achievement. The study aimed to determine the predictive relationship between teachers’ instructional practices, such as planning, teaching, and assessment, and the arts questioning practices, including questioning techniques and types of questions, and the academic achievement of Grade 6 in mathematics. Employing a quantitative correlational research design, the study was conducted in public schools in Monkayo West District, Davao de Oro, during the School Year 2025-2026. The respondents consisted of 273 Grade 6 pupils selected through stratified random sampling. Data were gathered using validated survey questionnaires on instructional and arts of questioning practices, while pupils’ academic achievement was measured using fourth-quarter mathematics grades. Statistical treatments included Pearson’s correlational, mean, standard deviation, and multiple regression analysis. The study found that teachers’ instructional and art of questioning practices were frequently demonstrated. Planning practices were significant relationship with pupils’ academic achievement, while teaching practices and assessment practices did not exhibit a significant predictive effect. Moreover, questioning techniques were found to significantly predict academic achievement, whereas types of questioning did not. The study concludes that effective instructional planning, assessment practices, and questioning techniques play a meaningful role in enhancing pupils’ mathematics performance, although predictive power is limited, suggesting the influence of other contributory factors. Strengthening teachers’ competencies in planning, assessment, and questioning techniques through professional development is therefore recommended.