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souvik101990
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Joined: 19 Mar 2012
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Posts: 4,314
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Location: United States (WA)
Concentration: Leadership, General Management
Schools: Ross '20 (M)
GMAT 1: 760 Q50 V42
GMAT 2: 740 Q49 V42 (Online)
GMAT 3: 760 Q50 V42 (Online)
GPA: 3.8
WE:Marketing (Non-Profit and Government)
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Expert reply
19 Jan 2016, 08:45
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A standard instrument for measuring student perception of critical thinking instruction was administered to both instructors and students. This instrument contained twenty items addressing the purposes of and cognitive skills associated with critical thinking. The phrasing of each item was slightly altered for a corresponding survey of instructors as “my instructor” became “I”. Data was collected in a census survey of core courses in the business program. A total of 60 core course sections were surveyed with 689 responses from an enrolled total of 797 students (86.4% response rate). In addition, instructors were surveyed regarding the instructional methods and teaching strategies incorporated in their respective courses. Faculty members were asked to indicate which methods they employed in a class, the relative importance of the method or strategy to the course and an approximate percentage of classroom time allotted to the method.
When examining course level mean scores for student perceptions of critical thinking instruction, we were able to reject the null and find that there are statistically significant differences between mean scores at different course levels. When examined on a course level basis between sophomore and junior level courses, the difference was statistically significant. However, the difference in scores between junior and senior level courses was not statistically significant. Therefore, students in courses for sophomores view critical thinking instruction differently than students in junior and senior level courses. We did not find support for an alternative proposition that student perceptions of critical thinking instruction are highly correlated with the instructor’s perception of critical thinking instruction in the course pedagogy. There was statistically significant agreement on only four of twenty items included in the survey of perceptions between instructors and students. This disconnect is most prevalent among the sophomore level courses. We found limited support for another proposition that an instructor’s emphasis on a selected instructional method or teaching strategy is highly correlated with student perceptions of critical thinking instruction. Out of twenty direct and indirect instructional methods included in the survey, only four methods exhibited correlations with student perceptions that were statistically significant.
According to the passage, which of the following statements about critical thinking instructional methods is supported by the survey mentioned in passage?
A. Students have a higher level of perception at the sophomore level than at junior or senior levels.
B. An instructor's emphasis on selected instructional methods is not strongly correlated with student perceptions of critical thinking instruction.
C. As students progress to higher levels, their outlook becomes more dissimilar to that of the professors compared to lower levels
D. Perceptions of critical thinking instruction vary significantly among students from different academic levels.
E. Sophomore students perceive critical thinking as more important for business studies than junior or senior level students do.
When examining course level mean scores for student perceptions of critical thinking instruction, we were able to reject the null and find that there are statistically significant differences between mean scores at different course levels. When examined on a course level basis between sophomore and junior level courses, the difference was statistically significant. However, the difference in scores between junior and senior level courses was not statistically significant. Therefore, students in courses for sophomores view critical thinking instruction differently than students in junior and senior level courses. We did not find support for an alternative proposition that student perceptions of critical thinking instruction are highly correlated with the instructor’s perception of critical thinking instruction in the course pedagogy. There was statistically significant agreement on only four of twenty items included in the survey of perceptions between instructors and students. This disconnect is most prevalent among the sophomore level courses. We found limited support for another proposition that an instructor’s emphasis on a selected instructional method or teaching strategy is highly correlated with student perceptions of critical thinking instruction. Out of twenty direct and indirect instructional methods included in the survey, only four methods exhibited correlations with student perceptions that were statistically significant.
According to the passage, which of the following statements about critical thinking instructional methods is supported by the survey mentioned in passage?
A. Students have a higher level of perception at the sophomore level than at junior or senior levels.
B. An instructor's emphasis on selected instructional methods is not strongly correlated with student perceptions of critical thinking instruction.
C. As students progress to higher levels, their outlook becomes more dissimilar to that of the professors compared to lower levels
D. Perceptions of critical thinking instruction vary significantly among students from different academic levels.
E. Sophomore students perceive critical thinking as more important for business studies than junior or senior level students do.
souvik101990
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Alum
Joined: 19 Mar 2012
Last visit: 11 Nov 2025
Posts: 4,314
Given Kudos: 2,326
Location: United States (WA)
Concentration: Leadership, General Management
Schools: Ross '20 (M)
GMAT 1: 760 Q50 V42
GMAT 2: 740 Q49 V42 (Online)
GMAT 3: 760 Q50 V42 (Online)
GPA: 3.8
WE:Marketing (Non-Profit and Government)
Products:
Expert reply
19 Jan 2016, 08:45
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Official Solution:
A standard instrument for measuring student perception of critical thinking instruction was administered to both instructors and students. This instrument contained twenty items addressing the purposes of and cognitive skills associated with critical thinking. The phrasing of each item was slightly altered for a corresponding survey of instructors as “my instructor” became “I”. Data was collected in a census survey of core courses in the business program. A total of 60 core course sections were surveyed with 689 responses from an enrolled total of 797 students (86.4% response rate). In addition, instructors were surveyed regarding the instructional methods and teaching strategies incorporated in their respective courses. Faculty members were asked to indicate which methods they employed in a class, the relative importance of the method or strategy to the course and an approximate percentage of classroom time allotted to the method.
When examining course level mean scores for student perceptions of critical thinking instruction, we were able to reject the null and find that there are statistically significant differences between mean scores at different course levels. When examined on a course level basis between sophomore and junior level courses, the difference was statistically significant. However, the difference in scores between junior and senior level courses was not statistically significant. Therefore, students in courses for sophomores view critical thinking instruction differently than students in junior and senior level courses. We did not find support for an alternative proposition that student perceptions of critical thinking instruction are highly correlated with the instructor’s perception of critical thinking instruction in the course pedagogy. There was statistically significant agreement on only four of twenty items included in the survey of perceptions between instructors and students. This disconnect is most prevalent among the sophomore level courses. We found limited support for another proposition that an instructor’s emphasis on a selected instructional method or teaching strategy is highly correlated with student perceptions of critical thinking instruction. Out of twenty direct and indirect instructional methods included in the survey, only four methods exhibited correlations with student perceptions that were statistically significant.
According to the passage, which of the following statements about critical thinking instructional methods is supported by the survey mentioned in passage?
A. Students have a higher level of perception at the sophomore level than at junior or senior levels.
B. An instructor's emphasis on selected instructional methods is not strongly correlated with student perceptions of critical thinking instruction.
C. As students progress to higher levels, their outlook becomes more dissimilar to that of the professors compared to lower levels
D. Perceptions of critical thinking instruction vary significantly among students from different academic levels.
E. Sophomore students perceive critical thinking as more important for business studies than junior or senior level students do.
(A) Incorrect. The passage indicates there are significant differences in perception levels between sophomore and junior courses, but it does not specify whether the perception at the sophomore level is higher or lower than at other levels. You may have assumed it is lower, but we are not told that, just that it is different.
(B) Correct Answer. The passage states there is "limited support" for the correlation between an instructor's emphasis on certain methods and student perceptions of critical thinking instruction.
(C) Incorrect. Although it mentions a disconnect in perceptions is most prevalent among sophomore courses, the passage does not support the claim that perceptions become more dissimilar as students progress to higher levels. They are similar between juniors and seniors.
(D) Incorrect. The passage specifically states that there is no statistically significant difference in perceptions of critical thinking instruction between junior and senior levels, contradicting the implication of significant variance across all levels.
(E) Incorrect. The passage does not discuss the relative importance of critical thinking in business studies across different academic levels, so this choice is irrelevant.
Answer: B
A standard instrument for measuring student perception of critical thinking instruction was administered to both instructors and students. This instrument contained twenty items addressing the purposes of and cognitive skills associated with critical thinking. The phrasing of each item was slightly altered for a corresponding survey of instructors as “my instructor” became “I”. Data was collected in a census survey of core courses in the business program. A total of 60 core course sections were surveyed with 689 responses from an enrolled total of 797 students (86.4% response rate). In addition, instructors were surveyed regarding the instructional methods and teaching strategies incorporated in their respective courses. Faculty members were asked to indicate which methods they employed in a class, the relative importance of the method or strategy to the course and an approximate percentage of classroom time allotted to the method.
When examining course level mean scores for student perceptions of critical thinking instruction, we were able to reject the null and find that there are statistically significant differences between mean scores at different course levels. When examined on a course level basis between sophomore and junior level courses, the difference was statistically significant. However, the difference in scores between junior and senior level courses was not statistically significant. Therefore, students in courses for sophomores view critical thinking instruction differently than students in junior and senior level courses. We did not find support for an alternative proposition that student perceptions of critical thinking instruction are highly correlated with the instructor’s perception of critical thinking instruction in the course pedagogy. There was statistically significant agreement on only four of twenty items included in the survey of perceptions between instructors and students. This disconnect is most prevalent among the sophomore level courses. We found limited support for another proposition that an instructor’s emphasis on a selected instructional method or teaching strategy is highly correlated with student perceptions of critical thinking instruction. Out of twenty direct and indirect instructional methods included in the survey, only four methods exhibited correlations with student perceptions that were statistically significant.
According to the passage, which of the following statements about critical thinking instructional methods is supported by the survey mentioned in passage?
A. Students have a higher level of perception at the sophomore level than at junior or senior levels.
B. An instructor's emphasis on selected instructional methods is not strongly correlated with student perceptions of critical thinking instruction.
C. As students progress to higher levels, their outlook becomes more dissimilar to that of the professors compared to lower levels
D. Perceptions of critical thinking instruction vary significantly among students from different academic levels.
E. Sophomore students perceive critical thinking as more important for business studies than junior or senior level students do.
(A) Incorrect. The passage indicates there are significant differences in perception levels between sophomore and junior courses, but it does not specify whether the perception at the sophomore level is higher or lower than at other levels. You may have assumed it is lower, but we are not told that, just that it is different.
(B) Correct Answer. The passage states there is "limited support" for the correlation between an instructor's emphasis on certain methods and student perceptions of critical thinking instruction.
(C) Incorrect. Although it mentions a disconnect in perceptions is most prevalent among sophomore courses, the passage does not support the claim that perceptions become more dissimilar as students progress to higher levels. They are similar between juniors and seniors.
(D) Incorrect. The passage specifically states that there is no statistically significant difference in perceptions of critical thinking instruction between junior and senior levels, contradicting the implication of significant variance across all levels.
(E) Incorrect. The passage does not discuss the relative importance of critical thinking in business studies across different academic levels, so this choice is irrelevant.
Answer: B
05 Jun 2016, 09:23
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Sophomore is 2nd year. Junior and Senior are 3rd and 4th year. The passage says that "This disconnect [between the student's and instructor's perceptions] is most prevalent among the sophomore level courses". That means that the disconnect must be less in the Junior and Senior courses. Therefore the disconnect decreases as students progress to higher levels. Answer C is therefore supported by the passage, not contradicted as the explanation suggests.
The answer suggested as correct is in fact not correct. There is in fact no information as to whether the students think that teachers put in proper importance to teaching instructions. The section which the explanation suggests talks about this, actually discusses correlation between DIFFERENT teaching methods and the perception of students. It is perfectly possible to have no correlation because all of the teaching methods are associated with students considering that teachers put in proper importance to teaching instructions. Even if there was a correlation here that would tell us that some instructional methods lead to students thinking the teachers are doing a good job, it wouldn't tell us how many students think their teachers are doing a good job!
The answer suggested as correct is in fact not correct. There is in fact no information as to whether the students think that teachers put in proper importance to teaching instructions. The section which the explanation suggests talks about this, actually discusses correlation between DIFFERENT teaching methods and the perception of students. It is perfectly possible to have no correlation because all of the teaching methods are associated with students considering that teachers put in proper importance to teaching instructions. Even if there was a correlation here that would tell us that some instructional methods lead to students thinking the teachers are doing a good job, it wouldn't tell us how many students think their teachers are doing a good job!
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