Full Breakdown
The Impact of Questioning Skills on Academic Performance
3/27/2026, 1:51:20 AM
Study Overview and Findings
A recent study published in *npj Science of Learning* by researchers Tuval Raz and Yoed N. Kenett from the Technion Israel Institute of Technology examined how students' ability to ask complex questions influences their academic performance. The study involved 68 undergraduate students enrolled in an introductory psychology course over a single semester. Researchers aimed to understand how the complexity and originality of questions evolve as students acquire knowledge and how these skills correlate with performance on different types of assessments.
The study revealed that while students' ability to generate complex and original questions improved throughout the semester, this skill positively impacted their performance on creative, open-ended projects but negatively affected their scores on standard multiple-choice exams. Specifically, students who produced highly original and complex subject-specific questions tended to achieve higher grades on group research projects, which reward divergent thinking. Conversely, those who generated a high volume of questions without depth scored lower, indicating that quality is more critical than quantity.
Questioning Metrics and Academic Assessment
The researchers evaluated students' questioning abilities using three metrics: fluency (the number of questions generated), originality (assessed through AI models), and complexity (based on Bloom’s taxonomy). The findings indicated that as students learned more about psychology, their subject-specific questions became more numerous, original, and complex. However, their general questioning abilities either stagnated or declined in originality.
Interestingly, the timing of complex questions played a significant role in academic success. High complexity in questioning at the beginning of the semester predicted poorer performance on final assessments, while complexity at the end indicated mastery of the material. This suggests that generating complex questions too early may overwhelm students who have not yet mastered foundational concepts.
Official Statements & Responses
Raz noted, “We were especially surprised to see that more complex questions in the beginning of the semester predicted poorer final test performance, whereas complexity at the end of the semester was beneficial.” He emphasized that the creative mindset required for complex questioning does not align well with the rapid recall demanded by multiple-choice exams, highlighting a mismatch in educational practices. Raz suggested that educational systems might benefit from shifting towards more open-ended assessments that encourage creative inquiry.
Criticism & Opposition
Despite the study's insights, there are limitations to consider. The sample size was relatively small and confined to a single psychology course, raising questions about the generalizability of the findings to other disciplines or age groups. Additionally, the difference in grading structures—group assessments for open-ended projects versus individual metrics for multiple-choice tests—could influence the results.
What's Next
The researchers plan to continue their longitudinal study of student inquiry skills and are currently conducting a manipulation study aimed at enhancing academic outcomes through improved questioning techniques. This ongoing research may further illuminate the relationship between questioning skills and academic performance across various educational contexts.
