Impact of school location and professional qualification on level of giving feedback among primary school mathematics teachers in oral questioning process
Abstract
The purpose of this study is to explore the impact of school location and professional qualification on levels of giving feedback among primary school mathematics teachers in oral questioning. This study is a quantitative study using survey methods. Questionnaires were used in this study to collect data on the level of giving feedback in the verbal questioning of primary school teachers and to see the difference in the level of responding to verbal questioning based on school location and professional qualification of mathematics teachers (with Cronbach’s alpha value of 0.91). A total of 154 primary school mathematics teachers around the state Negeri Sembilan were selected as samples for this study using simple random sampling methods. The findings were analyzed using descriptive statistical analysis and inferential statistical analysis to answer the research questions.
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