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Impact of Questioning Skills Education on Adults’ Ability to Seek Relevant Information

Abstract

Questioning Skills Education is important in developing adults’ ability to seek information that is relevant to their needs and situations. Adults regularly require information for learning, work, personal decisions, community activities, and everyday problem-solving, but obtaining useful information often depends on the ability to ask clear, focused, and appropriate questions. When adults lack effective questioning skills, they may obtain incomplete, unclear, or unrelated information. Questioning Skills Education can provide adults with practical techniques for formulating questions, identifying information needs, and communicating effectively with information providers. This study therefore seeks to examine the impact of Questioning Skills Education on adults’ ability to seek relevant information. Questioning Skills Education exposes adults to different principles and techniques of effective questioning, including asking clear questions, identifying the purpose of an enquiry, using appropriate follow-up questions, requesting clarification, and directing questions toward specific information needs. Through practical exercises, discussions, role-playing, information-seeking activities, and realistic scenarios, adults can practice developing questions that are purposeful and understandable. Such educational experiences can help learners distinguish between broad, vague, and focused questions and understand how the quality of a question can influence the usefulness of the information obtained. Adults’ ability to seek relevant information refers to their capacity to identify an information need, determine what information is required, and ask appropriate questions to obtain useful and related information. This ability involves clarity, focus, active listening, follow-up questioning, and the capacity to recognize whether the information received addresses the original need. Questioning Skills Education may strengthen this ability by helping adults organize their enquiries and communicate them more effectively. Improved information-seeking ability can support adults in obtaining useful information for educational, occupational, personal, and community-related purposes. The study will adopt a suitable descriptive survey research design. The population will comprise adult learners participating in selected Adult Education programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire and an appropriate information-seeking assessment designed to measure participants’ ability to seek relevant information. The research instruments will be subjected to appropriate validation procedures, while their reliability will be established before administration. Data collected will be analyzed using relevant descriptive and inferential statistical techniques to determine the impact of Questioning Skills Education on adults’ ability to seek relevant information. The study is expected to establish that Questioning Skills Education has a positive impact on adults’ ability to seek relevant information. It is anticipated that adults exposed to relevant questioning activities will demonstrate improved ability to formulate clear enquiries, identify the information they need, ask appropriate follow-up questions, and obtain information that is related to their specific needs. The study may further establish that practical questioning exercises and realistic information-seeking situations help adults become more confident and purposeful when interacting with information sources. The findings are expected to have implications for Adult Education practitioners in developing learning activities that strengthen adults’ information-seeking abilities. Practitioners may incorporate role-playing, enquiry-based activities, question-formulation exercises, group discussions, and practical information-seeking tasks into Adult Education programmes. These activities can provide learners with opportunities to practice asking focused questions, requesting clarification, and evaluating whether the information received adequately addresses their needs. The study will be significant to adult learners, Adult Education practitioners, learning centres, workplaces, community organizations, and other stakeholders concerned with effective information access and use. It is expected to recommend greater emphasis on questioning skills and practical information-seeking activities within Adult Education programmes. The study concludes that Questioning Skills Education can contribute to adults’ ability to seek relevant information by strengthening their capacity to formulate purposeful questions, communicate information needs clearly, and obtain information that is useful for addressing educational, occupational, personal, and community needs.

Keywords: Questioning Skills Education, Adult Education, Adult Learning, Adult Learners, Questioning Skills, Information Seeking, Relevant Information, Information Needs, Effective Questioning, Enquiry Skills, Clarification, Follow-Up Questions, Information Access, Communication Skills, Information-Seeking Competence