A research investigation conducted in 2023 analyzed the relationship between students' educational preferences and their selection of either conventio...
GMAT Information and Ideas : (Ideas) Questions
A research investigation conducted in 2023 analyzed the relationship between students' educational preferences and their selection of either conventional lecture-format classes or participatory workshop-format classes that demand greater active involvement. Students who characterized themselves as having a Collaborative Learning preference or a Results-Oriented preference—which emphasize group interaction and quantifiable achievements, respectively—showed greater likelihood of registering for workshop-format classes. Conversely, students with a Stability-Focused preference—which aims to reduce anxiety and preserve consistent patterns—demonstrated higher likelihood of selecting conventional lectures, despite the fact that workshop classes provided superior academic performance and enhanced scheduling flexibility. This observation indicates that students with a Stability-Focused preference ______
Which choice most logically completes the text?
might have determined that workshop classes entailed extra requirements that exceeded the educational and scheduling benefits.
demonstrated lower prioritization of academic success compared to students with Collaborative Learning or Results-Oriented preferences.
might have possessed less knowledge regarding the enhanced academic performance provided by workshop-format classes than their peers.
showed equivalent likelihood of emphasizing scheduling flexibility as students with either Collaborative Learning or Results-Oriented preferences.
Step 1: Decode and Map the Passage
Part A: Passage Analysis Table
| Text from Passage | Analysis |
|---|---|
| "A research investigation conducted in 2023 analyzed the relationship between students' educational preferences and their selection of either conventional lecture-format classes or participatory workshop-format classes that demand greater active involvement." |
|
| "Students who characterized themselves as having a Collaborative Learning preference or a Results-Oriented preference—which emphasize group interaction and quantifiable achievements, respectively—showed greater likelihood of registering for workshop-format classes." |
|
| "Conversely, students with a Stability-Focused preference—which aims to reduce anxiety and preserve consistent patterns—demonstrated higher likelihood of selecting conventional lectures," |
|
| "despite the fact that workshop classes provided superior academic performance and enhanced scheduling flexibility." |
|
| "This observation indicates that students with a Stability-Focused preference ______" |
|
Part B: Passage Architecture & Core Elements
Main Point: Research revealed that students with stability-focused preferences chose conventional lectures over workshop classes, even though workshops offered superior academic and scheduling benefits.
Argument Flow: The passage presents research findings showing different student preference types chose different class formats, but then reveals a contradiction—stability-focused students chose the format that was actually inferior in measurable ways. This sets up the need to explain why they made this seemingly illogical choice.
Step 2: Interpret the Question Precisely
This is a fill-in-the-blank question asking us to choose the best logical connector. The answer must create the right relationship between what comes before and after the blank.
Step 3: Prethink the Answer
- The key contradiction is that stability-focused students chose lectures even though workshops offered better academic performance and scheduling flexibility
- Since these students prioritize "reducing anxiety and preserving consistent patterns," they must have seen something about workshop classes that conflicted with these goals
- The right answer should explain why they'd reject the objectively better option
- It should connect to their stability-focused nature—they likely perceived workshops as requiring extra effort, participation, or uncertainty that outweighed the academic and scheduling benefits
- The right answer should explain that stability-focused students viewed workshop requirements as more burdensome than the benefits were worth
might have determined that workshop classes entailed extra requirements that exceeded the educational and scheduling benefits.
✓ Correct
- This perfectly explains the contradiction—stability-focused students recognized workshops had benefits but determined the extra participation requirements were too demanding
- Matches our prethinking about weighing requirements against benefits
- Aligns with their preference for reducing anxiety and maintaining patterns
demonstrated lower prioritization of academic success compared to students with Collaborative Learning or Results-Oriented preferences.
✗ Incorrect
- Says they had "lower prioritization of academic success" but the passage doesn't support this
- The issue isn't that they don't care about success—it's about how they weigh different factors
- What trap this represents: Assumes preference differences equal priority differences, when students might prioritize success differently
might have possessed less knowledge regarding the enhanced academic performance provided by workshop-format classes than their peers.
✗ Incorrect
- Suggests they lacked knowledge about workshop benefits, but passage gives no evidence of information gaps
- The passage implies all students had access to the same information about performance outcomes
- What trap this represents: Attributes the choice to ignorance rather than conscious decision-making based on values
showed equivalent likelihood of emphasizing scheduling flexibility as students with either Collaborative Learning or Results-Oriented preferences.
✗ Incorrect
- Claims they emphasized scheduling flexibility equally, but they chose lectures which had less flexibility
- Directly contradicts the evidence that they chose the less flexible option