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Active and Passive Explicit Instruction in Question-Formulating in Higher Education

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Title: Active and Passive Explicit Instruction in Question-Formulating in Higher Education
Language: English
Authors: Irit Sasson (ORCID 0000-0002-1764-6049), Sigal Tifferet
Source: Curriculum Journal. 2026 37(2):337-355.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Direct Instruction, Questioning Techniques, Higher Education, Undergraduate Students, Skill Development, Predictor Variables, Gender Differences, Grade Point Average, Instructional Effectiveness
DOI: 10.1002/curj.70004
ISSN: 0958-5176
1469-3704
Abstract: We investigated the impact of explicit instruction on students' question-formulating skill using a quantitative pre-post design. Surveys were administered to 291 undergraduates from two colleges before and after a dedicated lesson on question formulation. Students' skills were assessed through performance tasks, evaluated with both Bloom's and SOLO taxonomies, yielding comparable results. Data on demographic and academic characteristics were collected via self-report questionnaires. Statistical analyses examined pre--post differences, associations between variables and predictors of change. Initial levels of students' question-formulating skill were associated with gender, grade point average and college affiliation. Active explicit instruction appeared to enhance students' question-formulating skill, while passive explicit instruction seemed to diminish it. The findings highlight the significant role of active explicit instruction in advancing question-formulating skill within higher education and raise questions about the efficacy of passive explicit instruction.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503378
Database: ERIC
FullText Text:
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  Data: Active and Passive Explicit Instruction in Question-Formulating in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Irit+Sasson%22">Irit Sasson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1764-6049">0000-0002-1764-6049</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sigal+Tifferet%22">Sigal Tifferet</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: We investigated the impact of explicit instruction on students' question-formulating skill using a quantitative pre-post design. Surveys were administered to 291 undergraduates from two colleges before and after a dedicated lesson on question formulation. Students' skills were assessed through performance tasks, evaluated with both Bloom's and SOLO taxonomies, yielding comparable results. Data on demographic and academic characteristics were collected via self-report questionnaires. Statistical analyses examined pre--post differences, associations between variables and predictors of change. Initial levels of students' question-formulating skill were associated with gender, grade point average and college affiliation. Active explicit instruction appeared to enhance students' question-formulating skill, while passive explicit instruction seemed to diminish it. The findings highlight the significant role of active explicit instruction in advancing question-formulating skill within higher education and raise questions about the efficacy of passive explicit instruction.
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      – SubjectFull: Direct Instruction
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      – SubjectFull: Questioning Techniques
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      – SubjectFull: Higher Education
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