1. Humans internalize learning through asking; learners are by nature inquisitive and enjoy asking
questions. When basic knowledge is attained, learners want to obtain a higher level of knowledge
on particular phenomena. This creates more questions on their mind and to gain more
knowledge, they must ask more questions. It holds therefore, that in the process of seeking
knowledge, questions are not an end to the process but lead to more questions in the search for
deeper meaning and understanding. The context of this essay is derived from the assertion that
“questions do not necessarily seek answers on a phenomenon but lead to more questions.” The
value of this statement to academia is that the interaction of learning and teaching is anchored on
knowledge acquisition which learners obtain by continuously being inquisitive with an ever
questioning mind.
Redfield & Rousseau, (1999) state that asking questions has shown to facilitate learning.
Questions are a good thing and they have a number of benefits for students. When one asks
questions it brings about clarity in their head. If for instance, a student or a pupil does not fully
understand a concept once they raise their hand and ask for clarification of a question it alerts the
speaker to draw their attention to the particular subject matter that is confusing the learners. This
would not have happened had the learner decided not to ask. Furthermore, Discussions are
stimulated by the questions that learners ask. When a question is raised among a group of
students each one present may give their point of view. In the view of Marshall, (1998) this
fosters learning in that all who are present will get an assortment of different answers and get to
see things from a different angle of their own. When one asks a question they may receive
clarification of a particular point and benefit from the rest of the lesson. Through questions
students are able to assess what they have learned to develop their thinking skills and to study for
exams.
Moreover, questions asked by academia show the speaker that the listener is interested in what is
being taught to them. This may lead to learners getting the maximum benefit from their lecturers
as they tend to feel more motivated when they see that the material they are presenting to the
class is being received and appreciated by the learners. Marshall Brain (1998, p.247) alludes that
Lecturers would normally tend to be more enthusiastic in a class where there is a lot of dialogue
as opposed to one where there’s a monologue. Hence, when questions are asked students learn

2. more than if no questions were asked. Additionally, it may help a lecturer also correct a mistake
they may have made when delivering a certain concept which they had made but had not
recognized. In many cases it has been observed that when learners are in class they may all be
confused by the same concept but may be too proud to ask. Hence, so when one of them asks a
question, they not only help themselves but even others who may have had similar doubts and
questions. as themselves. When a question is raised and answered by the speaker all doubts may
be cleared. In addition, questions Questions asked by one student might be of benefit to a number
of them who had not thought of it initially. ConsequentlySo asking brings to the
attentionattentions of allother students present a concept oro line of thought that they may have
overlooked. Furthermore, leaders are not born they are nurtured.
That being said, asking questions in an environment where others pretend to have understood
everything is a mark of leadership. Marshall, (1998) asserts that it helps the asker develop
leadership skills in that through asking they are able to set themselves apart from the timid and
the shy. Learners who ask questions frequently are generally more confident than those who do
not. ThereforeAccording to Confucius, people do feel foolish for asking questions. However,
when one takes a risk of looking foolish in front of their class mates by opening up on what they
are unclear on, it tends to boost their confidence. Learners who ask questions frequently are
generally more confident than those who do not. When one asks a lot of questions they are
likelytend to be more observant.
Asking questions makes students more in tune with what is going on around them. Asking
broadens ones horizons. The scope of their knowledge increases every time they ask a question.
In addition, when questions are raised learners are able to engage themselves in critical thinking.
They begin to analyse what is being presented to them under a microscope so to speak. It helps
nurture some healthy scepticism which is necessary in distinguishing reality from fantasy.
ScepticismIt tends to lead people to become more innovative (Marshall, 1998).
Humans by nature easily get distracted especially during long lectures or seminars. Asking
questions helps one to stay awake. Paying enough attention in class to ask questions helps keep a
student mentally stimulated. Asking is a great way to get some answers to the questions that may
distract a student from a lesson when not attended to. Participating in a lesson by asking

3. questions is a great way to stay awake through a lesson and a great way to avoid vices like
sending texts while in class, dozing off and starting to chat quietly while the lecture is still on. It
must be noted that questions are not only important to the learners but to the one teaching them
as well. It is so because it is an indicator to the lecturer that learners are thinking about what is
being taught to them. It shows the lecturer whether learners are being attentive or not and how
the lesson is being received.
According to Neil, (1991) all our knowledge results from questions, which is another way of
saying that question asking is our most important intellectual tool. However it must be noted that
what students need to know are the rules of discourse which comprise the subject and among the
most central of such rules are those which govern what is and what is not a legitimate question.
Learners also ask themselves questions when reading or doing a research on a particular topic. It
is helpful to ask questions about the story, or content, before during and after reading. Simply put
when you ask questions you get your brain ready to understand what it is you are reading.
Pressley and Afflerbach, (1995) regards questioning as an essential part of reading. Not only
does asking questions help the reader to better understand the story they are reading but it can be
applied to all subject matters. ThereThey are a number of benefits that accrue to a student who
questions what they are reading. To begin with asking questions allow readers to understand why
they are reading the text. Furthermore, questions that are raised give readers an opportunity to
make predictions and then later transform their thinking.
Subsequently, through the formulation of questions the reader is able to assess the quality of the
content presented to them. Students .students are able to review important information from the
text through questioning. Clarityclarity on a particular topic in a book oro piece of literature may
begotten through critically assessing what is being read and refuting or confirming certain
concepts through formulation of suitable questions. This helps this would help in fostering the
learners understanding.
Albert Einstein once said ‘the important thing is not to stop asking questions.’ Despite the
importance of asking questions students tend to be hesitant to ask questions. The causes of
hesitation are plenty. For some people the reason they have the assumption they know all the

4. main things they need to know and they do not bother to ask more. They cling to their beliefs and
remain certain in their assumptions yet they often end up looking foolish (Marshall, 1998).
Additionally, students tend to be afraid that by asking questions they will look weak, ignorant or
stupid. They fear that asking questions might introduce uncertainty or show them in a poor light.
In fact asking questions is a sign of strength and intelligence and not a sign of weakness or
uncertainty. Many people mistakenly think that the mark of wisdom or intelligence comes withis
not askinghaving to ask questions. They are gravely mistaken because even great leaders
constantly ask questions and are well aware that they do not have all the answers.
Notably, some learners are in such a hurry to get with things that they do not stop to ask
questions because it might slow them down. Students at times tend to want to understand things
on their own. It is generally common for a learner in a large lecture theatre to feel like if they
asked a question they would not only waste their classmates’ time but also take time away from
more important things, which are to be covered in that lesson.
The above barriers to questioning may become impediments to learning if they prevent students
from seeking the assistance they need. It is therefore very important for lecturers, teachers and
instructors to foster an environment in which students feel comfortable enough to ask for
clarification. They should also have the right attitude and work on their personality so as not to
discourage learners from showing their curiosity, which is an integral part in the education
process.
The importance of questioning cannot be overemphasized. It is very important for academia to;
in the words of Confucius look foolish for five minutes than to be foolish for life. By probing
students direct their mind to gather the reasons that support or justify the problem or issue of
discussion. Questions create. It creates awareness and increaseincreases understanding. When
academia shows their ignorance on a subject matter they become more knowledgeable once their
question is answered. Asking, working with and answering questions are at the heart of
facilitating learning.

5. REFERENCES
Marshall, B. (1998) The Importance of Questions, Emphasis On Teaching. Raleigh: BYG
Publishing Inc.
Neil P., (1991), Teaching as a Conserving Activity, Delacorte Pr, Santa Barbra.
Pressley M. and Afflerbach, P., (1995) Verbal Protocols of Reading, Lawrence Erlbaum
associates, New Jersey.
Redfield, D. and Rousseau, E., (1999). ‘A Meta-Analysis of Experimental Research on Teacher
Questioning Behaviour,’ Review Of Educational Research, Vol. Review Of Educational
Research Summer 1999 vol. 51 no. 2, 237-245.
Questions do not necessarily seek answers on a phenomenon but lead to more questions
discuss the truthful value of this statement in academia
Purpose of Questions