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04 Mar 2026, 20:00
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Question 1
D
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
65%
(hard)
Question Stats:
47% (02:27) correct
53%
(02:31) wrong
based on 112
sessions
History
Date
Time
Result
Not Attempted Yet
Question 2
B
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
95%
(hard)
Question Stats:
21% (01:17) correct 79%
(01:03) wrong
based on 117
sessions
History
Date
Time
Result
Not Attempted Yet
Question 3
E
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
45%
(medium)
Question Stats:
59% (01:01) correct 41%
(00:52) wrong
based on 122
sessions
History
Date
Time
Result
Not Attempted Yet
A long-standing question in the field of education is why students and faculty remain resistant to active learning. The researchers at the National Academy of Education compared students’ self-reported perception of learning with their actual learning under controlled conditions in two groups of students taking college physics courses – one group taught using active instruction (experiments) and the other taught using passive instruction (lectures). Both groups received identical class content and handouts, students were randomly assigned, and the instructor made no effort to persuade students of the benefit of either method. Students in active classrooms learned more, but, in the initial days, their perception of learning, while positive, was lower than that of their peers in passive environments.
This experiment reveals that attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning. Most importantly, these results suggest that when students experience the increased cognitive effort associated with active learning, they initially take that effort to signify poorer learning. That disconnect may have a detrimental effect on students’ motivation and ability to self-regulate their learning. Although students can, on their own, discover the increased value of being actively engaged over the length of a semester-long course, their learning may be impaired during the initial part of the course. As a result, the researchers suggested, instructors engaging students in active learning need to employ special teaching strategies.
This experiment reveals that attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning. Most importantly, these results suggest that when students experience the increased cognitive effort associated with active learning, they initially take that effort to signify poorer learning. That disconnect may have a detrimental effect on students’ motivation and ability to self-regulate their learning. Although students can, on their own, discover the increased value of being actively engaged over the length of a semester-long course, their learning may be impaired during the initial part of the course. As a result, the researchers suggested, instructors engaging students in active learning need to employ special teaching strategies.
1. According to the passage, the reason students develop a perception of poorer learning in active classrooms is that
A. Students were not convinced about the benefit of active learning.
B. Active learning expects students to undertake the difficult task of self-regulating their learning.
C. Active learning is an inferior pedagogical method.
D. Active learning involves greater intellectual activity.
E. Special pedagogical strategies required by active learning were absent in the experiments.
A. Students were not convinced about the benefit of active learning.
B. Active learning expects students to undertake the difficult task of self-regulating their learning.
C. Active learning is an inferior pedagogical method.
D. Active learning involves greater intellectual activity.
E. Special pedagogical strategies required by active learning were absent in the experiments.
2. Which of the following is a likely example of an effective special teaching strategy (see highlighted text) to accelerate students’ appreciation of active learning?
A. Improving the quality of class content and handouts throughout a semester
B. Providing weekly assessments of students’ learning throughout a semester
C. Enhancing active learning with discussion-based pedagogy
D. Borrowing some effective strategies from passive learning methods
E. Increasing the number of active learning activities in a course
A. Improving the quality of class content and handouts throughout a semester
B. Providing weekly assessments of students’ learning throughout a semester
C. Enhancing active learning with discussion-based pedagogy
D. Borrowing some effective strategies from passive learning methods
E. Increasing the number of active learning activities in a course
3. Which of the following statements about a superstar lecturer is the author most likely to agree with?
A. Such a lecturer is wrong in his approach to teaching.
B. Such a lecturer is a good example of an instructor in an active classroom.
C. Such a lecturer’s influence on students’ choices hurts the students more than it helps.
D. Such a lecturer is ill-informed about the merits of active learning.
E. Such a lecturer may promote less effective pedagogical methods.
A. Such a lecturer is wrong in his approach to teaching.
B. Such a lecturer is a good example of an instructor in an active classroom.
C. Such a lecturer’s influence on students’ choices hurts the students more than it helps.
D. Such a lecturer is ill-informed about the merits of active learning.
E. Such a lecturer may promote less effective pedagogical methods.
This is a RC Butler
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05 Mar 2026, 00:45
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passage 1 = introduction about long standing resistant to active learning from students and teachers. experiments is discussed where students were divided into two groups randomly with same content and handouts. found that they students learned more in AL but their initial perception was lower.
passage 2= this talks about why students may dislike AL in beginning and role of teachers to engage students into AL.
Que 1.
A benefits have never been mentioned in passage so reject.
B passage says opposite of this. reject. its increased cognitive efforts have the effects on thier ability to self regulate their learnign.
C passage never says that. it rather says that when evaluation happens based on students perceptions of learning then inferior pedagogical methods get promoted. so reject.
D yes. as passage says that they need more cognitive efforts and they initially consider it as poorer learning. so this is correct choice.
E no strategies were mentioned in passage so we cant say this was the case.
Que 2. students experience increased cognitive efforts and that makes them to consider it as poorer learning. although they on their own can discover the benefit in the long run but in the short run their learning can be hampered. so based on that we need something that provide them with constant short term reflection and guidance on AL learning.
A no because the content and handout were same in both group so this was never a problem.
B this clearly align with whats been discussed in passage. so clear winner.
C this is moving beyond AL scope. reject.
D this is out of scope.
E nothing has been mentioned about the number of activities in AL. so we cant say much on that and may be rather it overwhelm students and hamper their ability more. reject.
Que 3. the thing thats being said about superstar lecturer is that he/she can create positive feeling of learning and students would those learning over AL.
A we dont know about his teaching method but only about him/her creating wrong impression. so reject.
B cant be sure that he/she will be good fit for AL.
C passage just informed on them promoting ither method with creating positive feeling and nothing else. so we are not sure with this choice .
D he/she might be more informed about AL but chose PL because whatever other reason. so we cant be sure with this one.
E. this clearly defines what been written in passage. as passage says that they create such positive feeling about PL thst students choose it over AL. so they will promote less effective methods.
passage 2= this talks about why students may dislike AL in beginning and role of teachers to engage students into AL.
Que 1.
A benefits have never been mentioned in passage so reject.
B passage says opposite of this. reject. its increased cognitive efforts have the effects on thier ability to self regulate their learnign.
C passage never says that. it rather says that when evaluation happens based on students perceptions of learning then inferior pedagogical methods get promoted. so reject.
D yes. as passage says that they need more cognitive efforts and they initially consider it as poorer learning. so this is correct choice.
E no strategies were mentioned in passage so we cant say this was the case.
Que 2. students experience increased cognitive efforts and that makes them to consider it as poorer learning. although they on their own can discover the benefit in the long run but in the short run their learning can be hampered. so based on that we need something that provide them with constant short term reflection and guidance on AL learning.
A no because the content and handout were same in both group so this was never a problem.
B this clearly align with whats been discussed in passage. so clear winner.
C this is moving beyond AL scope. reject.
D this is out of scope.
E nothing has been mentioned about the number of activities in AL. so we cant say much on that and may be rather it overwhelm students and hamper their ability more. reject.
Que 3. the thing thats being said about superstar lecturer is that he/she can create positive feeling of learning and students would those learning over AL.
A we dont know about his teaching method but only about him/her creating wrong impression. so reject.
B cant be sure that he/she will be good fit for AL.
C passage just informed on them promoting ither method with creating positive feeling and nothing else. so we are not sure with this choice .
D he/she might be more informed about AL but chose PL because whatever other reason. so we cant be sure with this one.
E. this clearly defines what been written in passage. as passage says that they create such positive feeling about PL thst students choose it over AL. so they will promote less effective methods.
ExpertsGlobal5
08 Mar 2026, 04:00
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ExpertsGlobal5
Mind-map
To describe an experiment that compares actual learning with the perception of learning (Paragraph 1)
To discuss implications of the findings from the experiment (Paragraph 2)
= = = = = = = = = =
1. According to the passage, the reason students develop a perception of poorer learning in active classrooms is that
a. Students were not convinced about the benefit of active learning.
b. Active learning expects students to undertake the difficult task of self-regulating their learning.
c. Active learning is an inferior pedagogical method.
d. Active learning involves greater intellectual activity.
e. Special pedagogical strategies required by active learning were absent in the experiments.
Question Type: Inference
D is the best choice.
Video explanation:
2. Which of the following is a likely example of an effective special teaching strategy (see highlighted text) to accelerate students’ appreciation of active learning?
a. Improving the quality of class content and handouts throughout a semester
b. Providing weekly assessments of students’ learning throughout a semester
c. Enhancing active learning with discussion-based pedagogy
d. Borrowing some effective strategies from passive learning methods
e. Increasing the number of active learning activities in a course
Highlighted Text: special teaching strategies
Question Type: Inference
Explanation:
The second paragraph mentions that “Although students can, on their own, discover the increased value of being actively engaged over the length of a semester-long course, their learning may be impaired during the initial part of the course. As a result, the researchers suggested, instructors engaging students in active learning need to employ special teaching strategies”. It can be inferred that the special teaching strategies aim to address the issues of students discovering the value of active learning “later in the course” and perceived learning impairment “during the initial part of the course”. The answer choice that addresses these issues is the correct answer choice.
A. The second paragraph mentions that “Although students can, on their own, discover the increased value of being actively engaged over the length of a semester-long course, their learning may be impaired during the initial part of the course. As a result, the researchers suggested, instructors engaging students in active learning need to employ special teaching strategies”; our expectation from the correct answer choice is on the lines that it addresses the issues of students discovering the value of active learning “later in the course” and learning impairment “during the initial part of the course”; however, it cannot be inferred how improving the quality of class content and handouts addresses these issues. Incorrect.
B. Correct. The second paragraph mentions that “Although students can, on their own, discover the increased value of being actively engaged over the length of a semester-long course, their learning may be impaired during the initial part of the course. As a result, the researchers suggested, instructors engaging students in active learning need to employ special teaching strategies”; if weekly assessments of students’ learning are provided throughout a semester, this teaching strategy is likely to accelerate students’ discovery of the increased value of being actively engaged, and thus likely addresses the issue of learning impairment in the initial days; hence, this answer choice is a likely example of an effective special teaching strategy.
C. The second paragraph mentions that “Although students can, on their own, discover the increased value of being actively engaged over the length of a semester-long course, their learning may be impaired during the initial part of the course. As a result, the researchers suggested, instructors engaging students in active learning need to employ special teaching strategies”; our expectation from the correct answer choice is on the lines that it addresses the issues of students discovering the value of active learning “later in the course” and learning impairment “during the initial part of the course”; however, it cannot be inferred how discussion-based pedagogy addresses these issues. Incorrect.
D. The second paragraph mentions that “Although students can, on their own, discover the increased value of being actively engaged over the length of a semester-long course, their learning may be impaired during the initial part of the course. As a result, the researchers suggested, instructors engaging students in active learning need to employ special teaching strategies”; our expectation from the correct answer choice is on the lines that it addresses the issues of students discovering the value of active learning “later in the course” and learning impairment “during the initial part of the course”; however, it cannot be inferred how borrowing some effective strategies from passive learning methods addresses these issues. Moreover, on a logical note, borrowing strategies from passive learning methods is likely to dilute, rather than enhance, active learning in classrooms, and not likely to be an effective strategy for active learning. Incorrect.
E. Trap. The second paragraph mentions that “Although students can, on their own, discover the increased value of being actively engaged over the length of a semester-long course, their learning may be impaired during the initial part of the course. As a result, the researchers suggested, instructors engaging students in active learning need to employ special teaching strategies”; our expectation from the correct answer choice is on the lines that it addresses the issues of students discovering the value of active learning “later in the course” and learning impairment “during the initial part of the course”; however, it cannot be inferred how increasing the number of active learning activities in a course addresses these issues. Incorrect.
B is the best choice.
3. Which of the following statements about a superstar lecturer is the author most likely to agree with?
b. Such a lecturer is a good example of an instructor in an active classroom.
c. Such a lecturer’s influence on students’ choices hurts the students more than it helps.
d. Such a lecturer is ill-informed about the merits of active learning.
e. Such a lecturer may promote less effective pedagogical methods.
Question Type: Inference
Explanation:
The second paragraph mentions that “This experiment reveals that attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning”. It can be inferred that the author believes that a superstar lecturer creates a positive feeling of passive learning, which indirectly influences students to choose an inferior pedagogy. The answer choice that does justice to this thought is the correct answer choice.
A. The second paragraph mentions that “a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning”; the usage of the term “wrong” suggests a critical, extreme tone which the passage doesn’t indicate; so, it is incorrect to state that the author likely agrees that such a lecturer is wrong in his approach to teaching, as the answer choice mentions. Incorrect.
B. The second paragraph mentions that “a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning”; the superstar lecturer is an example of an instructor in a “passive classroom”, not an “active classroom”; so, it is incorrect to state that the author likely agrees that such a lecturer is a good example of an instructor in an active classroom, as the answer choice mentions. Incorrect.
C. The second paragraph mentions that “This experiment reveals that attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning”; although it can be inferred that the author believes that a superstar lecturer creates a positive feeling of passive learning, which indirectly influences students to choose an inferior pedagogy, the passage makes no comparison between the advantages and disadvantages of such a lecturer’s influence on students’ choices; so, it cannot be established that the author likely agrees that such a lecturer’s influence on students’ choices hurts the students more than it helps, as the answer choice mentions. Incorrect.
D. Although the second paragraph mentions that “a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning”, the passage makes no suggestion that such a lecturer is not aware of the merits of active learning; so, it cannot be established that the author likely agrees that such a lecturer is ill-informed about the merits of active learning, as the answer choice mentions. Incorrect.
E. Correct. The second paragraph mentions that “This experiment reveals that attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning”; it can be inferred that the author believes that a superstar lecturer creates a positive feeling of passive learning, which indirectly influences students to choose an inferior pedagogy; in other words, the author likely agrees that such a lecturer demonstrates how less effective pedagogical methods may get promoted, as the answer choice mentions.
E is the best choice.
