دور الأسئلة الصفية في تحسين نتاجات تعلمية لدى تلاميذ الصف العاشر في مبحث التاريخ
The present study aimed at exploring the effect of using questioning as a strategy in improving learning outcomes of the tenth primary graders in teaching history. The sample consisted of 65 from 10th graders during the first semester of academic year 2005\2006. The sample of the study was distributed into two groups: the experimental group and control group. To gather the data, the researchers used an achievement, motivation to learn scale, and the self-concept Scale. Validity and reliability were tested for the instruments. For data analysis, the researchers used suitable statistical analysis. The results of the study showed a statistical significant difference at (α≤0.05) between the two groups which was in favor of experimental group subjects. Results also showed no effect of teaching method at (α≤0.05) on bilateral inter-correlation differences. According to earlier findings, the study presented a number of recommendations. (Published abstract)