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souvik101990
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Alum
Joined: 19 Mar 2012
Last visit: 17 Jan 2025
Posts: 4,321
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, 08:53
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E
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
55%
(hard)
Question Stats:
50% (01:06) correct
50%
(01:00)
wrong
based on 50
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Not Attempted Yet
A standard instrument for measuring students' 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, with "my instructor" changed to "I". Data were collected through a census survey of core courses in the business program. A total of 60 core course sections were surveyed, yielding 689 responses from an enrolled total of 797 students, which represents an 86.4% response rate. In addition, instructors were surveyed regarding the instructional methods and teaching strategies they incorporated into their respective courses. Faculty members were asked to indicate which methods they employed in class, the relative importance of each method or strategy to the course, and an approximate percentage of classroom time allotted to each method.
When examining course-level mean scores for students' perceptions of critical thinking instruction, we were able to reject the null hypothesis and found 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 those in junior and senior level courses. We did not find support for the alternative proposition that students' perceptions of critical thinking instruction are highly correlated with the instructors' perceptions of critical thinking instruction in the course pedagogy. There was statistically significant agreement on only four of the twenty items included in the survey of perceptions between instructors and students. This disconnect is most prevalent among 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 students' 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 of the following questions is not expected to have been included in the survey questionnaire as discussed in the passage?
A. Do I encourage student participation in class?
B. Does memory play a role in critical thinking?
C. Is critical thinking important in achieving learning objectives?
D. Do I draw links between practical examples and theory?
E. Does my instructor prefer to assign group activities over individual activities?
When examining course-level mean scores for students' perceptions of critical thinking instruction, we were able to reject the null hypothesis and found 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 those in junior and senior level courses. We did not find support for the alternative proposition that students' perceptions of critical thinking instruction are highly correlated with the instructors' perceptions of critical thinking instruction in the course pedagogy. There was statistically significant agreement on only four of the twenty items included in the survey of perceptions between instructors and students. This disconnect is most prevalent among 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 students' 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 of the following questions is not expected to have been included in the survey questionnaire as discussed in the passage?
A. Do I encourage student participation in class?
B. Does memory play a role in critical thinking?
C. Is critical thinking important in achieving learning objectives?
D. Do I draw links between practical examples and theory?
E. Does my instructor prefer to assign group activities over individual activities?
souvik101990
Expert
Alum
Joined: 19 Mar 2012
Last visit: 17 Jan 2025
Posts: 4,321
Own Kudos:
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, 08:53
Kudos
Bookmarks
Official Solution:
A standard instrument for measuring students' 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, with "my instructor" changed to "I". Data were collected through a census survey of core courses in the business program. A total of 60 core course sections were surveyed, yielding 689 responses from an enrolled total of 797 students, which represents an 86.4% response rate. In addition, instructors were surveyed regarding the instructional methods and teaching strategies they incorporated into their respective courses. Faculty members were asked to indicate which methods they employed in class, the relative importance of each method or strategy to the course, and an approximate percentage of classroom time allotted to each method.
When examining course-level mean scores for students' perceptions of critical thinking instruction, we were able to reject the null hypothesis and found 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 those in junior and senior level courses. We did not find support for the alternative proposition that students' perceptions of critical thinking instruction are highly correlated with the instructors' perceptions of critical thinking instruction in the course pedagogy. There was statistically significant agreement on only four of the twenty items included in the survey of perceptions between instructors and students. This disconnect is most prevalent among 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 students' 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 of the following questions is not expected to have been included in the survey questionnaire as discussed in the passage?
A. Do I encourage student participation in class?
B. Does memory play a role in critical thinking?
C. Is critical thinking important in achieving learning objectives?
D. Do I draw links between practical examples and theory?
E. Does my instructor prefer to assign group activities over individual activities?
This question tests your understanding of the passage and the survey and is based on a key difference between what questions were asked to the students and what was an additional component that was only asked to the instructors.
The survey topics as per the passage were as follows:
Students were surveyed about: 1. "the purposes and cognitive skills associated with critical thinking"
Instructors were surveyed about:
1. "the purposes and cognitive skills associated with critical thinking"
2. "the instructional methods and teaching strategies incorporated in their respective courses"
Let's see if we can spot a question that asks the wrong group.
(A) Incorrect. This question could be asked to the instructors – they were asked about their instructional methods and teaching strategies. This question could have been asked. Eliminate.
(B) Incorrect. This question could be asked to the students or instructors - cognitive skills associated with critical thinking. This question could have been asked. Eliminate.
(C) Incorrect. This question could have been included on the survey to both instructors and students per examples and definitions. Eliminate.
(D) Incorrect. This could have been a question posed to instructors while surveying them about their instructional methods and teaching strategies. Eliminate.
(E) Correct Answer. Note that this question is posed to the students (clearly) as it starts with "Does my instructor" and it asks about the teaching method or strategy. Students were not asked about the teaching strategy. Thus this question could not have been asked.
Answer: E
A standard instrument for measuring students' 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, with "my instructor" changed to "I". Data were collected through a census survey of core courses in the business program. A total of 60 core course sections were surveyed, yielding 689 responses from an enrolled total of 797 students, which represents an 86.4% response rate. In addition, instructors were surveyed regarding the instructional methods and teaching strategies they incorporated into their respective courses. Faculty members were asked to indicate which methods they employed in class, the relative importance of each method or strategy to the course, and an approximate percentage of classroom time allotted to each method.
When examining course-level mean scores for students' perceptions of critical thinking instruction, we were able to reject the null hypothesis and found 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 those in junior and senior level courses. We did not find support for the alternative proposition that students' perceptions of critical thinking instruction are highly correlated with the instructors' perceptions of critical thinking instruction in the course pedagogy. There was statistically significant agreement on only four of the twenty items included in the survey of perceptions between instructors and students. This disconnect is most prevalent among 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 students' 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 of the following questions is not expected to have been included in the survey questionnaire as discussed in the passage?
A. Do I encourage student participation in class?
B. Does memory play a role in critical thinking?
C. Is critical thinking important in achieving learning objectives?
D. Do I draw links between practical examples and theory?
E. Does my instructor prefer to assign group activities over individual activities?
This question tests your understanding of the passage and the survey and is based on a key difference between what questions were asked to the students and what was an additional component that was only asked to the instructors.
The survey topics as per the passage were as follows:
Students were surveyed about: 1. "the purposes and cognitive skills associated with critical thinking"
Instructors were surveyed about:
1. "the purposes and cognitive skills associated with critical thinking"
2. "the instructional methods and teaching strategies incorporated in their respective courses"
Let's see if we can spot a question that asks the wrong group.
(A) Incorrect. This question could be asked to the instructors – they were asked about their instructional methods and teaching strategies. This question could have been asked. Eliminate.
(B) Incorrect. This question could be asked to the students or instructors - cognitive skills associated with critical thinking. This question could have been asked. Eliminate.
(C) Incorrect. This question could have been included on the survey to both instructors and students per examples and definitions. Eliminate.
(D) Incorrect. This could have been a question posed to instructors while surveying them about their instructional methods and teaching strategies. Eliminate.
(E) Correct Answer. Note that this question is posed to the students (clearly) as it starts with "Does my instructor" and it asks about the teaching method or strategy. Students were not asked about the teaching strategy. Thus this question could not have been asked.
Answer: E
12 Dec 2017, 20:14
Kudos
Bookmarks
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.
The above is from the first paragraph.
A - Uses I in question - ok
B - survey is fair to ask about memory
C - fair to ask about importance of critical thinking in achieving learning objectives
D - Uses I in question - ok
E - Right answer because it uses the phrase "my instructor"
The above is from the first paragraph.
A - Uses I in question - ok
B - survey is fair to ask about memory
C - fair to ask about importance of critical thinking in achieving learning objectives
D - Uses I in question - ok
E - Right answer because it uses the phrase "my instructor"
