Factors Influencing the Implementation of Effective Oral Questioning Among Excellent High School Mathematics Teachers In Support of SDG 4: Quality Education

Introduction: The abstract must have a minimum 150 and maximum 250 words, describing the summary of the work to be published. IT IS RECOMMENDED that it has to be a structured summary following relational coherence. Objectives, Theoretical Framework, Method, Results and Discussion, Research Implications, Originality/Value. With Trebuchet MS 10 font, single spacing. EXAMPLE. Objective: The lack of knowledge about the factors influencing the effectiveness of oral questioning in mathematics teaching can hinder its success in enhancing students' learning outcomes. This challenge directly relates to Sustainable Development Goal 4 (SDG 4): Quality Education, which emphasizes the need for inclusive, equitable, and effective teaching practices to improve learning experiences and outcomes. This study aims to explore the factors that support and hinder the effective implementation of oral questioning in secondary school mathematics classrooms. Theoretical Framework: This study is grounded in the Framework for Oral Questioning for Primary School Mathematics Teachers, introduced by Muhammad Sofwan (2020). This framework highlights key aspects of oral questioning practices that are essential for effective teaching, particularly in mathematics education. While the framework is designed for primary education, its concepts can serve as a starting point to analyze and compare practices in secondary education. Method: This qualitative case study involved five excellent secondary mathematics teachers from a district in Malaysia, selected through purposive sampling. Data were collected through observations, interviews, and field notes. The constant comparative method was used to analyze the data, identifying patterns and themes related to the practice of oral questioning in mathematics teaching. Results and Discussion: The results show there were two main themes regarding the factors influencing the effective implementation of oral questioning when teaching mathematics in secondary schools, which is a factor that supports and a factor that hinders. There were three subthemes: [1] that oral questioning can instill critical thinking skills, [2] exploring the depth of the students' understanding, and [3] the use of technology in teaching. The hindering factor theme included [1] being preoccupied with other tasks, [2] variations in student comprehension level, and [3] the pressure to cover the syllabus. Research Implications: The findings could provide critical insights to use in teacher training, curriculum development, and pedagogical practices, ultimately improving the quality of mathematics education. Originality/Value: The value of this research is evident in its potential to inform teacher training programs, curriculum development, and pedagogical practices. By highlighting how oral questioning fosters critical thinking, deepens students' understanding, and integrates technology, this study provides practical contributions for enhancing teaching strategies.