Abstract:
The study aims to determine the empowerment of secondary social
studies teachers in classroom questioning skills. Descriptive research method
was used. The researcher designed an observation tool that consists of )52(
skills, further sub-divided into three domains. The frst domain focuses on
the purpose of classroom questions skills. The second domain targets the
formulation of classroom questions skills. The third domain asking the
classroom questions skills. The randomized research sample includes )34(
male and female teachers of the tenth grade level, across secondary schools
in Kuwait. Research results indicate that the overall arithmetic averages for
estimating the level of teachers’ skills performances in classroom questioning
are medium)3.31(.The averages of all the skills range between )2.5-4.09(;
with a relative weight of )50%-81.76%( Data did not indicate any statistically
signifcant differences (0.05) between mathematical averages of the research
sample related to gender variable across all classroom questioning skills.
However, there were statistically signifcant differences in the sample, with
regards to the variable of the number of years of professional experience. The
research concludes with a number of real-time recommendations to improve
social studies Teachers in use the classroom questioning skills.