A scientific study that was recently prepared at the Arabian Gulf University (AGU) pointed out that there is no difference among female teachers of students with learning difficulties and normal teachers, about having the required skills to ask questions in classrooms in the Arabic language subject for Grade Four students.
This came in the thesis presented by researcher Muzna Zamil Al Anzi as part of the requirements to earn a Master’s degree in Educational Difficulties from AGU’s Learning Disabilities Department.
The study aimed to detect discrepancies in some characteristics of classroom questions directed to normal students and their peers who have learning difficulties in Arabic for the fourth grade.
It focused on studying the characteristics from different angles such as the sound level of the questions asked by the teachers (loud or low voice) and the nature of the questions (open or closed).
It also focused on studying the manner used by the teachers to redirect questions and the hints provided for the answers, as well as the explanations offered to address unclear questions.
The research used the descriptive methodology on a sample of 14 female Arabic language teachers for Grade four students in public schools. Four of the sampled teachers are responsible for teaching students with learning difficulties, while the remaining teach ordinary students.
The researcher used an observation form to reach the results that suggested there were no differences in the methods being used by female Arabic teachers for fourth grade students in public schools to ask questions to ordinary students or students with learning difficulties.
Al Anzi offered several recommendations to tackle this issue, including organising workshops and courses for teachers of students with learning difficulties, with the aim of strengthening their question asking skills. She also urged high education institutions to pay extra attention to provide their students with such skills.