GMAT Question of the Day - Daily to your Mailbox; hard ones only

 It is currently 23 Oct 2019, 17:10

GMAT Club Daily Prep

Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.

Customized
for You

we will pick new questions that match your level based on your Timer History

Track

every week, we’ll send you an estimated GMAT score based on your performance

Practice
Pays

we will pick new questions that match your level based on your Timer History

V11-35

 new topic post reply Question banks Downloads My Bookmarks Reviews Important topics
Author Message
TAGS:

Hide Tags

Current Student
Joined: 19 Mar 2012
Posts: 4271
Location: India
GMAT 1: 760 Q50 V42
GPA: 3.8
WE: Marketing (Non-Profit and Government)

Show Tags

19 Jan 2016, 08:42
00:00

Difficulty:

45% (medium)

Question Stats:

62% (02:04) correct 38% (03:42) wrong based on 13 sessions

HideShow timer Statistics

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.

Which if the following is the most appropriate title for the passage?

A. What students think about instructional methods of critical thinking?
B. Importance of critical thinking in business programs
C. Evolvement of critical thinking in various study courses
D. Teachers’ role in developing critical thinking
E. Developing critical thinking – Do students and teachers agree?

_________________
Current Student
Joined: 19 Mar 2012
Posts: 4271
Location: India
GMAT 1: 760 Q50 V42
GPA: 3.8
WE: Marketing (Non-Profit and Government)

Show Tags

19 Jan 2016, 08:42
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.

Which if the following is the most appropriate title for the passage?

A. What students think about instructional methods of critical thinking?
B. Importance of critical thinking in business programs
C. Evolvement of critical thinking in various study courses
D. Teachers’ role in developing critical thinking
E. Developing critical thinking – Do students and teachers agree?

(A) Although the passage deals with the students’ perception on critical thinking, the main point is how different these ideas are from the instructors’ ones.

(B )The passage does not discuss the importance of critical thinking in business.

(C)Out of 3 results discussed in the second paragraph, the first deals with this statement. However the second and the third propositions concern comparing students perceptions that with teachers’. The survey was done among students as well as among teachers to find out the level of agreement between them.

(D) This role of critical thinking has not been discussed in the passage.

(E) Correct. The survey was done among students as well as among teachers to find out the level of agreement between them. The second and the third propositions concern comparing students perceptions with teachers’.

_________________
Intern
Joined: 27 Aug 2018
Posts: 13

Show Tags

03 Sep 2018, 08:17
I think this is a poor-quality question and I agree with explanation.
Intern
Joined: 26 Dec 2018
Posts: 7

Show Tags

28 Jul 2019, 16:47
I realize that this forum and this passage was likely written by a volunteer, and I appreciate the hard work. Truly.

But this is a terrible passage. I got it in a GMAT club test and missed 3/4 questions with it. I am a native English speaker, avid reader, and 99%ile V scorer. It took 6 minutes of just trying to read and reread this passage just to parse what it was trying to say, and I still don't really know. I think this passage isn't representative of the complexity of the passages seen even on the highest level of GMAT questions.
Re: V11-35   [#permalink] 28 Jul 2019, 16:47
Display posts from previous: Sort by

V11-35

 new topic post reply Question banks Downloads My Bookmarks Reviews Important topics

Moderators: chetan2u, Bunuel

 Powered by phpBB © phpBB Group | Emoji artwork provided by EmojiOne