Academic achievement may be influenced by numerous environmental factors, but the role of study space organization remains debated. A student...
GMAT Information and Ideas : (Ideas) Questions
Academic achievement may be influenced by numerous environmental factors, but the role of study space organization remains debated. A student reviewing recent educational psychology research argues that physical orderliness in learning environments bears no relationship to student performance outcomes. However, Dr. Sarah Chen's investigation into this question yielded potentially contradictory evidence.
Chen's team developed a systematic approach to measuring study space characteristics, focusing particularly on what they termed "orderliness levels." This metric evaluated how systematically arranged and clutter-free students kept their learning areas. The research examined both this organizational measure and traditional factors like total study hours to build a comprehensive picture of academic influences.
Which finding, if true, would most directly weaken the student's conclusion?
Students with higher orderliness scores in their study spaces consistently achieved better grades than those with lower scores.
Study spaces with the highest orderliness ratings often belonged to students who spent the fewest hours studying.
The majority of students in the study maintained study spaces with moderate levels of organization.
Students who spent the most hours studying generally achieved higher academic performance than their peers.
Step 1: Decode and Map the Passage
Part A: Create Passage Analysis Table
| Text from Passage | Analysis |
|---|---|
| "Academic achievement may be influenced by numerous environmental factors, but the role of study space organization remains debated." |
|
| "A student reviewing recent educational psychology research argues that physical orderliness in learning environments bears no relationship to student performance outcomes." |
|
| "However, Dr. Sarah Chen's investigation into this question yielded potentially contradictory evidence." |
|
| "Chen's team developed a systematic approach to measuring study space characteristics, focusing particularly on what they termed 'orderliness levels.'" |
|
| "This metric evaluated how systematically arranged and clutter-free students kept their learning areas." |
|
| "The research examined both this organizational measure and traditional factors like total study hours to build a comprehensive picture of academic influences." |
|
Part B: Provide Passage Architecture & Core Elements
Main Point: While a student argues that study space orderliness doesn't affect academic performance, Dr. Chen's research may provide contradictory evidence.
Argument Flow: The passage sets up a debate about study space organization's impact on achievement, presents one student's position that there's no relationship, then introduces Chen's research that may challenge this view by systematically measuring orderliness alongside traditional factors.
Step 2: Interpret the Question Precisely
What's being asked? Which finding would most directly weaken the student's conclusion?
What type of answer do we need? Evidence that contradicts the student's claim that orderliness bears no relationship to performance.
Any limiting keywords? "Most directly weaken" - we need the strongest contradiction to the student's position.
Step 3: Prethink the Answer
- The student's conclusion is that physical orderliness in learning environments has no relationship to student performance outcomes
- To weaken this conclusion most directly, we need evidence that shows there IS a relationship between orderliness and performance
- Key elements the correct answer must have:
- Shows a connection between study space orderliness and academic performance
- Demonstrates that orderliness levels correlate with performance outcomes
- Directly contradicts the "no relationship" claim
Students with higher orderliness scores in their study spaces consistently achieved better grades than those with lower scores.
✓ Correct
- Shows students with higher orderliness scores consistently achieved better grades
- This directly demonstrates a positive relationship between orderliness and performance, completely contradicting the student's "no relationship" claim
Study spaces with the highest orderliness ratings often belonged to students who spent the fewest hours studying.
✗ Incorrect
- Shows orderly students spent fewer hours studying
- This addresses study time, not the relationship between orderliness and performance, and doesn't weaken the student's claim about orderliness having no effect on outcomes
The majority of students in the study maintained study spaces with moderate levels of organization.
✗ Incorrect
- Describes how most students maintained moderate organization levels
- This provides information about distribution patterns, not performance relationships, and doesn't address whether orderliness affects academic outcomes
Students who spent the most hours studying generally achieved higher academic performance than their peers.
✗ Incorrect
- Shows study hours correlate with performance
- This confirms a different factor affects achievement but says nothing about orderliness and actually supports traditional factors without addressing the orderliness debate