Class SizeAverage student test score (points)Average homework completion rate (%)Average class participation score (points)Average participation rate ...
GMAT Information and Ideas : (Ideas) Questions
| Class Size | Average student test score (points) | Average homework completion rate (%) | Average class participation score (points) | Average participation rate (participation points per student) |
|---|---|---|---|---|
| Small (12-15 students) | 78.4 | 89.2 | 24.6 | 8.7 |
| Medium (20-25 students) | 82.1 | 83.5 | 18.3 | 6.4 |
| Large (30-35 students) | 85.9 | 79.8 | 12.1 | 3.8 |
Dr. Maria Santos and her research team examined how varying class sizes impact student academic performance. The team analyzed student achievement across various class configurations while keeping curriculum content and instructional approaches uniform. Following their semester-long analysis, the research team determined that increased class sizes boost overall academic performance while diminishing personalized student involvement.
Which option most effectively employs the table's data to substantiate the researchers' findings?
Learners in smaller and medium-sized classes demonstrated significantly elevated engagement levels and participation metrics yet recorded reduced mean test performance compared to those in larger class configurations.
The variation in mean engagement scores showed minimal change from medium to large classes but displayed considerable differences when comparing small to large class configurations.
Learners in larger class configurations exhibited a comparatively minor improvement in test performance yet approximately three times the engagement rate relative to those in smaller classes.
Learners sustained comparable homework completion percentages across all class size scenarios, while mean test performance escalated with increasing class size.
Step 1: Decode and Map the Passage
Create Passage Analysis Table
| Text from Passage | Analysis |
|---|---|
| 'Dr. Maria Santos and her research team examined how varying class sizes impact student academic performance.' |
|
| 'The team analyzed student achievement across various class configurations while keeping curriculum content and instructional approaches uniform.' |
|
| 'Following their semester-long analysis, the research team determined that increased class sizes boost overall academic performance while diminishing personalized student involvement.' |
|
Provide Passage Architecture & Core Elements
Main Point: Dr. Santos's research found that while larger class sizes improve academic test performance, they reduce personalized student involvement and participation.
Argument Flow: The passage establishes the research context, explains the controlled methodology used to ensure valid results, and then presents the key finding that larger classes create a trade-off between academic performance and personal engagement.
Step 2: Interpret the Question Precisely
What's being asked? Which answer choice best uses the table data to support/substantiate the researchers' findings
What type of answer do we need? An option that correctly describes what the data shows in relation to the two main findings (larger classes boost academic performance but diminish personal involvement)
Any limiting keywords? N/A
Step 3: Prethink the Answer
- Looking at our table data, we can see that as class sizes increase (Small → Medium → Large):
- Test scores increase: 78.4 → 82.1 → 85.9 (supports 'boost academic performance')
- Participation scores decrease: 24.6 → 18.3 → 12.1 (supports 'diminish personal involvement')
- Participation rates decrease: 8.7 → 6.4 → 3.8 (supports 'diminish personal involvement')
- So the right answer should describe how smaller classes had higher engagement/participation measures but lower test scores compared to larger classes.
Learners in smaller and medium-sized classes demonstrated significantly elevated engagement levels and participation metrics yet recorded reduced mean test performance compared to those in larger class configurations.
- This perfectly captures the data pattern: smaller and medium classes had elevated engagement levels and participation metrics but reduced mean test performance compared to larger classes.
- This directly substantiates both parts of the researchers' findings.
The variation in mean engagement scores showed minimal change from medium to large classes but displayed considerable differences when comparing small to large class configurations.
- Claims minimal change from medium to large classes in engagement scores.
- The data shows participation scores drop from 18.3 to 12.1 (a significant 6.2 point decrease).
Learners in larger class configurations exhibited a comparatively minor improvement in test performance yet approximately three times the engagement rate relative to those in smaller classes.
- Claims larger classes had approximately three times the engagement rate compared to smaller classes.
- This is backwards - large classes had much LOWER engagement.
Learners sustained comparable homework completion percentages across all class size scenarios, while mean test performance escalated with increasing class size.
- Says homework completion was comparable across class sizes.
- Data shows clear decline: 89.2% → 83.5% → 79.8%.