COVID-19 pandemic uncertainty showed minimal and inconsistent statistical effects on student question-posing¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The pandemic period saw statistically significant increases in three out of four question types for the Pre-University topic, but none of the other estimates, including those for other topics, were statistically significant. → Ali 2026 q2 i? Supplementary analyses with more granular COVID-19 periods uncovered no statistically significant increases for any COVID-19 period. → Ali 2026

Evidence¶

Ali 2026¶

Ali, F., Yang, Y., & Poh, J.-H. (2026). Curious behaviors in times of uncertainty: dynamics of student question-posing in online educational discussion. npj Science of Learning. https://doi.org/10.1038/s41539-026-00440-8

q2 · i? · associational · r2

Same negative binomial GLM time-series analysis of SGExams question counts. The authors note the Exam Outcomes pandemic result "should be interpreted with caution, as the onset of the pandemic temporally overlaps with the Exam Outcomes season (Jan-Feb)."

"The pandemic period saw statistically significant increases in three out of four question types for Pre -University topic (discussions other than exams)."

Discussion¶

Related Claims¶

• During exam uncertainty, child question types became dependent on parent question types, with preliminary evidence of possibility-thinking transmission — related
• Seasonal educational phases with structured, domain-relevant uncertainty are linked to increased collective question-posing across all discussion topics — related
• Exam-period uncertainty is linked to faster first replies to questions, but mainly when academic stakes are high — related