Why complex questions boost creativity but hurt test scores in students
A new study in npj Science of Learning suggests that students who ask more complex questions perform better on creative tasks. However, the same skill appears to hinder their results in standardised exams. Researchers tracked 68 psychology students over a semester to explore this effect.
The study, led by Tuval Raz and Yoed N. Kenett from the Technion–Israel Institute of Technology, followed students in an introductory psychology course. Throughout the spring term, participants completed exercises designed to measure their ability to generate unconventional and discipline-specific questions.
At the end of the semester, researchers compared these questioning skills with two types of assessments: an open-ended group research project and a closed-format multiple-choice final exam. The results showed a clear pattern. Students who asked more original and complex questions excelled in the creative project. Yet, when faced with multiple-choice tests, their performance dropped. The findings underscore a growing tension in education. While deep, inquiry-driven learning boosts creativity, it often conflicts with traditional assessment methods. Questioning remains a key tool for filling knowledge gaps, but its benefits may not align with standardised testing formats.
The research highlights a trade-off in modern education. Students skilled in asking complex questions thrive in creative tasks but struggle with multiple-choice exams. The study does not examine whether these effects extend beyond psychology courses, leaving open questions about broader academic implications.
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