The overall purpose of the proposed study was to investigate questioning leading to critical thinking in the classrooms setting. It was focused to determine the levels of questions keeping in view the Bloom’s Taxonomy. The study was an observational type of the descriptive method. The target population composed of 21965 teachers at Secondary Level in Khyber Pakhtunkhwa. Using proportional allocation of population (Walpole, 1968), 176 Secondary School teachers were observed in their classrooms during their teaching. Using simple random sample technique, the study was conducted in districts Peshawar, Kohat, D.I. Khan, Mansehra, Mardan, Malakand, and Swat. To achieve the objectives of the study, the instrument “observation guide using Bloom’s Taxonomy” was used. The teachers’ asked questions were observed and was also audio recorded. The questions were then categorized on the observation sheet as knowledge, comprehension, application, analysis, synthesis and evaluation.
The study results revealed that teachers practice of asking questions was very weak, majority of the teachers asked dominantly lower order and convergent questions at secondary level which could not help to develop the habit of critical thinking among students. It was recommended that the use of multiple types of questions in the classroom is crucial for promoting students’ critical thinking.
Keywords: Questioning, Convergent, Divergent, Critical Thinking, Secondary