This study investigated the perceptions and practices of university teachers towards questioning. The study used quantitative approach to seek the answers of the questions (a) whether teachers and students have same attitude towards questioning during teaching-learning process? (b) whether differences exist between teachers attitudes and practices towards questioning during teaching-learning process? The data were collected from 100 teachers and 1200 bachelor level students through self-constructed questionnaire from University of Malakand. First, the researchers collected the data through questionnaire from teachers and students and then they observed the 40 teachers in the classrooms while they were teaching in on the same points mentioned in the questionnaire. The collected data were tabulated, analysed and interpreted. The mean, standard deviation, independent-sample and paired-sample t-test were used to analyse the data. Significant differences were found between teachers and students attitudes towards questioning and in between teachers attitudes and practices towards questioning at university level. It was recommended that teachers must recognize the importance of questioning in teaching learning process, provide congenial environment for supporting questions, appreciate questioning in classroom, use a variety of questions to develop different skills of students, give proper time to answer questions and use reinforcement techniques during teaching-learning process.
Key words: Questioning, Perceptions, Practices, Teaching-Learning Process