Questions are intriguing. Questioning has been the oldest teaching tool teachers have used in the classroom because of its positive effect on students' learning. Despite the many benefits that it holds in developing various skills in students' learning, teachers' poor practice in using questioning during classroom discussion has been an issue that is still present after decades of research and development, yet creates a hindrance for students to benefit from the questioning process. Not to mention the issue of limited teaching time during online teaching caused by the COVID-19 pandemic. Based on this reality, the goal of this research is to delve deeper into the questioning process during classroom discussions and establish a framework for effective questioning during classroom discussion. The research method used in this study was grounded theory. This study included 360 minutes of transcribed online teaching video footage, observation notes, teaching plan documents, and demographic surveys from two preschool teachers. The highlights of the findings of this research are the questioning patterns that frame all the variables captured in this research and the identified types of relationships among variables to make it possible to develop a theoretical framework.

ACKNOWLEDGEMENT i
ABSTRACT iii
TABLE OF CONTENT v
LIST OF TABLES vii
LIST OF FIGURES ix
CHAPTER 1 INTRODUCTION 1
1.1 Background of the study 1
1.2 Research objectives 6
1.3 Research questions 6
1.4 Significance of the study 6
1.5 Definition of key terms 7
CHAPTER 2 LITERATURE REVIEW 9
2.1 Young children and questions 9
2.2 Scaffolding and the socratic questioning 11
2.3 Teacher’s questioning behaviour and pattern 13
2.4 Types of questions 15
2.5 Perquisite for effective teacher 18
CHAPTER 3 METHODOLOGY 21
3.1 Research design 21
3.2 Research participants 21
3.3 Data collection 23
3.4 Research ethics 24
3.5 Data analysis 25
3.6 Trustworthiness 25
CHAPTER 4 FINDINGS AND DISCUSSION 27
4.1 Teachers’ Approach Towards Questioning 27
4.1.1 Structuring 28
4.1.2 Soliciting 32
4.1.3 Responding 41
4.2 Discussion 49
CHAPTER 5 CONCLUSION, LIMITATION AND RECOMMENDATION 53
5.1 Conclusion 53
5.2 Limitation 55
5.3 Recommendation 55
REFERENCES 57
APPENDIX 69

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