Abstract
A recent meta-analysis showed large effects of teacher use of higher-order questions on student achievement (Redfield & Rousseau, 1981) and contradicted Winners (1979) previous review which showed the research to be inconclusive. For this reason, quantitative synthesis was conducted to estimate the quasi-experimental and experimental effects of teachers’ questioning strategies on academic achievement. Fourteen studies, which contrasted effects of predominantly higher cognitive questions and predominantly factual questions, were examined and were compared with the results of the earlier reviews. Higher cognitive questioning strategies have a small positive median effect on learning measures but are not as large as has been suggested by the previous meta-analysis (Redfield & Rousseau 1981). Moderate and even large effects may exist but remain to be demonstrated.

Reflection: Good questions delivered effectively, are an important aspect of learning and teaching. According to research, questioning has a positive impact on student learning. Teachers have long used questions as a teaching tool to assess students' knowledge, promote comprehension, and stimulate critical thinking. The clarity, sequencing, and delivery of questions, as well as the psychological safety of the learning environment, help students to achieve academic success. As a future teacher, I should practice questioning in order to stimulate students' critical thinking and bring out their full potential.  I can create a new perspective, paths, or insights for their academic success by asking a series of good questions. As I demonstrated during my teaching demonstration in IS, I ask convergent, divergent, and probing questions to assess my students' comprehension. I always paraphrase my questions until I receive a response from my students. Teaching can be exhausting at times, but it is always rewarding in the end, especially when you achieve your goals and objectives, which is to see your students succeed.

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