Improving Students’ Analytical Writing Skills Through Effective Questioning Strategies in Chemistry Lessons
Authors
Bejerano, Mary Joy
Kimatova, Gulsim
Sergaliyeva, Aliya
Issue Date
2025
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Kazakhstan
Abstract
Background and purpose: This study explores how effective questioning strategies can improve analytical writing skills among Year 11 and 12 students at Nazarbayev Intellectual School of Physics and Mathematics in Uralsk, Kazakhstan. Analytical writing is essential for success in the external summative assessment, which aligns with international CIE Cambridge A-level standards. These assessments require advanced skills in reasoning, evaluation, and writing well-structured responses, areas where students often face challenges. Given the importance of preparing students to succeed in these assessments, the study focuses on addressing skill gaps and fostering the competencies necessary for academic success.
Aims: The study specifically focuses on how effective questioning techniques can enhance students’ abilities to analyse, plan, write well-reasoned conclusions, and evaluate information effectively. The primary objective of this study is to prepare students for the demands of external summative assessments.
Study design or methodology: This study was conducted during 2023-2024 academic year with eight Year 11 students (aged 16-17), through collaboration between Chemistry and English language teachers. Lessons integrated CLIL (Content and Language Integrated Learning) strategies to build subject knowledge alongside analytical writing skills. Data collection included summative assessments, teacher observations, and student feedback to evaluate the effectiveness of questioning techniques in improving student readiness for the external summative assessment.
Findings: The findings demonstrate that effective questioning strategies significantly enhanced students' skills in planning responses, constructing conclusions, and evaluating information critically. These strategies contributed to improved performance in both short-answer and extended-response tasks, which are integral components of the external summative assessment. The approach also demonstrated potential for broader application across all year level to support long-term academic development.
Conclusions, originality, value and implications: This study highlights the importance of effective questioning strategies in preparing students for the external summative assessment. By improving essential skills such as planning, evaluation, and conclusion-writing, the study contributes to the school’s mission of fostering independent learners and critical thinkers. Future work will focus on refining these techniques and providing targeted support for struggling learners, ensuring consistent progress across all year level.
Aims: The study specifically focuses on how effective questioning techniques can enhance students’ abilities to analyse, plan, write well-reasoned conclusions, and evaluate information effectively. The primary objective of this study is to prepare students for the demands of external summative assessments.
Study design or methodology: This study was conducted during 2023-2024 academic year with eight Year 11 students (aged 16-17), through collaboration between Chemistry and English language teachers. Lessons integrated CLIL (Content and Language Integrated Learning) strategies to build subject knowledge alongside analytical writing skills. Data collection included summative assessments, teacher observations, and student feedback to evaluate the effectiveness of questioning techniques in improving student readiness for the external summative assessment.
Findings: The findings demonstrate that effective questioning strategies significantly enhanced students' skills in planning responses, constructing conclusions, and evaluating information critically. These strategies contributed to improved performance in both short-answer and extended-response tasks, which are integral components of the external summative assessment. The approach also demonstrated potential for broader application across all year level to support long-term academic development.
Conclusions, originality, value and implications: This study highlights the importance of effective questioning strategies in preparing students for the external summative assessment. By improving essential skills such as planning, evaluation, and conclusion-writing, the study contributes to the school’s mission of fostering independent learners and critical thinkers. Future work will focus on refining these techniques and providing targeted support for struggling learners, ensuring consistent progress across all year level.
Description
Keywords (free text)
effective questioning strategies , chemistry education , analytical writing skills , critical thinking skills