The study on questioning strategy was undertaken to assess its influence on reading comprehension of secondary school students’ agricultural science texts. Two questioning strategies were compared and the effect of gender difference on active comprehension of the agricultural science texts was estimated. A sample of 180 students (90 males and 90 females) of the senior secondary I (SS1) was selected using the stratified random sampling technique. The instrument used consisted of two sets of achievement of 24 multiple choice items and three comprehension passages for each strategy.