UGC NET Paper 1 (Part 1)

NTA
UGC
NETISETIJRF
PAPER I
Teaching and Research Aptitude
Harpreet Kaur
Director and Co-Founder
Egzaminer.com
Guest Lecturer, AIS Centre
Guru Nanak Dev University, Amritsar
OXFORD
UNIVERSITY PRESS
VNIVRESITY PRESS
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First published in 2019
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Foreword
It is my privilege and pleasure to write the foreword of this outstanding book by Oxford University Press for
NTA UGC-NET Paper-I, which is the outcome of untiring efforts of its author Ms. Harpreet Kaur. I have
known her since her childhood, as she studied under my leadership for nearly 14 years. She was a brilliant
student and excelled in every field of a student's life. Such students are very rare to find nowadays. Who
else than her can understand students' academic needs better? Her wisdom and scholarly approach is clearly
visible in this book as she has tried to read students' mind and this book is written in accordance with
students' requirements, which makes understanding very easy. This book is unique because it covers the new
updated syllabus. Also, it includes the strategy for exam, Shortcut Methods, Golden Tips, Tricks, and Did
You Know Points, which are like the proverbial 'icing on the cake'. The lecture videos and the mock tests
provided with the book will be of great help to students. The language used in the book is crisp, clear, and
simple. This book will not only be helpful for the students, but it can also be used by the teachers, educators,
professional developers for guiding students.
I wholeheartedly endorse this book and congratulate Ms. Harpreet Kaur for this meticulous work that hat
led to the publication of this book. Finally I wish her best of luck and hope that she will author many more
such books in future, for the welfare of the students.
Er. SuslillAggarwal
Managing Director, Ashoka Sr. Sec. School
Amritsar (Punjab)
Preface
The UGC-NET Exam is conducted by the National Testing Agency (NTA) on behalf of the University Grants
Commission (UGC). It is an eligibility test for candidates aspiring for a teaching career in higher education
as well as for enrolling for Junior Fellowship Research programmes offered in institutions across India.
Being a highly coveted exam, it is very important for the aspirants to plan well and prepare from the right
resources, thoroughly and comprehensively.
In the past few years, the pattern and syllabus of the exam have changed several times. In January 2019,
UGC announced one of the most major changes to the UGC syllabus, resulting in the addition of many new
topics, such as digital initiatives in higher education, Indian Logic, and education in ancient India. These
changes are further discussed in the Syllabus and Strategy section of the book and a video has been provided
for you to understand the implications.
The inspiration for writing this book came from my students who are always looking fora good book to help them
prepare well. Though there are scores of books available in the market, none of them fulfils all the requirements,
namely adequate syllabus coverage, previous years' questions, shortcut tricks to solve difficult questions. I have tried
to cover all the requirements in this book, including addition of the new topics mentioned in the latest syllabi.
Many aspirants make the mistake of focusing heavily on Paper II and ignoring Paper I. It has been
observed that most candidates score well in Paper II, but due to lesser marks in Paper I they are not able to
make it to the top 6%. Paper I has equal weightage and scoring good marks in it will ensure a higher per-
centile, besides giving you significant advantage over the competition by maximizing your overall score.
KEY FEATURES
• Provides comprehensive coverage of all the topics of the NEW 2019 Syllabus
• Explains concepts in a simple and lucid language for easy understanding
• Includes numerous Tips as well as shortcut tricks to help solve tough questions in the quickest possible time
• Includes Lecture Videos for all chapters which can be viewed via the Oxford Areal app (available free
on Google Play Store and iOS App Store)
• Provides numerous Practice Questions at the end of each chapter along with section-wise coverage of
Previous Years' Question Papers
• Enables real-time practice through five free Mock Tests, which can be accessed on the portal Egzaminer
using a scratch code provided in the inside cover
CONTENTS AND COVERAGE

The syllabus of the UGC-NET exam is covered in the following ten chapters of the book.
Chapter 1 Teaching Aptitude discusses the nature, objectives, characteristics, and basic requirements of
teaching. The chapter also highlights the characteristics of learners, factors affecting teaching, and various
methods of teaching and teaching support systems.
Chapter 2 Research Aptitude focusses on the basics of research, including its meaning, objectives, characteristics,
and types. It also explains the importance of positivism and post-positivitic approach to research, besides explain-
ing the steps of research, and thesis writing, and also research ethics and some other commonly used terms.
Chapter 3 Comprehension explains the basics of comprehension, the approaches for finding answers
questions, and the common mistakes which aspirants commit while answering questions, while
r 4 Communication discusses the types of communication, barriers in communication, effective
communication, and mass media and society.
Preface
Chapter 5 Mathematical Reasoning and Aptitude includes topics such as coding-decoding, blood relations,
directions, series, and mathematical reasoning and Chapter 6 Logical Reasoning includes topics such as syl-
logism, square of opposition, statements and assumptions, assertion and reason, and Indian logic.
Chapter 7 Data Interpretation highlights that to better understand data it needs to be presented in the form
of tables, charts, or graphs.
Chapter 8 Information and Communication Technology discusses the role of ICT and its applications in
education. It also highlights the various digital initiatives in the Indian education scenario.
Chapter 9 People, Development, and Environment includes topics such as people and environment interac-
tion, pollution and its impact on environment, and mitigation strategies for natural hazards. The chapter also
highlights various conventions related to climate change held in India and across the globe.
Chapter 10 Higher Education System analyses the current scenario of education in India, its evolution from
ancient times, and the problems related to higher education. The chapter also includes topics on governance,
polity, and administration.
Appendix Solved Question Papers The book also includes an appendix comprising the latest five solved
questions papers—December 2018, July 2018 (retest), July 2018, November 2017, and January 2017.
This book will not only be helpful for aspirants of UGC-NET exam, but can also be used by teach-
ers and educators. Moreover, candidates appearing in other competitive exams, such as the bank tests,
Railway Recruitment Board (RRB) tests, UPSC CSAT, State Civil Services CSAT, will find the chapters on
Comprehension, Mathematical Reasoning and Aptitude, Logical Reasoning, and Data Interpretation helpful.
Doubts and suggestions are welcome and can be sent to me at harpreetkaurtheofficial@grnailcom or on
Facebook or YouTube with the usemame @harpreetkaur.theofficial.
ACKNOWLEDGEMENTS
I will always remain indebted to Late Shri Yogendra Pal Gupta (former Principal ofAshoka Senior Secondary
School) who was one of the great personalities I have ever come across in my life. I still remember the way
he used to encourage us at different opportunities. Without his able support, I would not have been able to
reach here. An important lesson learnt from him is that educating a child is much more precious than the
money you can charge for it. I try to practice it in my life as well.
I would also like to take the opportunity to extend my gratitude to Dr. Jaspal Singh Sandhu (Vice
Chancellor, Guru Nanak Dev University) and Er. Sushil Aggarwal (Managing Director, Ashoka Senior
Secondary School) for writing the foreword of this book. It is not possible for me to express the contribution
of my parents S. Harjinder Singh and Sarabjeet Kaur, and my brother Harsimran Singh in mere words. They
have always supported me in my every decision. They are my biggest blessing. I thank Almighty for all the
blessings and for the divine power supporting my efforts.
I am also thankful to Dr. Sudha Jitender (Former Director, A1S Centre, Guru Nanak Dev University) for
trusting and supporting me always. My special gratitude is due for Dr. Sunayana who is like an elder sister
to me, for mentoring me and standing by my side in every situation.
I am also indebted to my teachers at Punjab School of Economics (Guru Nanak Dev University), at
School of Social Sciences (Guru Nanak Dev University) and at Ashoka Senior Secondary School.
I would also like to thank the team at Oxford University Press for the support they have provided during
the different stages of this project. Last but not the least I am also thankful to my friends and relatives who
have helped and motivated me in my life till now.
Harpreet Kaur
About NTA UGC-NET Exam
National Testing Agency (NTA) has been given the responsibility of conducting UGC-NET by the University
Grants Commission (UGC). UGC-NET is conducted to determine the eligibility 'only forAssistant Professor'
and 'for Junior Research Fellowship and Assistant Professor both' in Indian universities and colleges. For the
first time, in December 2018 the exam was conducted exclusively in the computer-based mode.
Eligibility
Minimum marks in master's degree
(without rounding off)
General Category 55%
Other Backward Classes (OBC) belonging to non-creamy layer/ 50%
Scheduled Caste (SC)/Scheduled Tribe (ST)/Persons with
Disability (PwD) category
Teansgender Category 50%
Ph.D. degree holders who have completed Master's level 50%
examination on or after 19 September 1991
Final year students can also apply
Age Limit Papers

Assistant professor i No age limit Duration Questions Marks
I
JRF 30 Years Paper-I 1 hour 50 100
Paper-II 2 hours 100 200
Total 3 hours 150 300
Relaxations
OBC (Non-creamy layer), SC/ST/PwD/Transgender 5 years

categories and women applicants
Candidates with Research Experience Duration of Research (Max. 5 years)
Candidates with LLM degree 3 years
I
Candidates who served in Armed Forces Service Duration (Max. 5 years)
Note: Total relaxation should not be more than 5 years.
Important notes
1. Mark appearing for 'both JRF and Assistant Professor' in the form. Candidates who mark 'Assistant
Professor only' will not be considered for award of JRF.
2. The award for JRF is valid only for three years within which the awarded candidate has to join the Ph.D.
for availing the benefit of JRF.
3. There is no negative marking for attempting wrong answers.
Important websites
Online Registration: www.ntanet.nic.in
Syllabus and NET Certificates: www.ugcnetonline.in
Official Mock Tests: data.nta.ac.in/Quiz
Strategy to Crack NET Exam in
the First Attempt
1. Try to understand the syllabus. Watch the lecture video provided with each chapter for better under-
standing.
2. Set your target score on the basis of cut-off of previous exams.
3. Analyse the trend from the previous years' questions provided at the end of each chapter.
4. Make a list of your strong and weak areas; then plan accordingly.
5. STAY FOCUSED. Before starting the chapter, take a look at the previous years' questions.
6. Follow the chapter thoroughly and then attempt the questions. It will give you an idea about your prepa-
ration level. If you are able to solve questions, then proceed to the next chapter. But if you are unable to
solve questions, then revise the chapter once more.
7. Practise the shortcut tricks provided in the chapters on Comprehension, Mathematical Aptitude and
Reasoning, Logical Reasoning, and Data Interpretation.
8. Acquire time management skills so as to complete the paper on time.
9. Take short breaks during the study sessions.
10. REVISION IS THE ONLY KEY to remember things. If you don't revise from time to time, you will not
be able to recall the topics and facts in examination hall.
11. ATTEMPT MOCK TESTS for better preparation. To avail the five mock tests that have hem pro-
vided with this book, visit www.egzaminer.com.
12. If you get stuck anywhere or need any help, contact the author at harpreetkaurtheofficial@gmail.com
13. Read the newspaper. It will help in staying updated with the latest facts and reports. Also, it will help in
improving vocabulary and reading speed which will help in comprehension.
14. DO NOT IGNORE PAPER-I.
15. Do not overload yourself with too many study material.
16. Do not waste time in discussions about the expected cut-off.
17. BE CONFIDENT about your preparation.
If you can dream it, you can achieve it!

Good Luck
Syllabus
Paper•I General Paper on Teaching and Research Aptitude Code No. 00
The main objective is to assess the teaching and research capabilities of the candidates. The test aims at
assessing the teaching and research aptitude as well. Candidates are expected to possess and exhibit cogni-
tive abilities, which include comprehension, analysis, evaluation, understanding the structure of arguments,
deductive and inductive reasoning. The candidates are also expected to have a general awareness about
teaching and learning processes in higher education system. Further, they should be aware of the interaction
between people, environment, natural resources and their impact on the quality of life.
The details of the syllabus are as follows:
Unit Contents
Unit-I Teaching Aptitude
r
• Teaching: Concept, Objectives, Levels of Teaching (Memory, Understanding and Reflective),
Characteristics and Basic Requirements.
• Learner's characteristics: Characteristics of Adolescent and Adult Learners (Academic, Social,
Emotional and Cognitive), Individual Differences.
• Factors Affecting Teaching Related to: Teacher, Learner, Support material, Instructional Facilities,
Learning Environment and Institution.
• Methods ofTeaching in Institutions of Higher Learning: Teacher-centred vs Learner-centred Methods;
Off line vs On line Methods (Swayam, Swayamprabha, MOOCs, etc.).
• Teaching Support System: Traditional, Modern, and ICT Based.
• Evaluation Systems: Elements and Types of Evaluation, Evaluation in Choice Based Credit System in
Higher Education, Computer-based Testing, Innovations in Evaluation Systems.
Research Aptitude
• Research. Meaning, Types, and Characteristics, Positivism and Post-positivistic Approach to Research.
• Methods of Research: Experimental, Descriptive, Historical, Qualitative and Quantitative Methods.
• Steps of Research.
• Thesis and Article Writing: Format and Styles of Referencing.
• Applications of ICT in Research.
• Research Ethics.
Unit-Ill Comprehension
• A passage of text be given. Questions be asked from the passage to be answered.
Unit-IV Communication
• Communication: Meaning, Types and Characteristics of Communication.
• Effective Communication: Verbal and Non-verbal, Inter-cultural and Group Communications,
Classroom Communication.
• Barriers to Effective Communication.
• Mass Media and Society.
Unit-V Mathematical Reasoning and Aptitude
• Types of Reasoning.
• Number Series, Letter Series, Codes and Relationships.
• Mathematical Aptitude (Fraction, Time and Distance, Ratio, Proportion and Percentage, Profit and
Loss. Interest and Discounting, Averages etc.).
Syllabus ix
Unit Contents
Unit-VI Logical Reasoning
• Understanding the Structure of Arguments: Argument Forms, Structure of Categorical Propositions,
Mood and Figure, Formal and Informal Fallacies, Uses of language, Connotations and denotations of
Terms, Classical Square of opposition.
• Evaluating and Distinguishing Deductive and inductive Reasoning.
• Analogies.
• Venn Diagram: Simple and Multiple Use for Establishing Validity of Arguments.
• Indian Logic: Means of Knowledge.
• Pramanas: Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal
testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension).
• Structure and Kinds of Anumana (Inference), Vyapti (Invariable Relation), Hetvabbasas (Fallacies of
Inference).
Unit-VII Data Interpretation
• Sources, Acquisition and Classification of Data.
• Quantitative and Qualitative Data.
• Graphical Representation (Bar-chart, Histograms, Pie-chart, Table-chart and Line-chart) and Mapping
of Data.
• Data Interpretation.
• Data and Governance.
Unit-VIII Information and Communication Technology (ICT)
1
• ICT: General abbreviations and terminology.
• Basics of Internet, Intranet, E-mail, Audio and Video-conferencing.
• Digital initiatives in higher education.
• ICT and Governance.
Unit-IX People, Development and Environment
• Development and Environment: Millennium Development and Sustainable Development Goals.
• Human and environment interaction: Anthropogenic Activities and Their Impact on Environment
• Environmental Issues: Local, Regional and Global; Air pollution, Water Pollution, Soil Pollution,
Noise Pollution, Waste (Solid, Liquid, Biomedical, Hazardous, Electronic), Climate Change and its
Socio-Economic and Political Dimensions.
• Impacts of Pollutants on Human Health.
• Natural and Energy Resources: Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear, and Forests.
• Natural Hazards and Disasters: Mitigation Strategies.
• Environmental Protection Act (1986), National Action Plan on Climate Change, International
Agreements/efforts -Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol,
Paris Agreement, International Solar Alliance.
Unit-X Higher Education System
• Institutions of higher learning and education in Ancient India.
• Evolution of Higher learning and research in Post-Independence India.
• Oriental, Conventional, and Non-conventional Learning Programmes in India.
• Professional, Technical, and Skill-based Education.
• Value Education and Environmental Education.
• Policies, Governance, and Administration.
Note: (i) Five questions each carrying 2 marks are to be set from each module.
(ii) Whenever graphical/pictorial question(s) are set for sighted candidates, a passage followed by equal number of questions
and weightage be set for visually impaired candidates.
Contents
Foreword di
Preface iv
About NTA UGC-NET Exam vi
Strategy to Crack NET Exam
in the First Attempt vii
Syllabus viii
Chapter 1: Teaching Aptitude 1.1
Chapter 2: Research Aptitude 2.1
Chapter 3: Comprehension 3.1
Chapter 4: Communication 4.1
Chapter 5: Mathematical Reasoning and Aptitude 5.1
Chapter 6: Logical Reasoning 6.1
Chapter 7: Data Interpretation 7.1
Chapter 8: Information and Communication Technology 8.1
Chapter 9: People, Development, and Environment 9.1
Chapter 10: Higher Education System 10.1
Appendix
Solved Paper-1 January-17 A.I
Solved Paper-2 November-17 A.8
Solved Paper-3 July-18 (Retest) A.I4
Solved Paper-4 July-18 A.22
Solved Paper-5 December-18 A.30
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TEACHING APTITUDE
Teachers, I believe, are the most responsible and important members of society
because their professional efforts affect the fate of the earth
—Helen Caldicott
Chapter Overview
This chapter comprises questions based on different aspects of teaching.These include the nature,
objectives, characteristics, and basic requirements of teaching, characteristics of learners, factors
affecting teaching, methods of teaching, teaching support system, evaluation systems, classroom man-
agement, etc.This section evaluates the ability of a candidate to become a successful teacher. Around
5-6 questions are asked from Teaching Aptitude in UGC-NET Exam. The difficulty level of these
questions varies. Important concepts related to teaching have been covered in this chapter along with
practice questions. The chapter also includes questions from previous years' papers.
• Teaching: Concept, Objectives, Levels of Teaching (Memory, Understanding, and Reflective), Characteristic,
Basic Requirements
• Learners' Characteristics: Characteristics of Adolescent and Adult Learners (Academic, Social, Emotional and
Cognitive), Individual Differences
• Factors Affecting Teaching Related to: Teacher, Learner, Support Material, Instructional Facilities, Learning
Environment, and Institution
• Methods of Teaching in Institutions of Higher Learning: Teacher-centred vs Learner-centred Methods, Offline
vs Online Methods (Swayam, Swayamprabha, MOOCs, etc.)
• Teaching Support System: Traditional, Modern, and ICT based
• Evaluation Systems: Elements and Types of Evaluation, Evaluation in Choice-based Credit System in Higher
Education, Computer-based Testing, Innovations in Evaluation Systems
I NTRODUCTION Teachers have the responsibility of overall develop-

Helen Caldicott considers teachers as the impor- ment of students thereby preparing civilized citizens
tans and most responsible members of the society. of tomorrow. According to A.P.J. Abdul Kalam,
1.2 UGC-NET Paper-1
'Teaching is a noble profession that shapes the char-

acter, calibre, and future of an individual. If people Sustainable development goals
remember me as a good teacher, that will be the big-
gest honour to me'. Aim: To ensure inclusive and equitable quality edu-
The meaning of 'teaching' is to instruct someone cation and promote lifelong learning opportunities
or impart knowledge regarding a subject or a skill. for all by 2030.
It is the process of flow of ideas, instructions, and
knowledge from one mature person (teacher) to other
less mature persons (students). Teaching has been OBJECTIVES OF TEACHING
defined by various experts in the following ways: The objectives of teaching are given below:
Teaching is defined as an interactive process pri- • To provide knowledge and skills to learners so
marily involving classroom talk which takes place that they can cope with the fast-changing world
between teacher and pupil and occurs during certain • To mould and shape learners
definable activity. • To nurture students during all stages of learn-
-Edmund Amidon ing
• To inculcate values, morals, punctuality, and
Teaching process is designed and performed to pro- discipline in students
duce change in student behaviour. • To develop a sense of solidarity, brotherhood,
- Clarke
communal unity, teamwork, leadership, etc., in
Teaching is an intimate contact between a more learners with the use of classroom activities
mature personality and a less mature one which is • To prepare students to be better citizens of
designed to further the education of the latter. tomorrow
-Morrison In other words, the main objective of teaching is
Teaching is concerned with the activities which are all-round development of students.
concerned with the guidance or direction of learning
of others. LEVELS OF TEACHING
-Ryan
Memory Level
Teaching is the stimulation, guidance, direction, and
encouragement of learning. • The main proponent of Memory Level of teach-
- Burt= ing is Herbart.
• This is the initial level of teaching and a prereq-
Teaching needs three qualities, Knowledge, uisite for Understanding and Reflective levels
Communication Skills, and Aptitude. of teaching.
When you think about 'teaching', there will be • The different phases of memory include learn-
an image in your mind of an interaction between a ing, retaining, recalling, and recognizing.
teacher and a group of students in a classroom set-up. • At this level, the teacher focuses on memoriza-
This is 'formal teaching'. But there can be teaching tion of facts and information by learners. There
even outside the classroom as well. This is 'infor- is no attention on understanding of informa-
mal teaching', where one learns from family, friends, tion, procedures, and concepts.
society, etc. So, teaching can be formal or informal. • The habit of rote learning is developed at this
Teaching leads to skill development which improves stage so that learners can retain and recall the
the prosperity of the nation as educated and skilled information whenever required.
workforce will earn better. The meaning of 'aptitude' • Teachers occupy the primary position with their
is the ability to do something. 'Teaching Aptitude' authoritarian and dominant role, while learners
means the tendency to teach. Questions based on occupy the secondary position.
Teaching Aptitude relate to different aspects of • At this level, teacher-centred and subject-
teaching and test the ability of a candidate to teach. centred methods are used.
1 3
Teaching Aptitude .
• It is suitable especially for lower classes. playing democratic role occupy the secondary
• Oral and written tests and essay-type questions position.
are used to evaluate the learning. • Techniques used are student-centred.
• It is useful especially for higher classes as stu-
Understanding Level dents of lower classes might not possess the
• The main proponent of Understanding Level of requisite skills.
teaching is Morrison. • Tests with essay-type questions are used for
• This level is an extension of Memory level. It evaluation at this level. Also, there is evalua-
also lays the foundation for Reflective level. tion of attitude, beliefs, involvement in team-
• The memory level of teaching focused only ing and development of critical and cr
on rote memorization of concepts, while at the skills.
understanding level, emphasis is on mastery of
the subject by developing understanding and NATURE AND CHARACTERISTICS
insights. OF TEACHING
• At this level, learners get to know about the
meaning of concepts, generalizations, princi- Teaching is a science Teaching is a science as
ples, and theories along with their applications. is a systematic, logically planned activity. The aim
• Teachers and learners play an active role in of teaching is to shape the behaviour of students
the development of intellectual behaviour in in a desired manner and it is outlined before start-
learners. ing teaching. It involves the use of scientific strate-
• Techniques used are teacher-centred and subject- gies, practices, and techniques to enhance learning.
centred. Teachers experiment with different strategies to test
• More comprehensive techniques like essay and their effectiveness among themselves and among stu-
objective-type questions are used for evaluation dents. Teachers also maintain a record of the score of
students in tests to keep track of their performance.
at the understanding level.
Teaching is an art Teaching is based on creativity
Memory Reflective of the teacher to use different methods and aids of
level level teaching. What suits one student, may not suit oth-
ers; so teachers have to adjust the strategies, prac-
Understanding tices, and techniques to the requirements, levels, and
level personality of the students. There is flexibility in
teaching. Teaching also depends upon the aptitude,
Levels of teaching ability, personality, and knowledge of the teacher.
Thus, teaching is an art.
Reflective Level
Teaching is a craft A craft requires skills or a
• The main proponent of Reflective Level of
set of skills that have been acquired through expe-
teaching is Hunt. rience. Teaching is also a craft as it requires some
• It is the highest level of teaching and makes use skills like communication skills, creative thinking,
of knowledge and research skills of learners for critical thinking, class management skills, presenta-
solving real-life problems. tion skills, and confidence. It should be noted that
• It involves the use of problem-centric approach. these skills are not inherent always, but these can be
• Classroom environment is open and independ- learned through experience, observation, or train-
ent at this level of teaching. ing. Successful career in teaching is an outcome of
• It also leads to the development of creative knowledge, skills, and hard work.
skills.
• Learners occupy the primary position and par- Teaching is a moral activity The purpose of
ticipate actively in learning, while teachers education is all-round development of students.
1.4 UGC-NET Parter-I
Teachers should not just focus on the prescribed Students are now encouraged to ask questions and
syllabus while ignoring the moral development take part enthusiastically in classroom activities.
of students. Students are the citizens of tomor- Teaching should be a dialogue, instead of being a
row. Classroom plays an important role in shap- monologue.
ing them into citizens with good moral character, Other than the characteristics mentioned above,
Moral and ethical aspects should be integrated in the teaching is a rational and reflective process. It is
curriculum. goal-oriented, the goal here is the all-round develop-
ment of students. Teaching facilitates learning.
Teaching is dynamic The teacher's activities are
influenced by various qualities and incidents and
change accordingly. They are not executed in strict A teacher is like a small ship sailing from the land of
routines and regimes. So, teaching is dynamic and ignorant people to the land of knowledgeable people.
flexible. —Socrates
Teaching is a complex activity Teaching is a sci-

BASIC REQUIREMENTS OF
ence, an art, as well as a craft. Due to these multi-
ple aspects of the nature of teaching, it is a complex TEACHING
activity for which diverse sets of skills and abilities • The basic requirements of teaching include
are required. A teacher has to deal with students of Teacher (the independent variable) and Students
different personalities at the same time. While plan- (the dependent variable).
ning the teaching activity, a lot of factors have to be • The teacher uses different methods, strategies,
considered like student's prior knowledge, pace of aids, and learning materials, which act as inter-
learning, interests, etc. vening variables.
• Teaching is a continuous process, so patience,
Teaching is diverse Diverse means 'showing a motivation, determination, and focus are the
great deal of variety'. There is diversity in every real forces which keep students on track.
classroom; so teachers have to use diverse sets of • Teaching is a complex activity; so the teacher
strategies, methods, and techniques depending upon needs to be devoted and determined for the bet-
the students. ter future of students.
• Students should also have an interest in the
Teaching is continuous Teaching can be seen subject, activities, learning materials, etc.
as a lifelong learning process. It is not completed • Classroom activity facilitates learning and
in just one step; rather it is a continuous process. helps students retain information for a longer
Learning is now considered to be continuously a part period.
of the journey from 'Cradle to Grave'. Robert E. Lee • There is need of continuous and comprehen-
remarks 'the education of a man is never completed sive evaluation so as to assess the performance
until he dies'. of students and suggest remedial measures for
improvement.
Teaching can be formal or in formal As seen
• Discipline is an important requirement of teach-
already, teaching can be formal, as the interaction
ing. In the absence of discipline in the class, the
between teacher and student in a classroom set-up.
teacher will not be able to teach students, no
On the other hand, teaching can also take place out-
matter how qualified he/she is.
side the classroom, which is informal teaching.
• Classroom environment should be such that it
Teaching is interactive Teaching is a two-way encourages effective communication and inter-
interaction between the teacher and learners. There action.
is flow of knowledge from both the sides. Teachers • Knowledge of teaching methods, effects of
as well as students learn in this communication pro- teaching, principles of teaching, knowledge of
cess. Earlier, teaching practices were more teacher- subject, knowledge of the nature of students,
centric, but now the focus has shifted to learners. etc., are also required for effective teaching.
1 5
TeachingAmitude .
PRINCIPLES OF TEACHING help in optimum use of resources for the fulfilment of

predetermined goals of teaching within the time limit.
Principle of activity The teacher should involve Without planning, it is difficult to complete the sylla-
the students in learning through some activity. This bus within the specified time. Course plan, lesson plan,
will help in better retention and they will not forget test schedules, assignments, etc., should be planned
what they have learnt. If the teacher is not able to
engage the students, then they will not focus on what Principle of division It is not possible for a teacher
is being taught. Activities can be classified into phys- to teach a whole concept at once. The teacher should
ical activity and mental activity. Benjamin Franklin divide the topic into smaller units which are inter-
said, 'Tell me and I forget. Teach me and I remem- related, so that on completion of one unit, students
ber. Involve me and I learn'. So, learning takes place should be curious to learn the next unit, This makes
when students are involved in it. This principle is learning easy and interesting as they will be dealing
used in Montessori Method, Role Playing Method, with only one unit at a time.
Project Method, Kindergarten Method, etc. Principle of revision It is human tendency to for-
Principle of interest According to this principle, get whatever we read even within a few days. So, to
students must have interest in the class. A teacher retain knowledge, revision is compulsory. Students
should only teach if the students have interest. In should revise at home what they have covered in the
case, students lack interest, then the teacher should class. Homework should also be planned in such
first develop curiosity in them for learning. It can a way that it leads to revision of class work. Tests
be done by telling them how they will be able to should be planned from time to time so that students
use the new information in real life or by giving revise the content continuously.
questions first and then telling the concept used to Principle of democratic dealing The teacher can
answer them. The teacher should relate theoretical play a democratic or authoritarian role. If the teacher's
knowledge with practical examples from real life. behaviour is authoritarian, then students will get little
He can also improve or change the teaching method or no opportunity to participate in learning and they
if students lack interest. Teaching aids can also be will be passive listeners. This will also affect the con-
used to capture the interest of students. fidence of students. But if the behaviour of the teacher
Principle of linking with life Theoretical knowl- is democratic, then students will actively participate
edge shouldbe integrated with examples from real life. in learning. Student-centric methods should be used
By this, students will learn at a faster pace and they in such classrooms which will help in developing self-
will be able to retain the new information which they confidence, self-esteem, and self-respect in students.
have gained. Principle of motivation Every student possesses
Principle of definite aim The aims of teaching some unique skill and this need to be appreciated.
must be predetermined and clearly defined so that the If a student is not much good in studies, he might
teaching activities can be planned accordingly along be good in some other activities. The teacher should
with the selection of teaching method and aids. The encourage the skills of students and motivate them to
aim and objective of the course and lesson should pursue a career of their choice and encourage them
also be communicated to students at the beginning of to sharpen their skills for a better future. Students
class. This will help in developing curiosity in them. should be motivated for participating actively in
learning for better results. Rewards, gifts, praise,
Principle of selection Material should be selected etc., can be used for motivating students. Stories of
in such a way that it helps in fulfilment of the aims of great personalities and their experiences can also
teaching. The content should be updated from time to arouse motivation in students.
time with respect to the updates in the field. It should
Principle of recreation Recreation can be used
also be adjusted according to the needs of the students.
for tackling the fatigue of lengthy classes which usu-
Principle of planning Teaching activities, methods, ally end with bored and frustrated students. It will
and aids should be planned in such a way that they enhance creativity in class and engage the students.
1.6 UGC-NET Paper•I
Principle of individual differences No two stu- 2. It is easy for students to build new knowledge
dents have the same ability, skill, and personality. if they are able to relate it to what they already
So, the teacher should be able to recognize the indi- know. So, teaching should flow from known
vidual difference in students and address their spe- to unknown. Past experiences of the students
cific needs for effective teaching. Though students should be linked to new teaching.
have individual differences, teaching should be 3. Similarly, the teacher can plan the lesson to
planned in such a way that all students have equal flow from seen to unseen. Such an approach
opportunities and no one is left behind. can be used for better understanding of stu-
dents.
Principle of remedial teaching The teacher
4. The teacher should explain the established
should be able to identify and understand the prob-
lems, and suggest remedial measures for these prob- facts first and then move on to abstract facts.
So, teaching should proceed from concrete to
lems.
abstract facts.
Principle of sympathy A teacher should be kind, 5. Specific facts should be discussed first, and
caring, and sympathetic. This will help him in build- then these should be used to generalize, by fol-
ing cordial and trustworthy relation with students. lowing the approach from particular to gen-
This will also have an effect on the teaching. eral. Such an approach is inductive in nature.
Principle of creativity The teacher should encour- 6. It might be difficult for students to understand
age creativity and critical thinking in students. the whole topic at once. The teacher should pre-
Teaching methods should be selected in such a way sent the whole topic by breaking it into smaller
that they help in enhancing the students' creativity parts, so that they can grasp it easily. The
and critical thinking. approach used here is from whole to part.
7. While planning the lecture, the teacher
Principle of reinforcement Teachers can rein- should keep in mind the psychological needs
force students verbally, by praising them, or by of students first and then go into the logical
giving gifts and rewards for good and responsi- arrangement of concepts. By addressing the
ble behaviour, correct answers, good grades, etc. psychological needs first, the teacher will be
This will encourage them to continue their hard able to engage the students. So, the lesson
work and practice good habits. planning should be from psychological to
Principle of training the senses Sensory organs logical.
play an important role in learning. Different activi- 8. The teacher should first teach analysis and then
ties, methods, and aids involve the use of different synthesis. According to the Oxford English
sensory organs such as the eyes and ears. Dictionary, 'analysis' means 'the process of
separating something into its constituent ele-
ments' and 'synthesis' means 'the combination
I D YOU KNOW?
F of components or elements to form a connected
whole'. So, for better understanding and clar-
World Teachers Day is celebrated every year on ity, a problem should be divided into parts for
5th October. analysis and then the parts can be combined to
solve the whole problem by synthesizing.
How to Teach 9. Empirical knowledge is based on experience
A teacher should keep the following in mind while while rational knowledge is based on logic.
teaching: Teaching can start with empirical knowledge
and proceed to rational knowledge. Empirical
I. Students understand simple things easily. So, a knowledge is specific and rational knowledge
teacher should approach from simple to com- is general.
plex content. Explain simple concepts first, and 10. The teacher should always encourage self-study
then the complex. among students.
TeachingAptitude 1.7
LEARNERS' CHARACTERISTICS
There has been a growing usage of the term
'Learner' as a synonym for 'Student', similar to the
• Include • Learning • Based on the • Determine
use of 'Learning' for 'Teaching'. But there is some relation of a how the
demo- goals, prior
difference between these terms. Learning can take graphic knowledge. group or of an learner
place even without teaching, but teaching is unimag- inform and educe- individual with perceives,
lion of the tonal level the group remembers,
inable without some form of learning. Similarly, the learners le.friers • Group struc- thinks, solves
term 'Learner' is broader than 'student', as learners • Age, ture. place of problems, 01,
gender. the individual P.a.., and
can learn even in the absence of the teacher, but a represents
maturity within a group,
teacher is required for students. Learning can take level, sociability. Information in
self-image, hedhis brain
place inside as well as outside the classroom, but language,
SOC101.0- mood, etc. • Attention
teaching is only inside the classroom. Learning is a norm span. mem-
lifelong pursuit, so the excitement and willingness status, ory, mental
cultural procedures,
to find and learn should be nurtured throughout life. and Intellec-
back-
The characteristics of learners revolve around their ground. tual skills
personality, attitude, confidence levels, prior knowl- etc.
edge, ability, etc.

On the basis of nature, characteristics of adoles- The teacher should plan the classroom activity on
cent and adult learners can be categorized as: per- the basis of the above-stated characteristics of the
sonal, academic, social or emotional, and cognitive. students.
IIIIIIr Characteristics of good learners

1. Good learners are persistent. The process of 6. They always find time for reading, analysing,
development for good learners is continuous and and evaluating the information they have gath-
gradual. ered.
2. They know how to make use of their knowl- 7. They enjoy learning and don't dishearten over
edge, that is, how it can be used to solve real-life the hardships which arise in the journey of teaming.
problems.
S. They have a lot of questions. They seek to learn
3. They share their knowledge with others and do new things while finding answers to their ques-
not restrict it to just themselves. They know very tions. As said by Langer, 'If we would have new
well that knowledge increases by sharing. knowledge, we must get a whole world of new
questions: So, getting answers also leads to
4. They are free from negative emotions which
another set of questions and the learning contin-
weaken the learning abilities such as anger, jeal-
ues.
ousy, greed, and soon.
9. They have the ability to associate new knowl-
5. They are always curious to learn about some-
edge with what they know already. Their knowl-
thing they do not know. They are always In search
edge base is updated continuously.
of new knowledge.
LEVELS OF LEARNING According to Bloom's Taxonomy (also known as

KSA), there are three domains of learning:
Bloom's Taxonomy
In 1956, under the leadership of Dr. Benjamin Bloom • Cognitive Domain — focuses on Knowledge
a new vision for teaching, now called Bloom's • Psychomotor Domain — focuses on Skills
Taxonomy, was developed which focused on under- • Affective Domain — focuses on Attitude
standing, analysing, and evaluating concepts, princi-
ples, and procedures.
1.8 UGC-NET Paper-1
Cognitive domain Cognitive domain comprises his book The Conditions of Learning identified the
six sub-categories, namely (arranged from simple to following mental conditions essential for effective
complex) Knowledge, Comprehension. Application, learning:
Analysis. Synthesis, and Evaluation. Knowledge,
Reception Gain attention of students. Voice mod-
comprehension, and application involve low order
ulations, gestures, short introductory video, hand-
thinking skills and the other three, analysis, syn-
outs, etc. can be used for this purpose.
thesis. and evaluation, involve high order thinking
skills. Expectancy Inform them about the objectives of
Cognitive domain was revised by Lorin Ander- what they are about to learn so that their interest will
son and David Krathwohl in 2001. The new version be developed.
involves Remembering, Understanding. Applying.
Analysing. Evaluating, and Creating. Retrieval Relate the new information with their
prior knowledge.
Affective domain This domain was proposed
by Krathwohl. It is concerned with feelings and Selective perception Present the new information
emotions, which can be arranged as (from sim- in an effective and easy-to-understand manner using
ple to complex) Receiving, Responding. Valuing, different methods and aids depending on the needs
Organization, and Characterization. and level of students.
Psychomotor domain Also called kinesthetic Semantic encoding Help students to learn and
domain, it relates to natural, autonomic responses retain new information by use of examples, case
or reflexes. There are different models of psycho- studies, storytelling, etc.
motor domain. Simpson had included Perception,
Set. Guided Response, Mechanism, Complex Responding At this stage, students can dem-
Overt Response (to know what will be the result onstrate what they have learnt through question—
immediately after performance), Adaptation, and answer rounds, role playing, etc.
Origination. Dave used Imitation, Manipulation,
Reinforcement Provide feedback to students on
Precision, Articulation, and Naturalization. Harrow
the basis of their responses and reinforce important
talks about movements by using Reflex Movements,
points for their clearing doubts and helping in retain-
Fundamental Movements, Perceptual Abilities,
ing new information.
Physical Abilities, Skilled Movements. and Non-
Discursive Communication. Retrieval Assess their performance through some
tests.
gne's Nine Levels of Learning
is also known as Gagne's Nine Conditions of Generalizations Students should apply what they
ing, Gagne's Nine Events of Instruction, or have learnt to new situations and conditions, then
pe's Taxonomy of Learning. Robert Gagne in with practice they will be able to generalize it.
general, the levels of learning can be simplified as shown in the below figure:
Teaching
Assimilating and
implementing
Teaching Aptitude 1.9
I NDIVIDUAL DIFFERENCES AMONG Learning style Every learner has a different learn-
LEARNERS ing style. Some need complete silence, while others
In the case of learning, 'one size fits all' is not true. may need music to concentrate. Some may learn bet-
Not everyone can learn in the same manner. For ter with discussions, while others may like to study
alone. Some may prefer e-books and other online
example, while some students cannot study without
materials, whereas others may be more comfortable
loud music, others need a calm environment. Some
learners can be comfortable with online courses, but with textbooks.
others may prefer textbooks over online study mate- Attitude The attitude of the learner is also a very
rial. Thus, there are differences among learners. These significant factor. A positive attitude will help in
differences are discussed below: teaming effectively. The different aspects of attitude
such as interest, open-mindedness, cheerfulness,
Intelligence There is difference in intelligence
prejudice, and affection help in shaping the person-
level of different learners. It can affect their abil-
ity to grasp content. Some learners can understand ality of the learner.
quickly, while others may need to spend more time. Environment For effective teaming, the learner
It also affects their ability to remember, recall, and should be in a comfortable environment. Different
reinforce. learners can be comfortable in different types of envi-
Aptitude This is the ability to do something. The ronment. Some can learn better in groups or if there
learner's aptitude affects his performance. In many are other learners around them, such as in a library,
research studies, it has been found that higher level whereas some others may prefer learning individually.
of aptitude results in better performance in learning Health The health of the learner influences his
and retaining it. It is also related to critical thinking ability to loam, remember, and recall. A learner
of the learners. with poor health will not be able to concentrate. The
Age Age affects the curiosity to learn. We know teacher should take extra care of a student with poor
that kids are more curious to acquire new knowledge. health; for example, a student with poor eyesight,
But as we grow older, our curiosity levels decrease. can be seated in the first row in the classroom.
The individual differences of the learners are not
Motivation Every learner may have different addressed in teacher-centred methods of teaching,
motivating force for learning a skill or anything as in these methods, the teaching activities are of
else. It could be the desire of employment, better sal- 'one size fits all' type. But in the case of learner-
ary, business success, a hobby, or fulfilling parents' centred methods of teaching, the individual needs
wish, etc. It will help learners in staying focused. and differences of the students are addressed and
also students have the option to learn as per their
Personality The personality of a learner also comfort level.
impacts his ability to learn. His interaction with
others will depend on his personality. Different per- FACTORS AFFECTING EFFECTIVENESS
sonality traits such as extraversion, agreeableness,
OF TEACHING
conscientiousness, neuroticism, and openness are
related to job performance, academic achievement, Educational qualification For effective teach-
leadership, and well-being. ing, suitably qualified teachers should be employed.
The teacher must possess the minimum qualification
Prior knowledge Prior knowledge of the learner
required as per the class level of students. A special-
also makes a difference in his teaming ability. A
ized teacher in the field teaches in a better way as
learner will be able to learn better if he is able to relate
compared to an unspecialized teacher.
it with his prior knowledge. If a person does not know
the basic mathematical operations, then how will he Skills The teacher should have the appropriate
learn advanced mathematics? So, prior knowledge skills needed for teaching. These include presentation
and experience of the learner affects his learning. skills, communication skills, ability to manage class,
1.10 UGC-NET Paper•l
etc. Some skills are inherent, while some are learna- should be adjusted according to the characteristics
ble. So, for effective teaching, the teacher must have of students so as to keep them focused.
gone through the prerequisite training before starting
Personality of teacher In order to have produc-
his job. If they don't possess these skills, then they
tive learning environment, the teacher should have
may face problems in managing the class.
patient, caring, and kind personality. He/she should
Building trust The teacher's ability to build a not be rude towards students. A dedicated teacher
trusting relationship with students also affects the will ensure safe, positive, and productive classroom
effectiveness of teach ing. The teacher should always for students.
be willing to help students if any problem arises.
Learners Learners are a significant part of the
This will help in the creation of a safe, positive,
and productive learning environment. Students teaching—learning process. The aptitude, attitude,
will follow the advice of the teacher only if they personality, prior knowledge, age, level of determi-
nation, etc., of the learners influences the effective-
trust him.
ness of the teaching.
Pace of teaching and learning The teacher
should know about the pace and capacity of students Support material The availability and use of the
and plan the course accordingly. If the pace of teach- study material, audios and videos, online courses,
ing is too fast, then students will not be able to match online tests, and other teaching aids also increase the
it and if it is too slow, then the syllabus will not be effectiveness of the teaching and learning.
completed on time. So, the teacher should adjust the Instructional facilities These include the class-
pace of teaching as per the need of the students to
rooms, laboratories, seminar rooms, projectors,
improve its effectiveness. whiteboards, and so on which are used in delivering
Ability to engage students If the teacher doesn't instructions to students. Their availability ensures
have the ability to engage students, then it will be effective teaching, but if these are not available in
difficult for him to manage the class and present the adequate amount as per the number of students, then
content efficiently. Teaching methods and activities students will not be able to learn properly.
- Well qualified and knowledgeable. A teacher with how to use these effectively according to the
good knowledge of the subject will address the need and personality of students.
Bass confidently.
8. Has positive attitude and a good sense of humour.
2. Acts as facilitator and encourages learners' ability
9. A role model for students. His achievements and
to think, communicate, and work together with
experiences act as a source of motivation for stu-
others.
dents.
3. Motivates students to succeed in life.
10. Not authoritarian in class. He encourages stu-
4. Plans the course content considering the pace dents to take part in classroom activities.
and capacity of students.
11. Believes in justice. He manages classroom con-
5. Presents the learning material in an interesting flicts very well and further develops the feelings
manner so as to engage students. of brotherhood, communal unity, etc. in stu-
dents to avoid conflicts in future.
6. A lifelong learner and keeps on updating himself
continuously. 12. Always keen in accepting feedback from stu-
dents. He takes criticism positively and uses it in
7. Has knowledge of different teaching models,
improving himself.
methods, and strategies. He also knows about
1 11
TeachingAptitude .
Learning environment Effectiveness of teaching Social Interaction Models

also depends upon the learning environment. If the This type of model focuses on the importance of
teacher and learner are comfortable in the surround- social relations and interactions. According to these
ing environment, then the learning will be effective; models, social interactions act as the source of
else, both the teacher and students will be distracted, learning. It is a student-centred approach for teach-
leading to ineffective learning. In a noisy class, no ing. In such type of teaching, students participate in
matter how well-qualified the teacher is, he will not group activities such as group discussions, while the
be able to teach effectively. teacher monitors their activities. Students learn by
way of questions, reflections, helping each other, etc.
Policies of the institution Effectiveness of teach-
Commonly used strategies are Group Discussions,
ing is also affected by the policies framed by insti-
Projects, Graffiti Model, Role Playing, Cooperative
tutions. These policies can give autonomy to the
Learning, Social Inquiry, etc.
teacher or can control the classroom activity. If the
F
teacher feels extremely controlled, then his perfor-
mance will suffer. On the other hand, autonomy to EAL INTERACTION MODELS1
teachers to choose teaching methods and classroom
activities will bring an element of flexibility. Group investigation - John Dewey and Herbart
Other factors which affect effectiveness of teach- model Thelim
ing include the financial incentives offered to teach-
ers, parental pressure, prior knowledge of students, Social Inquiry model - Benjamin Cox and Byron
Laboratory model
dedication of teacher, interest of students, etc.
TEACHING MODELS Behaviour Altering Models

School faculties and individual teachers create life As the name suggests, these models of teaching focus
in schools by models of teaching, they choose and on altering the behaviour of students so as to make
create. them better citizens of tomorrow. B.F. Skinner is one
-Bruce Joyce of the proponents of this model. These models are
based on achieving predetermined and observable
For effective teaching, a teacher should have goals and objectives. Common strategies used in such
good knowledge of teaching models and should models are Desensitization, Direct Instruction, Direct
choose the appropriate model, keeping in mind the Teaching, Direct Training, Behaviourism, Hunter
needs of students and the subject. These models Learning Model, Self-control, Simulation, etc.
help in boosting interest, creativity, motivation, and
innovations. The different types of models are given
as follows: rBEHAVIOUR ALTERING MOD
Social Mastery learning - Benjamin Bloom, James Block

interaction
models Direct instruction - Tom Good, Jere Brophy, Carl
Gereiter, Ziggy Engleman,
Wes Becker
Simulation - Carl Smith, Mary Smith
Social learning - Albert Bandura, Carl
Thoresen, Wes Becker
Programmed - B.F. Skinner
schedule (task
performance
reinforcement)
1.12 UGC-NET Paper-I
Information Processing Models METHODS OF TEACHING IN

These are based on the ability of learners to process INSTITUTIONS OF HIGHER LEARNING
the information they receive from their surroundings. Effective teaching also depends upon the choice
Some models encourage creative thinking, concept of appropriate teaching method. There are many
formation, hypothesis testing, etc., in learners, while methods which can be used by teachers depending
others provide concepts and information directly. The on the basis of availability of resources, interest of
different strategies used in these models help students learners, curriculum, level of students, policy of
to acquire, organize, process, and retain data and the institute, demand of subject, etc. The important
information so as to use it further for problem solving. teaching methods are given below:
INFORMATION Teacherucentred Learner-centred

methods methods
PROCESSING MODELS
• It is a conventional • It is relatively a modern
approach. concept.
Inductive thinking - Hilda Taba, Bruce Joyce • The main focus is on the • It focuses on students
Concept attainment - Jerome Bruner, Fred Light teacher. as well as instructor.
hall, Tennyson, Cocchiarel la,
• Teacher delivers lecture • Students are active
Bruce Joyce
to students who act as learners due to their
Mnemonics - Michael Pressley, Joel
passive learners. active participation in
Levin, Richard Anderson learning.
Advance organizers - David Ausubel, Lawton
• Flexibility is lesser in • These have greater
and Wanska
such methods. flexibility as the
Scientific inquiry - Joseph Schwab
learning needs to be
Inquiry training - Richard Suchman, Howard adjusted according to
Jones the individual needs
Synectic - Bill Gordont of students.
• Students work on their • Students can work in
own and not in groups. groups or on their own
Personal Basis Models depending upon the
Such models enhance self-esteem, self-efficacy, and activity.
understanding. These relate to the uniqueness of • Teacher monitors • Students can learn
each learner. The ultimate aim of such models is to students. even in the absence of
stimulate creativity, self-expression, and confidence, teacher.
so as to develop integrated, competent, and confi- • Learning can be
• Learning is evaluated
dent individuals. These take into consideration the by teachers. evaluated by teachers,
individual differences which arise due to physical students on their own,
and social environment. or by their peer groups.
• Teacher chooses the • Students have choice

;PERSONAL BASIS MODELS/
topic, study material, over the study material,
time to be devoted, learning activities,
Non-directive model - Carl Rogers classroom activities, timelines, evalua-
evaluation techniques, tion techniques, etc.
Enhancing self-esteem - Abraham Maslow etc. and students have Teacher can provide
Relaxation and stress no choice. the syllabus for course
- Fritz Pauls and
reduction, self-awareness and guide the students
W. Schutz
for referring to authen-
Creative model - William Gordon tic sources.
1 13
Teach Mg Aptitude .
Teachencentred Learnencentred • It is economic as more information can be pro-

methods methods vided to students in a short span of time.
• There is flexibility as the teacher can adjust the
• There is usually pin- • Such classrooms are flow of information depending upon the time
drop silence as students lively as students par- and needs of the class.
are not allowed to talk. ticipate actively in dis-
cussions and activities Demerits
that enhance student • There is little or no participation from students'
participation. side.
• There is generally one • There can be multiple • The teacher controls the flow of information.
way flow of knowledge, channels of flaw of • It has the tendency of becoming boring if the
i.e. from teacher to knowledge. teacher has not planned properly.
students. • Individual needs of the students are not
addressed.
• Teacher centred meth- • Student-centred
ods include Lecture, methods include Demonstration Method
Team Teaching, TV/ Tutorial, Assignment,
Demonstration method is different from lecture
Video Presentation, Project Work, Case
Differentiated study, Programmed method as instead of an oral presentation, teachers
Instruction, etc. Instruction, Computer demonstrate the procedure to students for their bet-
Assisted Learning, ter understanding. Demonstration means explaining
Interactive Video, Open or showing students practically the working of any
Learning, Personalized procedure or object. It is most commonly used in
System of Learning, teaching mathematics and sciences.
Heuristic Method, etc.
Merits •
Knowledge 4, 1, Experience
nr,--a / :. - Group of • It helps in boosting the interest of students
Teacher .. students
Knowledge and r(A\ o - Teachers which enhances understanding of the topic.
experience : : • • I \
..*: — tr - - Flow of • Students remain more active while watching
Students knowledge
• • • •
demonstrations.
• Ideas, procedures, and concepts can be
The teacher can also use a mix of both the teacher- explained in an effective way using demonstra-
centred and student-centred methods to achieve the tions.
desired goals.
Demerits
Lecture Method • It can be costly sometimes due to the use of
An oral presentation of the lesson by the teacher expensive materials.
is known as Lecture. Lecture is considered as the • Students are not actively involved in demon-
most ancient method of instruction. It has propa- strations as they only watch the teacher using
gated from the Idealism philosophy of teaching. It objects and they don't perform them by them-
is the most ideal and most commonly used method selves.
for addressing large classrooms. Generally there • It can also be time-consuming.
is only one-way communication between teacher • The teacher needs to be an expert in the field
and student with little or no participation from for giving demonstrations.
learners. Depending upon the requirement of the class
and subject, the teacher can use Lecture-cum-
Merits
Demonstration method, by combining lecture with
• For addressing larger groups, usually lectures demonstration.
are presented.
Heuristic Method Merits

Heuristic method was proposed by Armstrong. The • Students can study video lectures and hand-
word 'Heuristic' is derived from Greek word 'heu- outs at their own pace.
riskein' , which means find'. The aim of this method • There can be better discussions on assignments
is to make students learn curiously by discovery, in the classroom.
instead of receiving information as such from teach- Demerits
ers. Students should try to explore, explain, describe, • Teachers as well as students should be aware of
and predict the topic given to them by the teacher. the latest technologies which can be used for
Principles of activity, logical thinking, known to recording and sharing lectures.
unknown, purposeful experience, self-thinking, • There could be problems if teachers and stu-
self-study, etc. are used in Heuristic method. In this dents do not have good intemet connection.
method, the teacher gives a topic or problem to stu-
dents and they have to find the solution using library, Kinesthetic Learning
laboratory, online resources, workshops, seminars, This is also known as Tactile Learning or Hands on
etc. Learning. In such learning, there is more emphasis
on physical activities, instead of lectures or demon-
Merits stration. Students learn by experiences, role playing,
• It is a student-centred approach. drama, sports, drawing, etc.
• The teacher encourages students to learn on
their own. Merits
• It focuses on developing scientific attitude in • It involves lesser use of technology.
students for problem solving. • Such activities are good in engaging students so
• It helps in the all-round development of stu- that they learn with greater interest and curiosity.
dents. • It helps students in retaining what they have
• It also develops confidence in students. learnt.
Demerits Demerits
It is not meant for students of primary level. • Not all subjects can be taught using such
method. For example, to teach students about
L Not all students possess the same set of skills.
.
So, below-average students will not be com- rockets, it will not be affordable for every
fortable with this method. school to provide hands-on experience at the
• It is important here for students to have access space centre.
to library, laboratory, and intemet, but some • Students might understand the working easily
institutes might not be able to provide these. using this method, but they will not have deep
So. in such circumstances, it will be difficult to knowledge of concepts. To overcome this, it
use this method. should be used with lecturing, but not as a sub-
stitute of lecturing.
Flipped Classroom Discussions
A modern concept that has become popular since Discussions can act as a better source of learning
2007. here teachers record their lectures and share than lecturing or explaining, as discussion involves
them with students. It is named 'Flipped Classroom' two-way communication and lecture involves only
as it is the opposite of a normal classroom. In a one-way communication. There can be discussion
normal classroom set-up, the teacher instructs the between the teacher and students, or discussion
students and gives them assignments as homework. between students, where the teacher initiates the dis-
But in a flipped classroom, the teacher shares the cussion and then listens to the viewpoint of students.
link for video lectures with students and they watch At the end of the discussion, the teacher can sum-
these at their own pace at home. The students then marize all the points discussed. Discussions can be
work on the assignments in the classroom. planned, partly planned, or totally unplanned.
Teaching Aptitude 1. 15
Merits course. takes place when the teacher and student

• Discussions can enhance confidence of stu- are geographically distant. Students can learn
dents, if they are encouraged to speak. from postal courses, audio or video call, television
• There is a tendency of high student participa- programmes, books, newspaper, online materials,
tion in discussions. etc. UGC, CBSE, and other educational institutes
• It also improves communication skills, critical provide video lectures to students through YouTube.
thinking, creative thinking, etc. of students. Students can enrol for such forms of learning with
• It is a group-centred approach. Indira Gandhi National Open University (IGNOU),
State Open Universities, or other universities
Demerits offering open courses. But before enrolling, the
• It can turn out to be time-consuming. student should verify the validity and authenticity of
• It may also lead to emergence of inferiority com- the institute and course from UGC's website. Also,
plex in introvert and shy students as they will there are online platforms like edX and others which
have difficulty in participating in discussions. offer courses offered by foreign universities as well
• It is suitable only for small groups. as reputed Indian institutes free of cost.
Team Teaching Method Merits
In team teaching, not only one teacher plans the class • Open learning is a student-centred approach of
activity, rather two or more teachers plan the activi- learning.
ties, aids, evaluation strategies, etc., for the same set • Students can study at their own pace, place, and
of students. time.
Merits • It is helpful for those students who cannot
• It encourages friendship among teachers which attend regular classes.
will bring positivity in the learning environ- • There are no restrictions on learning.
ment. • Open learning has greater flexibility.
• Different teachers have different teaching • It saves time and money.
styles, ideas, so their collaboration will improve Demerits
the learning.
• There is a high tendency of getting distracted
• It is helpful for interdisciplinary approach in
as students will not meet the teacher and other
learning.
classmates every day. Everyday interactions
• It is a teacher-centred approach.
keep one aware of the deadlines; also students
Demerits learn from the peer groups.
• There is a need of consensus among teachers • Students have to keep themselves motivated and
regarding the methods, aids, strategies, etc., to dedicated to successfully complete the course.
be used. • Many 'open learning scams' have been
• Such an approach cannot be used for all subjects. reported.
Open Learning Project Method
Open Learning is a form of learning in which there It was developed by William Heard Kilpatrick. The
are no barriers of age, place, time, etc. Students can Project method involves activity-based learning.
learn wherever and whenever they wish to. Learning Project can be static or working model, or it can be
is the responsibility of students. Even students in the form of a report. Project work is also a part
have choice about when they will attend exams. of many degree programmes. In project reports, stu-
Housewives, employed persons, students from remote dents conduct research, carry out survey, and then
areas, etc., can complete the course without any present the findings of research in the form of a
restriction of attending lectures. There is a difference report. Projects can be used in sciences as well as
between open learning and distance learning. social sciences. Projects can be allocated to students
Distance learning, also known as correspondence individually, or in groups.
Merits • There is greater scope for participation by

• It is easy to evaluate. almost all students.
• It is a student-centred method of learning. • Such sessions boost creativity, confidence, and
innovations.
Demerits • It can be used for small as well as large groups.
• It can be time-consuming.
• Readymade projects are also available in the Demerits
market easily; if students purchase these, • Some students might hesitate in participating.
instead of preparing on their own, then the pur- • Such sessions may not always be effective.
pose of projects is not fulfilled. • These may not always be peaceful sessions.
• More focus on quantity than quality.
Panel Discussion • It can be time-consuming if not planned well.
In panel discussion, discussions about a topic are
held among the panel members. Panel members can Programmed Instruction
be chosen from within the class or subject experts Programmed learning takes place in a series of con-
can be invited for panel discussions. trolled and sequential steps. Programmed material is
provided to students and they cover it as per their
Merits convenience. One of the features of this method is
• If planned and executed well, these can engage immediate feedback to student. Students are pro-
more listeners than a lecture or single speaker vided correct answers immediately after they have
activity. solved the questions. They progress gradually with
• Students will get to learn from experts in the the content. Such type of method can also be used
field. in the absence of the teacher. The programmer has
• By observing the discussions, students will to fragment the topic into small sections. There will
• learn how to communicate their ideas and be evaluative tests after each section and correct
viewpoints. responses are provided immediately.
Demerits Merits
• Discussion will not be of any use if the mem- • It addresses individual differences.
bers do not have adequate knowledge regarding • 'Learning by doing' principle is used in this
the topic. method.
• Rest of the class might get bored during such • There is flexibility in teaching and learning.
an activity.
Demerits
Brainstorming • This is time-consuming, so it will be difficult
Brainstorming sessions are marked by spontaneity. to cover the entire syllabus in a limited time
In such sessions, participants have to share their period.
opinion or idea about the topic. Ideas flow without • It can be costly.
any evaluation. Ideas are noted on a board or on • It is not meant for primary level students.
paper, and then at the end of the session, the best • There is need of experts for planning pro-
ideas are chosen and similar ideas are clubbed. The grammed instructions.
teacher acts as facilitator in such sessions.
Personalized System of Instruction
Merits Personalized Learning refers to a set of methods,
• The views presented by the students during the strategies, experiences, and techniques which are
session are not subject to criticism. used to address the diverse needs, interests, and
• It is a group-centred approach. aspirations of the students. Learning style, pace of
• These can generate many ideas within a short content, environment can vary from student to stu-
span of time. dent on the basis of experience, prior knowledge,
TeachingAptitude 1. 17
requirements, interest, and goals of students. The in sharpening the critical thinking, creative thinking,
learner has choice over what material he should use debating, negotiating, and reasoning ability of
to meet the course targets. The course objective also students.
varies from student to student. It is a student-centred
method of teaching. The students learn from what Merits
they do. They accomplish their own learning. It is an • It is interactive and helps students in retaining
alternative to 'one size fits all' approach of teaching. what they have learnt.
• It improves the communication skills of stu-
Merits dents.
• Learning is self-paced and student-centred. • Such a method can be used effectively to shape
• Learners are more autonomous and the attitude of students.
independent. • It helps in developing confidence in students.
Demerits Demerits
• Students need to be self-disciplined in order • It relates to real-life situations, which are very
to complete the course within the specified complex.
duration. • The outcomes of such an activity cannot be pre-
• It cannot be used for primary level students. determined due to their unpredictable nature.
• It will be difficult to use in case of swiftly • Nature of students varies depending upon their
changing course content. personality; introverts and shy students will not
be able to take part in such activities.
Differentiated Instruction
The Differentiated system of instruction is different Simulation
from personalized system of instruction. The latter is Simulation is also a form of role playing. It is based
student-centred, while the former is teacher-centred. on experimental learning, where students learn in
The goals to be achieved will be the same, but the an environment similar to real-life situations. This
teacher can differentiate the subject matter, learning way they get prepared for solving problems simi-
practices, learning environment, etc., to address the lar to real-life situations. It is helpful for providing
individual needs of students. There is flexibility in training to medical students, management students,
instruction, grouping, and evaluation. defence forces, pilots, drivers, etc.
Merits Merits
• It is a teacher-centred method. • It develops problem-solving abilities in stu-
• It is flexible and can be adjusted according to dents.
the requirement of students. • It is economical.
• It can be used effectively for small groups. • It helps in skill development
Demerits Demerits
• The teacher needs to understand all students • Sometimes, expensive equipment may be
before planning differentiated activities for required for training.
them. • It is not easy to recreate the real-life situations
• There will be difficulty in implementing such a in artificial setting due to their complex nature.
method for a large group of students.
TV or Video Presentation
Role Playing Another way of engaging students is playing some
In this method, roles are assigned to students and educational video presentations or educational chan-
then interaction takes place between them. This nels on television. It can be used specially for showing
form of instruction is used to make students aware of documentaries. There can be a discussion ses-
the different persons and their perspectives. It helps sion or question hour followed by the presentation.
1.18 110C-NET Paper-1
Videos can be shown in the classroom or these can Demerits

be uploaded online. If it is uploaded online, then its • It will be difficult for students from remote
link can be shared with students to watch it at their areas who don't have smartphones and good
own pace. interne connection to watch the sessions.
Merits Interactive Video
• It can help in gaining the interest of students. In an interactive video, there are quiz questions
• Students will be able to retain information. along with the video. Video will take a pause and the
• Lectures of teachers from highly reputed insti- viewer has to answer questions and responses will be
tutes and other experts can be shown to students marked immediately. So, the viewer will get imme-
even in remote areas. For example, there are diate feedback. If any of the answers is wrong, he
online lectures available of professors of IlTs, can rewind the video and clear that doubt.
IlMs, and other reputed institutes. Those who
were not able to get admitted in these institutes Merits
can also watch these lectures and discussions • This approach is flexible.
online. • Students have immediate feedback in the form
• Students can save video lectures for further use. of correct responses.
• It improves the decision-making power of stu-
Demerits dents.
• It is difficult to update videos with new infor- • It is a student-centred approach.
mation. If there is any update regarding a topic,
then a new video should be recorded. Demerits
• It can be expensive, as software and equipment • It is time-consuming.
are required to record videos and present these • Resources and experts are required for imple-
in the class. menting such an approach.
• For accessing online lectures and presentations, Computer-assisted Learning
good intemet connectivity is required.
Computer-assisted learning has been gaining popu-
• There is only one-way communication. Queries
larity as it makes learning active, efficient, easier,
of students are not resolved as they cannot ask
and convenient by the use of modern technology.
questions to experts in the video. Interactive whiteboards and smart classes can be
Live Sessions used. With the use of new technology, learning has
Video presentation or telecast on television has the become very much faster as compared to the tradi-
drawback of lack of two-way communication. This tional techniques.
can be overcome with the use of Live Sessions. Merits
Teachers can go live on their Facebook pages, • Individual needs of the students can be
groups. YouTube channels, etc. Students can provide addressed.
feedback, ask questions in the chat section, or com- • It is a student-centred approach of learning.
ments.
• There is active participation by students.
Merits
Demerits
• No pre-recorded videos are required. Teacher
• It is expensive due to use of costly hardware
can go live from his/her smartphone as well. and software.
• Students can ask questions immediately. • Teachers may not be willing to implement it.
• Video of live sessions gets uploaded online. If
anyone has missed the live session, he/she can Game-based Learning
watch it later as well. It is one of the most engaging methods of teaching.
• Any number of viewers can watch it. There is As the name suggests, learning is imparted with
no restriction on the number of viewers. the use of games. Rather than focusing on grades,
Teaching Aptitude 1. 19
the focus is on inculcating skills, values, and morals Demerits

in students, that is, on preparing the mindset of stu- • Organizing a seminar can be costly as expenses
dents. Online games involve the players as decision- have to be incurred for inviting experts, arrang-
makers. The game progresses with the choices they ing accommodation and food for participants
make and students receive badges and points for and experts.
completing the objectives. There are gaming apps • It is time-consuming and at times could be bor-
for building vocabulary, practising typing, memorizing for participants.
ing the periodic table, solving mathematical prob- • If students don't participate wholeheartedly,
lems, etc. The teacher can plan games according to then the purpose of organizing the seminar is
the need of the curriculdm. not fulfilled.
• There is no mechanism in evaluating the
Merits
knowledge which participants have received
• Use of games increases the student participa- from seminars.
tion and also boosts their interest.
• Students don't have to wait for results, they get Tutorials
immediate results. Tutorials are used as follow-up of classroom lecture.
• Students can learn as per their convenience. After delivering the lecture, a teacher can group stu-
• It is not completely student-centred, as the dents on the basis of their needs and queries. The
teacher plans the activities. teacher can then provide remedial teaching to clear
their doubts in theory content or in practical work.
Demerits
If the concept is clear to students, then the teacher
• It is expensive as costly equipment and soft-
can assign them a topic to present in the class. The
ware will be needed for its implementation.
student presents and the teacher supervizes the pres-
• Teachers need to undergo training so that they
entation. It is followed by a question session, where
can plan games according to the curriculum
other students can ask queries; if the presenter is not
effectively.
able to resolve the queries, the teacher can help.
• There is lack of willingness in teachers to use
such methods. Merits
Seminar • It is a student-centred approach.
Seminars can also be used as a teaching method. • It is an effective way of teaching as the teacher
Seminar is similar to classroom interaction, as there addresses the individual needs of students.
is an expert or a group of experts from similar areas • It sharpens the communication skills of
who addresses a number of students or participants. students.
Experts present the papers, which is followed by the Demerits
question session in which queries of participants are • It will be difficult to implement in larger class-
resolved. Slides are also used in seminars to engage rooms.
the participants. The topic of seminar is decided in • It can be time-consuming and the syllabus will
advance and experts on that topic are invited to pre- not be completed on time.
sent papers. Seminars are organized in almost all
educational institutes every year.
Assignments
Merits The classroom activity can be followed by assign-
• Seminars are a great source of information as ments. It helps in self-learning as it can be an
the experts of a particular field present the top- extension of classroom learning, that is, students
ics; so the information received is authentic. have to work on some additional information on a
• The presentation skills of participants improve given topic after the class on their own. It develops
in seminars. research attitude in students. Assignment should be
• Participants get to know about research activities. simple. While planning an assignment, the teacher
1.20 UGC-NET Paper-11
should take into consideration the topic covered in Merits

the class, level of students, time required to spend • It is a student-centred method of teaching and
on it, etc. If adequate time is not given to students, learning.
then it may lead to frustration, guilt, and inferior- • It boosts creativity, critical thinking, commu-
ity complex in them. Assignments can be graded or
nication, interpersonal, and time management
ungraded; if the assignment is ungraded, then the
skills in students.
teacher should inform the class that he/she will pick
students randomly and check their assignment. If • Students work on solving real-life problems.
students are aware of this, they will complete the • These bridge the gap between theory and prac-
assignments on time; otherwise they may ignore tical, that is, students learn to apply theory to
these. tackle real-life situations.
Merits
• It develops creative thinking in students. • Teachers should be trained properly so that they
• Grades can be awarded for completing assign- can use case studies effectively.
ments on time. • It might be difficult to find a case from real-life
• Students learn time management skills by situations involving the concept under study.
working with deadlines. • There are chances of one perspective get-
• It is a student-centred technique. Students have ting more focus, with little or no emphasis on
flexibility in completing it at their own conven-
another perspective.
ience but before the deadline.
• Case studies cannot be used effectively for
Demerits short-term courses.
• It is difficult for the teacher to check all assign-
ments, especially in case of classes with large SOME GREAT TEACHERS
number of students.
• Deadlines for submitting assignments can pres-
surize students to focus on completing them Confucius - First private teacher in history
without taking care of the quality of content. Friedrich Froebel - Founder of
• Students can copy assignments from each kindergarten school
other,
John Amos - Father of modem education
Comenius
Case Study Anne Sullivan - Teacher of first graduate
In case studies, cases based on real-life situations are deaf-blind person
assigned to the students. A case can be defined as an
Dr. Sarvepalli - His birthday is celebrated as
'actual or near actual situation usually involving a Teacher's Day in India
Radakrishnan
decision, a challenge, an opportunity, a problem, an
Savitribai Phule - First female teacher of first
issue or a controversy affecting a person or persons in
women's school in India
an organization'. Students act as problem solver and
study the case from di fferent perspectives. They work
on a case by observing, analysing, recording, imple-
menting, summarizing, or making recommendations E-LEARNING FACILITIES
in order to solve it. The teacher can arrange discus-
sions on the case in class. Case studies ensure stu- MOOCs
dent-centred learning instead of traditional approach Massive Open Online Courses (MOOCs) are online
of teacher-centred learning. Students participate courses that are available free of cost. Such courses
actively in solving cases and discussions. It involves are taught by prestigious Indian and foreign institutes
the interdisciplinary approach. on platforms such as MIT OCW, SWAYAM, edX,
Udacity, Coursera, and so on. Anyone can enrol in Consortium for Educational
a course of his choice without any restrictions of the Communication (CEC)
qualification. Online courses comprise videos, course CEC was set up in 1993 by the UGC for address-
handouts, suggested readings, and online tests. On ing the needs of higher education through the use
successful completion of the course, certificates are of television and information communication tech-
also issued. The below given image is the certificate nology (ICT). It is an inter-university centre and the
of an online course passed by the author of this book. nodal agency to coordinate, guide, and facilitate the
production of educational content at the national
level through its network of 21 media centres.
Before the setting up of CEC, the educational pro-
HONOR CODE r EIH ,L,GE
CERTIFICATE grammes were managed by the media centres estab-
lished by UGC in six universities. For this purpose,
Countrywide Classroom Programmes was started in
Harpreet Kaur 1984. EDUSAT is the educational satellite launched
by Indian Space Research Organization (ISRO) for
Career Ng. ax. Bushess and oat. Analysis
interactive satellite-based distance education. It
streams both the live as well as recorded sessions
(available on YouTube). Students can interact with
teachers through text mode, over the telephone, or
through audio or videoconferencing.
ePathshala
SWAYAM The ePathshala is set up by the joint efforts of
SWAYAM, which stands for Study Webs of Active- Ministry of Human Resource Development
Learning for Young Aspiring Minds, is a MOOC- (MTIRD), Govt. of India, and National Cotmcil of
based initiative by the Indian government, where Educational Research and Training (NCERT). It is a
courses from prestigious institutes are available platform which supports a collection of a wide range
online. Students can enrol in these courses free of of educational e-resources including textbooks,
cost. audio, video, periodicals, and other materials. It can
be used by teachers, researchers, educators, students,
SWAYAM PRABHA and their parents.
SWAYAM PRABHA is a project of Ministry of
Human Resources Development, Govt. of India, National Programme on Technology
under the National Mission on Education through Enhanced Learning (NPTEL)
ICT. It is a set of 32 DTH channels which telecast NPTEL is a joint initiative by the IITs (Bombay,
high-quality educational programmes on 24 X 7 Delhi, Guwahati, Kanpur, Kharagpur, Madras, and
basis using the GSAT-15 satellite. The content is Roorkee) and IISc for improving the quality of tech-
provided by UGC, CEC, IITs, IGNOU, NPTEL, nical education by providing online content which
NCERT, and NIOS. The website of SWAYAM can be used by teachers and students. Teachers can
PRABHA is maintained by INFLIBNET Centre. use these courses to plan the classroom lectures.
New content is telecast every day for at least four
hours and it is then repeated five times in a day, so ICT Based Teaching Support Systems
that the students can learn at time of their conveni- Most of the modern teaching support systems
ence. There are channels dedicated to school educa- involve the use of ICT. The content can be made
tion and higher education in subjects of languages, interesting using animations, videos, images in
humanities, social sciences, physical sciences, math- slides. Also, ICT is used to share the teaching
ematics, life sciences, various engineering streams, resources. Videos, course handouts, tests, and the
agriculture, vocational and allied sciences, etc. other course contents can be uploaded online.
---
Teachers can make use of online solutions like Traditional Modern 1
Google Classroom to share online content with stu- teaching teaching
dents, have discussions, receive assignments, and support support
conduct online tests. systems systems
In use Since very long Emerging with
developments of
TEACHING SUPPORT SYSTEMS new technology
Teaching support systems are the resources which Use of ICT No Yes
teachers use to make learning effective and long Prepared Papers, chart sheets, Hardware and
lasting. These are also known as teaching aids. using thermocol sheets, softwares
Students understand better and in lesser time with cardboard, chalk,
the help of aids as compared to the traditional colours
methods of teaching. These support systems make Example Blackboards, pup- Whiteboards,
learning interesting for students. There is a wide pets, textbooks, projector, radio
range of teaching support systems, from simple charts, plays, broadcast, slides,
ones like the blackboard to the complex computer drama, storytelling, TV channels, live
programs. These can be based on audio, visual, puzzles, flash cards sessions, e-books,
or both. smart boards, etc.
• Teaching takes place inside the physical boundary of the • There is no limit of physical boundary for class-
classroom. room. Anyone from around the world can take part.
• Learners need to be physically present in the classroom. • Teachers will upload the content online and learn-
ers can access it from any place.
I • There is a limit on the number of students who can be • Any number of students can watch the course
enrolled depending on factors such as size of the class- videos online or enrol in the online courses.
room, faculty. availability of funds.
• There are fixed timings for students to attend the classes. • Them are no fixed timings. Learners can access
the online material any time as per their comfort.
• It can be used even in remote areas lacking electricity, • Internet connectivity is must for such courses for
Internet, and gadgets. both the teacher and learners.
• The teacher is in direct contact with the students. He • In online teaching, the teacher is not in direct con-
can analyse their behaviour, interest, values, etc. and can tact with students. However, students can contact
guide them. teachers through email or chat sessions.
• The teacher can resolve queries of students in the class- • Queries can be resolved in discussion forums.
room. Students can also clarify their doubts with their
class fellows.
• These methods can be teacher-centred or learner-centred. • These are usually student-centred.
• These lack flexibility as students have to attend classes and • These are flexible in nature as students can learn
appear in exams at the specified date and time along with oth- and appear in tests as per their own schedule.
ers
• Examples include kinesthetic teaching, role playing, • Examples include computer-based learning,
simulations. programmed instructions, live sessions, interactive
videos, game-based learning.
Teaching activity involving lecture, demonstration, heuristics method, discussions, project work, panel discussions,
presentations, seminars, tutorials, assignments, case study etc. can be planned in either offline or online mode.
There can be methods which will involve both offline and online teaching, such as 'flipped classrooms', in which
students will learn content from videos uploaded online by their teachers and then will have discussions and solve
assignments in class.
Benefits of Using Support Systems or

Teaching Aids DID YOU KNOW?
• Students retain concepts for a longer time if
taught using teaching aids. • Establishment of 'Radio Club'at Calcutta in 1923
• Teaching aids help in engaging students and marked the arrival of radio in India.
they learn with interest. • The regular broadcasting service started in
• Teaching aids break the monotony of 1927.
lectures. • In 1936, All India Radio (AIR) was launched when
• Teaching using an aid involves simultaneous the government took over radio service.
use of multiple senses of the students due to • 13 February is celebrated as World Radio Day.
which they learn easily.
• Experts can be brought to class with their audio
or audio—visual clips, instead of being physi- Radio Use of radio for educational purpose dates
cally present. This way sharing of knowledge back to 1927. Before Independence, there were 30
becomes easy. These clips can be used by stu- AIR centres broadcasting educational programmes.
dents at various geographically distant places at Radio can be used for lecture streaming, news
the same time; thus it is possible for the teacher updates, streaming discussion sessions, and other
to instruct any number of geographically dis- educational programmes. Radio can be used as an
tant students together at once. effective aid for teaching due to its higher reach and
• Teaching aids motivate students for better availability in even remote areas.
learning.
• Students don't need to memorize or learn
by rote as they will understand the topic in
an effective way with the help of teaching
aids.
• Teaching aids encourage active participation of
students in classroom activities.
• These increase and reinforce learning.
Audio Aids
Audio Aids are those which appeal to the sense
of hearing of students. These include use of radio, Recorder Recorders can also be used to facilitate
recorders, telephone, mobile, audio players, teaching. These can be used to record lectures, dis-
podcast, etc. cussions, dialogues, conversations, etc. The recorded
Audio aids Radio, Recordings, Audio players, Telephone and Mobile, Audio CD
Visual aids Slides, Charts, Flash cards, Poster, Picture, Graph, Silent films, Maps,
Mindmaps, Diagram, Display Boards, Summary cards, Projectors
Three ] Models, Puppets, Globe, Specimen, Samples, Diorama
dimensional aids
Audio— Filmstrip, Cartoons, Puppets, Drama, Television, Online videos, Documentaries ]
visual aids
Activity aids Field trips, Experimentation

audio clips can be used later at any time. The record-

ings can be saved for personal use or these can
be shared with others as well. Recordings can be
streamed on radio as well to maximize its reach.
There are special recorders available in the market to
serve the purpose. For affordable recording, students
can make use of the recorder in their phones.
Charts and graphs Charts and graphs can be

used to make learning easier. A teacher should
have knowledge of charts, graphs, and their usage
so that these can be used in a way to make teach-
ing effective. These can be drawn manually or with
the help of softwares. Charts and graphs are also
discussed in chapters on Research Aptitude and
Podcast Podcasts are also streamed like radio Data Interpretation in this book. Image given below
programmes, but the difference between radio and shows different types of charts and graphs:
podcast is that podcasts are available over the inter-
act. These are similar to intemet radio. Podcasts are
gaining popularity with their use by many institu-
tions for streaming discussions or audio lectures.
Podcast recordings are also uploaded online so that
anyone who missed a lecture can listen to it later.
Other audio aids These include the telephone,

mobile phone, audio CD, etc.
Visual Aids
Visual aids are designed to appeal to the eyes of
the students. A few important visual aids are given
below along with their images:
Slides Slides are one of the most common visual
aids which can be used in nearly all fields. Software
like Microsoft PowerPoint and Google Slides can be
used to prepare slides. These can be projected in the
class with the help of projectors. Printouts of slides
can also be provided to students for further use. Flip chart Chart sheets are stacked on a board.
The teacher should make slides in such a way that These can be pre-designed or the teacher can also
these capture the interest of students. Animations, write over these in class. After discussion, the first
pictures, charts, text, etc., can be used in slides. chart is flipped to move to another chart. These can
The image given below shows a presenter delivering be used for discussing the sequential steps of an
a lecture. activity.
hand or using softwares. Students can paste mind

maps of important topics on walls of their study area,
this makes revision easier. It also boosts creativity.
Maps Maps are of great use in teaching subjects
like geography. These help in memorizing places
easily by giving a pictorial representation of geo-
graphical regions.
Flash cards Flash cards are like compact cards.

These are generally used in sets. One card is dis-
played immediately after another. Information can
be presented on both sides of the card. These can be
used for glossary, and quiz, where the question is
displayed on front side of the card and the answer on
rear. Flash cards can also be made with the help of
computer softwares.
Mind maps Mind maps are colourful, organized Posters and pictures Important instructions and
diagrams which can be drawn to list the complete concepts can be pasted on classroom walls in the
information about a topic. These can be drawn with form of posters or pictures. Students will see them
An example of a mind map e.=
eacher centre•
vs a hods o
Learner centred teach n•
Teaching aptitude
Online
Online
methods Learners's
characteristics
Traditional Teaching Individual

support system
Modem Innovations in
education systems
ICT based
Computer based
testing
Elements and Evaluation In choice
types of evaluate° based credit system
in higher education
daily consciously or subconsciously and their brain this led to the use of the blackboard. It is considered
Peg boards These have holes to affix diagrams, fig-
will be tuned to follow those instructions. Students as the most effective and universal medium for con-
ures, posters, models, articles, etc., using pins, or hold-
can be given homework assignments to prepare veying basic points, teaching processes, explaining,
ers. These are simple and easy to use. However, use of
posters or pictures on a particular topic or it can be notes, displaying diagrams, showing calculations,
peg boards can be time-consuming as the objects used
planned as a classroom activity. Poster making com- etc. White or coloured chalks can be used to write
for teaching needs a lot of time for preparation.
petitions can be arranged to enhance creative think- over these. These can be used for facilitating lec-
ing and drawing skills of students. tures, group meetings, and trainings.
•
e•
t 711
-(y.A) • " •"
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14'ri."'5'
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2V"
Magnetic boards These are a variation to the com-

mon blackboard and whiteboards. Magnetic strips
are used in the board and the objects to be used on
the boards have iron so that these stick on the board.
Objects can be moved across the board easily to show
the movements. It is similar to refrigerator magnets.
D agram Diagrams are a common teaching aid Black colour is sentimentally bad but, every black board
used especially for sciences subjects. These help in makes the student's life bright.
remembering the structure of an object. —A.P.J. Abdul Kalam
809 rtoonnt
Whiteboard Whiteboards are an updated version of
the blackboard. Chalk dust from blackboards causes
irritation. Today, the blackboard is being replaced by
whiteboards which are like plastic boards. Instead of
Ca amino. chalk, felt tip pens or markers are used to write on
the whiteboards. Coloured markers can be used for Bulletin boards These are used to display impor-
highlighting important points on the board. tant hand-outs, notices, diagrams, posters, instruc-
tions, etc., for students' attention. Pins are used to
fasten papers on the board.
Display boards Display boards help in engaging

students. There are different types of display boards
as given below:
Blackboard Blackboard is one of the most popular

and primitively used aids of teaching. In earlier times,
the teacher used to write on individual slates of stu-
dents to instruct them. Then with time the idea of a
common board or slate for the whole class emerged,
Flannel board or felt board These boards are

made of special fabrics like flannel, wool, or baize.
The objects have sandpaper on the backside so they
can be easily hanged on the board. This makes
objects easy to hang and remove. Objects of similar
order or involving similar principles can be clubbed
together for demonstrations.
Such an activity may involve a lot of time as the
teacher has to prepare objects needed for explaining.
Projectors These are visual projection aids. These

have gained popularity in recent times. These are
required to project slides, images, text, videos,
diagrams, posters, etc., to facilitate the lecture or
demonstration. These arouse interest in students.
Students can also be given assignments to present
in the class using projectors. This will improve the
presentation skills of students. Projector can be over-
head or handheld. Nowadays, projectors can even be
connected to smartphones. While using projectors,
the teacher should make sure that the content is nei-
ther too small nor too big, it should be of optimal
size so that it is visible to all students.
Summary cards Summary cards, as the name

suggests, are pocket sized cards displaying brief and
necessary information about a topic. These can be
used effectively for revision. These have very con-
densed form of major points about a topic. These act
as memory booster and also help students in keeping
track of what has been taught.
1 28 UGC-NET Paper-I
Three-dimensional Aids Cartoons Student engagement in cartoons is

Three-dimensional aids help in bringing to the very high. These help in conveying important ideas
classroom objects similar to real objects. In some and instructions along with fun and entertainment.
cases, real objects can be shown to the students but Cartoons are effective especially for kids as the
in other cases real objects such as rockets, plan- tendency to imitate is higher in them. Kids will try
ets, mountains, wild animals, internal systems of to imitate what their favourite cartoon character is
human body, etc., cannot be brought to class. In doing. This way the habits of cleanliness, discipline,
such cases, a model can be used for effective teach- respecting each other, obeying parents, etc., can get
ing. Some of the common three-dimensional aids inculcated in kids.
are models, diorama, globe, puppets, specimen,
samples, and so on. Drama or play Drama or play can be organized for
spreading awareness. Such activities help in develop-
Audio—Visual Aids ing communication skills, presentation skills, crea-
tivity, cooperation, etc., in students who participate
Films Films, if chosen carefully, will act as
in drama. Such an activity should be planned and
wonderful medium with much impact. These bring
executed carefully so that the outcome is as intended.
the outdoor world into the classroom and facilitate
Real-life situations can be recreated in drama and stu-
learning. Educational films can be shown in the class
dents can be taught how to deal with these situations.
for the better understanding of students. Films based
on historical events create a visual representation Television channels Television (TV) can also
of past events; hence students can learn from these serve as a medium of education. Education chan-
easily and retain for longer time, nels can be launched for teaching different sub-
Films can also be used for learning outside the jects. Experts from various reputed institutes can
classroom as well due to their reach and huge impact. be called to record video lectures. Students at
Films based on subjects like sanitation and cleanli- remote areas can also have access to these chan-
ness (Toilet Ed Prem Katha), use of sanitary napkins nels on TV.
(Padman), etc. create awareness among masses. For example, `Swayam' is an initiative by the
government under which TV channels have been
Puppets Puppets are toys showing some charac- launched for different subjects. Experts from IITs,
ters; these can be used by tying them with strings, TIMs, and other reputed institutes teach on these
'cks, or putting them on hands and fingers (depend- channels.
g upon the size). The performer conveys some
using interactions between puppets, or puppet Online videos Like TV channels, channels can
d humans. Such teaching aids help in engaging the be created on YouTube or other platforms. There
students. These had been used even at the time of are a huge number of educational channels on
freedom struggle in India. Puppet shows are a part YouTube. There are many websites as well on
of traditions of India. which educational videos are available. Video lec-
tures are now available on a wide range of topics.
The biggest advantage is that students can access
these free of cost. They just need to have good
intemet connectivity and a smartphone or laptop
or computer.
Documentaries can also be shared with students
for gaining comprehensive knowledge on a topic.
Activity Aids
These are aids in which students learn by doing.
Students retain more if they were actively engaged
in the learning and have acquired knowledge on such that all students cannot see it at the same time,
the basis of some activity. These activities may be then it should be shown to students in groups.
an experiment in a laboratory, a role play, a field
Timeliness Time factor also plays an important
trip, a presentation, assignments, field work, survey,
role in determining the effectiveness of an aid.
computer-assisted learning, etc. Students understand
Teaching aids should be used at the right time and
better when they have been involved in the learning place. For this, the teacher should have good knowl-
process instead of being passive receivers of knowl-
edge of teaching aids and their effective use.
edge.
Flexibility There should be flexibility in using
I hear and I forget. I see and I remember. I do and teaching aids. Suitability of a teaching aid varies
I understand. from teacher to teacher. Similarly, it varies for stu-
— Confucius dents, that is, what suits one student may not suit
others. So, a teaching aid which suits the need of
subject, interest of students, and is comfortable for
FACTORS AFFECTING EFFECTIVENESS the teacher as well should be chosen. If need arises,
OF TEACHING SUPPORT SYSTEMS different aids can be used for different students or
they can be given a choice to choose one from a
Choice The choice of the teaching aid affects the group of aids.
effectiveness of teaching. An appropriate number of
aids should be chosen. If the teacher uses too many Cost The cost factor should not be ignored while
teaching aids, it will confuse him/her as well as the choosing the teaching aid. Some aids require use of
students. So, for effective results an appropriate costly hardware and softwares, while others can be
number of teaching aids should be chosen. used with locally available material.
Attractiveness Whatever aid a teacher chooses,
Simplicity The teaching aid used should be sim-
should be appealing and attractive. In case of visual
ple to understand. If it involves the use of complex
diagrams or aids, then the teacher should try to and audio—visual aids, colours can be used to make
simplify these as much as possible for better under- them look attractive, interesting, and highlight impor-
tant points. But not more than four colours should be
standing.
used in one slide. Colour combination should be cho-
Availability of resources Resource availability sen carefully. If any of the student has colour blind-
also affects the outcome of a teaching aid. If the ness, then pastel shades should not be used.
required resources, that is, the hardware and soft-
ware essential for using a teaching aid are not avail- LEARNING DISORDER"'
able in good condition and requisite quantity, then
the results will be compromised.
• Dyscalculia Students suffering from this dis-
Relevance The relevance of aids varies from sub- order have difficulty in understanding mathe-
ject to subject. The maps used for teaching geogra- matics and numbers, arithmetical operations,
signs, etc.
phy will not have much relevance in a mathematics • Dysgraphia It is related to handwriting and
class. So, the teaching aid should be selected while leads to poor handwriting, Inconsistent spac-
keeping in mind the needs of the subject. ing, wrong spellings, etc.
• Dyslexia It is related to problems in reading
Visibility If the aid used is not visible or can- like in recognizing and understanding letters
not be used by all students in the class, then it will and words, low fluency, etc.
not be effective. While designing aids, the teacher • Dysphasia or Aphasia It is related to problems
should take into consideration the size of content; in understanding a spoken language.
it should not be too large or too small. If the size is
How much do we remember after two weeks? Students will

be able to
Define
10% of what we READ list describe
explain
20% of what we HEAR Listening to

a lecture
30% of what we See View photos
Watch movies
50% of what we See and HEAR Attending exhibition Demonstrate

watching demonstration apply practice
70% of what we discuss Participating In discussions, workshops

with others Delivering lecture Analyse
Role playing define
create
Real life experiences evaluate
90% of what simulating real situations
we DO performing expenments
EVALUATION SYSTEM 2. It is a continuous process. It is accomplished

Evaluation is a systematic process which involves along with the teaching—learning process and
the use of different types of activities for assess- not just at the end of the teaching—learning
ing the outcomes of teaching. It helps teachers process.
to understand the needs, interest, and potential 3. It is comprehensive. Evaluation is not intended
of students. According to the Oxford English to just assess the knowledge of students, but it
Dictionary, evaluation is 'the making of a judge- stresses equally upon the other elements also.
ment about the amount, number, or value of some- It focuses on examining the all-round person-
thine'. Evaluation can be defined as the process ality of students.
of collecting, examining, and interpreting data on 4. It evaluates the fulfilment of instructional
knowledge, skills, beliefs, and attitude of students objectives.
for assessing the magnitude of their learning. The 5. It involves the use of diverse procedures, tests,
data can be collected by taking a test of students, and techniques.
interviewing them, or by observing them silently. 6. It helps in identifying the problems and weak-
Teachers keep a record of students' performance nesses of students so that remedial measures
data and analyse it to know about trends in their can be adopted.
performance. If the students' performance turns 7. It is pervasive and a crucial feature of teach-
out to be unsatisfactory, then changes can be made ing.
in the teaching methods and aids so that students 8. It helps student grow as they get to know about
understand better. Evaluation also stimulates the their weaknesses.
students to study. 9. Well-planned evaluation provides reliable and
valid measure of students' learning and poten-
Characteristics of Evaluation tial.
I. Evaluation is a systematic process. This means 10. Prior knowledge of students can also be evalu-
it is carried out in a systematic and planned ated before the beginning of teaching—learning
way. process.
11. It is dynamic and flexible, which means it can skill level of the candidates is to be evaluated, then
be adjusted as per the requirement of circum- equipment, hardware, and software will be required
stances. accordingly.
12. It should be as realistic as possible. Analysis There is a need of analysing the perfor-
13. There should be objectivity in evaluation, that mance of the participants. In case of a written or oral
is, the results should not be affected by the per- test, marks can be assigned. Candidates can also be
sonal biases of teachers. given marks or ranked on the basis of their skills,
Functions of Evaluation behaviour, attitude, personality, confidence level,
etc. such as in interviews.
• It helps in detecting the problems and weak-
nesses in students' learning so that remedial Decision-makers Decision-makers are persons
measures can be recommended. who will be making the final choice as per the results
• It helps in identifying the potential and abilities of of the analysis of candidate's performance.
students. For example, UGC-NET exam tests the
Types of Evaluation
ability of candidates for research and teaching.
• By identifying the potential, candidates suit- Placement evaluation This is also known as pre-
able for a course or a job can be selected. evaluation or initial evaluation. Such an evaluation
• It is the basis for certification and awards. is carried out at the beginning of course or term. It
Certificates, degrees, awards are distributed to helps in identifying if the person has prerequisite
students if their performance turns out to be sat- knowledge or not. It aims at checking the required
isfactory in examination of the learning outcome. entry-level eligibility conditions. It can also be con-
• It helps in measuring the level of fulfilment of ducted to check the aptitude and calibre of students
instructional and educational objectives. before the beginning of the course. Quantitative
• It acts as a source of feedback for teachers as techniques in the form of entrance tests and inter-
they will get to know if students understand views or the qualitative techniques like observation,
whatever is taught to them or not. If it turns out cumulative record cards, etc., can be used for evalu-
that students do not understand the subject mat- ating students. Such an evaluation intends to analyse
ter, then the approach can be changed for their the cognitive, affective, and psychomotor domain.
better understanding.
Formative evaluation Paul Black is considered
Elements of Evaluation as the proponent of this concept. Such an evalua-
tion is carried out during the course of learning pro-
Evaluator and participants The most impor- cess. He has compared it with the evaluation which
tant elements of an evaluation are the person who chefs conduct during cooking, which is to taste the
will evaluate and the person or persons who will be food during the process of cooking. At this stage,
evaluated. In the absence of one, there will be no improvements can be made depending upon the
purpose of evaluation. need. Similarly, during the teaching—learning pro-
Purpose and objective of evaluation It is a sig- cess, the teacher can evaluate the understanding of
nificant element of evaluation. The purpose of students. If any problems are found, then the teach-
evaluation can be admitting students to a course; ing methods, aids, or approach can be improved.
selecting candidates for a job; routine test to check This can be in the form of class test, quiz, pre-
the progress and understanding of students; or term- board exams, chapter test, unit test, weekly test,
end examination for promoting students to a higher monthly test, etc. These are not graded. It will pro-
class. The teacher can also evaluate students to know vide feedback to the teacher regarding effective-
whether they understood the content or he needs to ness of the teaching methods, aids, and approach
change the methodology. used. There is no risk of loss of marks in formative
evaluation; so students will be interested in experi-
Resources These are required for evaluation of menting with ideas. It reinforces learning among
question papers, answer sheets, or online tests. If the students. It is also called internal evaluation.
Summative evaluation Paul Black also pro- comprehensive. It is based on evaluation of affective
pounded this concept. It is also known as external domain with the use of qualitative techniques.
evaluation. It is carried out at the end of the term, Diagnostic evaluation can also be used at the
course, or unit. Paul Black compared this kind of beginning of a course or term to know about prior
evaluation with the stage when the food is finally knowledge of the learners, so that the teaching pro-
served to the customer. Now, the chef cannot make cess can be adjusted accordingly.
any changes and his dish will be judged by the cus-
Norm referenced evaluation and criterion refer-
tomer. Similarly, at the end of term, the teacher's
enced evaluation Norm and criterion referenced
task of providing information to students is com-
evaluation are two different ways of evaluating a
plete and there will be final assessment of students'
student's performance. In norm referenced evalu-
learning. It can be in the form of term-end exams,
ation, the performance of one student is compared
final exams, board exams, projects to be submitted
with others, while in criterion referenced evaluation,
at the end of term, term papers, etc. These are graded
there are no comparisons and results are stated on the
and certificates and degrees are awarded depending
basis of certain critera. For example, À has scored
on the performance. There is a risk of loss of marks
98 per cent marks in test' is the criterion referenced
in summative evaluation so students will have lesser
evaluation as there is no comparison of marks of any
interest in experimenting with ideas.
other student. 'A has scored highest marks in test in
Diagnostic evaluation This is one step ahead of class' is norm referenced evaluation, as there is com-
formative evaluation. Formative evaluation identi- parison of marks scored by A with marks of other
fies the problems, whereas diagnostic evaluation students of the class, which turned out to be lesser
diagnoses the causes of such problems. It is more than A.
Placement Formative Summative Diagnostic

evaluation evaluation evaluation evaluation
'on To check entry-level To identify problems To grade and certify To provide explana-
eligibility conditions, in teaching-learning students on the basis tion for the problems
pre-requisite knowl- process and proof their learning, and identified in forma-
edge and understand- vide feedback for to test the effective- tive evaluation
ing improvements and ness of teaching
remedial measures
during the course
Time of evaluation Before beginning of During course or On the completion of During course or
course or term term course, term, or unit term
Domain evaluated Cognitive, psy- Cognitive or psycho- Cognitive, psy- Affective domain
chomotor or affective motor domain chomotor or affective
domain domain
i--
Technique of evalu- Quantitative and Quantitative Quantitative and Qualitative
lidos' qualitative techniques techniques qualitative techniques techniques
Report Selection or rejection Not graded Graded Anecdotal report
ire comparison i Norm or criterion Criterion referenced Norm referenced Comparison of

Referenced standards standards standards actual and expected
behaviour
1 33
TeachingAptitude .
Evaluation in Choice-based Credit System Universities can decide the minimum passing marks
in Higher Education or CGPA required to pass the course. The percentage
In the Choice-based Credit System (CBCS), stu- equivalent of a grade can be decided on the basis of
dents can opt for subjects from the available choices. absolute grading or relative grading.
Students have to complete the required credits in
Techniques of Evaluation
order to obtain the course certificate. Credit points
The traditional examination system used to assess
and grade points are awarded to students and on
only the cognitive objectives. But today, the range
the basis of these, the semester grade point average
and scope of evaluation have widened. The evalu-
(SGPA) is calculated. The cumulative grade point
ation techniques can now be used to examine the
average (CGPA) is calculated on the basis of perfor-
extent of fulfilment of objectives of cognitive as
mance in all the semesters.
well as affective and psychomotor domain. The
Grades It is the index of performance denoted by different techniques used in evaluation involve the
0, A+, A, B+, B, C, P, and F. following:
Grade point It is the numerical number assigned Tests These can be oral or written. Oral test can be
to each grade letter. like viva or interview. Written tests can have multi-
ple choice questions, short questions, or essay-type
Letter Grade Performance Grade Points questions. Written tests can also have a mix of dif-
ferent types of questions. Multiple choice questions
0 Outstanding 10 test the understanding of the students. Descriptive
questions can be used to test the retaining ability
A+ Excellent 9 of students or for testing their understanding. For
.
example, the question 'Def= Teaching Aptitude'
A Very Good 8 can test the retaining and recalling power of student
and a question like 'Define Teaching Aptitude in
B+ Good 7 your own words' will test the understanding of stu-
dents. So, tests examine the theoretical knowledge
B Above Average 6 1
and understanding of students. In other words, it
C Average 5 can be said that tests evaluate the cognitive domain.
Tests can be pen and paper based, computer based
P Pass 4 (online), or adaptive. It is a quantitative technique of
evaluation.
F Fail 0
Practical examinations These can also be con-
For courses of qualifying nature, 'satisfactory' or ducted depending upon the subject. These evaluate
'unsatisfactory' can be indicated. the practical knowledge of students or the extent
of skills that students have acquired, that is, these
Credit point Grade point x Number of credits of help in the diagnosis of psychomotor domain.
subject Practical exams are also a quantitative technique
of examination.
SGPA =
Credit points secured in all subjects opted in a semester Observation This is another technique of evalu-
ation. Teachers can evaluate the confidence, atti-
Total of credits of all the subjects opted in semester
tude, aptitude, gestures, or behaviour of students by
observing them. This involves assessment of affec-
SGPA = Credit points secured in all semesters tive domain. It is a qualitative teclunque of evalu-
Total of credits of all semesters ation. Other qualitative techniques of evaluation
are Interview Checklist. Rating Scale. Attitudinal the teacher to set different paper for each student,
Scale, Anecdotal Records, Diaries, or Journals of Now, these shortcomings have been taken care in
Students, etc. the new methods of evaluation such as computer-
Evaluation can be conducted internally or exter- assisted evaluation and computer-based evaluation.
nally. Internal evaluation is like a class test, where In computer-based evaluation, the test is conducted
the teacher evaluates the students. Erternal evalu- on computer and the test can be programmed in such
ation involves any other examiner either from the a way that each student will either get a question
same institute or any other institute, such as in uni- paper with different questions or with questions in
versity exams, board exams, or entrance exams. a different order. Since the test is conducted online.
There are chances of biases arising in internal the recorded responses will also be saved in the com-
evaluation. puter. Hence, these can be evaluated in much lesser
While selecting evaluation techniques, their time than manual checking. For instance, the recent
effectiveness, simplicity, usefulness, appropriate- NTA UGC-NET exam was held on 22 December
ness, practicability, and availability of resources 2018, and the result was declared on 5 January 2019.
should be kept in mind. The result was announced in less than 15 days' time.
Online tests or quizzes can be conducted on Google
Innovations In Evaluation Systems forms.
With advancement in technology, newer means of Other than the changes in the mode of con-
evaluating the progress made by students are also ducting the exam, there have been changes in the
being developed. Earlier, only oral and written type of questions. Earlier, a question like 'Define
tests were used for evaluation. Teachers had to check evaluation' will check the memory and retaining
the answer sheets manually which led to delays power of the student. Students have to answer the
in the declaration of results. Students could copy question based on what they had memorized ear-
answers from chits or from other students as the lier, for which they used to get marks. But nowa-
paper was same for everyone. It was not possible for days, the questions are more of conceptual nature
Computer-based evaluation and computer-assisted evaluation
The terms 'Computer-based evaluation' and includes English language test comprising Essay
'Computer-assisted evaluation' may seem to be and Letter writing, other than multiple choice
similar as both involve the use of computer in con- questions.
ducing tests. Computer-based evaluation implies Computer-assisted evaluation implies the
the use of online quizzes and tests, where the use of computer in evaluation. In competitive
didates can attempt the paper on computer. exams, optical mark reader (OMR) answer sheets
e test can be uploaded online and students are provided to the candidates. The responses
II be given its link so that they can access it marked by the candidates on OMR sheets can
ere. It is used in MOOCs, online courses, be scanned by the OMR device and the scanned
line mock tests, etc. Another way of using data can be recorded in the computer. Then the
puter-based evaluation is for students to visit responses can be evaluated using the computer
designated examination centres and take the programs. It will lead to declaration of the result
Competitive exams are conducted in this in lesser time as compared to manual checking.
NTA also uses this method, where candi- The student performance data can be presented
appear in UGC-NET papers in the exami- in graphs and charts, to analyse their trend of pro-
allotted to them. It can be used gress. This way In computer-assisted evaluation,
and descriptive questions. For computers are used for evaluating and not for
nking sector, the mains exam also conducting test,
such as 'Define evaluation in your own words.' A management skills are learnable and not inherent
person having sound conceptual clarity can answer traits. A chaotic classroom environment hampers the
it correctly. Multiple choice questions, fill in the learning of students and also results in higher stress
blanks, assertion—reason questions, statement— levels in teachers. No matter how much a teacher
conclusions, statement—argument, statement— knows about the subject, he/she will not be able to'
assumption type questions figure in most question deliver the content appropriately if the class is not
papers. disciplined. On the other hand, a well-managed
The teacher can also evaluate students even classroom
without conducting tests, through observation. The
• is academically productive,
teacher can observe students, their behaviour, values,
• maximizes active learning,
etc. Students can be given assignments, one-minute
paper, assigned roles, practical performance, etc. At • eliminates behaviour that hinder learning,
the end of the topic or lecture, the teacher can tell • facilitates social and emotional growth, and
students to rewrite the content covered in the class • encourages student participation.
in a few words. Students can also be required to ana-
lyse their performance themselves, or get it reviewed Effective classroom management facilitates or
by their peer group. The results of the evaluation can improves student learning using different fac-
be declared online as well. tors, such as behaviour, environment, expecta-
tions, materials, or activities that teachers use to
engage students. Student disinterest, behavioural
Classroom Management problems, or disorganized classes are a result of
Classroom management is a set of learnable skills poorly designed lessons, boring learning materials,
and techniques that are used by teachers to run the or unclear expectations. Good teaching and good
class efficiently, without chaotic behaviour from classroom management are indistinguishable to
students. It should be noted here that classroom some degree.
Tips for classroom management
1. Before beginning teaching, students should be 4. The popular idiom, 'Spare the rod and spoil the
informed about the course plan, syllabus. If they child' implies that undesirable behaviour must
know how the knowledge or skills they acquire be punished. The teacher should not ignore mis-
from the course can impact their life and how use behaviour of students in class. If ignored, such
It in real-life situations, then they will pay more behaviour will be repeated.
attention to it.
5. At first, the teacher should give students non-ver-
2. The teacher should try to understand the behav- bal signals such as looking at them, walking to their
iour of students, their strengths, and their weak- seats while teaching, asking them questions, or to
nesses and then plan the classroom activity use their name in example to grab their attention.
according to their needs.
6. If a student continues to disrupt the class even
3. The teacher should clearly specify that misbe-
after non-verbal signals, then the teacher can
haviour, such as indiscipline, coming late to class,
change his seat or direct him to stop distracting
disrespecting others, etc., will not be tolerated
the class.
on the very first day of the class. He should also
tell them about the consequences of such types 7. If he stills continues with his behaviour then
of behaviour. appropriate action should be taken.
(Continued)
(Continued)
11111Wallill aps for classroom
8. The teacher should discuss the behaviour of stu- 18. Never humiliate students even if they lack basic
dents with their parents if they continue to misbe- conceptual knowledge. If teachers humiliate
have in class. them In front of class, their confidence will be
affected. They will not ask again even if they have
9. Students should also be praised in front of
any doubt next time. Embarrassing the students
their parents for their achievements and good
because of lack of knowledge will lead to devel-
behaviour,
opment of inferiority complex.
10. On the first day of class, the teacher should intro-
19. If the teacher does not like any student personally,
duce himself to the class and let students know
then he/she should not behave badly with them.
about his achievements. The more students
Rather he/she should try to resolve the issue with
know about their teacher, the more they will trust
student.
hlm.
20. Maya Angelou states,'I've learned that people will
11. The teacher should share his experiences with the
forget what you said, people will forget what you
class. This will motivate students.
did, but people will never forget how you made
12. The students should be praised for their achieve- them feel:So, do not make students feel bad due
ments either privately before or after class, or to lack of knowledge or skills; instead try to bring
publicly in the class. out the best in them and they will remember you
for their lifetime.
13. The teacher should have positive relationship
with the class. 21. If a teacher feels students are not interested in
what is being taught in classroom, then he/she
14. Students should be encouraged to participate in can try to change the activity or teaching method,
classroom discussions, or divert them by sharing something of their
interest.
15. The teacher should ask students for feedback from
time to time and accept it in a positive manner. 22. While giving assignments to students, the
Feedback responses can be used to alter teach- teacher should clearly specify them the conse-
ing aids, methods, strategy for better learning of quences if they do not complete them by the
l future students. required time.
6. The class should always start with an outline of 23. If behaviour of a student has changed suddenly,
- what will be covered in the lecture. It should end the teacher should try to understand the reason
with a summary of what has been covered in the behind it by observation or asking him directly. If
oot
day's lecture. he is facing any problem, then the teacher should
help him. If need arises, parents should also be
17. Time should be given to students during the lec-
informed about the issue.
ture to ask queries and clear their doubts.
PRACTICE QUESTIONS 11
I. What should the teacher do it'a student is unable to (c) Scold him in class and make him feel insulted
answer questions in class? (d) Try to understand why he was unable to
(al Advise him to study properly answer
fb) Punish him so that he answers nest lime
1 37
TeachingAptitude .
2. If you found that many students were deliberately (c) Are difficult to use
absent on the day of class test, then you should (d) Are not meant for higher classes
(a) Stop taking test
8. Students are impressed by teachers because of
(b) Inform the principal and parents of students
about such behaviour
(a) Looks
(c) Take surprise test from next time
(b) Educational qualification and knowledge
(d) Take retest of absent students when they come
to class (c) Sense of humour
(d) Moral character
3. Why should one join teaching?
(a) It is a dignified profession. 9. What should be done so that latecomers also come
on time for class?
(b) The teacher can demand free gifts from stu-
(a) Punish them
dents to which they can't deny.
(b) Do not let them enter the class
(c) One has interest in teaching.
(c) Inform their parents
(d) It is his parents' wish.
(d) Report to the principal
4. If you don't know the answer of a student's ques-
tion, then you 10. Democratic teaching is
(a) Ignore him and his question (a) Teacher-centred
(b) Tell him to not ask such questions (b) Learner-centred
(c) Tell him that you will find the answer and let (c) Subject-centred
him know by the next class (d) Experience-centred
(d) Discourage him from asking such questions 1 I. If the teacher is not in the mood of teaching due to
poor health, fatigue, or any other reason, then he/
5. Which among the following will make teaching
she should
effective?
(a) Ask his/her fellow teachers to take extra class.
(a) Keep on repeating the same topic again and
again till all the students understand it. (b) Let students play and enjoy.
(b) Give them a lot of homework. (c) Teach students no matter how he/she feels.
(c) Punish students for talking and discussing in (d) Tell his/her experiences and other motiva-
the class. tional stories to students.
(d) Give time to students to ask questions and 12. Evaluation should be
queries after finishing the topic. (a) Continuous (b) Annual
6. Classroom environment is not 'Open and (c) Quarterly (d) Monthly
Independent' at which of the following level(s) of 13. The correct sequence of different levels of teach-
teaching? ing is
(a) Memory level of teaching (a) Understanding level, Reflective level, Memory
(b) Reflective level of teaching level
(c) Understanding level of teaching (b) Memory level, Reflective level, Understanding
(d) Both (a) and (c) level
(c) Reflective level, Memory level, Understanding
7. Audio—visual aids level
(a) Distract students (d) Memory level, Understanding level, Reflective
(b) Are more beneficial for slow learners level
14. What should be done if students don't complete 20. Match the following and choose the correct code:
homework regularly? Set-I Set-II
(a) Complain about them to the principal/head of (Level of teaching) (Main proponent)
the institute. (A) Memory level (i) Hunt
(b) Tell them they can go home only after com- (B) Reflective level (ii) Morrison
pleting work.
(C) Understanding Herbart
(c) Discuss the problem with them privately after level
class and try to help them.
(d) Scold and insult them publicly in the class. Codes:
(A) (B) (C)
15. If the son of a famous personality is your student,
(a) (iii) (i) (ii)
then you should
(b) (i) (ii)
(a) Ignore him
(c) (ii) (iii) (i)
(b) Ask him for gifts
(d) (i)
(c) Pay more attention to him
21. If a student is going through any problem and he
(d) Consider him same like other students and wants to share it with a teacher, then the teacher
scold him on his mistake should
16. Which of the following should be used to engage (a) Not listen to him
students? (b) Listen and try to help him
(a) Teaching aids (c) Listen to him and tell other students, teachers,
(b) Real-life examples and the principal about it
(c) Discussions in class (d) Listen to him and ask for money for helping him
(d) All of the above 22. For attending a seminar, a teacher should
17. Which of the following statement(s) is/are NOT (a) Take leave from school by making excuse of
true? poor health
11• (a) Teaching is just an art. (b) Ask for permission from head of the institute
(b) Teachers can be trained. (c) Not ask for permission from head of institute
(c) Teachers are born. (d) Tell any other fellow teacher to take classes
during his absence
(d) All of the above.
23. A good teacher
. ' 18. What should a teacher do if students criticize any
other teacher in his presence? (a) Focuses on all-round development of students
(a) Join them in criticising the teacher. (b) Follows discipline strictly
(b) Encourage them to sham it with the principal. (c) Punishes students
(c) Punish them. (d) Make students do his work
(d) Scold them and then tell them to not criticize 24. Which of the following domains is related to atti-
anyone. tude, value, and motivation?
19. In teaching-learning process, which of the follow- (a) Cognitive domain
ing is a dependent variable? (b) Learning domain
(a) Students (b) Principal (c) Psychomotor domain
(c) Teacher (d) Parents (d) Affective domain
1 39
TeachingAptitude .
25. Which of the following statements is true about (c) Provide information to students
teaching—learning process? (d) Prepare students for job
(a) Teacher and student are dependent variables,
while parents are independent variable. 32. The standard of education can be improved by
(b) Teachers are independent variable, students (a) Increasing the salaries of teachers
are dependent variable, and subject matter is (b) Amending the syllabus
intervening variable. (c) Improving the infrastructure of building
(c) Students are independent variable, teachers (d) Continuous evaluation of students
are dependent variable, and subject matter is
intervening variable. 33. If a student does not agree with your viewpoint,
then you should
(d) None of these.
(a) Send him out of the class
26. Authoritarian teaching is (b) Be rude with him
(a) Teacher-centred (b) Learner-centred (c) Justify your viewpoint rationally
(c) Subject-centred (d) Experience-centred (d) None of these
27. What should a teacher do if a student misbehaves 34. Which of the following are levels of teaching?
with him? (i) Andragogical level of teaching
(a) Complain the matter to the principal and his (ii) Memory level of teaching
parents.
(iii) Reflective level of teaching
(b) Expel him from the class.
(iv) Pedagogical level of teaching
(c) Punish him so that neither he nor any other
(v) Understanding level of teaching
student repeats such behaviour,
Codes:
(d) Warn him and pardon.
(a) (i), (iv) (b) (iv), (v)
28. Which of the following should be acceptable in (c) (i), (iv) (d) (v)
class?
(a) Incomplete homework 35. Which of the following domains is related with
physical and technical skills?
(b) Asking too many questions
(a) Psychomotor domain
(c) Eating food and snacks during lecture
(b) Cognitive domain
(d) Playing games during lecture
(c) Learning domain
29. If a student has problem in understanding your (d) Affective domain
subject, then you should
36. You have caught some students resorting to mal-
(a) Ask the principal for help.
practices in examination, what would you do
(b) Inform his parents to arrange tuition classes. now?
(c) Discuss it with hint and try to change your (a) Stay silent and let them continue practising it.
approach, so that he can understand better. (b) Ask them for money or gift to let them con-
(d) Order intelligent students to help him. tinue.
30. Instructional objectives should not be (c) Discuss the matter with fellow teachers and
take strict action accordingly.
(a) Specific (b) Measurable
(d) Take away their sheets and don't let them sit in
(c) Long term (d) Realistic the examination.
31. The objective of teaching is 37. What should you do if students ask you ques-
(a) Source of income for teachers tions during class which are not related to your
(b) All-round development of students subject?
(a) Answer them (c) One who has no interest in teaching

(b) Ignore them (d) One who teaches moral values
(c) Tell them to ask someone else 44. Consider the following:
(d) Answer them after class (i) From abstract to concrete
38. There is more indiscipline m class if (ii) From complex to simple
(a) Number of students is large. (iii) From particular to general
(b) Teacher is not able to capture interest of stu- (iv) From unknown to known
dents. (v) From analysis to synthesis
(c) Students have completed the work before
time. Which of the above are maxims of teaching?
(a) (ii), (iii), and (v) (b) (iii), (iv), and (v)
(d) All of the above_
(c) (i) and (v) (d) (iii) and (v)
39. Which of the following is not true about nature of
teaching? 45. In classes with large number of students, teachers
(a) It is a science as well as an art. face difficulty in
(b) It is static. (a) Paying individual attention to students
(c) It is continuous. (1) Understanding learning problems faced by
students
(d) It is diverse.
(c) Bringing flexibility in teaching
40. There is shift in teaching paradigm from (d) All of the above
to
(a) Learner-centred, Teacher-centred 46. Which of the following statements is not correct?
(a) A good communicator cannot be a good
(b) Teacher-centred, Group-centred
teacher.
(c) Group-centred, Learner-centred
(b) A good communicator has a good sense of
(d) Teacher-centred, Learner-centred humour.
41. Which of the following domain is related with (c) A good communicator has wide reading
intellectual skills? knowledge.
(a) Cognitive domain (d) A good communicator has command over lan-
(b) Psychomotor domain guage.
(c) Affective domain 47. How can social and moral values be inculcated in
(d) Learning domain students?
(a) Through TV programmes, movies, and videos
42. Consider the statements:
(b) Through inspirational speech, lectures, and
(i) There is no difference between teaching and
seminars on values
learning.
(c) By involving them in extracurricular activities
(ii) Teaching is different from instruction.
(d) By harsh punishments for wrong behaviour
Which of the above statement(s) is/are not correct?
48. A teacher will become effective communicator, if
(a) Only (i) (b) Only (ii)
(a) He uses instructional aids.
(c) Both (i) and (ii) (d) Neither (i) nor (ii)
(b) He helps students get meaning out of what he
43. Who has the least chance of becoming an effective teaches.
teacher? (c) He asks questions in between teaching.
(a) One who is a strict disciplinarian (d) He helps students get correct answer to the
(b) One who knows his subject well questions on the topic.
Teaching Aptitude
49. Teaching in higher education implies (a) To give information

(a) Presenting the information given in the text- (b) To develop inquiring mind
book (c) To develop personality of students
(b) Asking questions in the class and conducting (d) To help students pass examination
examination
(c) Helping students prepare for and pass the 56. Students prefer those teachers who
examination (a) Dictate notes in the class
(d) Helping students to learn (b) Give important questions before examination
(c) Can clear their difficulties regarding subject
50. Teaching will be effective if the teacher
matter
(a) Is the master of subject
(d) Are themselves disciplined
(b) Has much experience in teaching the subject
57. The main objective of teaching is to
(c) Starts from what students know already
(a) Prepare students for job
(d) Uses many instructional aids
(b) Help them in getting a degree
51. A college teacher will really help the students (c) Develop their thinking capability
when she
(d) Cover the syllabus
(a) Dictates notes in the class
(b) Is objective in her evaluation 58. Which of the following is true about teacher's role
in higher education?
(c) Encourages students to ask questions
(i) Develop the personality of students
(d) Covers the syllabus completely in class
(ii) Tell some favourite students about important
52. Which is the most desirable outcome of teaching questions before examination
in higher education? (iii) Motivate students for self-study
(a) Increase in student achievement (iv) Encourage creativity and critical thinking in
(b) Increase in level of independent thinking of students
students (v) Force students for tuitions after classes
(c) Higher percentage of results (a) (i), and (iv)
(d) Increase in number of students who opt for (b) (iv), and (v)
subject
(c) (i), and (v)
53. Books can be a powerful source of communica- (d) (i), and (iv)
tion, provided
(a) The content is abstract. 59. An effective teacher will ensure
(b) The content is illustrative. (a) Co-operation among his students
(b) Laissez faire role
(c) The medium is Hindi.
(d) The content is presented through good print. (c) Competition among students
(d) Competition or co-operation as the situation
54. Good teaching is best reflected by demands
(a) Attendance of students
60. A new teacher to start with will have to
(b) Number of distinctions
(a) Enforce discipline in class
(c) Meaningful questions asked by students
(b) Establish rapport with students
(d) Pin-drop silence in class
(c) Cut jokes with the students
55. The main aim of classroom teaching is (d) Tell the students about his qualifications
61. How can a teacher establish a good rapport with (iv) Conflict management skills
students? (v) Good decision-making skills
(a) By giving them gifts and chocolates (vi) Subjectivity
(b) Telling them important questions before exams Select the correct code:
(c) Helping them dining the exam by telling the (a) (i), (ii), (iv), (v)
answer
(b) (ii), (iii), (iv), (v), (vi)
(d) Guiding and assisting them in decision-making
(c) (i), (iii), (v), (vi)
62. How can the quality of teaching be assessed? (d) (i), (ii), (iii), (iv)
(a) By marks scored by students
68. Micro teaching can be used for
(b) By environment of class, whether it is silent or
(a) Lower classes
noisy
(b) Senior classes
(c) By number of students in the class
(c) 8th to 10th class
(d) By knowledge and all-round development of
(d) Both for lower and senior classes
students
63. What should the teacher do if he is unable to draw 69. Micro teaching was popularized by
attention of his students? (a) Stanford University
(a) Resign from his post (b) Oxford University
(b) Give them hand-outs (c) Harvard University
(c) Should change the teaching method and aids (d) MIT
(d) Scold and punish inattentive students 70. The full form of CAI is
64. A teacher should not (a) Computer Assisted Instruction
(a) Motivate students (b) Company Analysing Intelligence
(b) Encourage competition among students (c) Computer Automated Induction
(c) Ask for gifts or favour in return for giving (d) Computer Assistance Inquiry
good marks to students 71. Student participation is high in
(d) Be friendly with students (a) Discussion (b) Lecture
65. A teacher should have (c) Assignments (d) Presentation
(a) Friendly approach 72. The most important challenge before a teacher is
(b) Good communication skills (a) To maintain discipline in the class
(c) Command over the subject (b) To make students do their homework
(d) All of the above (c) To prepare question paper
(d) To make teaching—learning process enjoyable
66. In his free time, the teacher should
(a) Rest 73. The psychological aspects of the classroom are
best managed by the
(b) Talk to students
(a) Class teacher (b) Subject teacher
(c) Help in administrative work
(c) Principal (d) Student themselves
(d) Do research
74. Students can be classified into four types on the
67. The skills required for teaching are basis of their learning. Which one of the following
(i) Command over the subject seeks meaning and reasoning to the learning?
(ii) Communication skills (a) Innovative learner
(iii) Knowledge of technology (b) Analytic learner
(c) Common sense learner 80. An ideal situation M a classroom would be where
(d) Dynamic learner (i) A teacher comes fully prepared to deliver his
lecture.
75. While presenting your ideas in a classroom it is
better to (ii) Students come fully prepared and discuss the
subject with each other in teacher's presence.
(i) Recognize that there can be other views
(iii) Teachers and students discuss the subject.
(ii) Recognize that students are not a homog-
enous mass (iv) The teacher uses audio—visual aids while
learning.
(iii) Take dissenting view also in consideration
Codes:
Codes:
(a) Both (i) and (iii) (b) Both (iii) and (iv)
(a) Both (i) and (iii) (b) Only (iii)
(c) Only (ii) (d) Only (iv)
(c) Only (ii) and (iii) (d) (i), (ii), and (iii)
81. What is more desirable in a classroom?
76. The best way to react to a wrong answer given by
(a) A teacher delivering a lecture on the basis of
a student is
the text and his own research
(a) To scold him for not having learnt the lesson
(b) A teacher delivering a lecture on the basis of
(b) To explain why the answer is wrong course content and standard books
(c) To ask another student to give the correct answer (c) A teacher answering questions raised by
(d) To ignore the wrong answer and pass on to the students
next question (d) A teacher maintaining strict discipline and
77. When a student asks a question to which the taking attendance regularly
teacher has no direct, correct answer, he should 82. Which of the following should a teacher adopt in a
(a) Give some vague answer and satisfy the student lecture?
(b) Tell the student not to ask such questions (a) Precise and low tone
(c) Tell the student that he would give the correct (b) Elongated tone
answer later (c) Precise and high tone
(d) Ask the student to find out the answer by (d) Moderate tone
himself from books in the library
83. If students do not understand what is taught in the
78. Failure of teacher to communicate his ideals well classroom, the teacher should feel
to the students may result in (a) Terribly bored
(a) Classroom indiscipline (b) To explain it in a different way
(b) Loss of students' interest in the topic being (c) That he is wasting time
taught
(d) Pity for the students
(c) Increased number of absentees in the class
(d) All of the above 84. Discussion in class will be more effective if the
topic of discussion is
79. If the students do not understand what is taught in (a) Not introduced
the class, the teacher should (b) Stated before the start of the discussion
(a) Repeat the lesson once again (c) Written on the board without introducing it
(b) Teach the lesson again using suitable exam- (d) Informed to the students in advance
ples
(c) Check the previous knowledge of the students 85. Teaching is
in the topic (a) Comfortable (b) Complex activity
(d) Proceed to the next topic (c) Boring (d) Financially lucrative
86, Consider the following Assertion and Reason: (c) Teacher-centred methods
Assertion (A): Teaching should not be influenced (d) Learner-centred methods
by the individual differences among the learners.
Reason (R): A teacher should not discriminate 92. Which of the following methods has features of
students on the basis of their colour, caste, creed, both offline and online methods of teaching?
or religion. (a) Flipped classrooms
Select the correct code: (b) Kinesthetic learning
(a) Both (A) and (R) are true and (R) is the cor- (c) Heuristics method
rect explanation of (A).
(d) Simulations
(b) Both (A) and (R) are true, but (R) is not the
correct explanation of (A). 93. Which of these is not a platform for MOOC?
(c) (A) is true and (R) is false. (a) MIT OCW (b) Udacity
(d) (A) is false and (R) is true. (c) SWAYAM (d) Egzaminer
87. The individual differences among learners arise 94. SWAYAMPRABHA is an initiative of
due to (a) IlTs and LISc
(a) Aptitude and intelligence (b) Ministry of Education
(b) Personality and attitude
(c) Ministry of Human Resource Development
(c) Prior knowledge (d) NCERT
(d) All of the above
95. Consortium for Educational Communication is
88. Consider the following statements:
(a) Nodal agency to coordinate the production o
(i) Study material has no impact on the effective- educational content
ness of teaching.
(b) Inter-university centre
(ii) Effectiveness of teaching can be improved by
(c) A guide and facilitator for production of edu-
the use of teaching support systems.
cational content
Select the correct code:
(c) Both (i) and (ii) (d) Neither (i) nor (ii) 96. Epathshala is an initiative of
(a) IlTs and IISc
89. To maximize the effectiveness of teaching, a
teacher should use (b) Ministry of Human Resource Development
(a) Offline methods of teaching (c) NCERT
(b) Online methods of teaching (d) Both (b) and (c)
(c) Either offline or online methods of teaching 97. NPTEL is an initiative of

(d) A mix of both offline and online methods of (a) IlTs and BSc
teaching (b) Ministry of Education
90. Students can use methods of learning (c) Ministry of Human Resource Development
without the restrictions of space and time. (d) NCERT
(a) Online (b) Offline
(c) Teacher-centred (d) Learner-centred
(i) In choice-based credit system, the burden on
91. Which of these methods of teaching can be used in teachers and students increases.
remote areas?
(ii) There is no condition of scoring mini-
(a) Online methods mum passing marks in choice-based credi
(b) Offline methods system.
Which of the above statement(s) is/are not correct? 99. OMR stands for
(a) Only (i) (a) Online Marked Response
(b) Only (ii) (b) Optically Marked Response
(c) Both (i) and (ii) (c) Optical Mark Reader
(d) Neither (i) nor (ii) (d) Online Mark Reader
January 2017 (c) Learning outcomes of students

I. Which of the following set of statements represents (d) Use of teaching aids in the classroom
acceptable propositions in respect of teaching— 4. In which teaching method is learner's participation
learning relationships? Choose the correct code to made optimal and proactive?
indicate your answer. (a) Discussion method
(i) When students fail in a test, it is the teacher
(b) Buzz session method
who fails.
(c) Brainstorming session method
(ii) Every teaching must aim at ensuring learning.
(d) Project method
(iii) There can be teaching without learning tak-
ing place. 5. One of the most powerful factors affecting teach-
(iv) There can be no learning without teaching. ing effectiveness is related to the
(v) A teacher teaches but learns also. (a) Social system of the country
(vi) Real learning implies rote learning. (b) Economic status of the society
Codes: (c) Prevailing political system
(a) (ii), (iii), (iv), and (v) (d) Educational system
(b) (i), (ii), (iii), and (v) 6. Assertion (A): Formative evaluation tends to
(c) (iv), (v), and (vi) accelerate the pace of learning.
(d) (i), (ii), (v), and (vi) Reason (R): As against stunmative evaluation,
formative evaluation is highly reliable.
2. Assertion (A): Learning is a lifelong process.
Choose the correct answer from the following codes:
Reason (R): Learning to be useful must be linked
(a) Both (A) and (R) are true and (R) is the cor-
with life processes.
Choose the correct answer from the following (b) Both (A) and (R) are true, but (R) is not the
codes: correct explanation of (A).
(a) Both (A) and (R) are true and (R) is the cor- (c) (A) is true, but (R) is false.
(d) (A) is false, but (R) is true.
correct explanation of (A).
August 2016
(c) (A) is true, but (R) is false.
7. Which of the following set of statements reflects
(d) (A) is false, but (R) is true.
the basic characteristics of teaching?
3. Effectiveness of teaching has to be judged in Select the correct alternative from the codes:
terms of (i) Teaching is the same as training.
(a) Course coverage (ii) There is no difference between instruction
(b) Students' interest and conditioning when we teach.
1.46 UGC-NET Paper.1
(iii) Teaching is related to learning. (c) (A) is true, but (R) is false.
(iv) Teaching is a 'task' word while learning is an (d) (A) is false, but (R) is true.
'achievement' won!.
11. The purpose of formative evaluation is to
(v) Teaching means giving information. (a) Grade students' learning outcomes
(vi) One may teach without learning taking place. (b) Accelerate students' learning performance
Codes: (c) Check students' performance graph
(a) (i), (ii), and (iii) (b) (iv), and (vi)
(d) Provide feedback to teacher effectiveness
(c) (ii), and (v) (d) (i), (iv), and (vi)
12. Which of the following learner characteristics are
8. Which of the following factors affect teaching? likely to influence the effectiveness of teaching aids
Choose the correct code to indicate your answer. and evaluation systems to ensure positive results?
(i) Teacher's internal locus of control (a) Learner's family background, age, and habitation
(ii) Learner-motivation (b) Learner's parentage, socio-economic back-
(iii) Teacher's biographical data ground, and performance in learning of the
concerned subject
(iv) Teacher's self-efficacy
(c) Learner's stage of development, social back-
(v) Learner's interest in co-curricular activities
ground, and personal interests
(vi) Teacher's skill in managing and monitoring
(d) Learner's maturity level, academic perfor-
(vii) Teacher's knowledge of the subject including mance level, and motivational dispositions
general knowledge
Codes: 13. Internal and external factors that affect message
reception by the students in the classroom are`
(a) (i), (ii), (iv), (vi), and (vii) referred to as
(b) (i), (ii), (iv), and (v) (a) Feedback (b) Fragmentation
(c) (iii), (iv), (v), (vi), and (vii) (c) Channelization (d) Noise
(d) (ii), (iv), (v), and (vi)
14. A teacher in a classroom has immediate control over
9. Which combination of methods of teaching is (a) The self, the selected methods of communica-
likely to optimize learning? tion, and the message
(a) Lecturing, discussions, and seminar method (b) The audience, the noise, and the reception
(b) Interactive discussions, planned lectures, and (c) The feedback, the technology and the audi-
PowerPoint based presentations ence experience
(c) Interactive lecture sessions followed by buzz (d) The communication channel, other communi-
sessions, brainstorming, and projects cators, and external factors
(d) Lecturing, demonstrations and PowerPoint
15. As a good classroom communicator, you are sup-
based presentations
posed to know your
10. Assertion (A): Teaching aids have to be consid- (a) Audience emotions
ered as effective supplements to instruction. (b) Silent cues
Reason (R): They keep the students in good
humour. (c) Artful pauses
(d) Counter arguments
Choose the correct answer from the codes given below.
Codes: July 2016
(a) Both (A) and (R) are true and (R) is the cor-
16. The best way for providing value education is throu
(a) Discussions on scriptural texts
correct explanation of (A). (b) Lecture/discourses on values
(c) Seminars/symposia on values Codes:

(d) Mentoring/reflective sessions on values (A) (B) (C)
17. Which set of learner characteristics may be con- (a) (ii) (iv) (i)
sidered helpful in designing effective teaching—
(b) (iii) (iv) (ii)
learning systems? Select the correct alternative
from the codes given below: (c) (i) (iv)
(i) Prior experience of learners in respect of the (d) (i) (ii) (iii)
subject
19. Match the items of the fi rst set with that of the sec-
(ii) Interpersonal relationships of learner's family ond set in respect of the evaluation system. Choose
fiends the correct code:
(iii) Ability of the learners in respect of the subject Set-I
(iv) Student's language background (A) Formative (i) Evaluating cognitive
(v) Interest of students in following the pre- evaluation and co-cognitive
scribed dress code aspects with regularity
(vi) Motivational-orientation of the students (B) Sununative (ii) Tests and their
Codes: evaluation interpretations based
on a group and certain
(a) (i), (ii), (iii), and (iv)
yardsticks
(b) (i), (iii), (iv), and (vi)
(C) Continuous and (iii) Grading the final
(c) (ii), (iii), (iv), and (v) comprehensive learning outcomes
(d) (iii), (iv), (v), and (vi) evaluation
18. A college-level assistant professor has planned his/ (D) Norm and (iv) Quizzes and
her lectures with the intent to develop cognitive criterion discussions tests
dimensions of students centred on skills of analysis referenced
and synthesis. Below given are two sets of items Set-I Codes:
consisting of levels of cognitive interchange and
Set-II comprising basic requirements for promoting (A) (B) (C) (D)
them. Match the two sets and indicate your answer by (a) (iv) (iii) (i)
choosing the correct alternative from the code: (b) (i) (ii) (iii) (iv)
(c) (iii) (iv) (ii) (i)
Set-I Set-II
(d) (i) (iii) (iv) (ii)
(Levels of cogni- (Basic requirements for
tive interchange) promoting 20. Select the alternative which consists of positive
cognitive interchange) factors contributing to effectiveness of teaching:
(A) Memory level (i) Giving opportunity for
List of factors:
discriminating exam-
(i) Teacher's knowledge of the subject
ples and non-examples
of a point. (ii) Teacher's socio-economic background
(B) Understanding (ii) Recording the important (iii) Communication skill of the teacher
level points made during the (iv) Teacher's ability to please the students
presentations.
(v) Teacher's personal contact with students
(C) Reflective (iii) Asking the students to
level discuss various items of (vi) Teacher's competence in managing and mon-
itoring the classroom transactions
information.
(iv) Critically analysing the Codes:
points to be made and (a) (ii), (iii), and (iv) (b) (iii), (iv), and (vi)
discussed. (c) (ii), (iv), and (v) (d) (i), and (vi)
21. The use of teaching aids is justified on the grounds (i) It increases the workload on students by
of ing multiple tests.
(a) Attracting students' attention in the classroom (ii) It replaces marks with grades.
(b) Minimizing indiscipline problems in the (iii) It evaluates every aspect of the student.
classroom (iv) It helps in reducing examination phobia.
(c) Optimizing learning outcomes of students
Select the correct answer from the codes given below:
(d) Effective engagement of students in learning
(a) (i), (ii), (iii) and (iv)
tasks
(b) (ii) and (iv)
22. Assertion (A): The purpose of higher education is (c) (i), (ii), and (iii)
to promote critical and creative thinking abilities
(d) (ii), (iii), and (iv)
among students.
Reason (R): These abilities ensure job place- 27. Which of the following attributes denote great
ments. strengths of a teacher?
Choose the correct answer from the following (i) Full-time active involvement in the institu-
code: tional management
(a) Both (A) and (R) are true and (R) is the cor- (ii) Setting examples
rect explanation of (A). (iii) Willingness to put assumptions to the test
(b) Both (A) and (R) are true but (R) is not the (iv) Acknowledging mistakes
(c) (A) is true and (R) is false. Select the correct answer from the codes given
below:
(d) (A) is false and (R) is true.
(a) (i), (ii), and (iv) (b) (ii), (iii), and (iv)
23. As a teacher, select the best option to ensure your (c) (i), and (iv) (d) (i), (ii), (iii), and (iv)
effective presence in the classroom.
(a) Use of peer command 28. Which one of the following statements is correct
in the context of multiple choice type questions?
(b) Making aggressive statements
(a) They are more objective than true/false type
(c) Adoption of well-established posture questions.
(d) Being authoritarian (b) They are less objective than essay type ques-
tions.
24. Identify the important element that a teacher has to
take cognizance of while addressing students in a (c) They are more subjective than short-answer
classroom. type questions.
(a) Avoidance of proximity (d) They are more subjective than true/false type
(b) Voice modulation questions.
(c) Repetitive pause 29. As the chairman of an independent commission on

(d) Fixed posture education, Jacques Delors report to UNESCO was
titled
December 2015 (a) International Commission on Education Report

(b) Millennium Development Report
25. Greater the handicap of the students coming to the
educational institutions, greater the demand on the: (c) Learning: The Treasure Within
(a) Family (b) Society (d) World Declaration on Education for All
(c) Teacher (d) State 30. What are required for good teaching?
26. What are the characteristics of continuous and (i) Diagnosis (ii) Remedy
comprehensive evaluation? (iii) Direction (iv) Feedback
Select the correct answer from the codes given 36. Which of the following factors does not impact
below: teaching?
(a) (i), (ii), and (iv) (a) Classroom activities that encourage learning
(b) (i) and (ii) (b) Socio-economic background of teachers and
(c) (ii), and (iv) students
(d) (iii) and (iv) (c) Learning through experience
(d) Teacher's knowledge
31. The main objectives of student evaluation of
teachers are: 37. Which of the following statements about teaching
(i) To gather information about student weak- aids are correct?
nesses (i) They help in retaining concepts for longer
duration.
(ii) To make teachers take teaching seriously
(ii) They help students learn better.
(iii) To help teachers adopt innovative methods of
teaching (iii) Theymaketeaching—leamingpiocessinteres-ting.
(iv) To identify the areas of further improvement (iv) They enhance rote learning.
in teacher traits (a) (i), and (iv)
(b) (i), (ii), and (iii)
Identify the correct answer from the codes given
below: (c) and (iv)
(a) Only (i) and (ii) (d) (i), (ii), and (iv)
(b) Only (ii), (iii), and (iv) 38. Techniques used by a teacher to teach include
(c) Only (i), (ii), and (iii) (i) Lecture (ii) Interactive lecture
(d) Only (i) (iii) Group work (iv) Self study
(a) (i), (ii), and (iii) (b) (i), and (iv)
32. Using the central point of classroom communica-
tion as the beginning of a dynamic pattern of ideas (c) (iii), and (iv) (d) (i), (ii), and (iv)
is referred to as: 39. Achievement tests are commonly used for the pur-
(a) Systemization (b) Problem-orientation pose of
(c) Idea protocol (d) Mind mapping (a) Making selections for a specific job
(b) Selecting candidates for a course
33. Most often, the teacher—student communication is:
(c) Identifying strengths and weaknesses of learners
(a) Spurious (b) Critical
(d) Assessing the amount of learning after teaching
(c) Utilitarian (d) Confrontational
40. A good teacher is one who
34. In a classroom, a communicator's trust level is (a) Gives useful information
determined by:
(b) Explains concepts and principles
(a) The use of hyperbole
(c) Gives printed notes to students
(b) The change of voice level
(d) Inspires students to team
(c) The use of abstract concepts
(d) Eye contact December 2014
41. Maximum participation of students during teach-
June 2015 ing is possible through
35. Which of the following is the highest level of cog- (a) Lecture method
nitive ability? (b) Demonstration method
(a) Knowing (b) Understanding (c) Inductive method
(c) Analysing (d) Evaluating (d) Textbook method
42. Diagnostic evaluation ascertains (a) Only (i) and (ii)

(a) Students' performance at the beginning of (b) Only (ii) and (iv)
instructions (c) Only (i), (ii), and (iii)
(b) Learning progress and failures during instruc- (d) (i), (ii), and (iv)
tions
(c) Degree of achievements of instructions at the June 2014
end
49. Which one of the following is considered a sign
(d) Causes and remedies of persistent learning motivated teaching?
problems during instructions
(a) Students asking questions
43. Instructional aides are used by the teacher to (b) Maximum attendance of the students
(a) Glorify the class (c) Pindrop silence in the classroom
(b) Attract the students (d) Students taking notes
(c) Clarify the concepts
50. Which one of the following is the best method of
(d) Ensure discipline
teaching?
44. Attitude of the teacher that affects teaching per- (a) Lecture (b) Discussion
tains to (c) Demonstration (d) Narration
(a) Affective domain
51. Dyslexia is associated with
(b) Cognitive domain
(a) Mental disorder (b) Behavioural disorder
(c) Connative domain
(c) Reading disorder (d) Writing disorder
(d) Psychomotor domain
52. The e-content generation for undergraduate
45. 'Education is the manifestation of perfection courses has been assigned by the Ministry of
already in man' was stated by Human Resource Development to
(a) M.K. Gandhi (a) INFLIBNET
(b) R.N. Tagore (b) Consortium for Educational Communication
(c) Swami Vivekananda (c) National Knowledge Commission
(d) Sri Aurobindo (d) Indira Gandhi National Open University
46. Which of the following is not a prescribed level of
53. Classroom communication is normally considered at
teaching?
(a) Effective (b) Cognitive
(a) Memory (b) Understanding
(c) Affective (d) Selective
(c) Reflective (d) Differentiation
47. In the classroom, the teacher sends the message 54. Who among the following propounded the con
either as words or images. The students are really cept of paradigm?
(a) Encoders (b) Decoders (a) Peter Haggett (b) Von Thunen
(c) Agitators (d) Propagators (c) Thomas Kuhn (d) John K. Wright
48. A smart classroom is a teaching space which has December 2013

(i) Smart portion with a touch panel control system
55. While delivering a lecture if there is some distur
(ii) PC/laptop connection and DVDNCR player bance in the class, a teacher should
(iii) Document camera and specialized software (a) Keep quiet for a while and then continue
(iv) Projector and screen (b) Punish those causing disturbance
Select the correct answer from the codes given (c) Motivate to teach those causing disturbance
below: (d) Not bother of what is happening in the class
56. Effective teaching is a function of September 2013

(a) Teacher's satisfaction
62. A good teacher must be
(b) Teacher's honesty and commitment (a) Resourceful and autocratic
(c) Teacher's making students learn and under- (b) Resourceful and participative
stand
(c) Resourceful and authoritative
(d) Teacher's liking for professional excellence
(d) Resourceful and dominant
57. The most appropriate meaning of learning is
63. Which one of the following is the best method of
(a) Acquisition of skills teaching?
(b) Modification of behaviour (a) Lecture method
(c) Personal adjustment (b) Discussion method
(d) Inculcation of knowledge (c) Demonstration method
58. Arrange the following teaching process in order: (d) Question—Answer method
(i) Relate the present knowledge with previous 64. Successful communication in classroom teaching is
one
(a) Circular (b) Reciprocal
(ii) Evaluation
(c) Directional (d) Influential
(iii) Reteaching
(iv) Formulating instructional objectives 65. Which one of the following types of evaluation
assesses the learning progress to provide continu-
(v) Presentation of instructional materials ous feedback to both teachers and students during
(a) (i), (ii), (iii), (iv), (v) instruction?
(b) (ii), (i), (iii), (iv), (v) (a) Placement evaluation
(c) (v), (iv), (iii), (i), (b) Formative evaluation
(d) (iv), (i), (v), (ii), (iii) (c) Diagnostic evaluation
59. CIET stands for (d) Sununative
(a) Centre for Integrated Education and 66. Which one of the following is a scaled down teach-
Technology ing situation?
(b) Central Institute for Engineering and (a) Macro teaching
Technology (b) Team teaching
(c) Central Institute for Education Technology (c) Cooperative teaching
(d) Centre for Integrated Evaluation Techniques (d) Micro teaching
60. Teacher's role in higher education is to 67. CLASS stands for
(a) Provide information to students (a) Complete Literacy and Studies in Schools
(b) Promote self-learning in students (b) Computer Literates and Students in Schools
(c) Encourage healthy competition among students (c) Computer Literacy and Studies in Schools
(d) Help students to solve their problems (d) Centre for Literacy and Studies in Schools
61. The Verstehen School of Understanding was popu-
larized by June 2013
(a) German social scientists 68. The blackboard can be utilized best by a teacher
(b) American philosophers for
(c) British academicians (a) Putting the matter of teaching in black and white
(d) Italian political analysts (b) Making the students attentive
152 UGC-NET Paper-1
(c) Writing the important and notable points 76. The best method of teaching is to
(d) Highlighting the teacher himself (a) Impart information
(b) Ask students to read books
69. Nowadays the most effective mode of learning is
(c) Suggest good reference material
(a) Self-study
(d) Initiate a discussion and participate in it
(b) Face-to-face learning
(c) e-Learning 77. Interaction inside the classroom should generate
(d) Blended learning (a) Argument (b) Information
(c) Ideas (d) Controversy
70. At the primary school stage, most of the teachers
should be women because they 78. 'Spare the rod and sioil the child', gives the me
(a) Can teach children better than men sage that
(b) Know basic content better than men (a) Punishment in the class should be banned.
(c) Are available on lower salaries (b) Corporal punishment is not acceptable.
(d) Can deal with children with love and affection (c) Undesirable behaviour must be punished.
(d) Children should be beaten with rods.
71. Which one is the highest order of learning?
(a) Chain learning 79. The type of communication that the teacher has in
the classroom, is termed as
(b) Problem-solving learning
(a) Interpersonal
(c) Stimulus—response learning
(b) Mass communication
(d) Conditioned-reflex learning
(c) Group communication
72. A person can enjoy teaching as a profession when he (d) Face-to-face communication
(a) Has control over students
(b) Commands respect from students June 2012
(c) Is more qualified than his colleagues 80. If you get an opportunity to teach a visually chal-
(d) Is very close to higher authorities lenged student along with normal students, what type
of treatment would you like to give him in the class?
73. 'A diagram speaks more than 1000 words.' The (a) Not giving extra attention because the major-
statement means that the teacher should ity may suffer.
(a) Use diagrams in teaching (b) Take care of him sympathetically in the class-
(b) Speak more and more in the class room.
(c) Use teaching aids in the class (c) You will think that blindness is his destiny and
(d) Not speak too much in the class hence you cannot do anything.
(d) Arrange a seat in the front row and try to teaciv
at a pace convenient to him.
December 2012
81. Which of the following is not a characteristic of a
74. For an efficient and durable learning, the learner
good achievement test?
should have
(a) Reliability (b) Objectivity
(a) Ability to learn only
(c) Ambiguity (d) Validity
(b) Requisite level of motivation only
82. Which of the following does not belong to a pro-
(c) Opportunities to learn only jected aid?
(d) Desired level of ability and motivation (a) Overhead projector
75. Classroom communication must be (b) Blackboard
(a) Teacher-centric (b) Student-centric (c) Epidiascope
(c) General-centric (d) Textbook-centric (d) Slide projector
83. For a teacher, which of the following methods (b) Isolate those students
would be correct for writing on the blackboard? (c) Reform the group with your authority
(a) Writing fast and as clearly as possible (d) Give them an opportunity for introspection
(b) Writing the matter first and then asking stu- and improve their behaviour
dents to read it
89. Which of the following belongs to a projected aid?
(c) Asking a question to students and then writing
the answer as stated by them (a) Blackboard (b) Diorama
(d) Writing the important points as clearly as pos- (c) Epidiascope (d) Globe
sible 90. A teacher is said to be fluent in asking questions,
if he can ask
84. A teacher can be successful if he/she
(a) Meaningful questions
(a) Helps students in becoming better citizens
(b) As many questions as possible
(b) Imparts subject knowledge to students
(c) Prepares students to pass the examination (c) Maximum number of questions in a fixed time
(d) Many meaningful questions in a fixed time
(d) Presents the subject matter in a well-organized
manner 91. Which of the following qualities is most essential
85. Dynamic approach to teaching means for a teacher?
(a) Teaching should be forceful and effective. (a) He should be a learned person.
(b) Teachers should be energetic and dynamic. (b) He should be a well-dressed person.
(c) The topics of teaching should not be static, but (c) He should have patience.
dynamic. (d) He should be an expert in his subject.
(d) The students should be required to learn
through activities. June 2011
92. For maintaining effective discipline in the class,
December 2011
the teacher should
86. By which of the following methods is the true (a) Allow students to do what they like.
evaluation of the students possible?
(b) Deal with the students strictly.
(a) Evaluation at the end of the course
(c) Give the students some problem to solve.
(b) Evaluation twice in a year
(d) Deal with them politely and firmly.
(c) Continuous evaluation
(d) Formative evaluation 93. An effective teaching aid is one which
(a) Is colourful and good looking
87. Suppose a student wants to share his problems
(b) Activates all faculties
with his teacher and he visits the teacher's house
for the purpose, the teacher should (c) Is visible to all students
(a) Contact the student's parents and solve his (d) Easy to prepare and use
problem
94. Those teachers are popular among students who
(b) Tell him that he should never visit his house (a) Develop intimacy with them
(c) Tell him to meet the principal and solve the (b) Help them solve their problems
problem
(c) Award good grades
(d) Extend reasonable help and boost his morale
(d) Take classes on extra tuition fee
88. When some students attempt to disturb the disci-
pline of the class by making mischief, what will be 95. The essence ofan effective classroom environment is
your role as a teacher? (a) A variety of teaching aids
(a) Expel those students (b) Lively student—teacher interaction
(c) Pin-drop silence 102. Ina lively classroom situation, there is likely to
(d) Strict discipline (a) Occasional roars of laughter
(b) Complete silence
96. On the first day of his class, if a teacher is asked
by the students to introduce himself, he should (c) Frequent teacher—student dialogue
(a) Ask them to meet after the class (d) Loud discussion among students
(b) Tell them about him in brief 103. If a parent approaches the teacher to do some
(c) Ignore the demand and start teaching favour to his/her ward in the examination, the
teacher should
(d) Scold the student for this unwanted demand
(a) Try to help him
97. Moral values can be effectively inculcated among (b) Ask him not to talk in those terms
the students when the teacher
(c) Refuse politely and firmly
(a) Frequently talks about values
(d) Ask him rudely to go away
(b) Himself practices them
(c) Tells stories of great persons June 2010
(d) Talks of gods and goddesses 104. Which one of the following is the most importan
quality of a good teacher?
December 2010 (a) Punctuality and sincerity
98. Some students in a elms exhibit great curiosity (b) Content mastery
for learning. It may be because such children (c) Content mastery and reactive
(a) Are gifted (d) Content mastery and sociable
(b) Come from rich families 105. The primary responsibility for the teacher's
(c) Show artificial behaviour adjustment lies with
I (d) Create indiscipline in the class (a) The children
(b) The principal
99. The most important quality of a good teacher is (c) The teacher himself
(a) Sound knowledge of subject matter (d) The community
(b) Good communication skills
106. As per the NC norms, what should be the
(c) Concern for students' welfare strength for a unit of 100 students at B.Ed. level?
(d) Effective leadership qualities (a) 1 + 7 (b) 1 + 9
100. Which one of the following is appropriate in (c) 1 + 10 (d) 1 + 5

respect of teacher—student relationship? 107. Research has shown that the most frequent symp-
(a) Very informal and intimate tom of nervous instability among teachers is
(b) Limited to classroom only (a) Digestive upsets (b) Explosive behaviour
(c) Cordial and respectful (c) Fatigue (d) Worry
(d) Indifferent 108. Which one of the following statements is correct?
(a) Syllabus is an annexure to the curriculum.
101 The academic performance of students can be
improved if parents are encouraged to (b) Curriculum is the same in all educational
institutions.
(a) Supervise the work of their wards
(c) Curriculum includes both formal and infor-
(b) Arrange for extra tuition mal education.
(c) Remain unconcerned about it (d) Curriculum does not include methods of
(d) Interact with teachers frequently evaluation.
1 55
reachingApiitude .
109. A successful teacher is one who is (c) Discipline

(a) Compassionate and disciplinarian (d) Entertaining
(b) Quite and reactive
116. Which of the following is more interactive and
(c) Tolerant and dominating student centric?
(d) Passive and active (a) Seminar (b) Workshop
(c) Lecture (d) Group discussion
December 2009
117, Assertion (A): For an effective classroom com-
110. The university which telecasts educational pro- munication at times it is desirable to use the pro-
grammes through its own channel is jection technology.
(a) Osmania University Reason (R): Using the projection technology
(b) University of Pune facilitates extensive coverage of course contents.
(c) Annamalai University (a) Both (A) and (R) are true, and (R) is the cor-
(d) Indira Gandhi National Open University rect explanation.
(IGNOU) (b) Both (A) and (R) are true, but (R) is not the
correct explanation.
111. Which of the following skills are needed for
present-day teacher to adjust effectively with the (c) (A) is true, but (R) is false.
classroom teaching? (d) (A) is false, but (R) is true.
(i) Knowledge of technology
(ii) Use of technology in teaching-learning June 2009
(iii) Knowledge of students' needs 118. Good evaluation of written material should not be
(iv) Content mastery based on:
(a) (i) and (iii) (b) (ii) and (iii) (a) Linguistic expression
(c) (ii), (iii), and (iv) (d) (ii) and (iv) (b) Logical presentation
(c) Ability to reproduce whatever is read
112. Who has signed an MOU for Accreditation of
Teacher Education Institutions in India? (d) Comprehension of subject
(a) NAAC and UGC (b) NCTE and NAAC 119. Why do teachers use teaching aid?
(c) UGC and NCTE (d) NCTE and IGNOU (a) To make teaching fun-filled
113. The primary duty of the teacher is to (b) To teach within the understanding level of
students
(a) Raise the intellectual standard of the students
(c) For students' attention
(b) Improve the physical standard of the students
(d) To make students attentive
(c) Help all-round development of the students
(d) Imbibe value system in the students 120. Attitudes, concepts, skills, and knowledge are
products of:
114. Micro teaching is more effective
(a) Learning (b) Research
(a) During the preparation for teaching-practice
(c) Heredity (d) Explanation
(b) During the teaching-practice
121. Which among the following gives more freedom
(c) After the teaching-practice
to the learner to interact?
(d) Always (a) Use of film
115. What quality does the students like the most in a (b) Small group discussion
teacher? (c) Lectures by experts
(a) Idealist philosophy (d) Viewing country-wide classroom programme
(b) Compassion on TV
122. Which of the following is not a product of learning? (c) He is the great reformer of the society.
(a) Attitudes (b) Concepts (d) He is a great patriot.
(c) Knowledge (d) Maturation
129. The most important cause of failure for teacher
December 2008 lies in the area of:
(a) Interpersonal relationship
123. According to Swami Vivekananda, teacher's suc-
cess depends on: (b) Lack of command over the knowledge of the
subject
(a) His renunciation of personal gain and service
to others (c) Verbal ability
(b) His professional training and creativity (d) Strict handling of the students
(c) His concentration on his work and duties 130. A teacher can establish rapport with his students by:
with a spirit of obedience to God
(a) Becoming a figure of authority
(d) His mastery on the subject and capacity in
(b) Impressing students with knowledge and skill
controlling the students
(c) Playing the role of a guide
124. Which of the following teacher will be liked the
(d) Becoming a friend to the students
most?
(a) A teacher of high idealistic attitude 131. Education is a powerful instrument of:
(b) A loving teacher (a) Social transformation
(c) A teacher who is disciplined (b) Personal transformation
(d) A teacher who often amuses his students (c) Cultural transformation
125. A teacher's most important challenge is: (d) All of the above
(a) To make students do their homework 132. A teacher's major contribution towards the maxi-
(b) To make teaching—learning process enjoyable mum self-realization of the student is affected
(c) To maintain discipline in the classroom through:
(d) To prepare the question paper (a) Constant fulfilment of the students' needs
(b) Strict control of classroom activities
126. Value-education stands for:
(a) Making a student healthy (c) Sensitivity to students' needs, goals, and
purposes
(b) Making a student to get a job
(d) Strict reinforcement of academic standards
(c) Inculcation of virtues
(d) All-round development of personality December 2007
127. When a normal student behaves in an erratic 133. Verbal guidance is least effective in the learning of:
manner in the class, you would:
(a) Aptitudes (b) Skills
(a) Pull up the student then and there
(c) Attitudes (d) Relationship
(b) Talk to the student after the class
(c) Ask the student to leave the class 134. Which is the most important aspect of the teacher's
role in learning?
(d) Ignore the student
(a) The development of insight into what consti-
June 2008 tutes an adequate performance
128. The teacher has been glorified by the phrase (b) The development of insight into what consti-
'Friend, philosopher and guide' because: tutes the pitfalls and dangers to be avoided
(a) He has to play all vital roles in the context of (c) The provision of encouragement and moral
society. support
(b) He transmits the high value of humanity to (d) The provision of continuous diagnostic and
students. remedial help
135. The most appropriate purpose of learning is: 142. Micro teaching is most effective for the student—
(a) Personal adjustment teacher:
(b) Modification of behaviour (a) During the practice-teaching
(c) Social and political awareness (b) After the practice-teaching
(d) Preparing oneself for employment (c) Before the practice-teaching
136. The students who keep on asking questions in the (d) None of the above
class should be: 143. Which is the least important factor in teaching?
(a) Encouraged to fmd answer independently (a) Punishing the students
(b) Advised to meet the teacher after the class (b) Maintaining discipline in the class
(c) Encouraged to continue questioning
(c) Lecturing in an impressive way
(d) Advised not to disturb during the lecture
(d) Drawing sketches and diagrams on the black-
137. Maximum participation of students is possible in board
teaching through:
(a) Discussion method December 2006
(b) Lecture method 144. Which of the following is not instructional material?
(c) Audio—visual aids (a) Overhead projector (b) Audio cassette
(d) Textbook method (c) Printed material . (d) Transparency
138. Use of radio for higher education is based on the 145. Which of the following statement is not correct?
presumption of: (a) Lecture method can develop reasoning.
(a) Enriching curriculum-based instruction
(b) Lecture method can develop knowledge.
(b) Replacing teacher in the long run
(c) Lecture method is a one-way process.
(c) Everybody having access to a radio set
(d) During lecture method students are passive.
(d) Other means of instruction getting outdated
146. The main objective of teaching at higher educa-
June 2007 tion level is:
139. The teacher uses visual-aids to make learning: (a) To prepare students to pass examination
(a) Simple (b) To develop the capacity to take decisions
(b) More knowledgeable (c) To give new information
(c) Quicker (d) To motivate students to ask questions during
lecture
(d) Interesting
140. The teacher's role at the higher educational level 147. Which of the following indicates evaluation?
is to: (a) Ram got 45 marks out of 200.
(a) Provide information to students (b) Mohan got 38% marks in English.
(b) Promote self-learning in students (c) Shyam got first division in fmal examination.
(c) Encourage healthy competition among students (d) All of the above.
(d) Help students to solve their personal problems
June 2006
141. Which one of the following teachers would you
like the most? 148. Which of the following comprise teaching skill?
(a) Punctual (a) Blackboard writing
(b) Having research aptitude (b) Questioning
(c) Loving and having high idealistic philosophy (c) Explaining
(d) Who often amuses students (d) All of the above
149. Which of the following statements is most appro- (a) Problem-solving method
priate? (b) Laboratory method
(a) Teachers can teach.
(c) Self-study method
(b) Teachers help can create in a student a desire (d) Team teaching method
to learn.
(c) Lecture method can be used for developing 156. An effective teacher is one who can:
thinking. (a) Control the class
(d) Teachers arc born. (b) Give more information in less time
150. The first Indian chronicler of Indian history was: (c) Motivate students to learn
(a) Mcgasthanesc (b) Fahiyan (d) Correct the assignments carefully
(c) Huan Tsang (d) Kalhan

December 2004
151. Which of the following statements is correct?
(a) Syllabus is a part of curriculum. 157. Discussion Method can be used when:
(a) The topic is very difficult.
(b) Syllabus is an annexure to curriculum.
(b) The topic is easy.
(c) Curriculum is the same in all educational
institutions affiliated to a particular university. (c) The topic is difficult.
(d) Syllabus is not the same in all educational (d) All of the above.
institutions affiliated to a particular university.
158. Which of the following is a teaching aid?
152. Which of the two given options is of the level of (a) Working model of windmill
understanding?
(b) Tape recorder
(i) Define noun.
(c) 16 mm Film projector
(ii) Define noun in your own words.
L 159. The main aim of teaching is:
(a) To develop only reasoning
December 2005 (b) To develop only thinking
(c) To give information
153. Team teaching has the potential to develop:
(a) Competitive spirit (d) Both (a) and (b)
(b) Cooperation 160. The quality of teaching is reflected:

(c) The habit of supplementing the teaching of (a) By the attendance of students in the class
each other (13) By the pass percentage of students
(d) Highlighting the gaps in each other's teaching (c) By the quality of questions asked by
students
154. Which of the following is the most important
characteristic of Open Book Examination system? (d) By the duration of silence maintained in th
class
(a) Students become serious.
(b) It improves attendance in the classroom. 161. The current annual examination system:
(c) It reduces examination anxiety amongst stu- (a) Promotes rote learning
dents. (b) Does not promote good study habits
(d) It compels students to think. (c) Does not encourage students to be regular in
class
155. Which of the following methods of teaching
encourages the use of maximum senses? (d) All of the above
Teaching Aptitude 1
.59
7. (b) 8. (b) 9. (c)

5. (d) 6. (d)
4. (a) 16. (d) 17. (c) 18. (d)
3. (a) 15. (d)
1. (d) 2. (c) 14. (c) 26. (a) 27. (d)
12. (a) 13. (d) 24. (d) 25. (b)
10. (b) 11. (d) 23. (a) 35. (a) 36. (d)
22. (b) 34. (d)
20. (a) 21. (b) 33. (a)
19. (c) 31. (b) 32. (d) 44. (d) 45. (d)
30. (c) 42. (a) 43. (c)
28. (b) 29. (c) 40. (d) 41. (a) 53. (b) 54. (c)
39. (b) 51. (b) 52. (b)
37. (d) 38. (d) 49. (d) 50. (a) 62. (d) 63. (c)
48. (b) 61. (d)
47. (c) 59. (d) 60. (b) 72. (d)
46. (a) 58. (d) 70. (a) 71. (a)
56. (a) 57. (c) 69. (a)
55. (b) 67. (a) 68. (d) 80. (a) 81. (a)
66. (d) 78. (d) 79. (b)
64. (c) 65. (d) 77. (a) 90. (a)
76. (b) 88. (b) 89. (co
74. (b) 75. (d) 87. (d)
73. (a) 85. (b) 86. (d) 98. (a) 99. (c)
84. (d) 96. (d) 97. (a)
82. (a) 83. (b) 94. (c) 95. (d)
92. (a) 93. (d)
91. (b)
6. (a) 7. (b)
5. (d) 14. (a)
4. (a) 13. (d)
2. (a) 3. (a) 12. (d)
1. (b) 11. (b) 21. (d)
9. (c) 10. (b) 20. (d)
18. (a) 19. (a) 28. (a)
8. (a) 17. (b) 27. (b)
16. (b) 26. (d) 35. (d)
15. (c) 25. (c) 34. (d)
23. (c) 24. (b) 33. (a)
22. (a) 32. (d) 42. (d)
30. (a) 31. (b) 40. (d) 41. (c)
29. (c) 39. (d) 49. (a)
37. (b) 38. (b) 47. (b) 48. (d)
36. (b) 46. (d) 56. (c)
44. (a) 45. (a) 55. (c)
53. (c) 54. (a) 63. (a)
43. (a) 52. (b) 62. (b)
51. (a) 61. (a) 70. (d)
50. (c) 59. (c) 60. (b)
58. (d) 68. (c) 69. (d)
57. (b) 67. (c) 77. (c)
66. (d) 76. (d)
65. (b) 74. (d) 75. (b) 84. (d)
64. (b) 73. (a) 83. (d)
72. (b) 82. (b) 91. (c)
71. (d) 80. (d) 81. (a)
79. (a) 90. (a)
78. (a) 88. (d) 89. (c) 98. (a)
86. (a) 87. (d) 97. (b)
85. (d) 95. (b) 96. (b) 105. (b)
93. (b) 94. (b) 104. (c)
92. (d) 102. (a) 103. (c) 112. (b)
100. (c) 101. (a) 111. (c)
99. (a) 109. (a) 110. (d) 119. (b)
107. (b) 108. (c) 118. (d)
106. (a) 116. (d) 117. (b) 126. (c)
114. (b) 115. (c) 125. (b)
113. (a) 123. (a) 124. (b) 133. (b)
121. (b) 122. (d) 132. (c)
120. (a) 130. (b) 131. (d) 140. (b)
128. (b) 129. (b) 139. (d)
127. (b) 137. (a) 138. (c) 147. (d)
135. (b) 136. (a) 146. (b)
134. (a) 144. (d) 145. (a)
143. (a) 1.54. (d)
141. (b) 142. (a) 153. (c)
151. (d) 152. (b) 161. (d)
149. (b) 150. (a) 160. (c)
148. (d) 158. (d) 159. (d)
156. (c) 157. (c)
155. (b)
RESEARCH APTITUDE 2
The common facts of today are the products of yesterday's Research.
—Duncan MacDonald
Chapter Overview
This chapter on Research Aptitude will help candidates in preparation of NTA UGC-NET Paper—I
and it will be equally important for their academic journey which will start with M.Phil. or Ph.D.
enrolment. This chapter starts with the basics of research, including its meaning, objectives,
characteristics, and types. As it moves ahead, the reader will come to know about positivism
and post-positivitic approach to research, the steps of research, research ethics, thesis writing,
and some other commonly used terms.This chapter carries good weightage with 5-6 questions
figuring in each NTA UGC-NET question paper. So, candidates are advised to prepare well and
then move on to solve the practice questions and questions from previous years' papers provided
at the end of the chapter.
• Research
a Meaning
0 Types
Characteristics
0 Positivism and Post-positivistic Approach to Research
• Methods of Research
a Experimental Method
a Descriptive Method
a Historical Method
a Quantitative and Qualitative Methods
• Steps of Research
• Thesis and Article writing:
a Format
a Styles of Referencing
• Application of ICT in Research
• Research Ethics
Research Aptitude 2.2
RESEARCH APTITUDE—AN systematically, carefully, and closely examine a situ-

INTRODUCTION ation, procedure, or an activity for the formulation
of generalizations and theories.
The word Research is made up of two terms, re
and search; re means again, anew, or over again
and search means to examine closely and carefully. ROLE OF RESEARCH IN DIFFERENT
Research is the careful, patient, and systematic study
in some field of knowledge, undertaken to general-
FIELDS
ize facts. In simple words, research can be defined The role of research has been gaining importance
as the in-depth study of something in search of some over time as it promotes the development of logi-
new information. cal habits of thinking and organization and helps
The views of some eminent scholars and sources in problem solving. It is important in every sphere
on research are given below: of life. All government policies are formulated
The systematic and objective analysis and record- after research, regarding specific problems to be
ing of controlled observations that may lead to addressed, considering alternative policies, and
development of generalisations, principles, or theo- examining their consequences, so as to choose the
ries, resulting in prediction and possibility of ulti- best available policy. It is considered necessary for
mate control of events. avoiding wastage of nation's resources by their effi-
—John W. Best cient allocation. Research can also be used to evalu-
An intensive and purposeful search for knowledge ate the consequences and effectiveness of policies
and understanding of social and physical phenomena after implementation.
... It is not merely an accumulation of knowledge but Research has its special significance in solving
a crucial and scientific analysis of social facts and various problems of business and industry as the
formulation of generalisations as a basis of action results assist in taking business decisions. It helps
and foresight. scientists in studying social relationships and fmd
—ICY Rao answers to the social problems. It can be a good
The Oxford Advanced Learner's Dictionary career path for students to attain high positions; a
defines research as 'a careful investigation or source of livelihood for professionals in research
inquiry especially through search for new facts in methodology; it provides an outlet for new ideas and
any branch of knowledge'. In other words, it is an insights to philosophers and thinkers; for literary
original addition to the existing knowledge, which men and women, research is a means for the devel-
leads to its further advancement. opment of new styles and creative work; and for
Aptitude means the ability or skill to do some- analysts and intellectuals, it assists in the formula-
thing. So, research aptitude is the ability or skill to tion of new theories.
P ow is research aptitude important for candidates of NTA UGC-NET exaS

Undoubtedly, research aptitude is important as it is use research-related skills to investigate data from
part of the syllabus of NET exam and usually there different sources for solving problems. A 'research lit-
' are 5 to 6 questions from this topic. It should be kept crate' teacher knows how to read and interpret find-
in mind that it is not just important from the exam ings from research. If one has knowledge of different
perspective, but also the knowledge/experience of approaches of research, then he/she can use them
research wit be helpful in teaching as well. It will help efficiently in Integrating knowledge from academic
teachers in staying up to date with the latest develop- subjects with practical experience of research in class.
ments in their subject. This will also help in updating In enquiry-based classroom environment, innovations
curriculum from time to time to match the changing and collaborative enquiry will become a part of teach-
global scenario. For being a good teacher, one should ing. This will improve performance of students as well
have the capacity, motivation, and opportunity to as make learning Interesting.
2.3 UGC-NET Paper-I
OBJECTIVES OF RESEARCH Objectives of research can be categorized as:

Research objectives are usually specified on the Theoretical Factual Applicatiojt
basis of the topic of research. These are based on objectives objectives objectives
the goals which researchers want to achieve or the
information which they want to extract from the It leads to the Studies Such objectives—
data. Research activity of a teacher or any other key formulation of new with such suggest the
position holder in a teaching institute usually aims at theories, basic objectives use of already
the following. knowledge by aim at existing theories
exploring the finding new to newer
• To analyse performance of students by recording association between facts. These situations.
data of their marks in class tests or major exams different variables. are used most These are used
• To know about the trend of their performance Such objectives are in History in applied
and look for the possible causes of any dete- used in fundamental subject, research.
rioration research in explanatory
• To find ways of remedial measures for improve- subjects of science, research, etc.
ment mathematics, etc.
• To analyse behaviour of students in the class or
their groups
• To encounter problems arising in day-to-day RESEARCH METHODOLOGY AND
life
• To compare effectiveness of different types of RESEARCH METHODS
teaching aids Research methods are different methods or tech-
• To update curriculum from time to time niques which are used in any of the stages of a
research process, be it data collection, analysing
There could be numerous situations other than those data, or checking the accuracy of results. All the
listed above. But in general, any research is mostly techniques and methods which are part of research
undertaken to fulfil the following objectives. are research methods.
• To understand any particular phenomenon or Research methodology is the study of how to con-
problem and analyse its causes and effects duct research scientifically and systematically. It is
• To study the frequency of occurrence of a phe- a science which deals with how to solve a problem
nomenon with research.
• To verify social facts, generalizations, or values. Researchers should know about the different
• To suggest remedial measures and solutions for research methods and criteria or conditions in which
problems these methods can be used. Only then they will be
• To examine different aspects of daily life able to use any method effectively. They should
• To develop principles which shape a particular be aware of when a method can be used and when
procedure not. Research methodology has broader scope than ;
• To formulate new theories which explain any research methods as research methods are a part of '[
phenomenon or a particular situation and help methodology. Research methodology teaches how
in advancement a problem can be identified and expressed, how
• To test a hypothesis depicting the relation and why a hypothesis is formulated, which method
between variables should be used for collecting and analysing data,
which method should be used to check accuracy of.
Research is generally oriented towards looking into results, and which not, etc.
5 Ws and I H of a problem, that is, Who, What,
Where, When, Why, and How. As said by Bernard
Baruch. Millions saw the apple fall, but Newton was TYPES OF RESEARCH
the one who asked WHY'. It was this WHY which Research can be categorized on the basis of its prod
lead to the discovery of the Law of Gravitation. cess, application, inquiry mode, ideas or concepts
extension or newness, objective, logic, etc. The fol-

facilities available in a medical facilities; the
lowing are the types of research: city or state or in India hardships people face
(no. of doctors, nurses, while availing these
Quantitative research Qualitative research hospitals; etc.). facilities.
• It deals with quantitative • It deals with qualitative Mixed research: There can be studies where both the
phenomenon (involving phenomenon (involving quantitative and qualitative aspects are being analysed
quantity), quality). in the same study. Qualitative research can have some
• It is used to quantify • It is used for qualitative quantitative elements that can be tested with statistical
a problem, attitude, analysis, i.e., for techniques, or vice versa.
behaviour, or opinion. understanding of
problems which cannot
Fundamental research Applied research
be quantified.
• It tells about how much • It tells about why. It • It is used for • It is used for any
or how many. provides understanding generalizing and makes specific social or
of the problem, attitude addition to the existing business issue.
or behaviour, etc. knowledge base.
• It is usually structured. • It is usually unstructured • It is conducted for • It is conducted to
or semi-structured. formulating theories and find solution for any
• It is similar to deductive • It is similar to inductive has a greater scope of particular problem
research, i.e., goes from research, i.e., goes from application or to analyse any
general to specific. specific to general. particular issue.
• Techniques used for • Techniques used for Structured Unstructured

data collection include data collection include research research
surveys, interviews, group discussions,
longitudinal studies, observations, • In this, research • It allows flexibility as
online polls, and so on. individual interview, objectives, design, research objectives,
word association test, sample, etc., all are design, etc. are not
story completion test, pre-decided. pre-decided.
sentence completion • It is used in • It is useful in qualitative
test, etc. quantitative research research to know about
to know the extent of the nature of a problem.
• Sample size is • Sample size is a problem.
comparatively larger comparatively smaller
but with lesser depth. with greater depth.
Conceptual Empirical
• It can be classified research research
into Phenomenology,
• It is based on • It involves performing
Ethnography, Case
establishing a concept experiments to test
Study, Grounded
or a theory based relevance of old theories
Theory, Historical
on observations or or to provide base for
Research, etc.
intellect and not new theories.
• For example, study • For example, study experiments.
conducted to know conducted to know • It is based on • It is based on practical
about how many about why people theoretical approach, and experimental
persons suffer from suffer from mental and is generally approach.
mental disorders; how disorders; how these used to develop new
much is the estimated affect the personal theories or to redefine
treatment expenditure; life of a person; the already existing
extent of medical effectiveness of one.
2.5 UGC-NET Paper-I
Innovative Incremental theory and tests its different sample units-2

research research implication on a and if there exists a
particular sample. pattern in behaviour, it
• This type of research • It is an improvement
is then generalized,
results in innovation or extension of
of a new technology something which • It begins with • It begins with research
or technique to solve a already exists. hypothesis. questions.
problem. • It is generally It is generally
For example, For example, associated with associated with
• Research conducted • Research conducted quantitative research. qualitative research.
for development of by a company to • Suppose, there is a • Suppose, you have
nanotechnology. improve their generalization that conducted a study on 50
product educated people earn households to analyse
• A research which more than uneducated the education level of
establishes a new people, you can test working persons in each
theory to overcome this hypothesis on a family and their incomes.
the shortcomings of sample from your city. It is found that in these
an already existing
Here, you are testing families, educated
theory (extension of an a generalization on a persons are earning more
existing theory) specific sample. than uneducated persons.
Both, innovative and incremental research are equally So, you can generalize
important as the first leads to new theories and the it to say that educated
other takes care of improvements in it. people earn more than
uneducated people.
Descriptive research Analytical research
• It is undertaken to simply • This explains 'why it
explain 'what occurred' has occurred' or 'how it DEDUCTIVE INDUCTIVE
1 or 'what is occurring', occurred'. RESEARCH RESEARCH
i.e., describes a problem,
situation, or phenomenon.
Theory Observation
• Description, • Cause—Effect 4
It
classification, relationship is Hypothesis, Pattern
comparison, etc., are explained.
used to describe the Observation Q Hypothesis
phenomenon. 4
• For example, analysing • For example, analysing Confirmation Theory
the trend of prices of the reasons behind
pulses. change in prices of
pulses.
Deductive research Inductive research

• It is aimed at testing • It is aimed at formulating
CHARACTERISTICS OF GOOD
theory. theories, exploring new
phenomenon, or RESEARCH
reinterpreting the Systematic Research should be systematic; this
existing theory from new means that every research should follows a certain set
perspectives. of procedures. The researcher has to choose the pro-
• It is a journey from • It is a journey from cedures on the basis of their suitability to research.
general to specific. specific to general. These should be executed step by step. For con-
Researcher considers an Researcher analyses any ducting research, the researcher should first choose
already established specific issue on a topic, then carry out literature review, formulate
research objectives and questions, hypothesis, etc. Realistic Good research should be realistic. It
This should be followed by sampling, collecting should deal with some real problems of the world.
data, analysing data, testing hypothesis, drawing Also, the results should be realistic. Research with
generalizations, and writing the research report. spurious results will be of no use. For example, if in
Empirical According to Oxford Dictionary, the a research, there arises a relation between 'number
term empirical means, 'based on, concerned with, or of satellites launched by India' and 'level of ground-
verifiable by observation or experience rather than water'; such a research will be of no use.
theory or pure logic'. So, research should be empiri- Controlled In real life, any activity is affected by
cal. In other words, it should be based on observa- many factors. While conducting research it will not
tion, direct, or real-life experiences. Scientific meth- be possible to consider all the factors together. Even
ods should be used while conducting research. if all factors are considered, then it will be difficult
Critical There should be critical analysis of the to know how much impact any particular factor has
methods and procedures used so that research should created. So, to study the impact of any one factor,
be free from any errors. It should be able to resist others have to be controlled. This can be done easily
critical scrutiny. in physical sciences, as experiments are performed in
laboratories. But it is difficult in social science, where
Objectivity It implies impartiality or absence of
humans are studied and it is not possible to isolate
bias. Research should be free from the personal val-
ues and beliefs of the researcher. It should be the aim them from the society to study their behaviour.
of the researchers that they remain impartial while Validity This implies that the conclusions drawn
interpreting results of the research and do not mis- from the study are correct. Validity ensures the
interpret results to verify their own personal beliefs. applicability of the research. The conclusions drawn
Accuracy Accuracy means research should be from research are applicable to real-life problems
free from errors. It depends on whether the research only if these are valid.
tools have been selected carefully or not. Attention
Reliability A reliable research will produce simi-
should be paid at every step to avoid errors. A non-
lar results each time, when procedures are tested on
accurate research will yield only spurious results.
different sets of similar samples. Suppose a study
Generalizability For every research, there is a has been conducted on different samples regard-
population on which research can be conducted. For ing sports activity and health status. Consider that
example, consider that a research is conducted on the result from one sample concludes that playing
the use of online educational channels among col- games (video games not considered) improves the
lege students. For this the population will be college health of a person. If other samples also conform to
students, but it will not be feasible for researchers to this conclusion, then it can be said that the research
collect data from each and every college student. So, procedure and the results are reliable. Greater the
they can choose a sample which will be representa- similarity in results, greater is the reliability.
tive of the population.
Generalizability implies that the interpretations which Rigorous This means 'strictly applied or adhered
have been made using the sample should be applicable to' or 'extremely thorough and careful'. Research
to the population as well. If it is found that most of the involves collecting data and interpreting results.
students in the sample prefer online educational chan- Rigorous research is the result of reliable and accu-
nels, then it implies that most of the college students rate data used for drawing objective and meaningful
(generalizing it to whole population) prefer these. conclusions.
Logical Good research is logical. In other words, Credibility Research should be credible. It deals
it is govemed by the rules of logical reasoning. This with trustworthiness of research. It is not about
makes research more meaningful and decision- quantity but quality of research. Conclusions should
making effective. Induction and Deduction which are be based on accurate data. Special care should be
part of logical reasoning also play an important role in taken while using secondary data as it might have
research. These are discussed in the types of research. been manipulated.
2.7 UGC-NET Paper-I
Cyclical or Incremental Formulating the results ferent types of research based on descriptive research
of research does not end the process. In every end, method are Observational Method, Survey Method,
there is scope for a new beginning. Good research is and Case Study Method. Observational method
that which leaves scope for further extension. involves describing the situation or problem by
observing it. The observer can observe from outside,
Replicable This implies that research can be repli- or became a part of the group under study to under-
cated and used for decision-making. stand it in a better way. To understand the various
aspects of the topic under study, the researcher can
Positivism and Post-positivistic Approach
collect data with the help of survey forms. Survey
to Research
form can be filled by asking questions to respondents
According to the Oxford Dictionary, positivism
in face-to-face interaction, or these can be sent by
implies, 'a philosophical system recognizing only
post, or online. Case study method can be used for
that which can be scientifically verified or which is
in-depth study of the problem.
capable of logical or mathematical proof, and there-
fore rejecting metaphysics and theism'. According Historical research It is the research conducted
to the positive approach to research, the conclusions to examine past events. No experiment can be per-
should be based on verifiable facts and not purely formed in such a type of study. However, an attempt
on intuition. The followers of positivism believe in can be made to recreate the situation. Such stud-
objective reality, as verified by the data. Research ies are helpful to know about the historical back-
is conducted in a controlled and structured man- ground of the present-day events. Steps in historical
ner. It is based on quantitative research. The results research include: specifying the research problem,
should not be based on the value judgements of the review of literature, extracting information from dif-
researcher. Positivists believe in empiricism. ferent sources, and analysing information to draw
In Post-positivistic approach or Methodological conclusions. Here, primary data sources are per-
Pluralism, the researcher chooses the methodol- sons who had witnessed or experienced the problem
ogy as suitable to the research context. The follow- under study. Hypothesis is not required in historical
ers of post-positivism believe in the subjectivity research; for example, research conducted to know
of reality. Post-positivism has emerged from the about development of modem-day education system
rejection of the central tenets of positivism. It con- in India.
siders that scientific reasoning and common sense
Quantitative research and qualitative research
are same processes and differ only in degree. Post-
have been discussed already in detail.
positivist approach can be further classified into
Constructivists and Critical Realists. The paradigm_
of research depends upon the ontology, epistemol- STEPS OF RESEARCH
ogy, and methodology used in research. According to Clifford Woody, research comprises
the following steps.
METHODS OF RESEARCH • Defining and redefining problems,

Experimental research In experimental research, • Formulating hypothesis,
the relationship between two or more variables is • Collecting, organizing, and evaluating data,
tested by performing experiments involving manip- • Making deductions and reaching conclusions,
ulation of stimuli, environment, or an independent • Testing the conclusions to determine whethe
variable. The relationship between dependent and they fit the formulated hypothesis.
independent variables is tested under controlled set-
Select a Topic
tings. Experimental Research has been discussed in
The first step is to choose a topic. This is not an eas
detail later in the chapter.
or quick task. Researchers can start with selectin
Descriptive research As discussed, descriptive a broad topic. It can be a topic of their or a larg
research is conducted to describe the characteristics community's interest. Research will be more enj
of a situation, phenomenon, or a problem. The dif- able if researchers develop interest in the top
28
Research Aptitude .
They also need to consider some aspects, like fea- • The topic should be feasible. Research guide or
sibility of research, any work already done on the experts in the field can be consulted to know
topic, depth and methodology of work in a similar about the feasibility of topic.
area, etc., to have a set of broad objectives. This • There should be scope of new discovery
involves the review of literature. This will broaden, in the field. If too much work has already been
modify, narrow down, or strengthen the topic chosen. done on that topic, then there will be lesser
Literature review can act as a source of interdiscipli- scope for a new discovery or perspective.
nary insight, criticism, or new ideas. It will provide • If the field is relatively new, then a preliminary
better clarity about the problem and what needs to be study should be conducted.
studied. At this stage, review will not be much deep • Other factors which are important are the esti-
and also the objectives will be broader. The following mated cost of study, qualification, or skills
points should be kept in mind while choosing a topic: required in the field, interest area of researcher,
time factor for study, etc.
• The topic should not be too narrow or too vague.
Thus, before actually starting the research,
• Researcher should be familiar with the topic.
researchers have to choose the topic, consult
available literature and expertise, and list out
Select a topic the broad objectives.
Define the Research Problem

Define the research problem After choosing the topic and having a list of broad
objectives of research, the next step is to define the
research problem. Research problem is a statement
Review the literature which introduces the topic of research, explains the
problem, situation, or an activity for which solu-
tion is to be obtained through research. Its purpose
Develop the objectives is to introduce the topic, define the parameters of
research, and prescribe the framework for interpret-
Identify variables and formulate
ing and reporting results. It should be well written
hypothesis so as to provide clarity about the topic. It is like
drawing boundaries within which the study will
be conducted. It should help in the identification
Prepare the research design of research concepts, variables, etc. Unnecessary
technical language should be avoided while writing
the research problem as this will make it difficult
Carryout sampling
to understand the topic. It should convey the impor-
tance, benefits, and justification of the study.
Collect the data Comprehensive Literature Review
The next step is comprehensive literature review
Perform data analysis and hypothesis Literature review is a very important step of research.
testing It involves analysis of books, journals, articles, docu-
mentaries, etc., related to the topic of research. It will
Carryout generalization and familiarize researchers with works already done in the
interpretation field of study, methodologies used, results derived
shortcomings, etc. It should be organized, precisely
summarized, and well narrated. It will broaden
Write the research report
knowledge in the area of research and also provides
clarity.
Steps of research process
2.9 UGC-NET Paper-I
There arc three steps of literature review: Variables

In research, the focus is usually on trying to
(i) Listing out what is known about the topic. Extraneous variables
understand the relationship between two activities
(ii) Analysing what is unknown about the topic or or to analyse the effect of one activity on another. These are variables which have an effect on the
what needs to be explained but was not consid- These activities are the variables. Suppose, an dependent variable, but are not part of the system. In
ered in earlier studies. experiment is conducted to know about the time the above example of sleeping hours and time taken to
(iii) Deciding what researcher will contribute to the taken by different employees who have slept 2, 4, complete task, there can be many other variables which
field. This will help in formulating the objec- 6, and 8 hours, respectively to complete a task.
affect the time taken to complete the task such as the
tives of the study. mood of employee, his willingness to complete it, any
Here, variables will be the number of sleeping other work he has, his health, etc. Because in this study
While writing literature review, it can be arranged hours and the time taken to complete the task. An we are to check the effect of sleeping hours on working
in chronological order, publication order, method- entity which can be measured is a variable. Here, efficiency, other variables have been excluded from
ologies, or themes. This will provide timely progres- sleeping hours as well as time taken can be meas- the system; so all these are extraneous variables. Their
sions in the subject. ured quantitatively, so the variables in this case effect is not considered in the study, but they do affect
will be 'time taken to complete a task' and 'sleep the time taken to complete the task; so their effect will
be termed as 'experimental error'. All these omitted
hours'. Qualitative concepts can also be quanti-
GOLDEN TIP variables are included in 'Error term' in Econometrics.
III fied on the basis of absence or presence, scales
from 1 to 5, etc. The following are the different Confounding variables
If a book or an article referred to is written by types of variables: These are also similar to extraneous variables as they
more than two authors, then write the name of are also not part of the system. But these differ in the
the first author and then 'et. at, instead of men- Continuous variable Non-continuous or extent of their influence. These have stronger influence
tioning the names of all authors. discrete variable than extraneous variables.
Categorical variables
• These can be expressed • These can only be
Develop the Objectives continuously, i.e., in expressed as whole These variables have only a specified set of options.
decimals as well. numbers. For example, the variable 'blood group' can have four
These objectives will be different from the ones
Example - weight Example - number of options—A, B, AB, 0 or eight options A+, A-, B+, B-,
formulated in the first step. Those were broad 0+, 0-, AB+, AB-.
students
objectives. Now, after having completed the review Variables with only two options are called dichoto-
of literature, the researcher will have a better mous variables. For example, variable like school
understanding of what he would like to contribute Dependent Independent enrolment ('if respondent is enrolled in school') can
to the topic as he is aware of what is known and variable (DV) variable (IV) have options 'yes' or `no'.
unknown about the topic. So, there is a need of Similarly, trichotomous variables will have only
• It is a variable which is • This is not under the three options. For example, employment status can
modifying the objectives accordingly. Objectives wider the influence of influence of any other have three options, 'Employed', 'Self-employed', or
should be complete and clearly specified. Research another variable or which variable in the system. + 'Unemployed'.
objectives are of two types: is affected by another
variable of the system. Demographic variables
(i) Primary objectives These are the main aims
of the study. These are also known as specific • It is a variable which • It is a variable which These variables are used for describing samples and
objectives. does not influence or influences or affects show that the sample is representative of the popula-
tion. Common demographic variables are gender, age,
(ii) Secondary objectives These are the aims which affect another variable another variable of the
marital status, income, occupation, etc.
will be achieved along with main objectives. of the system. system.
These provide support for main objectives. For example, in the above study of sleeping hours and Active variables Attributed variables
These are also known as general objectives. time taken, the variable sleeping hour is an independ-
ent variable, as it is not getting affected by the time • These can be changed • These cannot be
Identify Variables and Formulate and are under the control changed and are not
taken to complete the task, rather we are to study its
Hypothesis effect on the time taken. So, lime taken to complete the of researcher. under the control of
The next step is to identify the variables of the study researcher.
work is the dependent variable.
and formulate the hypothesis.
Example: monthly expendi- Example: age, gender

ture of a household on of respondents.
vegetables.
Active and attributed variables are types of independ-

ent variables.
How to measure variables There are four scales

for measuring variables:
Nominal scale is used for variables which can
be categorized, but cannot be ranked. For example,
blood group of the respondents can have response A,
B, AB, or 0. Here, responses can be categorized, but
cannot be ranked.
Ordinal scale is used for variables which can
be categorized as well as ranked, that is, where one
choice is superior to another; so these can be ranked
on the basis of their levels. It is usually used to meas-
ure non-numeric or qualitative concepts like happi-
ness, sadness, satisfaction, level of pain, and so on.
For example, when asked about the satisfaction of a
service, respondents can reply by choosing one of
these: Very Satisfied, Satisfied, Neutral, Dissatisfied
and Very Dissatisfied. Similarly, any statement can
have options Strongly Disagree, Disagree, Neither
Agree Nor Disagree, Agree, and Strongly Agree.
Marks scored by students in a test can be catego-
rized qualitatively as Above Average, Average, Below
Average.
Interval scale is used for variables involving
quantity, which can be categorized, ranked as well as
can be expressed in increments with known, meas-
urable, consistent, and equal intervals. These types
of variables include time, temperature, percentage
of marks scored by students, etc. Time like sleep-
ing hours can be expressed in equal intervals of, say
1 hour as I, 2, 3, 4, 5, 6, 7, 8 hours.
Ratio scale is used when a variable which can be
categorized, ranked, and expressed in equal inter-
vals, can have an absolute zero value, that is, the
starting point of the scale is taken as zero. Ratios
can be calculated using this measurement Variable,
say monthly views on a YouTube channel, can be
expressed as 'this month we had thrice the number
of views than the last month'.
Functions of hypothesis The main fimetions

Scales for measuring variables hypothesis are given below:
Interval Ratio • It brings clarity, precision, and focus in rese

Variables Nominal Ordinal
can be: scale scale scale scale process.
• It facilitates formulation of theory.
V V V
• It provides a direction to the research by defin-
Categorized 6/
ing the variables.
• It enhances objectivity.
Ranked V V V
• It prevents blind research.
• It provides a temporary theory or generaliza-
Equal inter- V V tion which after verification becomes a well-
vats accepted theory.
Types of hypothesis
Continuity V
Null hypothesis It is the base of a study. This signi-
of values fies there is no difference between two phenomena
or situations. It is denoted by Ho or HN. For example,
Used in Marital Level of Percentage Working
measuring status difficulty of students hours • Ho: There is no difference between the effect of
of exam (at interval drug A and B.
of say 5 %) • Ho: Skin problems are not caused by the chem-
icals in make-up products.
• Hs: Girls and boys perform equally well in
Hypothesis mathematics test.
Hypothesis is a tentative statement, which will be Alternate hypothesis Alternate hypothesis is con-
checked through data analysis. According to Bailey, sidered to be true if the null hypothesis is rejected. II
A hypothesis is a proposition in testable form and is the opposite of null hypothesis. It is denoted by Hi
predicts a particular relationship between two or or HA. For example,
more variables. If a researcher thinks that a rela-
tionship exists, he should first state it as a hypoth- • Hs: There is a difference between the effective-
esis and then test the hypothesis in the field'. It ness of drug A and B. (or)
should be stated before conducting the research as • Hi: Drug A is more effective than drug B.
stating the hypothesis gives a direction to research. • Hi: Skin problems are caused by the chemicals
As said above, hypothesis predicts the association in make-up products.
or relationship between two or more variables, so it • Hi: Girls and boys do not perform equally well
will provide some idea about the variables and the in mathematics test.
kind of data needed to prove whether the predicted Hypothesis can be a positive or a negative statement.
relationship exists or not. This will save time and Suppose the hypothesis is 'Women perform better in
resources which can otherwise be wasted in collect- administrative jobs than men'. It will not be a null
ing irrelevant data. hypothesis, as null hypothesis is hypothesis of no dif-
ference. This will be an alternate hypothesis. Null
Tentative hypothesis, in this case, will be 'Women and men per-
Statement Analyse
(Hypotheele) Data
form equally well in administrative jobs', this means
that there is no difference in their performance:
Ho: Women and men perform equally well in
Collect Data Test administrative jobs.
Hypothesle
HI: Women perform better in administrative jo
Use of hypothesis than men.
Some other concepts Prepare the Research Design

Hypothesis of no difference Such a hypothesis The next step is to prepare the research design. Till
states that there is no difference between two groups, now topic, research problem, its objectives, variables
situations, actions, or phenomena. have been decided and hypothesis is formulated after
a detailed review of literature. Now, the need is to
Declarative hypothesis Such a hypothesis is used
finalize other details such as what kind of data is
to declare the relationship between two variables.
required, what will be its time period, how will data
For example, skin problems are caused by the chem-
be collected, what will be the sample size, how will
icals in make-up products.
data be analysed, and so on. All these are related to
Directional hypothesis Such a type of hypothesis research design.
states the direction of the difference or association.
For example, A research design is the arrangement of conditions for
collection and analysis of data in a manner that aims
• 'Drug A is not effective than drug B' is direc- to combine relevance to the research purpose with
tional null hypothesis. economy in procedure.
• 'Drug A is more effective than drug B' is direc- - Selltiz, Deutsch, and Cook
tional alternate hypothesis.
According to Kothari, 'research design can be
Non-directional hypothesis Such kind of hypoth-
divided into Sampling design, Observational
esis states only the difference or association between design, Statistical design and Operational design'.
variables, and not the direction. For example,
Sampling design is concerned with the methods of
• 'There is no difference between effectiveness selecting a sample for study from the given popu-
of drug A and drug B' is non-directional null lation. Observational design deals with conditions
hypothesis. for observations. In statistical design, the researcher
• 'There is a difference between effectiveness of has to finalize the sample size, tools for data analy-
drug A and drug B' is non-directional alternate sis, etc. Operational design specifies the techniques
hypothesis. which are to be used in the selection of sample,
sample size for recording observations, data analy-
Characteristics of good hypothesis sis, etc. In other words, operational design has the
• It should act as a stimulus to research. details about the techniques to be used in the other
• It should be expressed simply, specifically, and three designs.
should be conceptually clear.
• It should be a verbal statement of the relation- Types of research designs
ship between two or more variables. Exploratory research design It is also called
• It should befuture oriented, that is, should have formulative research design. In this, generally
the ability to predict future events. the research focus is on exploring a problem or
• It should be able to prevent blind research, that situation. Research begins with a broader prob-
is, the variables for which data is to collected lem. There is need for greater flexibility in such
should be clearly defined so that the resources research, as with progress in research the broader
are not wasted in the collection of irrelevant problem will be converted into precise one, and
data. new perspectives have to be considered. These
• It should have the ability to enhance objectivity. may result in changes in sample size, selection
• It should be operationalizable, or in other of sample, relevant data, data analysis, or even in
words, it should be workable. addition of new variables to the study, change in
• It should be verifiable. If it cannot be verified, hypothesis, etc. In this type of research, the objec-
then conclusions cannot be drawn from it with- tive is development of theory or new ideas, by for-
out checking its validity. mulating a research problem for in-depth analysis,
or by establishing the working hypothesis. In such as Pre-experimental design, Quasi-experimental

research, information is not clearly defined. In design, and True-experimental design.
this, researcher collects and analyses primary or So, a suitable research design should be chosen
secondary data with informal procedures to draw on the basis of nature of the topic to finalize what
conclusions. Such a research uses qualitative and data is required, how it will be collected, what will
unstructured methods of research. These provide be the sample size, how sample will be chosen,
in-depth insights but the problem is that it is hard how data will be analysed, etc. After preparing the
to interpret, generalize, and also difficult to test research design, the next step is sampling.
its reliability and validity. As compared to other
research designs, exploratory research design is Sampling
the least scientific and rigorous. The methods of Suppose a study is conducted to know if college stu-
exploratory research are Review of Literature, dents from Amritsar prefer healthy food over junk
Experience Survey, Analysis of Insight Stimulating food. For this study, the population from whom data
Cases, and Focus Groups. can be collected is all the college students from
Amritsar. But the problem is that it will not be feasi-
Conclusive research design Conclusive research ble to ask every college student about his/her prefer.
is organized to testa hypothesis, that is, to test the ence. Here the need for choosing a sample from the
relationship between two or more variables. It is population arises. Sample should be chosen in such
different from exploratory research as it is more a way that it is representative of the total population.
formal and structured. Data collected in this type Sampling is also used in our daily life as well. One
of research is subject to quantitative analysis. such example is of cooking. While cooking vegeta-
Also, the findings of exploratory research can be bles, instead of checking each and every slice of vege-
quantified in such research and tested using data tables, we check a few pieces and if those are cooked,
collected from sample. These are generalizable then we generalize that the vegetables are cooked.
and can be tested for validity and reliability as Similar is the case with research; we study a sample
well. Some types of conclusive research design are instead of the whole population and then the results
Causal Research Design, Longitudinal Research of the analysis are generalized to the whole popula-
Design, Cross-sectional Research Design, etc. tion as the sample is representative of the population.
Experimental research design Experimental The figure also shows that sample is chosen from the
research design is the most scientific research population, and the inferences drawn after analysing
design. In such research, the relationship between the sample are generalized to the population. It is fea-
two or more variables is tested by performing sible to study a sample than the whole population.
experiments. Experiments performed may include
manipulation of stimuli, environment, or an
independent variable. Independent variables are
manipulated in experiments and their effect on
dependent variable is observed under controlled
conditions to interpret the relationship. Here, it
is important to have knowledge of extraneous
variables and confounding variables. Conclusions
are then generalized if the same result is drawn on
performing the experiment again and again in the
same setting. It is difficult to conduct experiments Sample
in social sciences than sciences. The experiments in
sciences can be performed in laboratories, but the Sampling
social science researches revolve around human Care should be taken while selecting the sample
behaviour which is difficult to study in controlled collecting data as it can lead to incorrect inferences frd
settings. Experimental research can be categorized the sample due to Systematic Bias or Sampling Error.
Systematic bias may arise in different cases like if with a computer program and does not have the list
the sample is biased, then results will also be biased. It of phone numbers. This will be costly and time-con-
may also arise in case when data is not collected from suming as there is a need to check if the randomly
all the units of selected sample. Sometimes, it could generated phone number exists or not, also it needs
be that the behaviour of sample has undergone some to be checked if it belongs to the population or not.
change because they know they are under observa- So, the cost of data collection can increase.
tion. This will also result in systematic bias because
Stratified random sampling In such a procedure,
the observed behaviour is not the real one. If the data
the population is divided into 'strata', and then ran-
collection instruments, say survey, interview, etc. are
dom sample is chosen from each stratum. For exam-
biased, then also there can be biases in the results.
ple, if a sample is to be chosen from people visiting
Systematic bias can also arise when the sample has
a mall; then they can be categorized in to different
not provided required information correctly.
strata based on age, gender, income group, occupa-
Sampling error can be caused due to random vari- tion, or education level, etc. Then a random sample
ations in the estimates. The expected value of such can be chosen from each stratum.
variations is zero as these can occur in both direc-
tions and hence, compensate for each other. In case •• -
of homogenous population, there will be lesser 11113 11
chance for random variations, so sampling error is ••
of smaller magnitude. As the sample size increases, • • • Bp
sampling error decreases. But a larger sample will BIM • Sample
13 5
NIUE'
result in more systematic bias and also it will lead • • • a
to more expenditure on data collection. There is a
greater chance for making errors if the method cho-
sen for sampling is complex.
Hence, sample should be chosen in such a way 3 5 9
that it results in smaller sampling error and in which
systematic bias can be controlled as well. Such Stratified random sampling
a good sample will save time, money, as well as
Cluster sampling In cluster sampling, clus-
human resources. Sampling can be categorized as
ters will be formed from the population and then
Probability Sampling, Quasi-probability Sampling,
and Non-probability Sampling. a cluster is chosen randomly. There is a difference
between cluster and strata. Strata are homogeneous
Probability Sampling groups of population, whereas clusters are hetero-
In this method, each unit of the population has an geneous groups. Sample is chosen randomly from
equal chance of selection. The following are the each stratum, whereas when a cluster is selected all
types of probability sampling: its units get selected.
Simple random sampling In simple random sam-
• •
UZI
ple, every element of the population has equal chance
of selection in the sample. It is used when complete ••
and accurate sampling frame is available. Lottery •••
method, random number table, computer programs, 5 gi tan
etc., can be used to draw sample randomly. These • •
are used to avoid bias in the selection of sample. •• • on
However, it can be time-consuming unless computer 9 mj MEI Sample
programs are used. It can be costly if there is no list (2 clusters)
Cluster population
of population size available. For example, consider
that one has to choose a phone number randomly Figure 2.3 Cluster sampling
Quasi - probability sampling researchers from sciences, 40 from social scienc

and 10 from languages.
Systematic sampling In systematic sampling, the
sample is selected by following a particular order, Purposive sampling It is also known as judge,
like selecting every nth unit of the population. For ment sampling. Sample is selected as per the
example, consider there is a need to choose a sam- judgement of the researcher; for example, select.
ple of 10 from a population of 100 students. For the ing persons who can provide information about the
sample, one can select every 10th unit of the fist of research. So, those units of population are selected
students, A question arises here, 'how will the first who meet the purpose of the study. It is used when
unit be selected?'. The first unit of sample can be the population is small. Such a sample may not be a
anyone chosen randomly from I to 9 students of representative sample.
the list. Suppose 4th student on the list is selected
randomly as the first unit of sample, then every fol- Convenience sampling Here, the researcher
lowing 10th student will be selected. So, the sample chooses the sample as per his/her convenience, that
will consist of 4th, 14th, 24th, 34th, 44th, 54th, is, those units of population will be selected which
64th, 74th, 84th, 94th students of the list. It is a part are in the easy reach of the researcher.
of quasi-probability sampling, as the first person is
chosen randomly and then the subsequent persons Snowball sampling In Snowball Sampling, ini-
will be chosen by calculating the next nth unit of the tially a small sample is chosen. It is much smaller
population. than what is required. Then the selected sample units
help in further selection of more units, the new units
Multi-stage sampling As the name suggests, in further help in identifying more units and this process
multi-stage sampling, the sample is chosen in multi- continues till the sample is smaller than the required
ple stages. Suppose, there area total of 190 colleges size. In this way, sample size keeps on growing like
in 19 districts of Punjab (such that each district has a snowball which is smaller in the beginning and as
10 colleges) and 1000 students study in each college. it rolls it keeps on growing bigger and bigger. Hence
A study is to be conducted which requires collection it is called snowball sampling. It is also called chain
of data from total 1000 students of 10 colleges of 5 referral sampling. Use of snowball sampling has
districts. So, the researcher will first choose 5 out of increased, especially in observational research. For
19 districts, then 2 colleges from each of the selected example, for conducting research on the working
five districts, and then at the last stage of sampling, conditions of doctors, in the beginning a few doctors
100 students from 1000 students each of the 10 col- will be chosen for interview and then they can help
4
leges. in selecting others for interview.
Non-probability sampling Dimensional sampling In dimensional sampling, '

In this method, units of the population have an une- the researcher specifies all dimensions of variables
ual chance of selection. Selection is not random in and then chooses the sample in such a way that all
such sampling. the dimensions are represented in the sample.
The sample size of a study depends upon the pur-
Quota sampling In quota sampling, the pose of study, size and nature of population under
population is divided into groups, then each group study, purpose of study, and time and resources
is allocated quota of same proportion as it has available for research.
in the total population. It is similar to stratified
random sampling. Suppose, in a population of 500 Data Collection
researchers of a university, 50% belongs to sciences, The next step in research is collection of data. Data
40% to social sciences, and 10% to languages. So, required for verifying a hypothesis can be collecte
to select a sample of 100 out of 500 researchers, they originally by the researcher or it can be extract
should be in the same proportion in the, sample. This from the data already available. Data can be prima
means that in a sample of 100, there should be 50 or secondary, depending upon its source.
6
Primary data is that which is collected by the data collected needs to be processed and then it can an
researcher specifically as per the requirement of be analysed manually or with the help of softwares
study. This means that data is collected afresh for for data management such as Microsoft Excel and
the study. The data collected by a researcher through Access, and statistical analysis tools like SPSS, R
survey, questionnaire, interviews, observations, language, State, and so on. The following are some
etc., will be considered as primary data. Researcher of the commonly used data analysis techniques.
can record the data by observing the sample units.
For this, the researcher can either be a part of the Frequency It helps to know about the extent of
group under study or simply can observe them from preference. For example, 'the number of people
outside. Observations can also be made in natural in the age group of 25-50 who have social media
accounts' can be calculated from the data collected
settings or in a controlled environment. Interviews
can be arranged over telephone, video call, or in
from a group of people. This is simply a count of
people who belong to this age group and have social
personal, depending upon the availability of funds
and time, and depth of the study. Similarly, data can media accounts. For data with options like 'Yes' or
'No', use I for 'Yes' and 0 for 'No', then count the
also be collected through survey forms. Forms can
be filled by sending through email, post, or by visit- Is; this will give the number of persons who said
ing respondents personally. Online tools can be used 'Yes'.
like Goggle Forms, online polls, or using websites Percentage Percentages are used to calculate the
for survey. Questionnaires are used to ask respond- proportion out of a total. For example, 'what is the
ents about their choices, views, and opinions. These proportion of people in the age group of 25-50 who
can be open-ended (questions with multiple choice have social media accounts?' can be answered by
responses), close-ended (questions with descriptive dividing the 'number of people in this age group
answer) or combined (mixed questions—some with having social media account' with 'the total popula-
multiple choice answers and some with descriptive tion of this age group' from whom data has been col-
answers). Data published already cannot be consid- lected and then multiplying it with 100. Percentage
ered as primary data. can also be used to find the growth rate, decline rate,
Secondary data is that which is already available etc.
and is not collected originally by the researcher for Mean Mean is used to find the average number
the intended study. It can be collected from pub- of responses. It can be used to fmd average income,
lished or unpublished sources. Published sources average marks, average age, average views, average
include historical documents, public records, sta- speed, etc. There are different measures of central
tistics, reports of ministries or institutions, journals, tendency like mean, median, and mode. Median
books, magazines, newspapers, publications, etc. is used to find the middle value of available data.
Unpublished sources for secondary data can be dia- Mode is used to find the value which is repeated the
ries, letters, or unpublished biographies, etc. maximum number of times such as 'most preferred
The selection of method for data collection dish at a restaurant'. These can also be used to com-
depends upon the nature of study (like for historical pare different variables.
studies, only secondary sources can be used), time,
funds, and the precision required. A.L. Bowley's Standard deviation It is a measure of the spread
says that 'in collection of statistical data common of data around the average. It signifies how diverse
sense is the chief requisite and experience the chief the data is. It is a useful measure for comparing
teacher'. different sets of data as comparing only on the
basis of averages will not portray the complete
Data Analysis and Hypothesis Testing image. Suppose there are two different companies
The next step is to draw conclusions from the data A and B, such that employees of A have income
collected so as to answer the research questions and 1180, 1200, or 1220 and employees of B have
to verify the established hypothesis. For this, the raw income 110, 1150, or 2340. Now, the average
salary in both the companies is 1200. But there is Some samples of graphs are given in the figure:
a huge difference between the salaries in both the Charts and Graphs
companies. This difference can be realized with
standard deviation.
Correlation Correlation analysis is used to

study the relation between variables. Such analysis
explores the trend in data to depict whether or not a
relationship exists between different variables. It can
Bar graphs Histogram
also show the nature of relationship, that is, whether
it is positive or negative. Positive correlation means
if there is an increase or decrease in one variable,
then there will be increase or decrease in the other
variable. Negative correlation implies that with
increase in one, there will be decrease in the other .....
variable. There can be spurious correlation also
which means that data verifies the relationship Bubble chart Rada chart
between variables, but the relationship is not
realistic. ,,,
Regression Regression analysis is used to study ,,- --/ - - -,/
the cause and effect relationship between depend-
ent and independent variables. Independent vari-
ables are manipulated to determine their impact Line chart Pie chart
on dependent variable. Trend in the data can be
recorded using such an analysis to make predictions
for future. Regression analysis also tells about the
degree of explained variation, that is, the extent of
variation or change caused by the independent vari-
ables considered in the study. Suppose the impact
Area chart
of different factors like locality, number of rooms,
design of the house, road network, neighbourhood,
etc. on the price of a house is known, then the price
of houses in future can be predicted.
The next step is to present the data and the find-
ings. These can be presented in the form of text,
tables, graphs, charts, etc. Explanations can be pro- Tree map
vided in text. Tables are used to express data. Tables
Hypothesis testing The next step is to verify the
can be constructed for time series data, cross-section
hypothesis. Null hypothesis is subject to verifica-
data, and panel data. These can also be used for one
tion. There can be two types of conclusions possible,
or more variables. Data can be expressed in tables these are reject null hypothesis or unable to reject
in absolute form, or in percentages. Graphs are an nuU hypothesis. With the first conclusion, alternate
effective way to show trends and variations. Pictorial hypothesis is supported.
representations can be Line Chart, Column Graph, Different tests like t-test, F-test, Chi-square test,
Stacked Bar Chart, Box Plot, Histogram, Pie Chart, etc. can be used to test hypothesis. The value of sta-
Doughnut Chart, Scatter Plot, Population Pyramids, tistic is to be calculated and then it is compared with
Area Chart, Radar Chart, Bubble Chart, Surface the tabulated value of the statistic. If the computed
Chart, Venn Diagram, etc. value lies within the range of tabulated value, then
we are unable to reject the null hypothesis. The level Generalization and Interpretation
of significance considered for tabulated value is If in testing of the hypothesis, it has been supported
generally 5% or I %. by the data several times, then it can be used for gen-
Errors in hypothesis testing There can be four eralizations and thus for formulating theories. This
different situations in testing hypothesis. These are: way the research will be used to solve real-life prob-
lems. If there was no hypothesis established, then the
(i) The null hypothesis is true, but it has been findings of the study can be explained in this step.
rejected. There are higher chances of generalizability, if the
(ii) The null hypothesis is true and it has not been sample chosen from the population was representa-
rejected. tive of the population.
(iii) The null hypothesis is false and it has been
Research Report
rejected.
In a research report, the researcher has to explain the
(iv) The null hypothesis is false, but it has not been
topic of research, its objectives, variables, hypoth-
rejected.
esis, as well the methods that have been used in the
The second and third are good conclusions, but the research and also mention what data was required,
first and fourth are errors. Type I error occurs when sources of data, data analysis, and then the generali-
a true hypothesis gets rejected. Type II error occurs zations and interpretations of the study. In the begin-
when a false hypothesis does not get rejected. This is ning section of the research report, its title, acknowl-
shown in the table: edgements, background, abstract, index, list of
Errors in hypothesis testing

Reject Ho Unable to reject Ho
Hs is True Type I Error
Hods False Type II Error
One-tailed and two-tailed test Let's continue cr=0.05
with null hypothesis considered earlier, i.e., 'there is
no difference between effects of drug A and B; this 1.6452 3
can also be written as:
Ho: DA=Da
If alternate hypothesis is 'there is difference between
effects of drug A and 13; this can also be written as:
Hi: DA*Da
Here two-tailed test will be used. In two-tailed

test, as shown in the figure, there will be two tails, i.e., a/2 = 0.025
two critical regions on both ends (between -3 to -2 -3 2
and 2 to 3). If the computed value falls in the critical
region, then null hypothesis is rejected. If the com- Here, one-tailed test will be used. In one-tailed
puted value of the statistic falls within -2 to 2, then test, as shown in the figure, there will be only
we will be unable to reject the hypothesis. one tail, i.e., one critical region on one end. If the
Similarly, suppose the alternate hypothesis is drug computed value falls in the critical region, then null
A is more effective than drug Band null hypothesis Is hypothesis is rejected. If the computed value of the
'drug A is not more effective than drug B' statistic falls within -3 to 1.645, then we will be una-
Ho: DA n Ds ble to reject the hypothesis.There can be right tail as
well if alternate hypothesis is 'drug A is less effective
DA > Da than drug W.
tables, list of figures, list of appendix, introduction, related to research and present the views of author;
and aims and objectives of the study are mentioned. on a topic. These can be based on primary or see.
The following sections are on review of literature, ondary data. These are not subject to evaluation at
methodology, and findings of the study. Conclusions, the end of term. These do not have the requirement
summary, recommendations, and references, etc., of submission at the end of term. These can be sub.
form the concluding part of the report. This is dis- mined any time. These are published in renowned
cussed in detail in the section on 'Thesis Writing'. journals related to the subject of research. Some
journals publish articles only after peer review. Peer
PAPER, ARTICLE, WORKSHOP, review means the review of an article by two or more
SEMINAR, CONFERENCE, experts from the same field of research. Article can ,
be research article or review article.
SYMPOSIUM
Research article deals with the new findings in a
Research Paper field of study. These findings can be the result of
Research paper is like an essay or a report represent- analysis of data collected for study. Such an article
ing a viewpoint and research work about a topic, which is published to make others in the field know about
is supported by the work of others on the same or rel- a new path-breaking research. It can have differ-
evant topics. It can be based on theory and material ent sections such as an introductory section which
available or can be based on experiments. Research defines the topic and also talks about the relevant lit-
papers can have different forms as given below: erature available on the topic, methods section which
Term paper states the methods used in the study, and results sec-
As the name 'Term Paper' suggests, it is based on term, tion which expresses the findings of author. Word
that is, it has to be submitted by the end of the term. limit on articles depends on the conditions set by the
Term paper is usually written by students. The topic journal. It is generally between 3000 to 6000 words.
for a term paper can be chosen by the student him- Review article on the other hand, is based on sec-
self or it can be assigned by the supervisor. It is sub- ondary sources. It generally provides a critical
ject to evaluation and grading. It can be based on the review of different studies available on the topic. It
referred sources like articles, journals, papers, maga- has nothing new about the topic. It just summarizes
zines, books, newspaper, online blogs, and reports of the available literature to explain the understanding
different institutions, but these should be cited prop- of a topic. These are popular usually in the field of
erly in the references section. The sources can also medicine and healthcare. Their benefit is that one
be mentioned in the footnotes. Term papers can also can have complete knowledge about a topic by just
be based on primary data collected by the student. It reading one article, instead of reading all the avail-
can be assigned to individual students or to a group able studies in the field. These generally have a word
of students. After submission, the student may also limit of 3000 to 5000 words. Word limit varies from
need to prepare a presentation of it and present it to an journal to journal. Meta-analysis is also a type of
audience including the panel of teachers and other stu- review article which is used to assess the effective-
dents. Such an exercise is very helpful for students as: ness of available techniques.
• It provides experience of research to students.
Thesis
• They learn about how to write a term paper,
A thesis or dissertation is submitted by a student or
how they should prepare presentations, etc.
a researcher for a professional degree. It presents the
These skills will be helpful for students in their
findings of the research conducted during the period
life ahead as well.
of study. It is much more detailed than a term paper
• Communication skills of students improve by
or an article. Submission of thesis is followed by
presenting the term paper.
viva voce. Thesis has to be examined by an exam-
Article iner who can be appointed internally (from within
Article is also known as scholarly or academic the university) or externally (from any other univer-
paper. As term paper is written by students, articles sity). Thesis writing has been discussed in detail in
are written by scholars and scientists, These are also the next section of this chapter.
Seminar Conference
Seminar means 'an occasion when a teacher or an According to the Oxford English Dictionary, con-
expert and a group of people meet to study and ference means 'a formal meeting of people with a
discuss something'. In seminar, an expert delivers shared interest, typically one that takes place over
lecture to a group of participants; this is similar to several days'. Conferences usually last longer than
a classroom gathering, where a teacher addresses a seminars. Conference involves complete analysis
group of students. Articles are presented in seminars of a topic with discussions between the participants
to spread awareness about new research studies. It is for concluding results. It is different from semi-
a good way to provide knowledge to students and oth- nar in the way that interaction in seminar is like
ers about a field. Participants can clear their doubts classroom interaction, where experts share knowl-
by asking questions and through active discussions. edge with audience, but in conferences everybody
For example, in a seminar organized on 'State of participates actively in discussions. Opinion of every
Agriculture in Punjab' the experts of this study area person matters. Symposium is like a small-scale con-
will present their findings. ference.
Workshop Congress Congress is a formal meeting or gather-
According to the Oxford English Dictionary, working of delegates for discussions about a particular
shop means 'A meeting at which a group of people topic. It is usually held once a year.
engage in intensive discussion and activity on a
Colloquium It is a gathering like an academic
particular subject or project'. Workshop is similar
meeting or seminar where specialists and experts
to seminar in the sense that it also has a group of
deliver lectures on a particular topic followed by a
participants and some experts. But it is different in
question and answer session like a forum. Its plural
the way that it is more of practical nature. The par-
is colloquia.
ticipants just don't have to listen to an address or a
presentation, but they have to perform as well. It is Webinar These are like seminar over the inter-
usually organized to provide a skill. net. Participants sitting across distant geographical
For example, workshop organized on 'Use of Data places can attend a webinar together as there is no
Analytics in Research' will provide training on the compulsion of physically visiting the place. It can
use of different data analysis softwares in research. be economical than seminars as lesser arrangements
Difference between Seminar and Workshop will be required. But the presenter and audience
• A seminar generally has a larger gathering than should have good intemet connection for conduct-
that of a workshop. ing webinars successfully; otherwise its purpose
• Seminars generally have one-way communica- will not be served. Webinars can be streamed in the
tion as an expert presents his findings to the form of live sessions over YouTube, Facebook, etc.,
audience, while workshops have two-way com- where they will be free for everyone or a registration
munication between the expert and the audience. fee can be set and the stream can be made private,
• Question session in seminars begins after the so that only those persons who have paid for it can
end of presentation, whereas in workshops watch it online.
questions can be asked any time.
• Workshops tend to be more expensive and dif- THESIS WRITING: CHARACTERISTICS
ficult to manage than seminars due to practical AND FORMAT
work or exercises in workshops.
Thesis or dissertation is a document about the
• Seminars are of shorter duration than work-
research work, written fora post-graduation or a doc-
shops. The duration of workshops depends on
toral degree. It has details about the research prob-
the time required to learn the skills. lem, research proposal, and the findings. Barrass
• Participants of a workshop have to register in
considers it to be an activity of Think-Plan-Wfite-
advance, while seminars are generally open to
Revise'.
everyone.
Format of Thesis and graphs. The last chapter Conclusions and

The format of thesis writing is similar to that of a Summary provides conclusions of the study, that
research dissertation. Thesis has different chapters. is, the inferences and generalizations are presented.
It begins with an introductory chapter, followed by The next section is Bibliography. All the sources
a chapter on review of literature, research method- which have been consulted like books, magazines,
ology, data analysis, conclusions, and bibliography. newspapers, journals, articles, and so on are mentioned
The format of the thesis is given below: here. There are different formats of Bibliography such
as APA, MLA, and Chicago manual.
• Title Page
Bibliography is followed by Appendix, which f
• Certificate
forms the last part of the thesis. Questionnaires used I
• Acknowledgement
for collecting data should be attached in the form of
• Table of Contents
appendix.
• List of Tables
• List of Figures
• List of Abbreviations D YOU KNOWDA
• Chapters:
O Introduction
0
Review of Literature Bibliography — All sources which have been con-
O Research Methodology sulted are mentioned.These may or may not be used
O Data Analysis in the study.
References — Only those sources are mentioned
• Summary & Conclusions
which have been used. Sources for the referred mate-
• Bibliography rial can also be provided within the chapter as well in
• Appendix the form of footnotes.
It is important to remember this sequence. Title
Page mentions the title of the study, along with
the name of the author and supervisor, name of Characteristics of Good Thesis Writing
the institution, and year of submission. Certificate A good thesis should begin with an interesting
states that the thesis is the original work of author introduction section, as it will create the first impres-
and all the sources referred to have been cited. sion about the study. It should have the ability to
Acknowledgement expresses author's gratitude capture the interest of the reader. Appropriate head-
to all those who have helped him in the course ings should be given for different sections and para-
of research. Table of Contents has information graphs. Also, bulleted and numbered lists should be
about the chapter title and its page number. Lists used wherever necessary, to present information in
of Tables and Figures present the titles of tables, points. Tables and graphs should be used to illus-
figures, and their respective page numbers. List of trate data and findings effectively. This will help in
Abbreviations provide the expanded form of all the better understanding of the findings. A thesis will
abbreviations used in the thesis. be considered good if it presents accurate informa-
Introduction is the first chapter, which famil- tion. Researcher should make sure that the thesis
iarizes the reader with the topic of research, its is free from errors. After finishing the first draft,
background, the objectives of the study, etc. Review the thesis should be checked properly for spelling
of Literature, provides a critical analysis of exist- and grammatical mistakes. It should also be easy
ing literature on the topic. This gives insights about to understand. It should not have too many techni-
the researches already conducted and their short- cal terms. If any technical term is used, it should be
comings. The next chapter Research Methodology explained properly, so that readers do not face any
provides details about the different methods which problem in understanding it. It should have a list of
have been used in sampling, collecting data, and full forms for abbreviations at the beginning with
analysing it to verify hypothesis. The next chapter the other lists after index. Long sentences should
deals with Analysis and Presentation of Data. be avoided as these have less clarity. Conclusions
Data can be presented in the form of text, tables, should relate to the objectives of the study
Research questions should be answered in the con- Lindsay's law for scientific writing states that
clusions. This will show that the purpose of research `the hallmark of scientific writing is precision, clar-
has been fulfilled. ity, and brevity, in that order'.
Bibliography formats
American Psychological Association (APA) Encyclopedia

Book Author's last name, first name. Title of Article Title of
Author's last name, first name. (Year of Publication). Encyclopedia. Publication Year.
Book Title. Publication Place: Publisher.
Newspaper and Magazine
Encyclopedia
Author's last name, first name. 'Article title: Periodical
Author's last name, first name. (Year of Publication). title Volume S Date: inclusive pages.
Title of Article. Title of Encyclopedia (Volume, pages).
Publication Place: Publisher. Website or Database
Newspaper and Magazine Author's last name, first name. 'Title of work within a
Author's last name, first name. (Publication date). project or database Title of site, project, or database.
Article title. Periodical title, volume number (issue num- Editor (if available). Year of Publication, name of any
ber if available), pages. sponsoring institution or organization. Date of access-
ing and <full URL>.
Website
Author's last name, first name. (Year of Publication). Chicago Manual of Style (CMS)
Title of article. Title of Periodical, volume number, Book
Retrieved month day, year, from full URL
Author's Last Name, First Name. Title of Work. Publica-
Modern Language Association (MLA) tion Place: Publisher, Date of Publication.
Book According to Chicago Manual of Style, Encyclo-
Author's last name, first name. Book title. City of pedia, Dictionary, Newspaper, and Magazine are
Publication: Publishing Company, Publication Year. cited in footnotes and not In bibliography.
Applications of ICT in Research the researchers for accessing data online. Various
ICT stands for Information and Communication departments of government, institutions, and organi-
Technology. It involves the use of computer, inter- zations upload their annual reports online. E-books,
net, and other modem technology. ICT has revolu- digitized rare resources, manuscripts can also be
tionized all aspects of our life. It has proved to be accessed online for research purposes. Data.gov.in, is
very useful in areas like learning, higher education, an open data portal of the Government of India where
research, innovations, and soon. ICT can be used in data and documents of different ministries and depart-
research for the following: ments are available online. Some states have also
Collecting data ICT can be used for collecting data.
developed their online open data portals.
In case of study based on primary data, online ques- Storing data Data can be saved electronically in
tionnaires, surveys, forms can be used to collect data spreadsheets and databases. These can be protected
instead of collecting data manually from the respond- by password. Them are various sofhvares which
ents. It can help in saving time and money. There will can used for creating spreadsheets and databases
be no geographical restrictions in collecting data. Data like Microsoft Excel, Microsoft Access, SQL, and
can also be collected through online interviews organ- Oracle. Data can also be saved on cloud servers,
ized using audio- or videoconferencing. then it can be accessed from anywhere with the login
Accessing data Secondary data can also be accessed credentials. Softwares can also be used for cleaning
online. There are online portals which can be used by data and removing errors.
2.23 UGC-NET Paper•I
Processing data Data can be processed and ana- is ethical. It also needs to be considered here that
lysed using computer programs. Computers are these vary from time to time. What was considered
capable of performing even complex calculations unethical in the past may be ethical now or what is
within a fraction of the second. Averages, ratio, pro- unethical now can be ethical tomorrow.
portion, standard deviation, correlation, regression, Ethics help in bringing out the real facts about
values of statistics, etc. can be found using computer the research problem. Also, these help in reducing
programs, SPSS, Stata, R, EIKON, Nesstar, Atlas.ti, the chances of errors in a study. It helps in protect-
MAXQDA etc. are some of the data analysis tools. ing the interest of respondents (from whom data has
Interpreting data Computer programs can also been collected).
be used for interpreting data and presenting it in Ethics for Good Research
visual forms. Data tables, graphs, charts, etc., can be Research ethics have a significant effect on the credi-
used for making data presentable. These can be used bility, objectivity, integrity, etc., of research. Violation
for making comparisons, showing growth, visualiz-
of any of these can create issues in application of the
ing compositions, and so on.
results to address real-life problems. The following
Communicating research findings ICT can also points should be considered while pursuing research:
be used in communicating the research findings.
• Researchers should interpret data with honesty,
Many of the journals and magazines are available
so that the results concluded are the real results.
in the electronic form, which is easy to share. Thesis
• Researcher should be open to criticism, new
can also be uploaded online on the designated por-
ideas, and feel free to share research findings,
tals. 'Shodhganga' is one of such platforms. It is
resources, etc.
mandatory for research fellows to upload their thesis
• Researchers should try to maintain the objec-
online on Shodhganga.
tivity of the research, that is, they should try to
keep research free from their personal biases.
GOVERNMENT INITIATIVES
• They should examine the work carefully so as
FOR INTEGRATING ICT WITH to make it free from errors.
RESEARCH • The researcher should take prior approval of
respondents before collecting data. For this, he
should be able to convince them about the rel-
• Shodhganga evance of the study.
• E-shodhsindhu • Respondents should be aware about what study
• Information and Library Network (Inflibnet) is to be conducted, what data is to be collected,
• N-List
what they are to share, how it will be used, and
• Uchchtar Avishkar Yojna (UAY)
how they will benefit from this study. They
• Impacting Research, Innovation & Technology
should be willing to share it without any com-
(IMPRINT)
• Global Initiative of Academic Networks (GIAN) pulsion or pregsure.
• The same article should not be sent for publi-
cation to more than one publisher, authentic-
RESEARCH ETHICS ity should be maintained. There should be no
According to the Oxford English Dictionary, Ethics duplicative publications.
are a set of 'moral principles that govern a person's • The researcher should maintain the confiden-
behaviour or the conducting ofan activity'. Similarly, tiality of the data and should not disclose it to
research ethics are those moral principles that govern anyone.
the research process or the behaviour of researcher. • Care must be taken so that no harm is caused
These state what a researcher ought to do and what to anyone during research, especially while
he/she should avoid. Ethics are different from laws performing experiments.
as the former are more informal and broader than • The researcher should have respect for intellec-
laws, which are legal rules. Sometimes, it can be true tual property rights. All the sources referred to
should be cited properly.
that a legal activity is unethical or an illegal activity
• The researcher can also provide small gifts or these are related, then this will be a case of fal-
incentives to respondents as a token of apprecia- sification. This is also ethically wrong, as he is
tion after data collection. But if he indulges in claiming results which do not exist in reality.
any such activity before data collection, then it • One should be careful while using other per-
will be unethical. son's work and should cite it properly. But
• There can be situations where researchers have often, it is seen that people use another person's
to ask the respondents some sensitive questions. work while claiming it to be their own, this is
They may feel that such questions are violation a case of plagiarism. There are many softwares
of their privacy.•In such a situation, respondents and websites available to check plagiarism.
should be given enough time to decide if they want These check millions of documents in less
to share the required information or not. Choice than a minute and trace the original source at
must be theirs and they should not be forced. which the content (be it a single line or a para-
• Legality of the process must be maintained, graph) matches. Copying your own work from
that is, whatever legal framework is relevant to one research to another also amounts to plagia-
research should be obeyed. rism. If you want to use any part of your own
Other than these, some other ethics are: researcher research for another research, then it should
should be non-discriminatory and should have respect also be mentioned in references.
for students, colleagues, and others involved in the • Misuse of funds should not be done. Funds
research. Also, research should be so that it addresses received from any institution for research
the real-life problems and is applicable to the social should be spent only on research work. It
settings. Different ethical issues may emerge at dif- should not be so that the money has been spent
ferent steps of the research process. These should be for personal comforts and then fake bills have
resolved in light of above mentioned ethics. been submitted to claim funds.
• Respondents should not be lured by any kind of
What Should Not be Done gifts or incentives for providing data. However,
Fabrication, falsification, plagiarism, etc., should giving them small gifts as token of appreciation
be avoided in research as these are considered to be after collecting data is not wrong.
violation of research ethics. These are also known • Misuse of confidential information is also
as the 'three cardinal sins of research misconduct'. something which is not ethically right. Confi-
These affect the credibility of research. The follow- dentiality of the data should be maintained.
ing should be avoided during research: • Researcher should not reveal the identity of the
• Suppose a researcher needed to collect data respondents. To make respondents comfort-
from 100 respondents, but due to some reason able regarding protection of their identity, most
he has been able to collect data only from 90. If survey forms do not have the column of 'Name
he completes the remaining 10 data sets on his of respondent'. It should be clearly specified
own, then it will be known as fabrication. It is to the respondents if their identity details will
ethically wrong as data which does not exist in be recorded or not. If they know their identity
reality, and created artificially by the researcher will not be recorded, then they can provide data
has- been used in the study. So, the interpreta- freely without any fear of being identified and
tions based on this data will not be accurate as their choices be revealed.
data was not accurate. It is ethically wrong to harm anyone while con-
• Falsification means manipulating the data or ducting research or performing experiments.
the research process to show results which can- This applies not only to humans, but animals
not be claimed otherwise on the basis of avail- also should not be harmed during research or
able data. Suppose the data shows there is no experiments.
association between time spent on video games Research should be free from subjectivity of
and performance in a test. But if the researcher researcher, that is, from personal biases, values,
manipulates the data to prove his point that norms, morals, opinions of researcher. All these
affect the objectivity of the researcher and its Impact factor It is a measure of quality of a jour-
applicability to solve real-life problems. So, mis- nal. Journals with higher impact factor are much
interpreting the results under the influence of sub- sought-after. It is based on the number of times the
jectivity is ethically wrong and should be avoided. articles of a journal have been cited. It was developed
by Eugene Garfield. Similarly, h-index, g-index,
Other Important Terms and Concepts i10-index are used for authors. `h-Index', developed
Action research In 1940s, Kurt Lewin, a German- by Jorge E. Hirsch in 2005, is the measure of num.
American social psychologist coined the term ber of papers having 'h' citations. `g-Index', devel-
Àction Research'. It refers to the use of evaluative, oped by Leo Egghe in 2006, is an improvement over
investigative, and analytical research methods for h-index, as this assigns greater weightage to highly
developing remedial solutions for weaknesses and cited papers and lesser weightage to others. ì 10 —
problems in organizations and institutions. It is con- Index', developed by Google in 2011, is the number
ducted to address an immediate problem. It can also of papers having 10 or more citations.
be used for improvements in organizations. It is less
formal or theory-driven as it is meant for specific One-time and longitudinal research One-time
situations. The steps of action research involve iden- research is different from longitudinal research as
tification of problem, data collection, data analysis the former deals with studies conducted in a sing
and interpretation, development of plan, implemen- period of time and the latter involves observatio
tation of plan, and evaluation of results. If the results over a period of time. In one-time research, a differ
are satisfying, then the problem has been solved or ent set of sample is studied every time for observe
the situation has improved. But if the problem is not ing the pattern. While in the case of longitudin
yet solved, then the process will be repeated and an research, the same set of sample is studied over
altemative action will be recommended for testing. period of time. Such studies focus more on analysis
Correlational research It is conducted to estab- the trend or behaviour change over a period of time
lish the relation between two or more variables. For example, study conducted to know abou
Correlation means two events or variables are related. cholesterol levels of walkers and non-walkers can be
It does not mean that one is the cause of the other, one-time research, and if the same sample is studie
for example, research conducted to study the rela- over a period of time, that is, how the daily routin
tion between number of lectures attended and marks of walking and exercise, and eating habits affec
obtained by a student. the cholesterol levels, then it will be longitudinal
research, as the researcher will be keeping record o
Explanatory research It is also known as causal
their daily routine over a period of time.
research and is similar to descriptive research. It
provides explanation of a problem, situation, or a Time series, cross-sectional and panel data Tim
happening; for example, study conducted to know series data is data of a single variable over a pen
the reasons for deterioration of quality of education. of time. Cross-sectional data is data of a single time
Es-post facto research It is a type of quasi- period for different variables. Panel data is a combina
experimental research, and a substitute for true- tion of time series and cross-sectional data, that is, data
experimental research. It is used to study the associ- of different variables over different periods of time.
ation between variables when the researcher has no For example, data on production of wheat in India
control over the independent variable. Relationship from 1960 to 2018 will be time series data as it is
is explained without manipulating the variables. over a period of time. Data on production of wheat,
Situation is explained after it has occurred. Surveys rice, and pulses in different states of India in 2018
are commonly used to collect data for such studies. and their minimum support prices is cross-section
It is used in social sciences to study human behav- data as it deals with different variables over a single
iour as it cannot be controlled; for example, study period of time. Data on production of wheat, rice
conducted to know the impact of discipline and and pulses in different states of India from 1960 t
regularity inculcated in students in early schooling 2018 will be panel data as it involves different van
years on sincerity in them in later life. ables over a period of time.
1. Good research focuses on which of the following? 7. Which of the following research is used to check
(a) Formulating generalizations, theories, princi- solutions for real-life problems on the basis of
ples, and innovations already existing theories?
(b) Social welfare (a) Applied research
(c) Subjective analysis of a situation (b) Action research
(d) All of the above (c) Ex-post facto research
(d) Historical research
2. The purpose of bibliography is
(a) To make research reports appear authentic 8. Quality of research can be assessed from
(b) To signify vast knowledge of researcher (a) Experience of researcher
(c) To facilitate further research (b) Time spent on research
(d) All of the above (c) Methodology adopted for research
(d) Resources used for research
3. Research is
(a) An unorganized approach for resolving 9. Which of the following is opposite to experimental
problems research?
(b) Careful, patient, and systematic study (a) Ex-post facto research
(c) Mere accumulation of knowledge (b) Applied research
(d) Purely for academic purpose (c) Action research
(d) Case study research
(i) Hypothesis is not required in historical 10. Consider the following sampling techniques:
research. (i) Systematic sampling
(ii) Manipulation is not required in experimental (ii) Cluster sampling
research. (iii) Quota sampling
Which of the above statement(s) is/are not correct? (iv) Snowball sampling
(a) Only (i) (b) Only (ii) (v) Multi-stage sampling
Which of the above are quasi-probability sampling
5. Which of the following is not characteristic of techniques?
good research? (a) Only (i), (ii), and (iv)
(a) Systematic (b) Logical (b) Only (ii), (iii), and (iv)
(c) Controlled (d) Subjectivity (c) Only (i) and (v)
6. Consider the following: (d) Only (iii) and (v)
(i) Stratified random sampling
11. Consider the following:
(ii) Cluster sampling (i) Validity (ii) Replicability
(iii) Quota sampling (iii) Rigorous (iv) Logical
(iv) Multi-stage sampling
Which of the above are important characteristic of
Which of the above can be used in surveys? research?
(a) (i), (ii), and (iii) (b) (ii), (iii); and (iv) (a) (i) and (iii) (b) and (iv)
(c) (i) and (ii) (d) (i), (ii), (ii), and (iv) (c) (i), and (iv) (d) (i), (ii), and (iv)
12. Consider the following statements: (c) Purposive sampling

(i) Quantitative research is unstructured. (d) Stratified random sampling
(ii) Qualitative research flows from specific to
19. Type II error arises when
general.
(a) Null hypothesis is true, but it is rejected.
(b) Null hypothesis is false and it is rejected.
(d) Neither (i) nor (ii) (c) Null hypothesis is true and it is not rejected.
(c) Either (i) or (ii)
(d) Null hypothesis is false, but it is not rejected.
13. Objectives of research are formulated after
(a) Selection of topic 20. Consider the following:
(i) Age (ii) Sex
(b) Defining research problem
(iii) Income (iv) Weight
(c) Review of literature
(d) Formulation of hypothesis Which of the above are qualitative variables?
(a) Only (i)
14. Which of the following is not correct?
(a) Research is a systematic activity. (b) Only (ii)
(b) Research adds to the existing knowledge. (c) Only (i), (iii), and (iv)
(c) Researcher should adjust the findings of (d) Only (ii) and (iv)
research according to the popular beliefs, 21. The mobile phone penetration in India has
values, etc. increased manifold from 1998 to 2018. What kind
(d) Researcher should have creative thinking. of study should be conducted to prove this?
11 15. The variable 'Marital Status' has responses (a) Ex-post facto research
'Married, Divorce, Widow or Never Married'. (b) Experimental research
What kind of variable is it? (c) Longitudinal research
(a) Active variable (d) Cross-sectional research
(b) Dependent variable
22. How many responses can a dichotomous varta
(c) Independent variable have?
(d) Categorical variable (a) One (b) Two
16. Research work can be published in (c) Three (d) More than two
(a) Magazines (b) Newspapers
23. A researcher has divided the population into dif-
(c) Journals (d) Books ferent categories on the basis of some common
characteristics and then has chosen equal number
17. Which of the following is not needed in experi-
of samples randomly from each category. Which
mental research?
of the following sampling techniques has been
(a) Manipulation (b) Observation used in selecting the sample?
(c) Control (d) Reference collection (a) Stratified random sampling
18. The population to be studied comprises groups (b) Simple random sampling
with different proportions. Which sampling (c) Quota sampling
technique should be used to ensure that their rep- (d) Cluster sampling
resentation in the sample is according to their size
in the population? 24. Impact factor is used in the context of
(a) Quota sampling (a) Journals (b) Books
(b) Proportionate sampling (c) Videos (d) Seminars
25. In a research, data on school enrolment, sex 30. Which of the following is used to cite sources
ratio, number of schools, income of parents, and authored by more than two authors?
employment status of parents have been studied. (a) ibid (b) op. ed.
Such a study involves use of
(c) et. al. (d) None of these
(a) Time series data (b) Cross-sectional data
(c) Panel data (d) Census 31. Which of the following research leads to develop-
ment of new theories or concepts?
26. If the null hypothesis is true and the alternate (a) Applied research
hypothesis is rejected, then it is a (b) Fundamental research
(a) Good decision (b) Type I error
(c) Action research
(c) Type II error (d) Nothing can be mid (d) Experimental research
27. Assertion (A): Research plays an important role 32. Which of the following is a continuous variable?
in the formulation of governmental policies.
(a) Number of clothes (b) Weight
Reason (R): It can be used to study problems faced
by citizens and plan intervention accordingly. (c) Income (d) None of these
Select the correct response: 33. How can a problem be selected for research?
(a) (A) is true, (R) is true and (R) is the correct (a) Asking researchers who have already worked
explanation of (A). in the same field
(b) Asking teachers who have supervised the
(b) (A) is true, (R) is true, but (R) is not the cor-
rect explanation of (A). completed and on-going projects in the area
(c) Reviewing available literature in library or
(c) (A) is true, (R) is false.
online
(d) (A) is false, (R) is true.
(d) Moulding the completed research work to
28. Sampling techniques in which all the units of the make it sound like something new
population have an equal chance of selection is 34. Which of the following sampling techniques can
known as be used when the population to be studied is het-
(a) Quasi probability sampling erogeneous but has some common characteristics?
(b) Probability sampling (a) Snowball sampling
(c) Non-probability sampling (b) Judgement sampling
(d) All of the above (c) Systematic sampling
(d) Stratified random sampling
29. Arrange the following in the correct sequence of
steps of research: 35. In a study it was found that higher the time spent
(i) Identify variables and formulate hypothesis on social media by students, lower are the marks
(ii) Write research report scored in tests. Also, higher the time spent on study,
higher are marks scored in tests. Which of the vari-
(iii) Data collection ables in this study are independent variables?
(iv) Literature review (a) Time spent on study
(v) Data analysis (b) Time spent on social media
(vi) Sampling (c) Marks scored by students
Select the correct code: (d) Time spent on study and social media
(a) (iv), (i), (vi), (iii), (v), (ii) 36. If the null hypothesis is true, but it has been
(b) (iv), (vi), (i), (v), (iii), (ii) rejected, this will be considered as a
(c) (i), (ii), (iii), (v), (iv), (vi) (a) Good decision (b) Type 1 error
(d) (v), (iv), (i), (vi), (iii), (c) Type ll error (d) Nothing can be said
37. The cardinal sin(s) of research conduct is/are (c) Conclusions drawn from sample are applica,
(a) Falsification (b) Fabrication ble to larger population as well.
(c) Plagiarism (d) All of the above (d) All of the above.
38. Which of the following is/are techniques of prob- 44. Consider the following:
ability sampling? (i) Historical documents
(a) Cluster sampling (ii) Public records
(b) Multi-stage sampling (iii) Reports of ministries and institutions
(c) Systematic sampling (iv) Unpublished diaries, letters, biographies
(d) Both (a) and (b) Which of the above are sources of secondary data?
39. In which of the following scale(s) variables cannot (a) Only (i) and (ii)
be ranked? (b) Only (ii) and (iii)
(i) Interval scale (ii) Ratio scale
(c) Only (i), (ii), and (iii)
(iii) Ordinal scale (iv) Nominal scale
(d) Only (i), (iii), and (iv)
Select the correct code:
45. Which of the following is not a type of experimen-
(a) Only (ii) (b) Only (iv) tal research?
(c) Only (ii) and (iii) (d) Only (i), (ii), and (iii) (a) Pre-experimental research
40. 'Male and female employees in India earn equal (b) True experimental research
salary'. What kind of hypothesis is this? (c) Quasi experimental research
(a) Directional hypothesis (d) Post-experimental research
(b) Declarative hypothesis
46. With increase in sample size, what will be the
(c) Null hypothesis impact on sampling error and systematic bias?
(d) Alternate hypothesis (a) Sampling error and systematic bias will
increase.
41. In which of the following research, generalizations
and interpretations are difficult to make? (b) Sampling error and systematic bias will
decrease.
(a) Experimental research
(c) Sampling error will increase while systematic
(b) Exploratory research
bias will decrease.
(c) Conclusive research
(d) Sampling error will decrease while systematic
(d) None of the above bias will increase.
42. The researcher intended to collect data from 200 47. On conducting a research repeatedly under similar
respondents, but due to availability of lesser time controlled conditions, the outcome is similar every
and some other reasons, he was able to collect time, thus the research will be
data from only 185 respondents. He, then, com-
(a) Valid (b) Reliable
pleted the rest of the 15 datasets on his own fol-
lowing the trend of collected data. This will be (c) Authentic (d) Objective
considered as
48. In which of the following sampling techniques lot
(a) Falsification (b) Fabrication tery method can be used?
(c) Plagiarism (d) Data completion (a) Simple random sampling
43. Research should be generalizable means that (b) Purposive sampling
(a) Data should be authentic. (c) Quota sampling
(b) Results can be applied to real life. (d) Snowball sampling
49. Which of the following is/are source(s) of primary (c) Depth of research
data? (d) Experience of research
(a) Observation (b) Interview and survey
56. Which of the following statements is not correct?
(c) Journals (d) Both (a) and (b)
(a) A researcher is expected to be a well-read person.
50. If the alternate hypothesis is true, but it has been (b) One research gives birth to another research.
rejected, this will be considered as
(c) All researchers contribute to existing knowledge.
(a) Good decision (b) Type I error
(d) A good researcher is a nice person.
(c) Type II error (d) Nothing can be said
57. Sine quo non (essential elements) of good research is
51. Consider the following:
(a) A well-formulated hypothesis
(i) Honesty (ii) Integrity
(b) A good research supervisor
(iii) Confidentiality (iv) Subjectivity
(c) Adequate library
Which of the above belong to research ethics and
(d) A well-formulated problem
should be adhered?
(a) (i) and (iii) (b) (ii) and (iv) 58. The objective of research can be written in
(a) Only question form
(c) (i), (ii), and (iii) (d) (i), (ii), (iii), and (iv)
(b) Only statement form
52. The difficulty/difficulties faced in arranging
(c) Both question and statement form
workshop is/are:
(d) Hypothetical form
(a) Research material is to be provided.
(b) It is time-consuming. 59. For a proposition to be true, it should have the fol-
lowing characteristics except
(c) Adequate resources should be arranged so that
all participants can practice and team the skill. (a) It must be objective.
(d) All of the above. (b) It must be in tune with accepted belief.
(c) It must be consistent.
53. If a study involves use of both quantitative and
qualitative techniques, then it will be known as (d) It must be testable.
(a) Action research 60. Objectivity in research implies

(b) Experimental research (a) Exact judgement of truth
(c) Exploratory research (b) Findings consistent with reality
(d) Mixed research (c) Inter-research argument
(d) Methodological sophistication
54. In every field, research pursuits promote system-
atic and gradual advancement of knowledge but 61. An important characteristic of research is reliabil-
discoveries are rare because ity, which also indicates
(a) Research is a continuous critical investigation. (a) Superiority (b) Verifiability
(b) It is not common to be able to think beyond a (c) Quality of data (d) Validity
grooved channel.
62. The purpose of literature review is
(c) Sustained experimental work needed for dis-
(a) To familiarize researchers with work already
covery is not easily forthcoming.
completed and information already available
(d) Most people lack the depth of knowledge about a topic
needed for it.
(13) To communicate scope of further research
55. The quality of research is judged by the (c) To help researcher in choosing unknown areas
(a) Relevance of research he/she will explore
(b) Methodology adopted in conducting the research (d) All of the above
2.31 UGC-NET Raper-I
63. Which of the following is/are advantages of study- 64. What is the purpose of writing research paper?
ing the sample instead of whole population? (a) To show off research skills
(a) It saves time. (b) To gain popularity
(b) It saves money. (c) To communicate research findings
(c) Both (a) and (b). (d) To get promotions
(d) Neither (a) nor (b).
PREVIOUS YEARS' QUESTIONS
November 2017 January 2017

I. Which of the following research types focuses on 6. In which of the following, reporting format is for• it
ameliorating the prevailing situations? molly prescribed?
(a) Fundamental research (a) Doctoral level thesis
(b) Applied research (b) Conference of researchers
(c) Action research (c) Workshops and seminars
(d) Experimental research
pp
(d) Symposia
2. Which of the following is susceptible to the issue
. of research ethics? 7. The issue of 'research ethics' may be considered
pertinent at which stage of research?
, ' (a) Inaccurate application of statistical techniques
(a) At the stage of problem formulation and its
(b) Faulty research design
definition
(c) Choice of sampling techniques
(b) At the stage of defining the population of
(d) Reporting of research findings research
3. In finalizing a thesis writing format which of the (c) At the stage of data collection and interpretation
following would form part of supplementary pages? (d) At the stage of reporting the fmdings
(a) List of tables and figures
(b) Table of contents 8. Below are given two sets—research methods (List-I)
and data collection tools (List-II). Match the two
(c) Conclusions of the study ,
sets and indicate your answer by selecting the cor '
(d) Bibliography and appendices rect code:
4. In which of the following arrangements a wider
List-I
spectrum of ideas and issues may be made possible?
(Research methods) (Data collection tools)
(a) Research article (b) Workshop mode
(c) Conference (d) Symposium (A) Experimental (i) Using primary and
method secondary sources
5. A researcher attempts to evaluate the effect of
method of feeding on anxiety-proneness of chil- (B) Ex post-facto (ii) Questionnaire
dren. Which method of research would be appro- method
priate for this?
(C) Descriptive (iii) Standardized tests
(a) Case study method
survey method
(b) Experimental method
(c) Ex-post facto method (D) Historical (iv) Typical characteris-
method tic tests
(d) Survey method
Mir
Codes: sets and choose your answer from the codes given
(A) (B) (C) (D) below:
(a) (ii) (i) (iii) (iv) List-I List-II
(b) (iii) (iv) (ii) (i) (Research methods) (Procedural
(c) (ii) (iii) (i) (iv) characteristics)
(d) (ii) (iv) (iii) (i) (A) Experimental (i) Interventions
method to ameliorate a
9. Which sequence of research steps is logical in the given situation
list given below?
(B) Ex-post facto (ii) Explaining pat-
(a) Problem formulation, analysis, development
method terns of behav-
of research design, hypothesis making, col-
iour in terms of
lection of data, arriving at generalizations and
meanings and
conclusions
their represen-
(b) Development of research design, hypothesis tations which
making, problem formulation, data analysis, people share
arriving at conclusions and data collection
(C) Descriptive (iii) Manipulating an
(c) Problem formulation, hypothesis making, method independent vari-
development of a research design, collection able in controlled
of data, data analysis and formulation of gen- conditions and
eralizations and conclusions measuring its
(d) Problem formulation, deciding about the sam- effect on depend-
ple and data collection tools, formulation of ent variable
hypothesis, collection and interpretation of (D) Symbolic interac- (iv) Depending on
research evidence tionism primary and sec-
to. In doing action research what is the usual sequence ondary sources
of steps? of data
(a) Reflect, observe, plan, act (E) Action research (v) Obtaining infor-
(b) Plan, act, observe, reflect mation concerning
(c) Plan, reflect, observe, act the current status
of phenomena
(d) Act, observe, plan, reflect
(vi) Observing the
11. The principal of a school conducts an interview
effect on depend-
session of teachers and students with a view to
ent variable and
explore the possibility of their enhanced participa-
making probes
tion in school programmes. This endeavour may
into factors/
be related to which type of research?
variables which
(a) Evaluation research explain it
(b) Fundamental research (vii) Exegetic analysis
(c) Action research
(d) Applied research
August 2016
12. There are two sets given below, (List-I) consists
of methods of research and (List-II) indicates
their procedural characteristics. Match the two
13. For advancing knowledge, the latest strategy used & conclusions, suggestions for furthtr
by mankind is research, references & appendix.
(a) Consulting an authority (d) Survey of related studies, references, intro._
(b) Deductive reasoning duction, design of study, data analysis and
interpretation, conclusions and generaliza-
(c) Scientific thinking
tions, suggestions for further research, appen-
(d) Inductive reasoning dix.
14. Research ethics has a direct connection more often
with which stages of research? July 2016
(a) Defining and delimiting the scope of 18. The format of thesis writing is the same as in
research (a) Preparation of a research paper/article
(b) Problem formulation and reporting of research (b) Writing of seminar presentation
findings
(c) Research dissertation
(c) Defining the population and deciding the
sampling technique for research (d) Presenting a workshop/conference paper
(d) Deciding about statistical techniques and data 19. Which of the following is an initial mandatory
analysis requirement for pursuing research?
(a) Developing a research design
15. A detailed description of methodology of research
is required in (b) Formulating a research question
(a) Thesis/dissertation (c) Deciding the data analysis procedure
(b) Symposium/workshop (d) Formulating a research hypothesis
(c) Seminar paper/articles 20. A research intends to explore the effect of possible
(d) Conference and seminar papers factors for the organization of effective mid-day
meal interventions. Which research method will
0 16. Which of the following is not the critical feature of be most appropriate for this study?
qualitative research? (a) Historical method
(a) Actual settings are the direct source of data. (b) Descriptive survey method
(b) Data takes the form of words or pictures. (c) Experimental method
(c) Seeking to establish relationships among (d) Ex-post facto method
measured social facts.
(d) Researcher becomes immersed in the situation, 21. In a research on the effect of child-rearing practices
present or past, related to the phenomena. on stress-proneness of children in competing school
projects, the hypothesis formulated is that 'child
17. In a Ph.D. thesis which one is the correct sequence rearing practices do influence stress-proneness'.
for showing the scheme of chapterization? At the data analysis stage a null hypothesis is
(a) Survey ofrelated studies, introduction, design advanced to find out the tenability of research
of the study, data analysis and interpretation, hypothesis. On the basis of the evidence avail-
conclusions and generalizations, suggested able, the null hypothesis is rejected at 0.01 level of
further study, references, appendix. significance. What decision may be warranted in
respect of the research hypothesis?
(b) Introduction, design of study, data analysis and
interpretation, generalizations, conclusions (a) The research hypothesis will also be rejected.
and survey of related studies and suggestions (b) The research hypothesis will be accepted.
for further research, references and appendix. (c) Both the research hypothesis and the null
(c) Introduction, survey of related studies, hypothesis will be rejected.
design of study, data presentation; analysis & (d) No decision can be taken in respect of the
interpretation, formulation of generalization research hypothesis.
22. From the following list of statements identify the set 26. Which of the following are the characteristics of a
which has negative implications for 'research ethics': seminar?
(i) A researcher critically looks at the findings (i) It is a form of academic instruction.
of another research. (ii) It involves questioning, discussion, and
(ii) Related studies are cited without proper ref- debates.
erences. (iii) It involves large groups of individuals.
(iii) Research findings are made the basis for (iv) It needs involvement of skilled persons.
policy making.
(iv) Conduct of practitioner is screened in terms Select the correct answer from the codes given
of reported research evidences. below.
(a) (ii) and (iii) (b) (ii) and (iv)
(v) A research study is replicated with a view to
verify the evidences from other researches. (c) (ii), and (iv) (d) (i), (ii), and (iv)
(vi) Both policy making and policy implementing 27. Which of the following are the basic rules of the
processes are regulated in terms of prelimi- APA style of referencing format?
nary studies.
(i) Italicize titles of shorter works such as jour-
Codes: nal articles or essays.
(a) (i), (ii), and (iii) (ii) Invert authors' names (last name first).
(b) (ii), (iii), and (iv) (iii) Italicize titles of longer works such as books
(c) (ii), (iv), and (vi) and journals.
(d) (i), (iii), and (v) (iv) Alphabetically index reference list.
23. In qualitative research paradigm, which of the fol- Select the correct answer from the codes given
lowing features may be considered critical? below:
(a) Data collection with standardized research (a) (i) and (ii)
tools. (6) and (iv)
(13) Sampling design with probability sample (c) (iii) and (iv)
techniques.
(d) (i), (ii), and (iv)
(c) Data collection with bottom-up empirical evi-
dences. 28. Which of the following statements is true in the
- (d) Data gathering to take with top-down system- context of testing of a hypothesis?
atic evidences. (a) It is only the alternative hypothesis that can be
tested.
December 2015 (13) It is only the null hypothesis that can be
24. Ethical norms in research do not involve guide- tested.
lines for: (c) Both the alternative and the null hypotheses
(a) Thesis format can be tested.
(13) Copyright (d) Both the alternative and the null hypotheses
cannot be tested.
(c) Patenting policy
(d) Data sharing policies 29. Which of the following statements is not true in
the context of participatory research?
25. A researcher is interested in studying the prospects
(a) It recognizes knowledge as power.
of a particular political party in an urban area.
What tool should he prefer for the study? (b) It emphasises on people as experts.
(a) Rating scale (b) Interview (c) It is a collective process of enquiry.
(c) Questionnaire (d) Schedule (d) Its sole purpose is production of knowledge.
June 2015 35. Which of the following statements regarding the

meaning of research are correct?
30. Which of the following steps are required to design
(i) Research refers to a series of systematic
a questionnaire?
activity or activities undertaken to find out
(i) Writing primary and secondary aims of the
the solution of a problem.
study
(ii) It is a systematic, logical, and an unbiased
(ii) Review of the current literature
process wherein verification of hypothesis
(iii) Prepare a draft of questionnaire data analysis, interpretation, and formation
(iv) Revision of the draft of principles can be done.
Codes: (iii) It is an intellectual enquiry or quest towards
(a) (i), (ii), and (iii) (b) (i), and (iv) truth.
(c) (ii), (iii), and (iv) (d) (i), (ii), (iii), and (iv) (iv) It leads to enhancement of knowledge.
Codes:
31. The conclusions/findings of which type of
research cannot be generalized to other situations? (a) (i), (ii), and (iii) (b) (ii), (iii), and (iv)
(a) Historical research (c) (i), (iii), and (iv) (d) (i), (ii), (iii), and (iv
(b) Descriptive research

December 2014
(c) Experimental research
(d) Causal comparative research 36. When academicians are called to deliver lee
or presentations to an audience on certain t
32. 'Male and female students perform equally well ics or a set of topics of educational nature, it
in a numerical aptitude test'. This statement called
indicates a
(a) Training programme (b) Seminar
(a) Research hypothesis
(c) Workshop (d) Symposium
(b) Null hypothesis
(c) Directional hypothesis 37. When planning to do a social research, it is be
to
(d) Statistical hypothesis
(a) Approach the topic with an open mind.
33. Jean Piaget gave a theory of cognitive develop- (b) Do a pilot study before getting stuck into it
ment of humans on the basis of his
(c) Be familiar with literature on the topic.
(a) Fundamental research
(d) Forget about theory because this is a
(b) Applied research practical.
(c) Action research
38. What is a research design?
(d) Evaluation research
(a) A way of conducting research that is not
34. A good thesis writing should involve grounded in theory.
(i) Reduction of punctuation and grammatical (b) The choice between using qualitative or quan-
errors to a minimum titative methods.
(ii) Careful checking of references (c) The style in which you present your research
findings, e.g., a graph.
(iii) Consistency in the way the thesis is written
(d) A framework for every stage of the collectio
(iv) A clear and well-written abstract
and analysis of data.
Codes:
39. The core elements of dissertation are
(a) (i), (ii), (iii), and (iv)
(a) Introduction; data collection; data analysis
(b) (t), (ii), and (iii) conclusions and recommendations
(c) (i), (ii), and (iv) (b) Executive summary; literature review; data
(d) (iii), and (iv) gathered; conclusions; bibliography
(c) Research plan; research data; analysis; refer- (c) Process of randomization
ences (d) Process of analysis
(d) Introduction; literature review; research meth-
odology; results; discussion and conclusion 47. Which is the main objective of research?
(a) To review the literature
June 2014 (b) To summarize what is already known
40. The research stream of immediate application is (c) To get an academic degree •
(a) Conceptual research (d) To discover new facts or to make fresh inter-
(b) Action research pretation of known facts
(c) Fundamental research 48. In sampling, the lottery method is used for
(d) Empirical research (a) Interpretation (b) Theorization
(c) Conceptualization (d) Randomization
41. Which one of the following is a non-probability
sampling? 49. The sequential operations in scientific research
(a) Simple random (b) Purposive are
(c) Systematic (d) Stratified (a) Co-variation, elimination of spurious rela-
tions, generalization, theorization
42. The research approach of Max Weber to under-
(b) Generalization, co-variation, theorization,
stand how people create meanings in natural set-
elimination of spurious relations
tings is identified as
(a) Positive paradigm (c) Theorization, generalization, elimination of
spurious relations, co-variation
(b) Critical paradigm
(d) Elimination of spurious relations, theoriza-
(c) Natural paradigm tion, generalization, co-variation
(d) Interpretative paradigm
50. The population information is called parameter
43. A thesis statement is while the corresponding sample information is
(a) An observation (b) A fact known as
(c) An assertion (d) A discussion (a) Universe (b) Inference
44. In a thesis, figures and tables are included in (c) Sampling design (d) Statistics
(a) The appendix
September 2013
(b) A separate chapter
(c) The concluding chapter 51. Which one of the following is a non-probability
sampling method?
(d) The text itself
(a) Simple random sampling
December 2013 (b) Stratified sampling
(c) Cluster sampling
45. The principles of fundamental research are used in
(d) Quota sampling
(a) Action research
(b) Applied research 52. The variable which impacts the relationship
between an independent variable and a dependent
(c) Philosophical research variable is known as
(d) Historical research (a) Antecedent variable
46. Sampling error decreases with the (b) Precedent variable
(a) Decrease in sample size (c) Predictor variable
(b) Increase in sample size (d) Control variable
53. With which one of the following techniques com- June 2013
munality is associated?
59. A working hypothesis is
(a) Univariate analysis (b) Factor analysis
(a) A proven hypothesis for an argument
(c) Case studies (d) SWOT analysis
(b) Not required to be tested
54. Deconstruction is a popular method of research (c) A provisionally accepted hypothesis for
in ther research
(a) Basic science (b) Applied science (d) A scientific theory
(c) Social science (d) Literature 60. A workshop is
(a) A conference for discussion on a topic
55. Identify the correct sequence of research steps:
(b) A meeting for discussion on a topic
(a) Selection of topic. review of literature, data (c) A class at a college or a university in which a
collection, interpretation of findings
teacher and the students discuss a topic
(b) Review of literature, selection of topic, data (d) A brief intensive course for a small group
collection, interpretation of findings emphasizing the development of a skill or
(c) Selection of topic, data collection, review of technique for solving a specific problem
literature, interpretation of findings
61.' Which one of the following references is written as
(d) Selection of topic, review of literature, inter- per Modern Language Association (MLA) format?
pretation of findings, data collection (a) Hall, Donald. Fundamentals of Electronics,
New Delhi: Prentice Hall of India, 2005
56. Which one of the following is not a non-parametric
test? (b) Hall, Donald, Fundamentals of Electronics,
New Delhi: Prentice Hall of India, 2005
(a) t-test (b) Sign test
(c) Hall, Donald, Fundamentals of Electronics,
(c) Chi-square test (d) Run test
New Delhi-Prentice Hall of India, 2005
57. Read the following statements--one labelled as (d) Hall, Donald. Fundamentals of Electronics.
Assertion (A) and the other as Reason (R): New Delhi: Prentice Hall of India, 2005
Assertion (A): Qualitative research in India has 62. Which of the following sampling methods is not
a long way to go to reach international standards. based on probability?
Reason (R): Because the funding agencies do (a) Simple random sampling
not support qualitative research in academic insti- (b) Stratified sampling
tutions.
(c) Quota sampling
Find the correct answer from the codes given below: (d) Cluster sampling
(a) Both (A) and (R) are true and (R) is the cor- 63. Which one of the following belongs to the cate-
rect explanation of (A). gory of good 'research ethics'?
(b) Both (A) and (R) are true, but (R) is not the (a) Publishing the same paper in two research
correct explanation of (A). journals without telling the editors.
(c) Both (A) and (R) are false. (b) Conducting a review of the literature that
acknowledges the contributions of other
(d) (A) is true, but (R) is false.
people in the relevant field or relevant prior
58. Which one of the following is not a type of experi- work.
mental method? (c) Trimming outliers from a data set without dis-
(a) Single group experiment cussing your reasons in a research paper.
(d) Including a colleague as an author on a
(b) Residual group experiment
research paper in return for a favour even
(c) Parallel group experiment though the colleague did not make a serious
(d) Rational group experiment contribution to the paper.
64. A research paper 68. Which of the following sampling methods is based
(a) Is a compilation of information on a topic. on probability?
(b) Contains original research as deemed by the (a) Convenience sampling
author. (b) Quota sampling
(c) Contains peer-reviewed original research or (c) Judgement sampling
evaluation of research conducted by others. (d) Stratified sampling
(d) Can be published in more than one journal.
69. Good 'research ethics' means
December 2012 (a) Not disclosing the holdings of shares/stocks in
a company that sponsors your research
65. Identify the incorrect statement: (b) Assigning a particular research problem to
(a) A hypothesis is made on the basis of limited one Ph.D./research student only
evidence as a starting point for further investi-
(c) Discussing with your colleagues confiden-
gations.
tial data from a research paper that you are
(b) A hypothesis is a basis for reasoning without reviewing for an academic journal
any assumption of its truth.
(d) Submitting the same research manuscript for
(c) Hypothesis is a proposed explanation for a publishing in more than one journal
phenomenon.
70. Which one of the following is an indication of the
(d) Scientific hypothesis is a scientific theory.
quality of a research journal?
66. Arrange the following steps of research in the cor- (a) Impact factor
rect sequence:
(b) h-index
(i) Identification of research problem
(c) g-index
(ii) Listing of research objectives
(d) i10-index
(iii) Collection of data
(iv) Methodology
June 2012
(v) Data analysis
71. Research ethics do not include
(vi) Results and discussion
(a) Honesty (b) Subjectivity
Codes:
(c) Integrity (d) Objectivity
(a) (I), (ii), (iv), (v), (vi)
(b) (i), (ii), (iv), (v), (vi) 72. Ex Post Facto research means
(c) (i), (iii), (iv), (v), (vi) (a) The research is carried out after the incident.
(d) (J), (i), (iv), ail), (v), (vi) (b) The research is carried out prior to the inci-
67. Which one of the following references is writ- dent.
ten according to the American Psychological (0) The research is carried out along with the hap-
Association (APA) format? pening of an incident.
(a) Sharma, V. (2010). Fundamentals of Computer (d) The research is carried out keeping in mind
Science. New Delhi: Tata McGraw Hill the possibilities of an incident.
(b) Sharma, V. 2010. Fundamentals of Computer
73. Conferences are meant for
Science. New Delhi: Tata McGraw Hill
(a) Multiple target groups
(c) Sharma, V 2010. Fundamentals of Computer
Science, New Delhi: Tata McGraw Hill (b) Group discussions
(d) Sharma, V. (2010), Fundamentals of Computer (c) Showcasing new research
Science, New Delhi: Tata McGraw Hill (d) All of the above
74. Nine year olds are taller than seven year olds. This (a) Area sampling
is an example of a reference drawn from (b) Multi-stage sampling
(a) Vertical study (c) Sequential sampling
(b) Cross-sectional study (d) Quota sampling
(c) Time series study
82. A hypothesis is a
(d) Experimental study
(a) Law (b) Canon
75. When two or more successive footnotes refer to
(c) Postulate (d) Supposition
the same work which one of the following expres-
sions is used?
(a) ibid (b) et. al. June 2011
(c) op. cit. (d) loc. cit. 83. Research is conducted to
76. The research that aims at immediate application is (i) Generate new knowledge
(a) Action research (ii) Not to develop a theory
(b) Empirical research (iii) Obtain research degree
(c) Conceptual research (iv) Reinterpret existing knowledge
(d) Fundamental research Which of the above are correct?
(a) (i), and (ii) (b) (ii), and (iv)
December 2011
(c) (ii), (i), and (iii) (d) (1), and (iv)
77. Research is not considered ethical if it
84. The essential qualities of a researcher are
(a) Tries to prove a particular point
(a) Spirit of free enquiry
(b) Does not ensure privacy and anonymity of the
respondent (b) Reliance on observation and evidence
(c) Does not investigate the data scientifically (c) Systematization or theorizing of knowledge
(d) Is not of a very high standard (d) All of the above
78. Which one of the following is a research tool? 85. Which one of the following is not a source of
(a) Graph (b) Illustration data?
(c) Questionnaire (d) Diagram (a) Administrative records
(b) Population census
79. Workshops are meant for
(c) GIS
(a) Giving lectures
(d) Sample survey
(b) Multiple target groups
(c) Showcase new theories 86. Which one of the following does not come under
(d) Hands on training/experience the methods of data classification?
(a) Qualitative (b) Normative
80. Controlled group condition is applied in
(c) Spatial (d) Quantitative
(a) Survey research
(b) Historical research 87. In the process of conducting research 'Formulation
(c) Experimental research of Hypothesis' is followed by
(d) Descriptive research (a) Statement of objectives
(b) Analysis of data
81. Suppose you want to investigate the working effi-
ciency of a nationalized bank in India, which one (c) Selection of research tools
of the following would you follow? (d) Collection of data
88. A group of experts in a specific area of knowledge 95. The term 'phenomenology' is associated with the
assembled at a place and prepared a syllabus for a process of
new course. The process may be termed as (a) Qualitative research
(a) Seminar (b) Workshop (b) Analysis of variance
(c) Conference (d) Symposium (c) Correlational study
89. Newton gave three basic laws of motion. This (d) Probability sampling
research is categorized as
96. A doctor studies the relative effectiveness of two
(a) Descriptive research drugs of dengue fever. His research would be clas-
(b) Sample survey sified as
(c) Fundamental research (a) Descriptive survey
(d) Applied research (b) Experimental research
(c) Case study
90. A research paper is a brief report of research work
based on (d) Ethnography
(a) Only Primary data 97. Which of the following variables cannot be
(b) Only Secondary data expressed in quantitative terms?
(c) Both primary and secondary data (a) Socio-economic status
(d) None of the above (b) Marital status
(c) Numerical aptitude
December 2010 (d) Professional attitude
91. Which of the following is not an example of a con-
tinuous variable? June 2010
(a) Family size (b) Intelligence 98. Which one of the following is the oldest archi-
(c) Height (d) Attitude val source of data in India?
(a) National Sample Surveys
92. Which of the following phrases is not relevant to
describe the meaning of research as a process? (b) Agricultural Statistics
(a) Systematic activity (c) Census
(b) Objective observation (d) Vital Statistics
(c) Trial and error 99. If a researcher conducts research on finding out
(d) Problem solving which administrative style contributes more to insti-
tutional effectiveness. This will be an example of
93. Which one of the following methods serves to (a) Basic research
measure the correlation between two variables?
(b) Action research
(a) Scatter diagram
(c) Applied research
(b) Frequency distribution
(d) None of the above
(c) Two-way table
(d) Coefficient of rank correlation 100. Which of the following is the rust step in starting
the research process?
94. The `Sociogram' technique is used to study (a) Searching sources of information to locate
(a) Vocational interest the problem
(b) Professional competence (b) Survey of related literature
(c) Human relations (c) Identification of the problem
(d) Achievement motivation (d) Searching for solutions to the problem
2.41 UGC-NET Paper.I
101, A common test in research demands much prior- 108. The research which involves exploring new fad;
ity on through the study of the past is called
(a) Reliability (b) Usability (a) Philosophical research
(c) Objectivity (d) All of the above (b) Historical research
(c) Mythological research
102. Research is
(d) Content analysis
(a) Searching again and again
(b) Finding solution to any problem 109. A null hypothesis is
(c) Working in a scientific way to search for truth (a) When there is no difference between the vari.
of any problem ables
(d) None of the above (b) The same as research hypothesis
(c) Subjective in nature
103. Action research means
(d) When there is difference between the variables
(a) A longitudinal research
(b) An applied research
June 2009
(c) A research initiated to solve an immediate
problem 110. We use factorial analysis:
(d) A research with socio-economic objective (a) To know the relationship between two variables
(b) To test the hypothesis
December 2009 (c) To know the difference between two variables
104. Which correlation coefficient best explains the (d) To know the difference among the many vari-
relationship between creativity and intelligence? ables
(a) 1.00 (b) 0.6 111. Action research is:
(c) 0.5 (d) 0.3 (a) An applied research
105. Manipulation is always a part of (b) A research carried out to solve immediate
(a) Historical research problems
(b) Fundamental research (c) A longitudinal research
(c) Descriptive research (d) All of the above
(dl Experimental research 112. How can the objectivity of the research
enhanced?
106. The process not needed in experimental research (a) Through its impartiality
is
(b) Through its reliability
(a) Observation
(c) Through its validity
(b) Manipulation
(d) All of these
(c) Controlling
(d) Content analysis December 2008
107. Action research is 113. A research problem is not feasible only when:
(a) An applied research (a) It is researchable.
(b) A research carried out to solve immediate (b) It is new and adds something to knowledge.
problems (c) It consists of independent and dependent var-
(c) A longitudinal research iables.
(d) Simulative research (d) It has utility and relevance.

114. The process not needed in experimental research is: 120. The F-test:
(a) Observation (a) Is essentially a two tailed test
(b) Manipulation and replication (b) Is essentially a one tailed test
(c) Controlling (c) Can be one tailed as well as two tailed
(d) Reference collection depending on the hypothesis
(d) Can never be a one tailed test
115. When a research problem is related to hetero-
geneous population, the most suitable sampling 121. The importance of the correlation coefficient lies
method is: in the fact that:
(a) Cluster sampling (a) There is a linear relationship between the cor-
related variables.
(b) Stratified sampling
(c) Convenient sampling (b) It is one of the most valid measures of statis-
tics.
(d) Lottery method
(c) It allows one to determine the degree or
116. The research that applies the laws at the time of strength of the association between two vari-
field study to draw more and more clear ideas ables.
about the problem is: (d) It is a non-parametric method of statistical
(a) Applied research analysis.
(b) Action research
122. A statistical measure based upon the entire popu-
(c) Experimental research lation is called parameter while measure based
(d) None of these upon a sample is known as:
(a) Sample parameter
117. The research is always
(b) Inference
(a) Verifying the old knowledge
(c) Statistics
(b) Exploring new knowledge
(d) None of these
(c) Filling the gap between knowledge
(d) All of these 123. Which of the following sampling method is
appropriate to study the prevalence of AIDS
amongst males and females in India in 1976,
June 2008
1986, 1996, and 2006?
118. Which one of the following principles is not (a) Cluster sampling
applicable to sampling? (b) Systematic sampling
(a) Sample units must be clearly defined. (c) Quota sampling
(b) Sample units must be dependent on each other. (d) Stratified random sampling
(c) Same units of sample should be used through-
out the study. 124. Field-work based research is classified as:
(d) Sample units must be chosen in a systematic (a) Empirical (b) Historical
and objective manner. (c) Experimental (d) Biographical
119. Which one of the following is the most compre- 125. Formulation of hypothesis may NOT be required
hensive source of population data? in:
(a) National Family Health Surveys (a) Survey method
(b) National Sample Surveys (b) Historical studies
(c) Census (c) Experimental studies
(d) Demographic Health Surveys (d) Normative studies
126. Which one is called non-probability sampling? (a) Choropleth (b) Cho achromatic
(a) Cluster sampling (c) Choroschematic (d) Isopleth
(b) Quota sampling 134. Which of the following methods will you chops,
(c) Systematic sampling to prepare choropleth map of India showing
(d) Stratified random sampling urban density of population:
(a) Quartiles (b) Quintiles
127. Research problem is selected from the standpoint
of: (c) Mean and SD (d) Breakpoint
(a) Researcher's interest 135. Circle graphs are used to show:
(b) Financial support (a) How various sections sham in the whole
(c) Social relevance (b) How various parts are related to the whole
(d) Availability of relevant literature (c) How one whole is related to other wholes
December 2007
(d) How one part is related to other parts
128. Which technique is generally followed when the 136. The study in which the investigators attempt to
population is finite? trace an effect is known as:
(a) Area sampling technique (a) Survey research
(b) Purposive sampling technique (b) 'Ex-post facto' research
(c) Systematic sampling technique (c) Historical research
(d) None of the above (d) Stunmative research
129. Authenticity of a research finding is its: 137. Fundamental research reflects the ability to:
(a) Originality (b) Validity (a) Synthesize new ideals
(c) Objectivity (d) All of the above (b) Expound new principles
(c) Evaluate the existing material concerning
130. The main characteristic of scientific research is: research
(a) Empirical (b) Theoretical (d) Study the existing literature regarding vari-,
(c) Experimental (d) All of the above ous topics
131. The experimental study is based on: 138. Bibliography given in a research report:
(a) The manipulation of variables (a) Shows vast knowledge of the researcher
(b) Conceptual parameters (b) Helps those interested in further research
(c) Replication of research (c) Has no relevance to research
(d) Survey of literature (d) All of the above
132. Generalized conclusion on the basis of a sample 139. A research problem is feasible only when:
is technically known as:
(a) It has utility and relevance.
(a) Data analysis and interpretation
(b) It is researchable.
(b) Parameter inference
(c) It is new and adds something to knowledge.
(c) Statistical inference
140. To test null hypothesis, a researcher uses:
June 2007
(a) t-Test
(b) ANOVA
133. Which of the following methods is best suited to
show on a map the types of crops being grown in (c)
a region? (d) Factorial analysis
December 2006 148. What do you consider as the main aim of interdis-
ciplinary research?
141. The first step of research is:
(a) To bring out holistic approach to research
(a) Selecting a problem
(b) To reduce the emphasis of single subject in
(b) Searching a problem
research domain
(c) Finding a problem
(c) To oversimplify the problem of research
(d) Identifying a problem (d) To create a new trend in research methodology
142. Research can be classified as: 149. Match List-I (Interviews) with List-II (Meaning)
(a) Basic, applied, and action research and select the correct answer from the code given
(b) Quantitative and qualitative research below:
(c) Philosophical, historical, survey, and experi- List-I List-II
mental research (Interviews) (Meaning)
(d) All of the above (A) Structured (i) Greater flexibility
143. Which of the following isnot a method ofresearch? interviews approach
(a) Observation (b) Historical (B) Unstructured (ii) Attention on the
(c) Survey (d) Philosophical interviews questions to be
answered
144. Which of the following statements is correct?
(C) Focused inter- (iii) Individual life
(a) Objectives of research are stated in the first views experience
chapter of the thesis.
(3) Clinical (iv) Predetermined
(b) Researcher must possess analytical ability.
interviews question
(c) Variability is the source of problem.
(v) Non-directive
Codes:
145. Research can be conducted by a person who:
(a) Has studied research methodology (A) (B) (C) (D)
(a) (iv) (i) (ii)
(b) Holds a postgraduate degree
(b) (iv) (i)
(c) Possesses thinking and reasoning ability
(c) (v) (ii) (iv) (i)
(d) Is a hard worker
(d) (i) (iii) (v) (iv)
June 2006 150. Which of the following options are the main tasks
of research in modem society?
146. The depth of any research can be judged by:
(a) Title of the research (i) To keep pace with the advancement in
knowledge
(b) Objectives of the research
(ii) To discover new things
(c) Total expenditure on the research
(iii) To write a critique on the earlier writings
(d) Duration of the research
(iv) To systematically examine and critically
147. One of the aims of the scientific method in analyse the investigations/sources with
research is to: objectivity
(a) Improve data interpretation (a) (iv), (ii), and (i)
(b) Eliminate spurious relations (b) (i), (ii), and (iii)
(c) Confirm triangulation (c) (i) and (iii)
(d) Introduce new variables (d) (ii), and (iv)
December 2005 (D) Experimental (iv) Exceptional
151 The important prerequisites of a researcher in sci- method cases
ences, social sciences, and humanities are:
(v) Future action
(a) Laboratory skills, records, supervisor, topic
(b) Supervisor, topic, critical analysis, patience Codes:
(c) Archives, supervisor, topic, flexibility in (A) (B) (C) (D)
thinking
(d) Topic, supervisor, good temperament, pre- (a) (i) (iii) (ii) (v)
conceived notions (b) (i) (ii) (iv) (v)
152. Which of the following statements is correct? (c) (1) (iv) (ii) (v)
(a) Objectives should be pin-pointed.
(d) (i) (ii) (iii) (iv)
(b) Objectives can be written in statement or
question form. 157. Which of the following statements is correct?
(c) Another word for problem is variable. (a) In research, objectives can be worded in
(d) All of the above. question form.
153. Books and records are the primary sources of (b) In research, objectives can be worded in
data in: statement form.
(a) Historical research (c) Objectives are to be stated in Chapter I of the
(b) Participatory research Thesis.
(c) Clinical research (d) All of the above.
(d) Laboratory research
158. Which of the following statement is correct?
154. A satisfactory statistical quantitative method (a) Discoveries are researches.
should not possess one of the following qualities (b) Researches lead to discovery.
(a) Appropriateness (b) Measurability (c) Invention and research are related.
(c) Comparability (d) Flexibility
(d) None of the above.
155. One of the following is not a quality of researcher:
159. Which of the following is NOT the characteri
(a) Unison with that of which he is in search
of a research?
(b) He must be of alert mind
(a) Research is systematic.
(c) Keenness in enquiry
(b) Research is not a process.
(d) His assertion to outstrip the evidence
(c) Research is problem oriented.
December 2004 (d) Research is not passive.
156. Match (List-I) with (List-II) and choose the 160. A college wants to give training in the use of
correct answer from the code given below: Statistical Package for Social Sciences (SPSS)
List-I to researchers. For this the college should
List-II
organize:
(A) Historical method (i) Past events (a) Conference
(B) Survey method (ii) Vision (b) Seminar
(C) Philosophical (iii) Present events (c) Workshop
method (d) Lecture
6. (d) 7. (a) 8. (c)

5. (d) 15. (d) 16. (c)
14. (c)
3. (b) 13. (c) 23. (a) 24. (a)
2. (c) 12. (b) 22. (b)
1. (a) 11. (d) 21. (c) 32. (b)
10. (c) 20. (b) 30. (c) 31. (b)
9. (a) 19. (d) 29. (a) 39. (b) 40. (c)
17. (d)
18. (a) 28. (b) 38. (a)
27, (a) 37. (d) 48. (a)
26. (a) 36. (b) 46. (d) 47. (b)
25. (b) 35. (d) 45. (d) 56. (d)
34. (d) 44. (d) 54. (d) 55. (b)
33. (c) 43. (c) 53. (d) 64. (c)
42. (b) 52. (d) 63. (c)
41. (b) 51. (c) 62. (d)
61. (d)
49. (d)
50. (c) 60. (a)
59. (b)
57. (a) 58. (b)
6. (a) 7. (c) 8. (b)

4. (c) 5. (c) 15. (a) 16. (c)
3, (d) 14. (b)
1. (c) 2. (d) 12. (d) 13. (c) 23. (c) 24. (a)
11. (a) 22. (c)
10. (b) 20. (d) 21. (b) 31. (c) 32. (b)
9. (c) 19. (b) 30. (b)
18. (c) 28. (b) 29. (d) 40. (b)
17. (c) 27. (b) 38. (d) 39. (d)
26. (d) 37. (a) 48. (d)
25. (c) 35. (d) 36. (b) 46. (b) 47. (d)
33. (a) 34. (a) 44. (d) 45. (b) 56. (a)
43. (c) 54. (d) 55. (a)
41. (b) 42. (d) 53. (b) 64. (a)
51. (d) 52. (d) 62. (c) 63. (b)
49. (a) 50. (d) 61. (d) 72. (a)
60. (d) 71. (b)
58. (b) 59. (c)
69. (b) 70. (a)
57. (d) 68. (d) 80. (a)
66. (b) 67. (a) 78. (c) 79. (d)
65. (d) 76. (a) 77. (b) 88. (b)
74. (b) 75. (a) 86. (c) 87. (a)
73. (d) 84. (d) 85. (a) 96. (b)
82. (d) 83. (d) 94. (c) 95. (a)
81. (b)
91. (a) 92. (c) 93. (d)
103. (a) 104. (a)
89. (c) 90. (c) 101. (d) 102. (c)
99. (c) 100. (c) 111. (b) 112. (a)
97. (d) 98. (a) 109. (a) 110. (c)
107. (b) 108. (b) 120. (c)
106. (d) 118. (b) 119. (a)
105. (d) 116. (a) 117. (d) 128. (c)
114. (d) 115. (b) 126. (b) 127. (a)
113. (c) 124. (b) 125. (b) 136. (b)
122. (c) 123. (b) 134. (a) 135. (a)
121. (c) 132. (c) 133. (a)
131. (a) 143. (c)
144. (d)
129. (b) 130. (d) 141. (d) 142. (d)
139. (d) 140. (b) 151. (b) 152. (a)
137. (b) 138. (d) 150. (a)
147. (b) 148. (a) 149. (a) 160. (a)
145. (a) 146. (b) 158. (b) 159. (b)
155. (d) 156. (b) 157, (c)
153. (a) 154. (d)
COMPREHENSION 3
Because there are three classes of intellects:
one which comprehends by itself;
another which appreciates what others comprehend;
and a third which neither comprehends by itself nor by the showing of others;
the first is the most excellent, the second is good, the third is useless.
— Niccolo Machiavelli
Reading Comprehension includes a passage followed by a few questions. Candidates have to answer
questions on the basis of information given in the passage and not on the basis of their prior knowl-
edge. In NTA UGC-NET Exam a set of 5-6 questions is asked based on comprehension.These are
easy to answer, but aspirants have to practice passages so as to answer them within a few minutes.
This chapter covers the basics of comprehension, the approaches for finding answers to questions,
and the common mistakes which aspirants commit while answering questions.These are followed by
Tips for finding answers which will help in saving the time of aspirants.The chapter also includes pas-
sages from previous years' question papers.While practising the passages, note down the time taken,
so that the strategy for the exam can be planned accordingly.
A passage of text will be given. Questions from the passage to be answered.
INTRODUCTION examines the ability to read between the lines. The

According to the Oxford Dictionary, Comprehension questions asked from reading comprehension generally
means 'the ability to understand something'. So, ques- revolve around the following:
tions based on reading comprehension test the ability • Subject of passage
of the candidate to understand the given passage and • Main idea of passage
answer the questions following the passage. It basically • Direct questions
Comprehension 3.2
• Inference-based questions • Vocabulary-based questions

• Logical structure questions • Questions involving paraphrasing
• Questions based on author's tone • Application-based questions
Approaches for solving questions M.
1. Question to Passage Read the question first and Approach. While adopting this approach, first read
highlight important keywords. Then read the pas- the passage and mark the important points. Then
sage and match with the keywords in question.Then read the questions and identify keywords to locate
find the correct option by comparing the passage the answers in the passage. Compare the options
and the options. This is called Bottom-up Approach. and the given information in the passage to know
2. Passage to Question Another approach is Top- the correct answers.
down Approach. It is the opposite of the Bottom-up You can use whichever approach suits you.
COMMON MISTAKES CANDIDATES lose marks for choosing the wrong option. The loss
MAKE will be more if there is negative marking.
Not checking the options carefully Another mis-
Not reading the passage carefully Usually it hap- take often made by candidates is not reading the
pens that when the readers are close to the end of a
options carefully. Sometimes, after reading the first
passage they forget what it had in the beginning. This answer which follows the question, the candidate
happens because of not reading it carefully. Active finds it to be close to the answer. So, to save time,
reading is necessary for comprehending the passage. he does not read the other options and marks the first
option as answer. This time-saving technique can be
Reading it too fast or too slow Reading speed
costly as it need not always be the correct answer.
can also sometimes lead to errors and loss of marks.
If candidates read the passage very fast, then there Not practising the passage Aspirants generally feel
will be problem in comprehending it completely, that they can solve comprehension questions easily
and hence they have to read it again. Hence, instead and do not need any preparation. But just 'solving it'
of saving time by reading it fast, they will end up is not important. If the candidate spends half an hour
spending more time on it. While reading fast, they in finding answers to the comprehension passage,
might also misinterpret the given information and then how will the remaining 45 questions be solved
end up marking wrong option. in the other half? So, what is important is 'solving it
Reading the passage very slowly will also be within 5 to 6 minutes'. Without practice, speed cannot
waste of time. The candidate will end up spending be improved. Also they will not be able to know about
more time than what is required and there will be the possible mistakes that they can commit.
lesser time available for the remaining questions. Wasting too much time on difficult ques-
This will also result in loss of marks. tions It is generally observed that aspirants keep
on checking the passage till they find the answers
Not reading the questions properly Another for all questions. This way they end up spending
mistake which candidates often make is not reading too much time on the passage questions and then
the questions properly. They might have been able to have little time for other questions. Consider that
find the correct answer, but when they have not read a passage has 5 questions and the time available
the question properly, they will end up losing marks. is 1.2 minute per question. This means he has to
For example, the question 'Which of the following is read the passage and answer the questions within
not correct?' is generally misread by the candidates the 5 to 6 minutes. Suppose he ends up spending
as 'Which of the following is correct?' and they will 15 minutes on reading the passage and answering
3.3 UGC-NET Paper-I
all questions. Even if all his answers are correct, then Structural words
he will get 10 marks (if each question is of 2 marks).
Contrast Continuity Cone(
But in the extra 10 minutes spent on these questions,
words words words
he could have solved 10 more questions which would
have yielded more than 20 marks. Thus spending too Purpose Introduce Support Used to
much time on a question will result in loss of marks. opposite view Author's conclude
views
Losing focus and interest while reading Losing
interest and focus while reading the passage can also Example Yet Likewise So
cost heavily. A candidate will not be able to under- Despite Similarly Thus
stand the passage if he loses focus which can result in Although Moreover Therefore
But Furthermore Hence
missing important points and he would have to read
Nonetheless In the same Consequently
it again. This will lead to time wastage and also the
However way As a result
tendency of misinterpretation and hence, marking
Additionally
the wrong option is high.
Example 1 Answer: (c) University education

Graduation is only a milestone in life's journey. It does Explanation: The suitable title for this passage
not mark the end of our education road. In a very real is University Education as it talks about gradua-
sense, it is the commencement time, the beginning of tion and other aspects like functions of university
a new journey, which will test the toughness of your education.
mental and moral fibre, the efficiency of your uni- 2. Graduation is:
versity training. The new experiences, new problems,
and new situations will demand from you the exercise (a) Only a stage in life's journey
of qualities, for the fostering of which the university (b) A degree
functions. In a new and independent India the future (c) The end of education
will give powers and responsibilities to you. The his- (d) In reality only a beginning of man's journey
toric role of the large educated classes in the building
up of free India cannot be overestimated. If a leader Answer: (d) In reality only a beginning of man's
is one who knows where he is going, who has a firm journey.
grasp of the insights and institutions which have made Explanation: It is clearly stated in the passage that
our civilization so enduring and who can harness them graduation is the commencement time, that is, the
for every aspect of life, it is only the university that beginning of a new journey.
can train men for leadership. The universities are more
3. Toughness of your mental and moral fibre means:
than institutions for higher learning and professional
training, they are called upon to educate younger gen- (a) Strength of your mental and moral qualities
eration, form character, and create new types of intel- (b) Greatness of intellect and morality
lectual leadership. (c) The powers that an educated person possesses
(d) Qualities of the mind and character
I. The suitable title for the above passage is:
(a) Becoming a graduate Answer: (a) Strength of your mental and moral
qualities.
(b) Graduation
Explanation: As used in the passage, 'toughness
(c) University education of your mental and moral fibre' means strength of
(d) Intellectual leadership your mental and moral qualities.
Comprehension 3.4
4. Which of the following functions are performed Answer: (c) Silly mistakes can be avoided by
by universities? observing a few simple mkt
(a) Help in higher and professional education Explanation: The writer holds the view that a few
(b) Form character simple rules can help in avoiding silly mistakes.
(c) Develop leadership qualities 7. Which of the following is correct?
(d) All of the above (a) Aristotle came up with the opinion without
Answer: (d) All of the above observation.
Explanation: It is given in the passage that 'the (b) Aristotle did not observe simple rules for
universities are more than institutions for higher arriving at the opinion.
learning and professional training, they are called (c) Aristotle did not possess superhuman brain.
upon to educate younger generation, form char- (d) Aristotle did the same mistake, as but many of
acter, and create new types of intellectual leader- us do.
ship'. So, universities perform all of the above said
functions. Answer: (a) Aristotle came up with opinion with-
out observation.
5. Which of the following suits best as the meaning Explanation: Aristotle had not counted the teeth
of 'foster', as used in the passage? of women but gave the statement that women have
(a) Cultivate (b) Advance lesser teeth than men.
(c) Terminate (d) Potential
8. The author feels that it is a bad mistake to
Answer: (a) Cultivate
(a) Try to come to any conclusion by merely
Explanation: As per the passage, foster means cul- thinking
tivate. It is used in context 'the exercise of qualities (b) Give forth your views after careful thought
for the fostering of which the university functions',
it implies here that the university cultivates those (c) Speak without thinking and reasoning
qualities. (d) Give your views without proper observation
Answer: (d) Give your views without proper
Example 2 observation.
No superhuman brain is required to avoid the various Explanation: With the example of Aristotle, the
foolish opinions that many of us hold. A few simple author is trying to illustrate that one should not
rules will keep you away not from all errors, but from give his opinion without observing the reality.
silly errors. If the matter is one which can be settled by
observation, make the observation yourself. Aristotle 9. The author feels that by observing a few simple
could have avoided the mistake of thinking that women rules
have fewer teeth than men, by the simple method of (a) You can avoid holding foolish opinions.
counting the teeth of Mrs. Aristotle. Thinking that you (b) You can avoid making mistakes.
know, when in fact, you do not know, is a bad mistake (c) You can avoid being called a fool.
to which many of us are prone.
(d) You can gain superhuman abilities.
6. The writer holds the view that Answer: (b) You can avoid holding foolish
(a) One has to be really clever to avoid making opinions.
silly mistakes.
Explanation: Answer is given in the beginning of
(b) Even great persons like Aristotle made a lot of the passage.
silly mistakes.
(c) Silly mistakes can be avoided by observing a Example 3
few simple rules. The difference between different kinds of writing lies
(d) Silly mistakes can be avoided by resorting to not so much in the writing itself, but in the way We look
thinking. at it (and, of course, in the way the author wished us
3.5 UGC-NET Paper-1
to look at it; but we often know very little about that). Explanation: Out of these, option (a) is the m
Literary forms do not exist outside our minds. When appropriate title for this passage as it talks ab
we read anything, no matter what—a description of the nature of poets and novelists.
a scientific experiment, a history book, a ballad, or a
11. According to the author,
novel—in so far as we pay attention only to what things
arc happening one after another to something or some- (a) Each person reads a particular piece of writing
body, it is a story; in so far as we read it only to learn with the same motive.
the way in which something or someone behaves in cer- (b) Every person has a different motive in reading
tain circumstances, it is a science; in so far as we read a particular piece of writing.
it only to find out what has actually happened in the (c) Some pieces of writing are not read by people
past, it is history. People often ask 'what is the differ- at all.
ence between poetry and prose?'. The only difference
(d) None of the above.
is in the way the writer looks at things. For instance, the
novelist starts with a general idea in his mind; say, that Answer: (b) Every person has a different motive
people are always trying to escape from their responsi- in reading a particular piece of writing.
bilities, and that escape only leaves them in the worst Explanation: In the beginning of the passage it is
mess. Then he writes a story about what happened to given that 'The difference between different kinds
Mr and Mrs. Smith. He may never say, in so many of writing lies not so much in the writing itself,
words, that they tried to escape, never mention his idea, but in the way we look at it ...'. This shows that
but this idea is the force that drives the story along. The according to the author, people have different
poet, on the other hand, hears people talking in his club motives in reading books and other writings.
about the sad story of Mr. and Mrs. Smith. He thinks,
`There is now, that's very interesting. They are just 12. One piece of writing can be distinguished from the
like everybody else; trying to get around life. It's like other by
those sailors who tried to get to India by the Northwest (i) The difference in the author's style of writi
Passage. On the go, getting further and farther into the
(ii) Difference in reader's view towards a wri
seas, miles from home. Why, that's a good idea for a
(iii) The way the meaning has been used
poem'. He writes a poem about explorers; he may never
mention Mr. and Mrs. Smith at all. The novelist then (a) Only (i) (b) Only (ii)
pl goes from the general to the particular, the poet from
(c) Only (iii) (d) (i) and (ii)
the particular to the general and you can see this also in
Answer: (d) (i) and (ii)
the way they use words. The novelist uses words with
their general meaning and uses a whole lot of them to Explanation: As per the given information in the
build up a particular effect: his character. The poet uses passage, option (d) is correct.
words with their particular meanings and puts them 13. The essential difference in the approaches of a
together to give a general effect: his ideas. Actually, novelist and a poet is that
of course, nearly all novels and all points except very
(a) The novelist moves from particular to general
short ones have both ways of looking at things in them
(for example, Chaucer's Canterbury Tales is more like (b) The poet moves from general to particular.
a novel in verse; Melville'S Moby Dick is more like a (c) The poet moves from particular to general.
poem in prose). All you can say is that one way is typi- (d) There is no difference.
cal of the novelist and the other of the poet.
Answer: (c) The poet moves from particular to
10. An appropriate title of this passage would be general.
(a) Of poets and novelists Explanation: The passage states that `The only dif
(b) Of poetry ference is in the way the writer looks at things
The novelist then goes from the general to the
(c) Of novels particular, the poet from the particular to the gen-
(d) Of literature eral and you can see this also in the way they use
Answer: (a) Ofpoels and novelists words'.
Comprehension 3
.6
14. The novelist builds up 15. The poet builds up

(a) Characters (b) Ideas (a) Characters (b) Ideas
(c) Both (a) and (b) (d) Neither (a) nor (b) (c) Both (a) and (b) (d) Neither (a) nor (b)
Answer: (a) Characters Answer: (b) Ideas
Explanation: It is mentioned in the passage that Explanation: It is given in the passage that 'poet
'The novelist uses words withtheir general meaning uses words with their particular meanings and
and uses a whole lot of them to build up a particu- puts them together to give a general effect: his
lar effect: his character'. ideas'.
'TIPS TO SAVE TIME

I. Read the passage carefully. 10. Keep in mind the subject and main idea of the
2. While reading the passage, it is important to passage and tone of author.
understand the essence of the passage.There I I. Use only the facts given in the passage to answer
is no need to memorise each and every part of the questions. Don't let the choice of answer be influ-
passage, but understanding is important enced by your personal ideas, beliefs. viewpoint
3. If you do not understand it the first time, then and prior knowledge.
read again. Time will be wasted in reading the 12. While solving questions based on vocabulary, if you
passage again and again, so try to understand max- don't know the meaning of a word, try to grasp
imum while reading it first the meaning by reading the sentence in
4. Improve reading speed. But don't read so fast which it is used.
that it is difficult to comprehend. 13. Use structural words to understand the meaning.
5. Try to identify important points and mark 14. Try eliminating options to find the correct answer.
them or underline. 15. Practice a lot Practice will help improve your
6. Summarize the main points of the passage in score in this section.
your mind. 16. Solve passages from previous years papers.
7. Identify the keywords mentioned in questions 17. While practising questions, note down the time
and locate these in the passage for correct answers. taken to solve each passage. Compare it with the
8. Allocate time for questions carefully and if any time you will have in the paper for passage. Try to
question is time-consuming. skip it for the time and reduce the time for answering the passage.
move on to the next question.You can come back to 18. As said by Ed Koch, 'I can explain it to you, but
this question again if any time is left at the end of exam. I can't comprehend it for you'. So, practice as
9. Improve your vocabulary for better under- many questions as possible and score the maxi-
standing of passages. mum in this section.
PREVIOUS YEARS' QUESTIONS"
January 2017 the Western World. This was eloquently voiced in

Tagore's later poems and his last testament, Crisis in
Read the passage carefully and answer the questions.
Civilisation. The Indian intelligentsia was in a state of
The last Great War, which nearly shook the foun- moral dilemma. On the one hand, it could not help sym-
dations of the modern world, had little impact on pathising with England's dogged courage in the hour of
Indian literature beyond aggravating the popular peril, with the Russians fighting with their backs to the
revulsion against violence and adding to the growing wall against the ruthless Nazi hordes, and with China
disillusionment with the 'humane pretensions' of groaning under the heel of Japanese militarism; on the
3.7 UGC-NET Paper-I
other hand, their own country was practically under 4. Identify the factor responsible for the subm
military occupation of their own soil, and an Indian gence of creative energy in Indian literature.
army under Subhas Bose was trying from the oppo- (a) Military occupation of one's own soil
site camp to liberate their country. No creative impulse (b) Resistance to colonial occupation
could issue from such confusion of loyalties. One would (c) Great agony of partition
imagine that the achievement of Indian Independence (d) Victory of the allies
in 1947, which came in the wake of the Allies' victory
5. What was the aftermath that survived tragedies is
and was followed by the collapse of colonialism in the
neighbouring countries of South-East Asia, would have Kashmir and Bangladesh?
released an upsurge of creative energy. No doubt it did, (a) Suspicion of other countries
but unfortunately it was soon submerged in the great (b) Continuance of rivalry
agony of partition, with its inhuman slaughter of the (c) Menace of war
innocents and the uprooting of millions of people from (d) National reconstruction
their homeland, followed by the martyrdom of Mahatma
6. The passage has the message that
Gandhi. These tragedies, along with Pakistan's invasion
of Kashmir and its later atrocities in Bangladesh, did (a) Disasters are inevitable.
indeed provoke a poignant writing, particularly in the (b) Great literature emerges out of chains of con-
languages of the regions most affected, Bengali, Hindi, vulsions.
Kashmiri, Punjabi, Sindhi, and Urdu. But poignant or (c) Indian literature does not have a marked land-
passionate writing does not by itself make great litera- scape.
ture. What reserves of enthusiasm and confidence sur-
(d) Literature has no relation with war and inde-
vived these disasters have been mainly absorbed in the
pendence.
task of national reconstruction and economic develop-
ment. Great literature has always emerged out of chains
of convulsions. Indian literature is richer today in vol- August 2016
ume, range and variety than it ever was in the past.
Read the following passage carefully and answer
1. What was the impact of the last Great War on questions.
Indian literature?
Many aspects of the motion-picture industry and its
(a) It had no impact
constituent companies are dissimilar to those observ-
(b) It aggravated popular revulsion against violence.
able in advanced-technology industries and firms. Far
(c) It shook the foundations of literature. instance, company longevity does not represent a con-
(d) It offered eloquent support to the Western sistent concern across the two organizational contexts.
World. In the advanced-technology company, for example,
2. What did Tagore articulate in his last testament? one new-product innovation—which is expected to
(a) Offered support to Subhas Bose generate financial returns to the firm—is insufficient
(b) Exposed the humane pretensions of the for the company to be successful. Rather, a stream of
Western World new product innovations is required. By contrast with
(c) Expressed loyalty to England the independent production company of this case, each
(d) Encouraged the liberation of countries new film—which is expected to generate financial
returns to the principals—is sufficient for the company
3. What was the stance of Indian intelligentsia during to be successful. Any subsequent new films involving
the period of Great War?
the firm's participants will be produced by a different
(a) Indifference to Russia's plight. independent company.
(b) They favoured Japanese militarism. As another instance, people's learning is expected
(c) They prompted creativity out of confused to have different contributors and beneficiaries across
loyalties. the two organizational contexts. In the advanced-
(d) They expressed sympathy for England's technology company, for example, each new product
dogged courage. innovation provides an opportunity for participants on
38
Comprehension .
the project team to learn and acquire experience, and (c) Little expectation of retaining them
this same company intends to retain such participants, (d) Help in marketing the previous product
hence, benefit from their increased experience on the
next project. By contrast with the independent produc- 10. What is not the expectation of an independent pro-
tion company, each new film provides an opportunity duction company in the case of its participants?
for participants to the project team to learn and acquire (a) Absence from the next project
this experience also, but this same company has little (b) Retention for the next project
or no expectation of retaining such participants, and
(c) Participation in the current project
hence, benefitting from their increased experience in
the next project. (d) Use of opportunity to acquire experience
Experience is paramount in the motion-picture
11. Why do film production houses value experience
industry. Generally, on film projects, budgets are very
highly?
tight, and schedules are very demanding. People are
(a) Because of the importance of trial and error
hired largely based on their experience and are expected
to perform well immediately when called to do so. methods
There is negligible slack time or margin for learning (b) Because of the margin for learning
through trial and error, but experienced people learn (c) Because of short time horizons
exactly through trial and error. Bemuse experience is (d) Because it allows easy entry to everyone into
valued so highly and film-production houses have such the film world
short time horizons, entry into the industry is very diffi-
cult for most people. Further, the role played by schools 12. According to the author, what has been the focus
and colleges is minimal in this industry. Some skills of film business?
and techniques can be learned and refined through (a) Formal education
formal education (e.g., acting schools, theatre, film
(b) Mentoring
degrees), but the majority come through direct experi-
ence. Mentoring plays an important role. True, the film (c) Exploitation
business focuses heavily on exploitation over explora- (d) Indirect experience
tion. Yet success of the industry as a whole is critically
dependent upon learning and exploration overtime. July 2016
7. What is not a consistent concern across the two Read the passage carefully and answer the following
organizational contexts? questions.
(a) Dissimilarity
In terms of labour, for decades the relatively low
(b) Product package cost and high quality of Japanese workers conferred
(c) Financial return considerable competitive advantage across numerous
durable goods and consumer-electronics industries
(d) Company longevity
(e.g. Machinery, automobiles, televisions, radios). Then
8. What will be sufficient for an independent produc- labour-based advantages shifted to South Korea, then
tion company to be successful? to Malaysia, Mexico and other nations. Today, China
(a) New product innovations appears to be capitalizing best on the basic of labour,
Japanese firms still remain competitive in markets for
(b) Financial returns from each new film
such durable goods, electronics and other products, but
(c) Active role by firm's participants the labour force is no longer sufficient for competitive
(d) Organizational context advantage over manufacturers in other industrializing
nations. Such shifting of labour-based advantage is
9. What does an advanced-technology company
clearly not limited to manufacturing industries. Today
expect from the teaming experience of its partici-
a huge number of IT and service jobs are moving from
pants?
Europe and North America to India, Singapore, and
(a) Benefit for the next project like countries with relatively well-educated, low-cost
(b) Opportunity for more learning workforces possessing technical skills. However, as
3.9 UGC-NET Paper-1
educational levels and technical skills continue to rise (c) Regionalization of capitalists
in other countries, India, Singapore and like nations (d) Organizational incompatibility
enjoying labour-based competitive advantage today
are likely to find such advantage cannot be sustained 15. What does the author lay stress on in the passage?
through emergence of new competitors. (a) International commerce
In terms of capital, for centuries the days of gold (b) Labour-intensive industries
coin and later even paper money restricted financial
flows. Subsequently regional concentrations were (c) Capital resource management
formed where large banks, industries and markets coa- (d) Knowledge-driven competitive advantage
lesced. But today capital flows internationally at rapid
speed. Global commerce no longer requires regional 16, Which country enjoyed competitive advantages in
interactions among business players. Regional capital automobile industry for decades?
concentrations in places such as New York, London, (a) South Korea
and Tokyo still persist, of course, but the capital con- (b) Japan
centrated there is no longer sufficient for competitive (c) Mexico
advantage over other capitalists distributed worldwide.
(d) Malaysia
Only if an organization is able to combine, integrate
and apply its resources (e.g. Land, labour, capital, IT) 17. Why cannot labour-based competitive advantages
in an effective manner that is not readily imitable by of India and Singapore be sustained in IT and ser-
competitors can such an organization enjoy competi- vice sectors?
tive advantage sustainable overtime.
(a) Due to diminishing levels of skill
In a knowledge-based theory of the fum, this idea is
extended to view organizational knowledge as resource (b) Due to capital-intensive technology making
with at least the same level of power and importance as inroads
the traditional economic inputs. An organization with (c) Because of new competitors
superior knowledge can achieve competitive advan- (d) Because of shifting of labour-based advantage
tage in markets that appreciate the application of such in manufacturing industries
knowledge. Semiconductors, genetic engineering,
pharmaceuticals, software, military warfare, and like 18. How can an organization enjoy competitive advan-
knowledge-intensive competitive arenas provide both tage sustainable over time?
time-proven and current examples. Consider semicon- (a) Through regional capital flows
ductors (e. g. computer chips), which are made princi-
(b) Through regional interactions among business
pally of sand and common metals, these ubiquitous and
players
powerful electronics devices are designed within com-
mon office buildings, using commercially available (c) By making large banks, industries and mar-
tools, and fabricated within factories in many industri- kets coalesced
alized nations. Hence, land is not the key competitive (d) By effective use of various instrumentalities
recourse in the semiconductor industry.
13. What is required to ensure competitive advantages December 2015
in specific markets? Read the following passage carefully and answer the
(a) Access to capital questions.
(b) Common office buildings I did that thing recently where you have to sign a big
(c) Superior knowledge card—which is a horror unto itself, especially as the
(d) Common metals keeper of the Big Card was leaning over me at the time.
Suddenly I was on the spot, a rabbit in the headlights,
14. The passage also mentions about the trend of torn between doing a fun message or some sort of
(a) Global fmancial flow in-joke or a drawing. Instead overwhelmed by the
(b) Absence of competition in manufacturing myriad options available to me, I decided to just write
'Good luck, best, Joel'.
industry
Comprehension 3.10
It was then that I realized, to my horror, that I had (a) 800 (b) 560
forgotten how to write. My entire existence is lap let- (c) 500 (d) 100
ters into computer'. My shopping lists are hidden in
the notes function of my phone. If I need to remember 23. The main concern of the author is that
something I send an e-mail to myself. A pen is some- (a) The teens use social networks for communi-
thing I chew when I'm struggling to think. Paper is cation.
something I pile beneath my laptop to make it a more (b) The teens use mobile phones.
comfortable height for me to type on.
(c) The teens use computer.
A poll of 1,000 teens by the stationers, Bic found
that one in 10 don't own a pen, a third have never writ- (d) The teens have forgotten the art of handwriting.
ten a letter, and half of 13 to 19 years-old have never
been forced to sit down and write a thank you letter. June 2015
More than 80% have never written a love letter, 56% Read the passage carefully and answer the following
don't have letter paper at home. And a quarter has never question.
known the unique torture of writing a birthday card.
Storytelling is not in our genes. Neither is it an evo-
The most a teen ever has to use a pen is on an exam
lutionary history. It is the essence of what makes us
paper.
human beings.
Bic, have you heard of mobile phones? Have you
Human beings progress by telling stories. One event
heard of e-mail, Facebook, and snap chatting? This is
can result in a great variety of stories being told about
the future. Pens are dead. Paper is dead. Handwriting is
it. Sometimes those stories differ greatly. Which stories
a relic. 'Handwriting is one of the most creative outlets
are picked up and repeated and which ones are dropped
we have and should be given the same importance as
and forgotten often determines how we progress.
other art forms such as sketching, painting, or photog-
Our history, knowledge, and understanding are all the
raphy'.
collections of the few stories that survive. This includes
19. When confronted with signing a big card, the the stories that we tell each other about the future. And
author felt like 'a rabbit in the headlight'. What how the future will turn out depends partly, possibly
does this phrase mean? largely, on which stories we collectively choose to
(a) A state of confusion believe.
Some stories are designed to spread fear and con-
(b) A state of pleasure
cern. This is because some story-tellers feel that there
(c) A state of anxiety is a need to raise some tensions. Some stories are
(d) A state of pain frightening, they are like totemic warnings: 'Fail to
act now and we are all doomed'. Then there are stories
20. According to the author, which is not the most that indicate that all will be fine so long as we leave
creative outlet of pursuit? everything upto a few especially able adults. Currently,
(a) Handwriting (b) Photography this trend is being led by those who call themselves
(c) Sketching (d) Reading 'rational optimists'. They tend to claim that it is human
nature to compete and to succeed and also to profit at
21. The entire existence of the author revolves round the expense of others. The rational optimists however,
(i) Computer do not realize how humanity has progressed over time
(ii) Mobile phone through amiable social networks and how large groups
work in less selfishness and in the process accommo-
(iii) Typewriter date rich and poor, high and low alike. This aspect in
Identify the correct answer from the codes given storytelling is considered by the 'Practical Possibles',
below who sit between those who say all is fine and cheerful
(a) Only (ii) (b) Only (i) and (ii) and be individualistic in your approach to a successful
(c) (i), (ii), and (iii) (d) Only (ii) and (iii) future, and those who ordain pessimism and fear that
we are doomed.
22. How many teens, as per the Bic survey, do not own What the future holds for us is which stories we hold
a pen? on to and how we act on them.
24. Our knowledge is a collection of The literary distaste for politics, however, seems to
(a) All stories that we have heard during our life- be focused not so much on the largely murky practice
time of politics in itself as a subject of literary representa-
tion, but rather more on how it is often depicted in
(b) Some stories that we remember
literature, i.e., on the very politics of such representa-
(c) A few stories that survive tion. A political novel often turns out to be not merely
(d) Some important stories a novel about politics, but a novel with a politics of its
own, for it seeks not merely to show us how things are
25. Storytelling is but has fairly definite ideas about how things should
(a) An art be, and precisely what one should think and do in order
(b) A science to make things move in that desired direction. In short,
it seeks to convert and enlist the reader to a particular
(c) In our genes
cause or ideology; it often is (in an only too familiar
(d) The essence of what makes us human beings phrase) not literature but propaganda. This is said to
26. How the future will turn out to be, depends upon violate the very spirit of literature which is to broaden
the stories our understanding of the world and the range of our
sympathies rather than to narrow them down through
(a) We collectively choose to believe in
partisan commitment. As John Keats said, 'We hate
(b) Which are repeatedly narrated poetry that has a palpable design upon us'.
(c) Designed to spread fear and tension Another reason why politics does not seem amena-
(d) Designed to make prophecy ble to the highest kind of literary representation seems i
to arise from the fact that politics by its very nature is
27. Rational optimists constituted of ideas and ideologies. If political situa-
(i) Look for opportunities tions do not lend themselves to happy literary treatment,
(ii) Are sensible and cheerful political ideas present perhaps an even greater problem
in this regard. Literature, it is argued, is about human
(iii) Are selfishly driven
experiences rather than about intellectual abstractions;
(a) (i), (ii), and (iii) it deals in what is called the 'felt reality' of human flesh
(b) Only (i) and blood, and in sap and savour (rasa) rather than in
(c) Only (i) and (ii) and lifeless ideas. In an extensive discussion of the
matter in her book Ideas and the Novel, the American
(d) Only (ii) and (iii) novelist Mary McCarthy observed that 'ideas are still
today felt to be unsightly in the novel' though that
28. Human beings become less selfish when
was not so in 'former days', i.e., in the 18th and 19th
(a) They work in large groups.
centuries. Her formulation of the precise nature of the
(b) They listen to frightening stories. incompatibility between ideas on the one hand and the
(c) They listen to cheerful stories. novel on the other betrays perhaps a divided conscience
(d) They work in solitude. in the matter and a sense of dilemma shared by many
writers and readers: 'An idea cannot have loose ends,
29. Practical possibles are those who but a novel, I almost think, needs them. Nevertheless,
(a) Follow midway path there is enough in common for the novelists to feel ...
the attraction of ideas while taking up arms against
(b) Are doom-mongers
them—most often with weapons of mockery'.
(c) Are self-centred
30. The constructs of politics by its nature is
(d) Are cheerful and carefree
(a) Prevalent political situation
December 2014 (b) Ideas and ideologies
Read the passage carefully and answer the following (c) Political propaganda
questions. (d) Understanding of human nature
Comprehension 3.12
31. Literature deals with centuries earlier. The use of the word 'State' above
(a) Human experiences in politics must not mislead us. There was no such thing as a
conflict between the individual and the State, at least
(b) Intellectual abstractions
before foreign governments became established, just
(c) Dry and empty ideas as there was no concept of state 'sovereignty' or of
(d) Felt reality of human life any church-and-state dichotomy.
Modern Indian 'secularism' has an admittedly pecu-
32. The observation of the novelist, Mary McCarthy
liar feature: It requires the state to make a fair distribu-
reveals
tion of attention amongst all religions. These blessed
(a) Unseen felt ideas of today in the novel aspects of India's famed tolerance (Indian kings to
(b) Dichotomy of conscience on political ideas rarely persecuted religious groups that the exceptions
and novels prove the rule) at once struck Portuguese and other
(c) Compatibility between idea and novel European visitors to the West Coast of India in the 16th
century, and the impression made upon them in this and
(d) Endless idea and novels
other ways gave rise, at one remove, to the basic con-
33. According to the passage, a political novel often stitution of Thomas More's Utopia. There is little about
turns out to be a modern India that strikes one at once as utopian but
(a) Literary distaste for politics the insistence upon the inculcation of norms, and the
absence of bigotry and institutionalized exploitation of
(b) Literary representation of politics
human or natural resources, are two very different fea-
(c) Novels with its own politics tures which link the realities of India and her tradition
(d) Depiction of murky practice of politics with the essence of all Utopians.
34. A political novel reveals 35. Which of the following is a special feature of the
(a) Reality of the things Indian state?
(a) Peaceful co-existence of people under a com-
(b) Writer's perception
mon system of leadership
(c) Particular ideology of the readers
(b) Peaceful co-existence of social groups of dif-
(d) The spirit of literature ferent historical provenances attached to each
other in a geographical, economic, and politi-
June 2014
cal sense
Read the passage carefidly and answer the following (c) Social integration of all groups
questions.
(d) Cultural assimilation of all social groups
Traditional Indian Values must be viewed both
from the angle of the individual and from that of the 36. The author uses the word 'State' to highlight
geographically delimited agglomeration of peoples (a) Antagonistic relationship between the state
or groups enjoying a common system of leadership and the individual throughout the period of
which we call the 'State'. The Indian 'State's' special history
feature is the peaceful; or perhaps mostly peaceful, (b) Absence of conflict between the state and the
co-existence of social groups of various historical individuals upto a point in time
provenances which manually adhere in a geographi- (c) The concept of state sovereignty
cal, economic and political sense, without ever
(d) Dependence of religion
assimilating to each other in social terms, in ways
of thinking, or even in language. Modem Indian law 37. Which one is the peculiar feature of modern Indian
will determine certain rules, especially in relation to 'secularism'?
the regime of the family, upon the basis of how the (a) No discrimination on religious considerations
loin-cloth is tied, or how the turban is worn, for this
(b) Total indifference to religion
may identify the litigants as members of a regional
group, and therefore as participants in its traditional (c) No space for social identity
law, though their ancestors left the region three or four (d) Disregard for social law
38. The basic construction of Thomas More's Utopia Conservation cannot limit itself to enhancing the a rt,
was inspired by historical value of the heritage structures which inter-
(a) Indian tradition of religious tolerance national charters perhaps over emphasize. The effort
has to be broad-based. It must also serve as a means to
(b) Persecution of religious groups by Indian rulers
improving the quality of life in the area where the herit-
(c) Social inequality in India age structures are located. The first task therefore is to
(d) European perception of the Indian State integrate conservation efforts with sound development
plans that take care of people living in the heritage
39. What is the striking feature of modern India?
vicinity. Unlike in western countries, many traditional
(a) A replica of utopian state building crafts survive in India, and conservation prae„
(b) Uniform laws rites offer an avenue to support them. This has been
(c) Adherence to traditional values acknowledged by the Indian National Trust for Art and
Cultural Heritage charter for conservation but is yet
(d) Absence of bigotry
to receive substantial state support. More strength for
December 2013 heritage conservation can be mobilised by aligning it
with the green building movement. Heritage structures
Read the passage carefully and answer the following are essentially eco-friendly and conservation could
questions. become a vital part of the sustainable building practices
Heritage conservation practices improved world- campaign in future.
wide after the International Centre for the Study of
40. The outlook for conservation heritage changed
the Preservation and Restoration of Cultural Property
(ICCROM) was established with UNESCO's assis- (a) After the establishment of the International
tance in 1959. The inter-governmental organization Centre for the Study of the Preservation and
with 126 member states has done a commendable job Restoration of Cultural Property
by training more than 4,000 professionals, provid- (b) After training the specialists in the field
ing practice standards, and sharing technical exper- (c) After extending UNESCO's assistance to
tise. In this golden jubilee year, as we acknowledge educational institutions
its key role in global conservation, an assessment of (d) After ASI's measures to protect the monuments
international practices would be meaningful to the
Indian conservation movement. Consistent invest- 41. The inter-government organization was appreci-
ment, rigorous attention, and dedicated research and ated because of
dissemination are some of the positive lessons to (a) Increasing the number of members to 126
imbibe. Countries such as Italy have demonstrated
that prioritizing heritage with significant budget pro- (b) Imparting training to professionals and shar-
vision pays. On the other hand, India, which is no less ing technical expertise
endowed in terms of cultural capital, has a long way to (c) Consistent investment in conservation
go. Surveys indicate that in addition to the 6,600 pro- (d) Its proactive role in renovation and restoration
tected monuments, there are over 60,000 equally valu-
able heritage structures that await attention. Besides 42. Indian conservation movement will be successful
the small group in the service of Archaeological if there would be
Survey of India, there are only about 150 trained (a) Financial support from the Government of
conservation professionals. In order to overcome this India
severe shortage the emphasis has been on setting up (b) Non-governmental organizations' role and
dedicated labs and training institutions. It would make
participation in the conservation movement
much better sense for conservation to be made part
of mainstream research and engineering institutes, as (c) Consistent investment, rigorous attention,
has been done in Europe. and dedicated research and dissemination of
Increasing the funding and building institutions are awareness for conservation
the relatively easy part. The real challenge is to rede- (d) Archaeological Survey of India's meaningful
fine international approaches to address local contexts. assistance
Comprehension 3.14
43. As per the surveys of historical monuments in respect and recognition, but her utter honesty in public
India, there is very small number of protected life, her integrity and her compassion for the oppressed
monuments. As per given the total number of which made her an adorable person. She had the cour-
monuments and enlisted number of protected age to differ with and defy the mightiest in the land; yet
monuments, the percentage comes to her human spirit prompted her to work in the worst of
(a) 10% (b) 11% shuns to offer succour to the poor and the exploited.
In later years—around late eighties and early
(c) 12% (d) 13 %
nineties—Aruna Asaf Ali's health began to deteriorate.
44. What should India learn from Europe to conserve Though her mind remained alert, she could not actively
our cultural heritage? take up her pet causes—action for women's advance-
(i) There should be significant budget provision ment, planning for economic justice, role of media,
to conserve our cultural heritage. reaffirmation of values in public affairs, etc. Slowly, her
(ii) Establish dedicated labs and training institu- movements were restricted and Aruna who had drawn
tions. sustenance from common people, from her involvement
in public life, became a lonely person. She passed away
(iii) Force the government to provide sufficient in July 1996.
funds.
(iv) Conservation should be made part of main- 46. Which Committee was chaired by Aruna?
stream research and engineering institutes. (a) Women's International Year's Committee
Choose the correct statement (b) Steering Committee of Women's International
Year
(a) (i), (ii), (iii), (iv)
(c) A Committee of Publicity
(b) (i), (ii), (iv)
(d) Women's Organizations
(c)
(d) (i), (iii), (iv) 47. Who were made the members of the Committee of
Publicity?
45. INTACH is known for its contribution towards Choose the answer from codes given below:
conservation of our cultural heritage. The full
form of INTACH is (i) Representatives from different political parties
(a) International Trust for Art and Cultural (ii) Representatives from the leftist parties
Heritage (iii) Representatives from the women's organiza-
tions
(b) Infra-national Trust for Art and Cultural
Heritage (iv) None of the above
(c) Integrated Trust for Art and Cultural Heritage Codes:
(d) Indian National Trust for Art and Cultural (a) o,) (iii) (b) (i), (ii)
Heritage (c) (i), (ii), (d) (iv)
September 2013 48. Aruna earned respect because

(a) She identified with the leftists.
Read the passage carefully and answer the following
(b) She did not associate with any political party.
questions.
(c) She was chairing the Steering Committee.
I had occasion to work with her closely during the (d) She identified with women's organizations.
Women's International Year in 1975 when she was chair-
ing a Steering Committee and made me the member 49. Who tried to Monopolize Aruna as their propri-
in charge of publicity. Representatives from different etary right?
political parties and women's organizations were on the (a) Women's organizations
Committee and though the leftists claimed a sort of pro-
(b) Leftists
prietary right over her, Aruna encouraged and treated
all members alike. It was not her political affiliations (c) Steering Committee
or her involvement in a particular cause, which won her (d) Some political parties
50. Aruna'S health began to deteriorate from within his 'ancestral domain', to Agra where both the
(a) 1985-2002 (b) 1998-2000 Taj Mahal and Shah Jahan's additions to the Agra fon
were constructed concurrently.
(c) 1981-2000 (d) 1989-2001
Work on the mausoleum was commenced early in
51. Aruna's pet cause(s) in her life was/were 1632. Inscriptional evidence indicates much of the
tomb was completed by 1636. By 1643, when Shah
(a) Role of media
Jahan most lavishly celebrated the '1Jrs ceremony
(b) Economic justice for Mumtaz Mahal', the entire complex was virtually
(c) Reaffirmation of values in public affairs complete.
(d) All of the above 52. Marble stone used for the construction of the Taj
Mahal was brought from the ancestral domain of
June 2013 Raja Jai Singh. The name of the place where mines
Read the passage carefully and answer the following of marble is
questions. (a) Burhanpur (b) Makrana
The Taj Mahal has become one of the world's best (c) Amber (d) Jaipur
known monuments. This domed white marble struc- 53. The popular name Taj Mahal was given by
ture is situated on a high plinth at the southern end of a (a) Shah Jahan (b) Tourists
four-quartered garden, evoking the gardens of paradise,
enclosed within walls measuring 305 by 549 metres. (c) Public (d) European travellers
Outside the walls, in an area known as Mumtazabad, 54. Point out the true statement among the following:
were living quarters for attendants, market, serials, and (a) Marble was not used for the construction of
other structures built by local merchants and nobles. the Taj Mahal.
The tomb complex and the other imperial structures of
Mumtazabad were maintained by the income of thirty (b) Red sand stone is non-visible in the Taj Mahal
villages given specifically for the tomb's support. The complex.
name Taj Mahal is unknown in Mughal chronicles, but (c) The Taj Mahal is surrounded by a four-
it is used by contemporary Europeans in India, suggest- quartered garden known as Chahar Bagh.
ing that this was the tomb's popular name. In contempo- (d) The Taj Mahal was constructed to celebrate
rary texts, it is generally called simply the illuminated the 'Urn ceremony for Mumtaz Mahal'.
Tomb (Razaa-i-Munavvara).
Mumtaz Mahal died shortly after delivering her 55. In the contemporary texts the Taj Mahal is
fourteenth child in 1631. The Mughal court was then known as
residing in Burhanpur Her remains were temporarily (a) Mumtazabad
buried by the grief stricken emperor in a spacious gar- (b) Mumtaz Mahal
den known as Zainabad on the bank of the river Tapti. (c) Zainabad
Six months later her body was transported to Agra,
(d) Rauza-i-Munavvara
where it was interred in land chosen for the mauso-
leum. This land, situated south of the Mughal city on 56. The construction of the Taj Mahal was complet
the bank of the Jamuna, had belonged to the Kachwaha between the period
rajas since the time of Raja Man Singh and was pur- (a) 1632-1636 A.D. (b) 1630-1643 A.D.
chased from the then current raja, Jai Singh. Although
contemporary chronicles indicate Jai Singh's willing (c) 1632-1643 A.D. (d) 1636-1643 A.D.
cooperation in this exchange, extant famous (impe- 57. The documents indicating the ownership of 1
rial commands) indicate that the final price was not where the Taj Mahal was built, is known as
settled until almost two years after the mausoleum's (a) Farman
commencement. Jai Singh's further cooperation was
(b) Sale deed
insured by imperial orders issued between 1632 and
1637 demanding that he provide stone masons and (c) Sale—purchase deed
carts to transport marble from the mines at Makrana, (d) None of the above
Comprehension 3.16
December 2012 (c) How fast has been the tempo of urbanization
Read the passage carefully and answer the following (d) How fast the environment has degraded
questions. 61. Which one of the following is not considered as an
The popular view of towns and cities in developing indicator of urban quality of life?
countries and of urbanization process is that despite the (a) Tempo of urbanization
benefits and comforts they bring, the emergence of such (b) Provision of basic services
cities connotes environmental degradation, generation
(c) Access to social amenities
of slums and squatters, urban poverty, unemployment,
crimes, lawlessness, traffic chaos, etc. But what is the (d) All of the above
reality? Given the unprecedented increase in urban 62. The author in this passage has tried to focus on
population over the last 50 years from 300 million (a) Extension of knowledge
in 1950 to 2 billion in 2000 in developing countries, the
wonder really is how well the world has coped, and not (b) Generation of environmental consciousness
how badly. (c) Analytical reasoning
In general, the urban quality of life has improved (d) Descriptive statement
in terms of availability of water and sanitation, power,
health and education, communication, and transport. 63. In the above passage, the author intends to state
By way of illustration, a large number of urban resi- (a) The hazards of the urban life
dents have been provided with improved water in (b) The sufferings of the urban life
urban areas in Asia's largest countries such as China, (c) The awareness of human progress
India, Indonesia, and Philippines. Despite that, the
access to improved water in terms of percentage of (d) The limits to growth
total urban population seems to have declined during
June 2012
the last decade of 20th century, though in absolute
numbers, millions of additional urbanites have been Read the passage carefully and answer the following
provided improved services. These countries have questions.
made significant progress in the provision of sanita- James Madison said, 'A people who mean to be their
tion services too, together providing for an additional own governors must arm themselves with power that
population of more than 293 million citizens within knowledge gives'. In India, the Official Secrets Act,
a decade (1990-2000). These improvements must be 1923 was a convenient smokescreen to deny members
viewed against the backdrop of rapidly increasing of the public access to information. Public function-
urban population, fiscal crunch, and strained human ing has traditionally been shrouded in secrecy. But
resources and efficient and quality-oriented public in a democracy in which people govern themselves,
management. it is necessary to have more openness. In the matur-
58. The popular view about the process of urbaniza- ing of our democracy, right to information is a major
tion in developing countries is step forward; it enables citizens to participate fully in
the decision-making process that affects their lives so
(a) Positive (b) Negative
profoundly. It is in this context that the address of the
(c) Neutral (d) Unspecified Prime Minister in the Lok Sabha is significant. He said,
59. The average annual increase in the number of 'I would only like to see that everyone, particularly oa
urbanites in developing countries, from 1950 to civil servants, should see the Bill in a positive spirit;
2000 A.D. was close to not as a draconian law for paralysing the government,
but as an instrument for improving government—citizen
(a) 30 million (b) 40 million
interface resulting in a friendly, caring, and effective
(c) 50 million (d) 60 million government functioning for the good of our people'.
He further said, 'This is an innovative Bill, where there
60. The reality of urbanization is reflected in
will be scope to review its functioning as we gain expe-
(a) How well the situation has been managed rience. Therefore, this is a piece of legislation, whose
(3) How badly the situation has gone out of control working will be kept under constant reviews'.
The Commission, in its Report, has dealt with the (b) The civil servants would see the Bill in a posi-
application of the Right to Information in Executive, tive spirit.
Legislature, and Judiciary. The judiciary could be a (c) It would not be considered as a draconian law
pioneer in implementing the Act in letter and spirit for paralysing the government.
because much of the work that the judiciary does is
open to public scrutiny, Government of India has sanc-
tioned an e-governance project in the judiciary for 69. Transparency and public accountability is the
about V00 crores which would bring about the sys- responsibility of three organs of the State. These are
tematic classification, standardization, and categoriza- (a) Lok Sabha, Rajya Sabha, and Judiciary
tion of records. This would help the judiciary to fulfil
(b) Lok Sabha, Rajya Sabha, and Executive
its mandate under the Act. Similar capacity building
would be required in all other public authorities. The (c) Judiciary, Legislature, and the Commission
transformation from non-transparency to transparency (d) Legislature, Executive, and Judiciary
and public accountability is the responsibility of all
three organs of the State. December 2011
64. A person gets power Read the passage carefully and answer the following
(a) By acquiring knowledge questions.
(b) From the Official Secrets Act, 1923 The catalytic fact of the 20th century is uncontrollable
(c) Through openings development, consumerist society, political materialism,
and spiritual devaluation. This inordinate development
(d) By denying public information
has led to the transcendental 'second reality' of sacred per-
65. Right to Information is a major step forward to ception that biologically transcendence is a part of human
life. As the century closes, it dawns with imperative vigour
(a) Enable citizens to participate fully in the deci-
that the 'first reality' of enlightened rationalism and the
sion-making process
'second reality' of the Beyond have to be harmonised in
(b) To make the people aware of the Act a worthy state of man. The de facto values describe what
(c) To gain knowledge of administration we are, they portray the 'is' of our ethic, they are est values
(d) To make the people government-friendly (Latin est means is). The ideal values tell us what we ought
to be, they are esto values (Latin esto 'ought to be). Both
66. The Prime Minister considered the Bill have to be in the ebb and flow of consciousness. The ever
(a) To provide power to the civil servants new science and technology and the ever-perennial faith
(b) As an instrument for improving government— are two modes of one certainty, that is, the wholeness of
man, his courage to be, his share in Being.
citizen interface resulting in a friendly, caring,
The materialistic foundations of science have crum-
and effective government
bled down. Science itself has proved that matter is energy,
(c) A draconian law against the officials processes are as valid as facts, and affirmed the non-
(d) To check the harassment of the people materiality of the universe. The encounter of the 'two
cultures', the scientific and the humane, will restore the
67. The Commission made the Bill effective by
normal vision, and will be the bedrock of a 'science of
(a) Extending power to the executive authorities understanding' in the new century. It will give new mean-
(b) Combining the executive and legislative power ing to the ancient perception that quantity (measure) and
(c) Recognizing judiciary as a pioneer in imple- quality (value) coexist at the root ofnature. Human endeav-
menting the Act in letter and spirit ours cannot afford to be humanistically irresponsible.
(d) Educating the people before its implementation 70. The problem raised in the passage reflects overall on
(a) Consumerism
68. The Prime Minister considered the Bill innovative
and hoped that (b) Materialism
(a) It could be reviewed based on the experience (c) Spiritual devaluation
gained on its functioning. (d) Inordinate development
3 18
Comprehension .
71. The 'de facto' values in the passage means also be seen as part of a wider intellectual history, as
(a) What is (b) What ought to be is evident when one considers, for example, the com-
mon stock of knowledge about cosmological beliefs or
(c) What can be (d) Where it is
moral ideals of a period.
72. According to the passage, the 'first reality' con- Like all historians, the intellectual historian is a con-
stitutes sumer rather than a producer of 'methods'. His distinc-
(a) Economic prosperity tiveness lies in which aspect of the past he is trying to
illuminate, not in having exclusive possession of either
(b) Political development
a corpus of evidence or a body of techniques. That being
(c) Sacred perception of life said, it does seem that the label 'intellectual history'
(d) Enlightened rationalism attracts a disproportionate share of misunderstanding.
It is alleged that intellectual history is the history of
73. Encounter of the 'two cultures', the scientific and something that never really mattered. The long domi-
the human, implies nance of the historical profession by political histori-
(a) Restoration of normal vision ans bred a kind of philistinism, an unspoken belief that
(b) Universe is both material and non-material power and its exercise was 'what mattered'. The preju-
dice was reinforced by the assertion that political action
(c) Man is superior to nature
was never really the outcome of principles or ideas that
(d) Co-existence of quantity and quality in nature were 'more flapdoodle'. The legacy of this precept is
still discernible in the tendency to require ideas to have
74, The contents of the passage are
'licensed' the political class before they can be deemed
(a) Descriptive (b) Prescriptive worthy of intellectual attention, as if there were some
(c) Axiomatic (d) Optional reasons why the history of art or science, of philosophy
or literature, were somehow of interest and significance
75. The passage indicates science has proved that
than the history of Parties or Parliaments. Perhaps in
(a) Universe is material. recent years the mirror-image of this philistinism has
(b) Matter is energy, been more common in the claim that ideas of any one is
(c) Nature has abundance. of systematic expression or sophistication do not mat-
ter, as if they were only held by a minority.
(d) Humans are irresponsible.
76. An intellectual historian aims to fully understand
June 2011 (a) The chosen texts of his own
Read the passage carefully and answer the following (b) Political actions
questions. (c) Historical trends
All historians are interpreters of text if they be pri- (d) His enquiries
vate letters, government records or parish birth lists, or
whatever. For most kinds of historians, these are only 77. Intellectual historians do not claim exclusive
the necessary means to understanding something other possession of
than the texts themselves, such as a political action or (a) Conclusions
a historical trend, whereas for the intellectual historian, (b) Any corpus of evidence
a full understanding of his chosen texts is itself the aim (c) Distinctiveness
of his enquiries. Of course, the intellectual history is
(d) Habitual interpretation
particularly prone to draw on the focus of other disci-
plines that are habitually interpreting texts for purposes 78. The misconceptions about intellectual history
of their own, probing the reasoning that ostensibly stem from
connects premises and conclusions. Furthermore, the (a) A body of techniques
boundaries with adjacent sub-disciplines are shifting
(b) The common stock of knowledge
and indistinct: the history of art and the history of sci-
ence both claim a certain autonomy, partly just because (c) The dominance of political historians
they require specialized technical skills, but both can (d) Cosmological beliefs
79. What is philistinism7 change. The time was ripe for it, of course, and &cum.
(a) Reinforcement of prejudice stances and world conditions worked for this change,
(b) Fabrication of reasons But a great leader is necessary to take advantage of
circumstances and conditions. Gandhi was that leader,
(c) The hold of land-owning classes and he released many of the bonds that imprisoned and
(d) Belief that power and its exercise matter disabled our minds, and none of us who experienced it
can ever forget that great feeling of release and exhila-
80. Knowledge of cosmological beliefs or moral ideas
ration that came over the Indian people.
of a period can be drawn as part of
Gandhi has played a revolutionary role in India
(a) Literary criticism of the greatest importance because he knew how to
(b) History of science make the most of the objective conditions and could
(c) History of philosophy reach the heart of the masses, while groups with a
more advanced ideology functioned largely in the air
(d) Intellectual history because they did not fit in with those conditions and
81. The claim that ideas of any one is of systematic could therefore not evoke any substantial response
expression do not matter, as if they were held by a from the masses.
minority, is It is perfectly true that Gandhi, functioning in
(a) To have a licensed political class the nationalist plane, does not think in terms of the
conflict of classes, and tries to compose their differ-
(b) A political action ences. But the action he has indulged and taught the
(c) A philosophy of literature people has inevitably raised mass consciousness tre-
(d) The mirror-image of philistinism mendously and made social issues vital. Gandhi and
the Congress must be judged by the policies they pur-
December 2010 sue and the action they indulge in. But behind this,
personality counts and colours those policies and
p
activities. In the case of very exceptional person like
questions.
Gandhi the question of personality becomes espe-
It should be remembered that the nationalist move- cially important in order to understand and appraise
ment in India, like all nationalist movements, was him. To us he has represented the spirit and honour of
essentially a bourgeois movement. It represented the India, the yearning of her sorrowing millions to be rid
natural historical stage of development, and to con- of their innumerable burdens, and an insult to him by
sider it or to criticise it as a working-class movement the British Government or others has been an insult to
is wrong. Gandhi represented the Movement and India and her people.
the Indian masses in relation to that movement to a
supreme degree, and he became the voice of Indian 82. Which one of the following is true of the given
people to that extent. The main contribution of Gandhi passage/
to India and the Indian masses has been through the (a) The passage is a critique of Gandhi's role in
powerful movements which he launched through the Indian movement for Independence.
National Congress. Through nation-wide action he (b) The passage hails the role of Gandhi in India's
sought to mould the millions, and largely succeeded freedom movement.
in doing so, and changing them from a demoralized,
(c) The author is neutral on Gandhi's role in
timid, and hopeless mass, bullied and crushed by every
India's freedom movement.
dominant interest, and incapable of resistance, into a
people with self-respect and self-reliance, resisting tyr- (d) It is an account of Indian National Congress's
anny, and capable of united action and sacrifice for a support to the working-class movement.
larger cause.
83. The change that the Gandhian movement brought
Gandhi made people think of political and economic
among the Indian masses was
issues and every village and every bazaar hummed with
argument and debate on the new ideas and hopes that (a) Physical (b) Cultural
filled the people. That was an amazing psychological (c) Technological (d) Psychological
Comprehension 3.20
84. To consider the nationalist movement or to criti- symbolize not only specific things, but also mental
cise it as a working-class movement was wrong images of classes of things. People can remember what
because it was a they have seen or experienced because they attach a
(a) Historical movement word symbol to them.
During the long record of our efforts to gain more
(b) Voice of the Indian people
and more knowledge about the face of the earth as
(c) Bourgeois movement the human habitat, there has been a continuing inter-
(d) Movement represented by Gandhi play between things and events. The direct observation
through the senses is described as a percept; the mental
85. Gandhi played a revolutionary role in India
image is described as a concept. Percepts are what some
because he could
people describe as reality, in contrast to mental images,
(a) Preach morality which are theoretical, implying that they are not real.
(b) Reach the heart of Indians The relation of Percept to Concept is not as simple
(c) See the conflict of classes as the definition implies. It is now quite clear that peo-
ple of different cultures or even individuals in the same
(d) Lead the Indian National Congress
culture develop different mental images of reality and
86. Groups with advanced ideology functioned in the what they perceive is a reflection of these preconcep-
air as they did not fit in with tions. The direct observation of things and events on the
(a) Objective conditions of masses face of the earth is so clearly a function of the mental
images of the mind of the observer that the whole idea
(b) The Gandhian ideology
of reality must be reconsidered.
(c) The class consciousness of the people Concepts determine what the observer perceives, yet
(d) The differences among masses concepts are derived from the generalizations of previ-
ous percepts. What happens is that the educated observer
87. The author concludes the passage by is taught to accept a set of concepts and then sharpens
(a) Criticising the Indian masses or changes these concepts during a professional career.
(b) The Gandhian movement In any one field of scholarship, professional opinion at
(c) Pointing out the importance of the personality one time determines what concepts and procedures are
of Gandhi acceptable, and these form a kind of model of scholarly
behaviour.
(d) Identifying the sorrows of millions of Indians
88. The problem raised in the passage reflects on
June 2010 (a) Thought process
Read the passage carefully and answer the following (b) Human behaviour
questions. (c) Cultural perceptions
The phrase 'What is it like?' stands for a fundamen- (d) Professional opinion
tal thought process. How does one go about observing
89. According to the passage, human beings have
and reporting on things and events that occupy seg-
mostly in mind
ments of earth space? Of all the infinite variety of phe-
nomena on the face of the earth, how does one decide (a) Observation of things
what phenomena to observe? There is no such thing as (b) Preparation of mental images
a complete description of the earth or any part of it, (c) Expression through language
for every microscopic point on the earth's surface dif- (d) To gain knowledge
fers from every other such point. Experience shows that
the things observed are already familiar, because they 90. Concept means
are like phenomena that occur at home or because they (a) A mental image
resemble the abstract images and models developed in
(b) A reality
the human mind.
How are abstract images formed? Humans alone (c) An idea expressed in language form
among the animals possess language; their words (d) All of the above
91. The relation of Percept to Concept is 94. Which heading is more appropriate to assign to the
(a) Positive (b) Negative above passage?
(c) Reflective (d) Absolute (a) Wavell's Journal
(b) Role of Muslim League
92. In the passage, the earth is taken as
(c) I.N.A. Trials
(a) The globe (b) The human habitat
(d) Red Fort prisoners
(c) A celestial body (d) A planet
95. The trial of P.K. Sehgal, Shah Nawaz,
93. Percept means Gurbaksh Singh Dhillon symbolizes
(a) Direct observation through the senses (a) Communal harmony
(b) A conceived idea (b) Threat to all religious persons
(c) Ends of a spectrum (c) Threat to persons fighting for the freedom
(d) An abstract image (d) British reaction against the natives
December 2009 96. I.N.A. stands for

(a) Indian National Assembly
Read else passage carefully and answer the following
(b) Indian National Association
questions.
(c) Inter-national Association
The decisive shift in British Policy really came
(d) Indian National Army
about under mass pressure in the autumn and winter
of 1945 to 46—the months which Perderel Moon while 97. 'There has seldom been a matter which hat
PP editing Wavell's Journal has perceptively described as

'The Edge of a Volcano'. Very foolishly, the British ini-
tially decided to hold public trials of several hundreds
of the 20,000 I.N.A. prisoners (as well as dismissing
from service and detaining without trial no less than
attracted so much Indian Public Interest and, it is
safe to say, sympathy ... this particular brand of
sympathy cuts across communal barriers'.
Who sympathises to whom and against whom?
(a) Muslims sympathized with Shah Nawaz against
7,000). They compounded the folly by holding the first
the British.
trial at Red Fort, Delhi in November 1945, and putting
on the dock together a Hindu, a Muslim, and a Sikh (b) Hindus sympathized with P.K. Sehgal against
(P.K. Sehgal, Shah Nawaz, Gurbaksh Singh Dhillon). the British.
Bhulabhai Desai, Tejbahadur Sapru, and Nehru (c) Sikhs sympathized with Gurbaksh S.
appeared for the defence (the latter putting on his bar- Dhillon against the British.
rister's gown after 25 years), and the Muslim League (d) Indians sympathized with the persons
also joined the countrywide protest. On 20 November, were to be Malted.
an Intelligence Bureau note admitted that 'there has
seldom been a matter which has attracted so much 98. The majority of people waiting for trial outside tht
Indian public interest and, it is safe to say, sympathy ... Red Fort and criticizing Jinnah were the
this particular brand of sympathy cuts across com- (a) Hindus
munal barriers'. A journalist (B. Shiva Rao) visiting (b) Muslims
the Red Fort prisoners on the same day reported that (c) Sikhs
'There is not the slightest feeling among them of Hindu
and Muslim ... A majority of the men now awaiting (d) Both Hindus and Muslims
trial in the Red Fort is Muslim. Some of these men are 99. The sympathy of Indian soldiers in uniform with
bitter that Mr. Jinnah is keeping alive a controversy the released I.N.A. prisoners at Lahore indicates
about Pakistan'. The British became extremely nervous (a) Feeling of nationalism and fraternity
about the I.N.A. spirit spreading to the Indian Army,
(b) Rebellious nature of Indian soldiers
and in January the Punjab Governor reported that a
Lahore reception for released I.N.A. prisoners had been (c) Simply to participate in the reception party
attended by Indian soldiers in uniform. (d) None of the above
Comprehension 3.22
June 2009 two-party system should take the reasons into consid-
eration.
When the two party system got established in
questions.
Britain, there were two groups among the rules (con-
While the British rule in India was detrimental to sisting of a limited electorate) who had the same eco-
the economic development of the country, it did help nomic interests among themselves and who therefore
in starting of the process of modernizing Indian society formed two groups within the selected members of
and formed several progressive institutions during that Parliament.
process. One of the most beneficial institutions, which There were members of the British aristocracy
were initiated by the British, was democracy. Nobody (which landed interests and consisting of lord, barons
can dispute that despite its many shortcomings; democ- etc.) and members of the new commercial class con-
racy was and is a far better alternative to the arbitrary sisting of merchants and artisans. These groups were
rule of the rajas and nawabs, which prevailed in India more or less of equal strength and they were able to
in the pm-British days. establish their separate rule at different times.
However, one of the harmful traditions of British
100. In pre-British period, when India was ruled by
democracy inherited by India was that of conflict
independent rulers:
instead of cooperation between elected members.
This was its essential feature. The party, which got the (a) Peace and prosperity prevailed in the
support of the majority of elected members, formed society.
the Government while the others constituted a stand- (b) People were isolated from political affairs.
ing opposition. The existence of the opposition to (c) Public opinion was inevitable for policy
those in power was and is regarded as a hallmark of making.
democracy.
(d) Law was equal for one and all.
In principle, democracy consists of rule by the peo-
ple; but where direct rule is not possible, it's rule by 101. What is the distinguishing feature of the democ-
persons elected by the people. It is natural that there racy practised in Britain?
would be some differences of opinion among the (a) End to the rule of might is right.
elected members as in the rest of the society.
Normally, members of any organization have dif- (b) Rule of the people, by the people, and for the
people.
ferences of opinion between themselves on differ-
ent issues but they manage to work on the basis of a (c) It has stood the test of time.
consensus and they do not normally form a division (d) Cooperation between elected members.
between some who are in majority and are placed in
power, while treating the others as in opposition. 102. Democracy is practised where:
The members of an organization usually work on (a) Elected members form a uniform opinion
consensus. Consensus simply means that after an regarding policy matter.
adequate discussion, members agree that the majority (b) Opposition is more powerful than the ruling
opinion may prevail for the time being. Thus persons combine.
who form a majority on one issue and whose opinion is (c) Representatives of masses.
allowed to prevail may not be on the same side if there
is a difference on some other issue. (d) None of these.
It was largely by accident that instead of this nor- 103. Which of the following is true about the British
mal procedure, a two party system came to prevail in rule in India?
Britain and that is now being generally taken as the best
(a) It was behind the modernization of the Indian
method of democratic rule. society.
Many democratically inclined persons in India
regret that such a two party system was not brought (b) India gained economically during that period.
about in the country. It appears that to have two par- (c) Various establishments were formed for the
ties in India—of more or less equal strength—is a vir- purpose of progress.
tual impossibility. Those who regret the absence of a (d) None of these.
104. Who became the members of the new commer- take a look at the environmental profligacy, which is
cial class during that time? going on within. From opening up virgin territories for
(a) British aristocrats oil exploration to relaxing the standards for drinking
water, Mr. Bush's policies are not exactly beneficial,
(b) Lords and Barons
not even to America's interests. We realize that we are
(c) Political persons all in this together and that pollution anywhere should
(d) Merchants and artisans be a global concern otherwise there will only be mow
tunnels at the end of the tunnel.
December 2008
105. Both official and corporate India are allergic to:
Read the passage carefully and answer the following (a) Failure of monsoon
questions.
(b) Poverty and inequality
Radically changing monsoon patterns, reduction in (c) Slowdown in industrial production
the winter rice harvest and a quantum increase in res-
piratory diseases all part of the environmental doomsday (d) Mention of clean technology
scenario which is reportedly playing out in South Asia. 106. If the rate of premature death increases it will:
According to a United Nations Environment Programme
(a) Exert added burden on the crumbling economy
report, a deadly three-kilometre deep blanket of pollution
comprising a fearsome, cocktail of ash, acids, aerosols (b) Have adverse social and economic conse-
and other particles has enveloped in this region. For India, quences
already struggling to cope with a drought, the implica- (c) Make positive effect on our effort to control
tions of this are devastating and further crop failure will population
amount to a life and death question for many Indians. The (d) Have less job aspirants in the society
increase in premature deaths will have adverse social and
economic consequences and a rise in morbidities will 107. According to the passage, the two-wheeler indus-
place an unbearable burden on our crumbling health sys- try is not adequately concerned about:
tem. And there is no one to blame but ourselves. Both (a) Passenger safety on the roads
official and corporate India has always been allergic to (b) Life cover insurance of the vehicle owner
any mention of clean technology. Most mechanical two-
(c) Pollution control system in the vehicle
wheelers roll off the assembly line without proper pol-
lution control system. Little effort is made for R&D on (d) Rising cost of the two-wheelers
simple technologies, which could make a vital difference
108. What could be the reason behind the timing of the
to people's lives and the environment.
haze report just before the Kyoto meet?
However, while there is no denying that South Asia
must clean up its acts, skeptics might question the timing (a) United Nations is working hand-in-glove
of the haze report. The Kyoto meet on climate change is with U.S.A.
just two weeks away and the stage is set for the usual bat- (b) Organizers of the forthcoming meet to teach
tle between the developing world and the West, particu- a lesson to the U.S.A.
larly the Unites States of America. President Mr. Bush (c) Drawing attention of the world towards the dev-
has adamantly refused to sign any protocol, which would astating effects of environment degradation.
mean a change in American consumption level. U.N. (d) U.S.A. wants to use it as a handle against the
environment report will likely find a place in the U.S. developing countries in the forthcoming meet.
arsenal as it plants an accusing finger towards controls
like India and China. Yet the U.S.A. can hardly deny its 109. Which of the following is the indication of envi-
own dubious role in the matter of erasing trading quotas. ronmental degradation in South Asia?
Richer countries can simply buy up excess credits (a) Social and economic inequality
from poorer countries and continue to pollute. Rather
(b) Crumbling health care system
than try to get the better of developing countries, who
undoubtedly have taken up environmental shortcuts in (c) Inadequate pollution control system
their bid to catch up with the West, the USA should (d) Radically changing monsoon pattern
Comprehension 3.24
June 2008 necessity have the power of making special laws, to

attain any particular object and to achieve that object
Read the following passage and answer the questions:
it must have the power of selection or classification of
The fundamental principle is that Article 14 forbids persons and things upon which such laws are to operate.
class legislation but permits reasonable classification
110. Right to Equality, one of the fundamental rights,
for the purpose of legislation which classification must
is enunciated in the Constitution under Part III,
satisfy the twin tests of classification being founded on
Article:
an intelligible differentia which distinguishes persons
or things that are grouped together from those that are (a) 12 (b) 13
left out of the group and that differentia must have a (c) 14 (d) 15
rational nexus to the object sought to be achieved by
1 11. The main thrust of Right to Equality is that it
the Statute in question. The thrust of Article 14 is that
permits:
the citizen is entitled to equality before law and equal
protection of laws. In the very nature of things the soci- (a) Class legislation
ety being composed of unequals a welfare State will (b) Equality before law and equal protection
have to strive by both executive and legislative action under the law
to help the less fortunate in society to ameliorate their (c) Absolute equality
condition so that the social and economic inequality in
(d) Special privilege by reason of birth
the society may be bridged. This would necessitate a
legislative application to a group of citizens otherwise 112. The social and economic inequality in the society
unequal and amelioration of whose lot is the object of can be bridged by:
state affirmative action. In the absence of the doctrine (a) Executive and legislative action
of classification such legislation is likely to flounder
(b) Universal suffrage
on the bed rock of equality enshrined in Article 14.
The Court realistically appraising the social and eco- (c) Identical treatment
nomic inequality and keeping in view the guidelines (d) None of the above
on which the State action must move as constitution-
ally laid down in Part IV of the Constitution evolved 113. The doctrine of classification is evolved to:
the doctrine of classification. The doctrine was evolved (a) Help weaker sections of the society
to sustain a legislation or State action designed to help (b) Provide absolute equality
weaker sections of the society or some such segments
(c) Provide identical treatment
of the society in need of succour. Legislative and exec-
utive action may accordingly be sustained if it satis- (d) None of the above
fies the twin tests of reasonable classification and the 114. While dealing with diverse problems arising
rational principle correlated to the object sought to be out of an int-mite variety of human relations, tke
achieved. government
The concept of equality before the law does not
(a) Must have the power of making special laws
involve the idea of absolute equality among human
beings which is a physical impossibility. All that (b) Must not have any power to make special laws
Article 14 guarantees is a similarity of treatment con- (c) Must have the power to withdraw equal rights
tra-distinguished from identical treatment. Equality (d) None of the above
before law means that among equals the law should be
equal and should be equally administered and that the December 2007
likes should be treated alike. Equality before the law
does not mean that things which are different shall be
questions.
as though they are the same. It of course means denial
of any special privilege by reason of birth, creed, or Gandhi's overall social and environmental philoso-
the like. The legislation as well as the executive gov- phy is based on what human beings need rather than
ernment, while dealing with diverse problems arising what they want. His early introduction to the teach-
out of an infinite variety of human relations must of ings of Jains, Theosophists, Christian sermons, Ruskin
and Tolstoy, and most significantly the Bhagavad Gita, (a) Rural policy (b) Social thinking
were to have profound impact on the development of (c) Urban policy (d) Economic thinking
Gandhi's holistic thinking on humanity, nature and
their ecological interrelation. His deep concern for the 118. Colonial policy and modernization led to the
disadvantaged, the poor and rural population created an destruction of:
ambience for an alternative social thinking that was at (a) Major industrial infrastructure
once far-sighted, local, and immediate. For Gandhi was (b) Irrigation infrastructure
acutely aware that the demands generated by the need
to feed and sustain human life, compounded by the (c) Urban infrastructure
growing industrialization of India, far outstripped the (d) Rural infrastructure
finite resources of nature. This might nowadays appear
119. Gandhi's active non-violence is derived from:
naive or commonplace, but such pronouncements were
as rare as they were heretical a century ago. Gandhi was (a) Moral restraint of not injuring another being
also concerned about the destruction, under colonial (b) Having liberties, desires, and acquisitiveness
and modernist designs, of the existing infrastructures (c) Freedom of action
which had more potential for keeping a community
(d) Nature-blind technology and enslavement of
flourishing within ecologically-sensitive traditional
human spirit and energies
patterns of subsistence, especially in the rural areas,
than did the incoming Western alternatives based on June 2007
nature-blind technology and the enslavement of human
spirit and energies. Read the passage carefully and answer the following
Perhaps the moral principle for which Gandhi is questions.
best known is that of active non-violence, derived from All political systems need to mediate the relation-
the traditional moral restraint of not injuring another ship between private wealth and public power. Those
being. The most refuted expression of this value is in that fail risk a dysfunctional government captured by
the great epic of the Mahabharata, (c. 100 BCE to 200 wealthy interests. Corruption is one symptom of such
CE), where moral development proceeds through plac- failure with private willingness-to-pay trumping public
ing constraints on the liberties, desires and acquisitive- goals. Private individuals and business firms pay to get
ness endemic to human life. One's action is judged in routine services and to get to the head of the bureau-
terms of consequences and the impact it is likely to cratic queue. They pay to limit their taxes, avoid costly
have on another. Jains had generalized this principle regulations, obtain contracts at inflated prices, and get
to include all sentient creatures and bio communities concessions and privatised firms at low prices. If cor-
alike. Advanced Jain monks and nuns will sweep their ruption is endemic, public officials—both bureaucrats
path to avoid harming insects and even bacteria_ Non- and elected officials—may redesign programmes and
injury is a non-negotiable universal prescription. propose public projects with few public benefits and
115. Which one of the following has a profound many opportunities for private profit. Of course, cor-
impact on the development of Gandhi's holistic ruption, in the sense of bribes, pay-offs and kickbacks,
thinking on humanity, nature and their ecological is only one type of government failure. Efforts to pro-
interrelations? mote 'good governance' must be broader than anti-
(a) Jain teachings (b) Christian sermons corruption campaigns. Governments may be honest but
inefficient because no one has an incentive to work pro-
(c) Bhagavad Gita (d) Ruskin and Tolstoy ductively, and narrow elites may capture the state and
116. Gandhi's overall social and environmental phi- exert excess influence on policy. Bribery may induce
losophy is based on human beings': the lazy to work hard and permit those not in the inner
(a) Need (b) Desire circle of cronies to obtain benefits. However, even in
such cases, corruption cannot be confined to 'func-
(c) Wealth (d) Welfare
tional' areas. It will be a temptation whenever private
117. Gandhiji's deep concern for the disadvantaged, benefits arc positive. It may be a reasonable response
the poor, and rural population created an ambi- to a harsh reality but, over time, it can facilitate a spiral
ence for an alternative: into an even worse situation.
3 26
Comprehension .
120. The governments which fail to focus on the rela- The Germans coined a word for it, zeitgeist, which
tionship between private wealth and public power perhaps Yash Chopra would not care to pronounce. But
are likely to become: at 72, he remains the person who can best capture it.
(a) Functional After being the first to project the diasporic Indian on
screen in Lambe in 1991, he has returned to his roots in
(b) Dysfunctional
a new movie. Veer Zaara, set in 1986, where Pakistan,
(c) Normal functioning the traditional other, the part that got away, is the lover
(d) Good governance and the saviour. In Subhash Ghai's Kisna, set in 1947,
the other is the English woman. She is not a memsahib,
121. One important symptom of bad governance is:
but a mehbooba. In Ketan Mehta's The Rising, the East
(a) Corruption India Englishman is not the evil oppressor of countless
(b) High taxes cardboard characterisations, which span the spectrum
(c) Complicated rules and regulations from Jewel in the Crown to Kranti, but an honourable
(d) High prices friend.
This is Manoj Kumar's Desh Ki Dharti with a dif-
122. When corruption is rampant, public officials ference: there is culture, not contentious politics; balle
always aim at many opportunities for balle, not bombs: no dooriyan (distance), only nazdee-
(a) Public benefits (b) Public profit kiyan (closeness).
(c) Private profit (d) Corporate gains All four films are heralding a new hero and heroine.
The new hero is fallible and vulnerable, committed to
123. Productivity linked incentives to public/private his dharma, but also not afraid of failure—less of a boy
officials is one of the indicatives of: and more of a man. He even has a grown up name:
(a) Efficient government Veer Pratap Singh in Veer-Zaara and Mohan Bhargav
(b) Bad governance in Swades. The new heroine is not a babe, but often a
bebe, dressed in traditional Punjabi clothes, often with
(c) Inefficient government
the stereotypical body type as well, as in Bride and
(d) Corruption Prejudice of Gurinder Chadha.
124. The spiralling corruption can only be contained 125. Which word would Yash Chopra not be able to
by promoting: pronounce?
(a) Private profit (a) Bling-bling (b) Zeitgeist
(b) Anti-corruption campaign (a) Montaz (d) Dooriyan
(c) Good governance
126. Who made Lamhe in 1991?
(d) Pay-offs and kickbacks
(a) Subhash Ghai (b) Yash Chopra
December 2006 (c) Aditya Chopra (d) Sakti Samanta
127. Which movie is associated with Manoj Kumar?
questions.
(a) Jewel in the Crown
After almost three decades of contemplating
Swarovski-encrusted navels on increasing flat abs, the (b) Kisna
Mumbai film industry is on a discovery of India and (c) Veer-Zaara
itself. With budgets of over 30 crores each, four soon (d) Desh Ki Dharti
to be released movies by premier directors are explor-
ing the idea of who we are and redefining who the 128. Which is the latest film by Yash Chopm?
other is. It is a fundamental question which the bling- (a) Deewar
bling, glam-sham, and disham-disham tends to avoid. (b) Kabhi Kabhi
It is also a question which binds an audience when the
(c) Dilwale Dulhaniya Le Jayenge
lights go dim and the projector rolls: as a nation, who
are we? As a people, where are we going? (d) Veer-Zaara
129. Which is the dress of the heroine in Veer-Zaara? 132. Independence of the Commission means:
(a) Traditional Gujarati clothes (a) To have a constitutional status
(b) Traditional Bengali clothes (b) To have legislative powers
(c) Traditional Punjabi clothes (c) To have judicial powers
(d) Traditional Madras clothes (d) To have political powers
June 2006 133. Fair and free election means:

(a) Transparency
(b) To maintain law and order
questions.
(c) Regional considerations
The superintendence, direction and control of prepa-
ration of electoral rolls for, and the conduct of, elections (d) Role for pressure groups
to the Parliament and State Legislatures and elections
December 2005
to the offices of the President and the Vice-President of
India are vested in the Election Commission of India. It Read the passage carefully and answer the following
is an independent constitutional authority. questions.
Independence of the Election Commission and its
Knowledge creation in many cases requires creath.
insulation from executive interference is ensured by a
ity and idea generation. This is especially important
specific provision under Article 324 (5) of the consti-
in generating alternative decision support solutions.
tution that the chief Election Commissioner shall not
Some people believe that an individual's creative ability
be removed from his office except in like manner and
stems primarily from personality traits such as inven.
on like grounds as a Judge of the Supreme Court and
tiveness, independence, individuality, enthusiasm, and
conditions of his service shall not be varied to his dis-
flexibility. However, several studies have found that
advantage after his appointment.
creativity is not so much a function of individual traits
In C.W.P. No. 4912 of 1998 (Kushra Bharat Vs.
as was once believed, and that individual creativity can
Union of India and others), the Delhi High Court
be learned and improved. This understanding has led
directed that information relating to Government dues
innovative companies to recognise that the key to fos-
owed by the candidates to the departments dealing with
tering creativity may be the development of an idea-
Government accommodation, electricity, water, tel-
nurturing work environment. Idea-generation methods
ephone and transport etc. and any other dues should be
and techniques, to be used by individuals or in groups,
furnished by the candidates and this information should
are consequently being developed. Manual methods for
be published by the election authorities under the com-
supporting idea generation, such as brainstorming in
mission.
a group, can be very successful in certain situations
130. The text of the passage reflects or raises certain However, in other situations, such an approach is either
questions: not economically feasible or not possible. For example.
(a) The authority of the commission cannot be manual methods in group creativity sessions will sot
challenged. work or will not be effective when (1) there is no time
to conduct a proper idea-generation session; (2) there
(b) This would help in stopping the criminalize-
is a poor facilitator (or no facilitator at all); (3) it is
tion of Indian politics.
too expensive to conduct an idea-generation session:
(c) This would reduce substantially the number (4) the subject matter is too sensitive for a face-to-face
of contesting candidates. session; or (5) there are not enough participants, the
(d) This would ensure fair and free elections. mix of participants is not optimal, or there is no eh-
mate for idea generation. In such cases, computerised
131. According to the passage, the Election Commis- idea-generation methods have been tried, with frequent ,
sion is an independent constitutional authority. success.
This is under Article No. Idea-generation software is designed to help stint'
(a) 324 (b) 356 gate a single user or a group to produce new idea.%
(c) 246 (d) 161 options, and choices. The user does all the work, but
Comprehension 3.28'
software encourages and pushes, something like a per- December 2004

sonal trainer. Although idea-generation software is still
relatively new, there are several packages on the mar-
questions.
ket. Various approaches are used by idea-generating
software to increase the flow of ideas to the user. Each day at the Shantiniketan, school starts with
Idea Fisher, for example, has an associate lexicon of the Saraswati Vandana. When painting competitions
the English language that cross-references words and are held in the school, images of Hindu gods and god-
phrases. These associative links, based on analogies desses are most common. Sanskrit is the favourite sub-
and metaphors, make it easy for the user to be fed words ject of many a student. Nothing new about it, except
related to a given theme. Some software packages use that the 1,200- odd students studying in the Hindu- run
questions to prompt the user towards new, unexplored school are Muslims.
patterns of thought. This helps users to break out of In 1983, when Ranchodbhai Kiri started
cyclical thinking patterns, conquer mental blocks, or Shantiniketan in the all-Muslim Juhapura area of
deal with bouts of procrastination. Ahmedabad in Gujarat, only 20 percent of the students
were Muslims. But when riots involving the Muslims
134. The author, in this passage has focused on
of Juhapura and the Hindus of nearby Jivrajpark—
(a) Knowledge creation Vejalpur affected the locality, Hindus started migrat-
(b) Idea-generation ing. Today, all the students are Muslims and the school
(c) Creativity is an unparalled example of harmony. In 2002, when a
section of inflamed Muslims wanted the school closed,
(d) Individual traits
the parents of the students stood like a wall behind it.
135. Fostering creativity needs an environment of Shantkiketan's principal says, 'We never thought of
(a) Decision support systems moving the school out of the area because of the love
and affection of the local Muslims. Indeed, they value
(b) Idea-nurturing
the high standard of education which we have set'. Such
(c) Decision support solutions is the reputation of the school that some of the local
(d) Alternative individual factors Muslim strongmen accused of involvement in com-
munal riots are willing to protect the school during the
136. Manual methods for the support of idea-generation,
riots.
in certain occasions,
The parents of Shantirdketan's students believe that
(a) Are alternatively effective it's the best school when it comes to the quality of the
(b) Can be less expensive teaching. A large number of students have gone for both
(c) Do not need a facilitator graduation and post-graduation studies. Significantly,
the only Muslim teacher in the 40-member teaching
(d) Require a mix of optimal participants
staff, Husena Mansuri, teaches Sanskrit. in fact, she is
137. Idea-generation software works as if it is a so happy at the school that she recently declined the
(a) Stimulant principalship of another Muslim-run school.
Some of the students' entries in a recent school
(b) Knowledge package
painting competition are truly moving. One drew a pic-
(c) User-friendly trainer ture of Bharat Mata with a mosque and temple, while
(d) Climate creator another portrayed a boy tying rakhi to his sister. Trolly,
Shantiniketan is a beacon of hope that, despite theprov-
138. Mental blocks, bouts of procrastination, and
orations from both communities, Hindus and Muslims
cyclical thinking patterns can be won when:
can live side by side with mutual respect
(a) Innovative companies employ electronic
thinking methods. 139. How does the Shantiniketan School start the day?
(b) Idea-generation software prompts questions. (a) National Anthem
(c) Manual methods are removed. (b) Prayer
(d) Individuals acquire a neutral attitude towards (c) Saraswati Vandana

the software. (d) Puja
3.29 UGC-NET Paper-!
140. Write the subject which is preferred by most of 142. Who is the teacher of Sanskrit?
the students. (a) Ranchodbhai Kiri (b) Manisha Vakil
(a) Hindi (b) English (c) Husena Mansuri (d) Husena Khatoon
(c) Sanskrit (d) Gujarati
143. What is the hope despite the communal riots?
141. Who protects the school during the riot times? (a) Hindus and Muslims cannot live side by
(a) Local muslims side.
(b) Hindus (b) Hindus and Muslims can live side by side.
(c) Politicians (c) Only Hindus can live.
(d) Christians (d) Only Muslims can live.
3. (d) 4. (c) 5. (d) 6. (b) 7. (d) 8. (b)

1. (b) 2. (b)
11. (c) 12. (c) 13. (c) 14. (a) 15. (d) 16. (b)
9. (a) 10. (b) 24. (c)
19. (a) 20. (d) 21. (b) 22. (d) 23. (d)
17. (c) 18. (d) 32. (b)
27. (d) 28. (a) 29. (a) 30. (c) 31. (d)
25. (d) 26. (a) 40. (a)
35. (b) 36. (b) 37. (a) 38. (a) 39. (d)
33. (c) 34. (b) 48. (b)
43. (b) 44. (b) 45. (d) 46. (b) 47. (a)
41. (b) 42. (c) 54. (c) 55. (d) 56. (c)
51. (d) 52. (b) 53. (d)
49. (b) 50. (c) 62. (c) 63. (d) 64. (a)
59. (a) 60. (a) 61. (a)
57. (a) 58. (b) 70. (d) 71. (a) 72. (d)
67. (c) 68. (d) 69. (d)
65. (a) 66. (b) 77. (d) 78. (d) 79. (d) 80. (d)
74. (d) 75. (b) 76. (a)
73. (a) 85. (b) 86. (a) 87. (c) 88. (c)
82. (b) 83. (d) 84. (b) 96. (d)
81. (d) 93. (b) 94. (c) 95. (c)
90. (c) 91. (c) 92. (c) 104. (d)
89. (b) 100. (b) 101. (b) 102. (b) 103. (a)
98. (b) 99. (a) 110. (c) Ill. (b) 112, (a)
97. (d) 108. (d) 109. (d)
105. (d) 106. (c) 107. (b) 118. (d) 119. (a) 120. (b)
116. (a) 117. (b)
113. (a) 114. (a) 115. (c) 126. (b) 127. (d) 128. (d)
124. (a) 125. (b)
121. (a) 122. (c) 123. (a) 134. (a) 135. (b) 136. (a)
132. (a) 133. (b)
129. (c) 130. (d) 131. (a) 141. (a) 142. (c) 143. (b)
139. (c) 140. (c)
137. (a) 138. (b)
COMMUNICATION
D 4
If you just communicate, you can get by
But if you communicate skillfully, you can work miracles.
—Jim Rohn
Chapter Overview
This chapter on communication is a significant part of NTA UGC-NET Paper-I. It will help aspir-
ants in answering questions on the basics of communication. Around 5-6 questions based on this
topic finds place in each year's question paper There has been a change in the type of questions.
Earlier questions were based on facts about radio,TV, award ceremonies, etc. Answers to such ques-
tions have to be learned by rote. But now the trend has shifted to concept-based questions. Such ques-
tions test the candidate's understanding of a concept such as its meaning, nature, and characteristic
features.The chapter discusses these as well as the types of communication, barriers in communica-
tion, effective classroom communication, and mass media and society. Prepare these topics well and
then solve the practice questions and the previous years' questions which are given at the end of the
chapter.
ICI:=1111111r
• Communication
Meaning
Types of Communication
0 Characteristics of Communication
• Effective Communication
Verbal and Non-verbal
0 Inter-cultural and Group Communication
0 Classroom Communication
• Barriers to Effective Communication
• Mass Media and Society
4.2 UGC-NET Paper-1
INTRODUCTION Communication is an exchange of ideas, facts, o

The word 'Communication' is derived from the Latin ions, or emotions of two or more persons.
words 'Communicare', the word 'Communicatio', — William Newman and Charles Surrun
and the old French word 'Comunicacion', which Communication is a bridge of meaning. It involve
means 'to share'. Communication means exchanging systematic and continuous process of telling, listen.
ideas with someone. Communication can take place ing, and understanding.
through a verbal or non-verbal medium. It takes place — Louis Allen
around us all the time. It involves multiple flows of
information. It is the basic requirement of all our
TYPES OF COMMUNICATION
social, economic, and political activities. In simple
words, communication is the interaction between a Interpersonal Interpersonal 1
sender and a receiver. So, the process of commu- communication communication
nication involves the following: sender, message, • Mira means 'within'. Inter means 'between'.
medium, channel, receiver, response, and feedback.
• It takes place when a It is the interaction
All of these are an integral part of communication. person communicates between different
with himself. persons.
message throughliN • Its three aspects are • It can take place with
medium or channel self-awareness face-to-face interaction
(depending upon between two persons
beliefs, values, and (dyadic communication),
attitudes), perception, between a group (group
and expectation. communication), or
Sender Receiver • It can take place any among a large number
(Codes) (Decodes) time, as there is no of persons (public
need of a receiver, a communication).
41 person can interact with • There is feedback and
1‘ Response and himself anytime. response from the
666....... feedback
• There is no feedback in receiver.
Communication process such communication, • Message, once conveyed
as there is no receiver cannot be reversed.
For communication to take place there must be in the process. • It can be in written,
understanding and co-operation between the sender verbal, or non-verbal
• For example, when
and the receiver. There is need for a common medium, planning something, form.
that is, language, which boththe sender andreceiver are analysing a situation, • It can take place in
comfortable to speak and understand; otherwise, they daydreaming, diary formal as well as in
will face difficulty in communicating. Also, there is a or journal writing, informal environment.
need of common interpretation of signs, symbols, and praying, rehearsing a • In teaching, it helps in
othergestures; else, the meaning of the message will be message before saying providing knowledge to
misinterpreted leading to confusion. Communication it to anyone else, etc. students, clearing their
takes place in various forms such as: when you tell a • In teaching it helps in doubts, and motivating
friend about the latest movie you watched; or during contemplating, arid them.
analysing. It helps
interaction between the teacher and students; through
teachers to plan lectures
public announcements, notices, and soon. according to the needs
of the learners.
Some Definitions
Communication is essentially the ability of one per- Impersonal communication: It is the name given to the
short-term interactions which we have in our day-to-day
son to make contact with another and make himself
life; for example, the interaction between a shopkeeper
or herself understood.
and customer.
— John Adair
Communication 4.3
Intragroup Intergroup Contiguous Non-contiguous

communication communication communication communication
• It takes place in the form • It takes place
• Sender and receiver are • Sender and receiver
of interaction between dif- during the conversa- are not in direct
in direct touch.
ferret persons belonging to tion between members touch.
a same group. It involves of two or more differ-
sharing of ideas and infor- ent groups. • It is continuous. • It is not continuous.
motion within the group. • Examples include • Examples include
• For example, interaction • For example, interac- face-to-face interaction, reading a book,
between members of a dons at a cultural chat sessions, and so on. listening to radio
team meet broadcast, watching
TV.
Formal Informal
• There is usually limited • It can have greater
or or
number of participants. reach.
Official Grapevine
communication communication • It is time-consuming and
• It takes place in goy- • It takes place in expensive as there is need
emmental departments, interactions between of direct contact.
firms, NG0s, and other friends, family
organizations for trans- members, etc. Direct Mediated
mitting orders, instruc- communication communication
tions, plans, policies, etc. • The sender and receiver • It does not involve
• There is no require- have face-to face face-to-face or direct
Flow of information
went for flow of infor- interaction. interaction between the
takes place through some
motion through any sender and receiver.
predefined channels.
particular channel.
• There is no need of • It takes place through
• It is more reliable. • It is relatively less using any medium for some medium like
reliable. communicating. any third person,
• As it has to flow through • It is relatively fasten newspaper, radio,
particular channels, so computer, social media.
its pace is slow and there or other technologies.
are delays.
• It is usually in the • It is usually verbal or
written form. gestural. NATURE AND CHARACTERISTICS
• It is time-consuming. • It saves time.
OF COMMUNICATION
• It is effective due to sys- • It is efficient as it is
• Communication is an art, a science, as well as
tematic flow of faster.
a craft as it involves creativity, verifiable prin-
information.
• Secrecy is difficult to ciples, and certain vital techniques and skills
• Secrecy can be
be maintained here. respectively.
maintained in such
communication. • As it is art, science, and craft, it is a complex
• It can also lead to process.
• There can be
distortions during the spread of rumours, as • The skills required for effective communication
flow of information. the source of origina- are learnable. One can become an expert with
tion of message is practice.
difficult to trace. • Communication is not a static, but a dynamic
• It is usually horizontal, • It can be in any process.
or vertical, and direction. • Communication is a cyclical or continuous
occasionally diagonal. process. Fora message sent by the sender, there
4.4 UGC-NET Paper-1
will be a response from the receiver; the sender different organizations), vertically (between
then send a reply on the basis of the response, persons of different ranks within the organi-
to which the receiver responds, and the process zation), or diagonally (between different
continues as shown in the figure. persons of different ranks and from different
• Communication is a cooperative process, that organizations).
is, both the sender and the receiver have to • Communication is a purposive activity which
cooperate for effective communication to take aims at creating awareness or gathering infor-
place. mation about a certain action, topic, proce-
• The sender and the receiver have to convey dure, or idea. This leads to development of
ideas as well as listen to the other person's personality.
response. If they want to only speak and not
listen to each other, then there will be no com-
munication. FUNCTIONS AND OBJECTIVES OF
• Communication is not just about convey- COMMUNICATION
ing and listening, but the sender and receiver • Communication helps in the flow of knowl-
should also be able to understand each other. edge from one person to another through the
They should be able to interpret the context in process of sending a message and receiving
which the information or ideas are conveyed. If response.
they are unable to understand the message con- • It is essential for learning, training, and skill
veyed by the other person, then there will be development.
misinterpretation of message, which can spoil • It helps in communicating the goals and targets
relations. so that they can be achieved effectively.
• Communication generally includes two • It is essential for planning which helps in ful-
ticipants, that is, sender and receiver. In the filling targets and aims.
absence of one, there will be no communication. • Response, which is a vital part of communica-
• Communication can be direct, for example, tion process, shows whether the conveyed mes-
face-to-face communication, or it can beindi-
par- sage is understood properly or not.
rect, that is, through some medium. • Feedback signifies the quality of the message.
• Communication comprises flow of ideas and It also tells about the improvements required
information. in the communication process for making it
• The flow of ideas and information in communi- effective.
cation can be oral, written, or through the use • It helps in spreading awareness about the sur-
of some gestures. roundings, new ideas, and techniques.
• Communication can be formal or informal. • It is an imperative way for shaping opinions,
Formal communication relates to communica- views, values, and beliefs.
tion in organizations, institutions, etc_ Informal • It plays a significant role in enhancing decision
-
communication is communication which we making abilities.

have with our family, friends, etc. • It helps in understanding emotions, hopes, desires,
There is need for focus and attention in com- feelings, and expectations of other persons.
munication. If the sender or the receiver is not • It can also be used for motivation,
anentive and not focused, then there can be • It is crucial for preserving culture and passing
miscommunication and misinterpretation of on its values from one generation to another.
messages. • It can improve or deteriorate a situation. The
• Communication should be clear, concise, consequences depend upon how the message is
complete. and concrete. interpreted.
• Communication can take place horizontally • It should convey the information clearly, con-
(between persons of same levels, but from cisely, and effectively in a concrete manner
Communication 4.5
and rationale, performance assessment report, etc.

Steps to build and end a relationsbr In such communication, care should be taken while
conveying the message so that the information
• According to Mark Knapp, the different steps in reaches the intended person.
which a relationship is built are Initial encoun- Demerits
ter, Experimenting, Intensifying, Integration, and
• It is time-consuming.
Bonding.
• Them can be loss of information and distor-
• Knapp has also given the stages in which a
tions during the exchange of ideas.
relationship ends. These are Differentiating,
Circumscribing, Stagnating, Avoidance, and Diagonal communication takes place between per-
Termination. sons of different ranks from different organizations
or departments.
HORIZONTAL, VERTICAL, AND
DIAGONAL COMMUNICATION COMMUNICATION CONTEXT
Depending upon the flow of messages, communica-
Communication context is the environment or eco-
tion can be categorized as horizontal, vertical, and
system in which exchange of ideas takes place.
diagonal. Horizontal communication takes place
Context has a higher impact on the meaning of the
when there is an exchange of messages and infor-
message. If the receiver is able to understand the
mation between persons of equal rank of different
context, then there is a high tendency of him to inter-
departments or organizations. It is also called lateral
pret the message appropriately. But if he is unable to
communication. Vertical communication involves the
understand the context, then it will lead to misinter-
interchange of messages between persons of different
pretation of the message. Context in communication
ranks, one of whom will be a superior in hierarchy
is as important as the content is. There are differ-
within the same department or organization. Vertical
ent dimensions of communication context which are
communication can further be categorized as:
given below:
Upward communication This takes place when
messages flow from lower authority to a person with
higher rank in the hierarchy. It is useful for provid- Communication context
ing feedback, suggestions, and other information to
the higher authorities. It boosts harmony in the sys-
tem. For effective upward communication, higher ❑ Physical
officials should be keen in accepting the feedback and
❑ Social
suggestions from subordinate staff 'Suggestion and
Complaint Box' is a good source of such communi-
❑ Temporal
cation. There should be a grievance redressal mecha-
nism so as to immediately solve the reported issues. ❑ Cultural
Demerits
❑ Historical
• Higher rank officials may not encourage sug-
gestions from lower rank officials.
❑ Psychological
• Subordinates may hesitate in providing fair
feedback.
• Superiors can feel insulted.
Phys'cal context It relates to the place of commu-
Downward communication This type of communication. Depending upon the place of communica-
nication involves flow of information from higher tion, the way of interaction differs. For example, the
authority to lower. It is generally used for sharing way you interact in the market or a party is different
instructions, giving directions, explaining policies from how you talk to your friend in the library.
4.6 UGC-NET Paper-1
Historical context Our way of communicating For example, in some cultures it is normal for stu-
also depends upon the past experiences. If some- dents to address their teachers by their first name,
thing has happened earlier as well or happens reg- but in others it will be considered offensive.
ularly, then we will have some perception about
the order of events. At this time, historical con-
EFFECTIVE COMMUNICATION
text becomes important as it helps in knowing the
Communication involves transfer of information
expectations of receiver. For example, an experi-
enced teacher can tell from the facial expressions in the form of messages. It will be effective if both
the sender and receiver derive a common meaning
of the students if they have understood the topic
or if she needs to explain it again. A student can of the message. For effective decoding and interpre-
also judge from his/her previous experiences that tation of the message, they should have a common
language so that they can comprehend the message.
if the teacher is looking at him continuously, then
he must stop whatever else he is doing and focus The ability to realize the context, intentions, and
emotions of the message play an important role in
on the class.
effective communication. It can also be understood
Social context It is based on different factors effectively if the listener is listening actively and
such as the relation between the sender and the observing the non-verbal signs. A good communi-
receiver, their role, status, and views and norms of cator is one who is a good listener as well. Effort
the society. For example, the interaction between a and practice are required for becoming an effective
father and daughter is different from the interaction communicator.
between an employee and his boss.
Characteristics of Effective
Psychological context It relates to the extent Communication
of formality and friendliness between the sender
and receiver, their moods and emotions, etc. For • There should be clarity of message among the
sender and receiver. It gets affected by the pres-
example, the way a teacher interacts with students
ence of noise in the communication process.
while praising them for their achievement is dif-
• The message should be well-planned and com-
ferent from how she talks at the time of scolding
plete, so that intended meaning is interpreted
them.
by the receiver.
Temporal context Communication also gets • The message should be simple and short, with
affected by the time at which it takes place. There no unnecessary information.
will be changes in communication depending upon • Feedback of the message should reach the
the time of the day. Energy levels of a person are dif- sender without any delay. Feedback can show if
ferent at different times of the day. This affects the the receiver has interpreted the message in the
mood and emotions also. For example, students are expected way or not.
more attentive during the first lecture than the last • To understand receivers, the sender should
lecture of the day. have empathy with them. Empathy is the abil-
ity to understand and share the feelings of
Cultural context Culture has implications on val- another.
ues, ethics, beliefs, morals, norms, etc. These also • The sender should modify the message accord-
affect the communication. Our interpretation of a ing to the level and needs of the audience so
word, sign, or symbol depends upon the cultural that they can understand it properly.
background. As culture varies from country to coun- • Gestures and other non-verbal techniques
try, the interpretation of signs and symbols can also should be used to facilitate verbal messages.
be different at different places. Also, the norms and These help in understanding the context in
etiquettes of communication vary from place to place. which message was sent.
Communication 4.7
The figures show the various components (7 C's and INTER-CULTURAL, GROUP, MASS,
4 S') of communication. AND PUBLIC COMMUNICATION
Conciseness Inter-cultural communication involves the interac-
tion between persons from different cultural back-
ompleteness Concreteness
grounds. Language, values, beliefs, rituals, morals
are culture specific and vary from culture to culture,
7 C's of Effective so with inter-cultural communication, the ideas,
Courtesy Correctness
communication values, beliefs, rituals, etc., get shared. Lack of a
common language or understanding of a foreign lan-
guage can act as the communication barrier.
Clarity Consideration Group communication can be within a group
or between groups. It can have a small number of
7 C's of communication people. Group discussions, classroom interaction,
debates, seminars, etc are examples of group com-
Shortness munication. On the other hand, the messages are
targeted to a large number of persons in mass and
public communication. However, the main differ-
4 S' of Effective ence between mass communication and public com-
Simplicity Strength
communication munication is regarding the physical presence of
audience. In public communication, the audience is
in front of the speaker, like in a concert or a politi-
Sincerity cal rally. In mass communication, the audience is
not physically present in front of the speaker, but the
4 S' of communication message or information is conveyed to the receiv-
ers through some medium such as the TV, radio, or
WRITTEN, VERBAL, AND newspaper.
NON-VERBAL COMMUNICATION
Communication can also be categorized on the basis CLASSROOM COMMUNICATION
of how the message is conveyed. If the message is Classroom communication involves interaction
conveyed in text form, then it is written communica- between the teacher and shi dents, and among students.
tion. Examples include orders, instructions, reports, It is very important as there is sharing of knowledge
posters, and so on. Messages can also be conveyed and experience through this interaction. Classroom
orally which is known as verbal communication; for communication will be effective only when there is
example, face-to-face interaction, radio broadcast, a two-way flow of communication. If there is only
etc. Another way of expressing messages is through one-way communication, such as in lecturing, then
signs, symbols, and gestures. This is known as non- it will not be effective, as students will not be able
verbal communication or gestural communication; to share their queries and clarify their doubts. There
for example, smile, frown, glance, eye movements, is scope for immediate feedback in the classroom as
voice modulation, body posture, etc. the teacher and students are in direct contact with
IF
each other. This feedback can be used to plan future
ID YOU KNOW? activities and make improvements. A teacher has to
play different roles—of being a facilitator, mentor,
motivator, guide, etc. With the changing world and
Study of role of eye contact- Oculesics increased use of technology in every sphere, there are
Study of use of time - Chronemics changes in classroom communication as well. It is
Study of touch - Hanel.
purposive, pragmatic, and positive. It can take place
Study of variation in pitch, speed, and volume and
use of pauses to convey meaning - Paralinguistics
in the form of lecturing, explaining, demonstrating,
discussions, presentations, debates, dialogues, etc.
For effective communication, a teacher has to be use of complex terms, level of students, weather
a good speaker as well as an active listener. There conditions, surroundings of classroom, etc.
can be individual talks, small group interactions,
-.
or large group interactions, depending upon the
size of the class and need of the hour. Traditional TYPES OF INTER-PERSONAL 1
techniques like blackboard and modem technology POWERS IN CLASSROOM
in the form of slides, graphs and charts, projectors, COMMUNICATION
working models, videoconferencing, live sessions,
documentaries, audio lectures, podcasts, etc., can be
used to make learning and classroom communication • Expert Power • Legitimate Power
interesting. Barriers in classroom communication • Referent Power • Reward Power
can arise due to disruptive behaviour of students, • Information Power • Coercive Power
indiscipline, overload of information, lack of clarity,
111110W How to effectively manage classroom communication*

I
1. Be clear When communicating with students, try too strict, then students might sit silently in her
to be always clear about what you want to say. class due to fear of punishment, but they will
If there is any ambiguity or lack of clarity In the lose Interest in class. So, a teacher needs to know
choice of words, then the message will be misin- when to be strict and when to have fun with stu-
terpreted by students. Students should also try dents. Humorous nature of students and teachers
to be as clear as possible during interaction with facilitates learning and, makes It enjoyable.
their teacher and classmates.
6. Empathy The teacher should be empathetic
2. Keep it precise There is one another principle Empathy and sympathy are two different emo-
known as KISS, which stands for 'Keep It Short tions. Sympathy means feeling pity or sorrow on
& Simple'To maintain clarity, the message should seeing a person's situation, while empathy means
be conveyed in a simple and short form. to feel the pain of another person.
3. Take artful pauses For becoming an effective 7. Promote equity The teacher should not be
communicator, one should know about the time biased towards students and favour any of her
to talk and time for staying silent. A teacher should students due to any reason. Rather, for a teacher
take a pause after finishing the unit or topic, so all students should be equal. If any student needs
that students can revise it once and share their help of the teacher, then it should be provided
queries. To develop critical thinking, decision- without any sort of discrimination.
making, and creative thinking in students, the 8. Let students ask questions Some teachers
teacher should take pauses or short breaks insult or criticize students who ask questions
instead of teaching continuously. in class. Such behaviour adversely affects the con-
fidence of students. Once Insulted the student
4. Know your students The teacher should invest
will not ask any question next time, even if he
time in knowing about the prior knowledge,
has doubts. So, students should be encouraged
potential, talents, and needs of the students
to ask questions and teachers should welcome
so that he/she can plan the classroom activity
these happily. Asking questions develop the
according to the requirements of students. thinking ability of students and also it shows
5. Be humorous A teacher should be humorous so their clarity of topic If the teacher does not know
that students can enjoy learning. If a teacher is answer to any of the questions, he/she can tell
•Classroom management discussed in theTeaching Aptitude chapter.

(Continued) li
Communication 4.9
( Continued)
How to effectively manage classroom communication 1111,

students that I will check it and discuss with you etc. in advance. The course plan should be
later: Later, it should be discussed also. communicated to students. They should know
about the test schedule.
9. Encourage students' participation The class-
room environment should be such that it 14. Do not tolerate bad behaviour A teacher should
encourages students to participate in learning. have cordial relations with students but that does
If students are to act only as passive listeners, not mean that he should tolerate bad behaviour
then they will lose Interest In the class. Activities in class. Once tolerated, students will think it is
should be chosen In such a way that participation acceptable in class. The purpose of teaching is
of students is maximized. all-round development of students. To attain this
purpose, make students leam about good and
10. Understand facial expressions of students
bad behaviour. If need arises, punish them appro-
Some students may not be able to share their
priately.
queries and problems with the teacher. So, the
teacher should have the ability to read their faces 15. Give students choice Students will enjoy leam-
to know if they are able to understand the topic ing when they have a choice. They will be doing
or not. Facial expressions can also show the level things as per their own interest.Theycan be given
of interest of students. If they are getting bored options of different activities, or it can be like
or losing Interest, then the teaching activity or 'what would you like to do first, solve questions or
method needs to be changed. For effective class- prepare for project?: this way students will have a
room communication, the teacher should be able choice about what they want to do first, but they
to understand facial expressions and body lan- will also know that they have to do both.
guage of students.
16. Respect is very Important for effective commu-
11. Ask questions As discussed above, students nication. If the speaker and receiver do not have
should be encouraged to ask questions. On respect for each other, then they will not listen to
the other hand, the teacher should also ask what the other person is saying. Students must
questions to students while teaching to test respect their teacher. The teacher should wel-
their understanding of the topic. Questions come questions from students.
can be asked before starting a topic to know their
prior knowledge so as to know if beginners' level 17. Use different techniques and aids to break
or advanced level teaching Is required. Always monotony of lecture. Lectures can become bor-
spare five to ten minutes during the lecture for ing and students will lose interest in it To keep it
question—answer session. If students know they interesting, different aids can be used.
have to answer questions at the end of lecture, t8. Reinforce learning After teaching a topic or
they will listen attentively. unit, the teacher should assess the learning of
students by asking questions. If they have any
12. Motivate students The teacher should make
doubts, queries, and problems, then the teacher
sure that classroom communication Is motivat-
should explain it again. For effective classroom
ing and not discouraging. Devote time in class
communication, reinforcement of learning is very
for discussing about great personalities and their
experiences. A teacher should share his/her own important.
experiences to motivate students. This will help 19. Active listening is a must have for effective com-
him in developing cordial relations with them. munication.There will be problem in understand-
13. Plan classroom activity For effective classroom ing the message if it Is not listened to actively. It
communication, the teacher should plan the is also important for responding back and provid-
activities, use of teaching aids, evaluation, ing feedback.
Some important terms

1
1111.
1. Noise There are some gap and barriers in inter- chat room discussions, voice calls, etc., are
action between the sender and receiver which examples of synchronous media. Asynchronous
hamper the communication process. It is like communication involves streaming of messages
unplanned interference that distorts the mes- with a delay. It Is time-consuming due to delays.
sage.The message will get misinterpreted due to Asynchronous media is the name given to media
noise. There are two types of noise, namely chan- used for asynchronous communication such as
nel noise which can be due to problem with any emalls, letters, forums, and so on.
equipment, indecipherable handwriting, or Inau-
5. Surveillance Implies collecting, monitoring,
dible voice, etc, and semantic noise which can be
processing, interpreting, and retaining infor-
due to errors in words, grammar, punctuation,
mation. It is an important feature of mass
etc.
communication.
2. Feedback It is a very important component of
6. Semiotics It Is a branch of linguistics which studies
the communication process. Feedback makes
how signs are Interpreted in different languages.
communication two-way. It shows the meaning
It is the study of how meanings are assigned to
receiver has inferred from the message. If the
signs. Everything—words, photographs, symbols,
feedback is as expected, then the communica-
signs, etc—has some meaning. It deals with both
tion will be effective. If it is not as desired, then
denotative and connotative meaning.
the communication can be adjusted so that the
message is realized as intended. Feedback can be 7. Kinesics According to the Oxford Dictionary, the
positive or negative. Positive feedback is when we term 'kinetics' means, 'the study of the way in
focus on another person's strength and appreci- which certain body movements and gestures
ate it. The person receiving the feedback will feel serve as a form of non-verbal communication:
motivated and will work with more involvement Body language, eye contact, gestures, etc. are
for example, positive feedback given by teach- very important in communication.These commu-
ers to students. Negative feedback is when we nicate our emotions and support our words.
highlight what is wrong and then suggest how
to make it correct. It focuses on what should not 8. Proxemics The term 'Proxemics' was coined by
be done. Both positive and negative feedback are Edward Hall. It is the study of use of space and
better than giving no feedback at all. Feedback is how It makes us comfortable. Space or distance
immediate in case of oral communication and It between two personsvaries according to the com-
gets delayed in case of written communication. munication; for example, Intimate space is usually
lessthan 18 inches; personal space is 18 inches to 4
3. Broadcasting and narrowcasting When the ser- feet; social space is 4 to 10 feet; and public space Is
vice is streamed for a limited number of persons, more than 10 feet Distance between persons, eye
is as narrowcasting. In this case, only the subscrib- contact, touch, gestures, etc., can help in identify-
ers will have access to the service. For example, ing the relationship between two persons.
only the people who have subscribed to DTH
service can watch TV programmes. On the other 9. Halo effect It deals with how we assign personal-
hand, if there is no limit on the number of receiv- ity traits just by considering physical characteris-
ers in audience, then it Is called broadcasting; for tics of people. It is applicable to people, products,
example, radio programmes. companies, etc. Positive personality traits are usu-
ally assigned to attractive persons; for example,
4. Synchronous and asynchronous communica- a well-dressed person is considered to be intel-
tion In synchronous communication, the mes- ligent as well, and on other hand, an Intelligent
sages can be streamed in real time. It is good person If dressed badly will not be considered to
for discussing Ideas. There are no delays In it. be Intelligent at first instance. Similarly, a product
Media used for synchronous communication is which is beautifully packaged is considered to be
known as synchronous media. Videoconferences, useful as well.
Communication 4.11
BARRIERS TO EFFECTIVE • If in a school the classes and the teachers' and

COMMUNICATION principal's rooms are in different blocks, then
students will not be able to communicate effec-
Communication basically involves the exchange
tively with teachers after class.
of ideas and information in the form of messages
• Physical barrier to communication can also
between two or more persons. It will not be use-
arise with the use of outdated equipment.
ful if the message is not clearly interpreted by the
• Distance between the sender and receiver can
receiver. Now why will the meaning of a message
also lead to communication gap between them.
be misinterpreted or distorted? This happens due to
It can be overcome with the use of modem tech-
the presence of barriers to communication. Them is
nology through chats, voice, or video calls, etc.
a wide range of barriers which obstructs the flow of
• There can be communication gap between
communication and its effectiveness. The different
two persons who meet daily, but at the wrong
categories of barriers to effective communication are
time. Suppose a husband returns from his job at
given below.
11:50 p.m., by the time he reaches home, his
Technical barriers There can be technical issues wife and children are already asleep. So, they
which may hinder the communication process or will not be able to communicate with him at that
distort the message. With advancements in technol- time, and when they wake up in the morning
ogy, our ways of communicating are changing and and leave for their duties, he is sleeping. Such
now there is higher dependence on technology. It is a family will suffer from the consequences of
easy to convey what we can't say during face-to- communication gap.
face interaction through text messages, entails, or • Overload of information can also obstruct com-
chats. But there is a tendency for messages to not munication.
be effectively communicated to the receiver due to • There can be problems in communication due
technical issues. Technical barriers can arise due to to illegible handwriting if the message is trans-
mitted in written form or if the message is not
• Any problem in hardware or software used for clearly explained and there is ambiguity.
communicating,
• Difference in the version of hardware or soft- Semantic barriers Semantic is related to the
ware available with the sender and receiver, meaning of words in a language. It deals with how
• Improper knowledge of technology among the the meanings of words are constructed in differ-
sender or receiver, ent languages. Meanings can be literal or figura-
• Some unintentional things known as 'noise'. tive. Literal meaning of a word is what it means
actually and figurative meaning is what it implies
Physical barriers Physical barriers such as loca-
tion of sender and receiver, environment around indirectly. Denotative meaning is another name for
them, their voice, noise in environment, classroom literal meaning, while connotative meaning or con-
textual meaning is used for figurative meaning. For
layout, outdated equipment, distance between sender
and receiver, time, etc., can lead to miscommunica- example, the meanings which we use for idioms and
tion. Some of the physical barriers are given below: phrases are not their literal meanings, but their figu-
rative meanings. Communication will be effective
• If the location of the sender and receiver is such if the receiver interprets the meaning as expected
that it is too noisy or too crowded, then the by the sender. But if it gets misinterpreted, then it
message will not be transmitted effectively and will be the case of semantic barriers hindering the
there will be miscommunication. effective communication. The barriers related to the
• If they are communicating verbally, then prob- language and the meanings of words, symbols, and
lem may arise if they am not audible to each signs are given below:
other. There are chances of misinterpretation
especially in case if words have similar pro- • If the sender and receiver speak different lan-
nunciation; for example, 'I scream' and 'ice guages, then they will not be able to understand
cream'. each other. For example, a teacher from Kerala
gets recruited in a college in Punjab where stu- hierarchical structure, stringent rules, and policies of
dents speak only the vernacular language, that the organization, complex organizational structur
e,
is, Punjabi and they don't understand English. and so on. Organizational bathers are discussed below:
Then it will be problematic for her to teach
• Organizational communication involves inter_
them as she doesn't know their language and
action between persons who are at different
students don't know her language.
levels of hierarchy, that is, subordinates and
• If the sender and receiver attribute different
superiors. If the superiors are authoritarian and
meanings to the words, symbols, or signs, then
not ready to listen and accept messages from
also they will not be able to communicate effec-
subordinates, then there will be problems in
tively and this can also lead to misunderstand-
communication.
ings resulting in spoiling their relations, For
• The policies and rules of organization also
example, the word 'cheap' can have different
have an impact on the flow of messages among
meaning depending upon the context in which
employees.
it is used.
• If the hierarchical set-up is too long, then the
• Poor vocabulary can also create hurdles in
message has to pass through a number of lev-
communication. Suppose if a person does not
els. Higher the number of levels, more are the
know what words to use for a particular Situ-
chances of distortion of the message.
ation, then how will he convey the message to
• The working hours and strict routine of the
another person? If the receiver has poor vocab-
employees will also affect the communication
ulary, then he will not be able to comprehend
among them. If they are always busy working,
the message.
then they will not have any time for commu-
• Even a good vocabulary will be of no use, if a
nicating with each other. The communication
person does not know the correct use of gram-
also depends upon the timings in which they
mar and punctuation. Suppose if a sign board
work. The employees of day and night shift will
reads `No, U Turn' instead of 'No U Turn', the
not get to know each other much.
meaning changes and it will have serious impli-
• The choice of the medium also affects the com-
cations.
munication effectiveness. Depending upon the
• There can be misinterpretations due to me of
need, messages can be transmitted in written
words having different meanings (like tear, suit,
form or through face-to-face interactions. But
fair, etc.) and words having different spellings
if the wrong medium is selected, suppose for
but same pronunciation (like quite and quiet;
board meetings, instead of having face-to-face
advise and advice; to, too, and two; flower and
interaction, they chose written communica-
flour, etc.).
• There can be problem in understanding a mes- tion through email, then them will be unneces-
sary delays and also the interaction will not be
sage if it includes some terms which are spe-
effective.
cific to a profession and a layman will not
know about them. Psychological barriers Psychological barriers
• Miscommunication can arise if one takes the to effective communication imply that communi-
literal meaning of a word, when in actual, it is cation is obstructed due to opinion, attitude, emo-
conveying the figurative meaning. For exam- tions, interest, attention, participation, etc., of either
ple, the sentence 'Mary was on cloud nine after the sender or the receiver. It relates to their mental
winning the match' does not mean she was condition. These are also called emotional barriers.
on the clouds in reality, but it means she was These are the one of the strongest barriers of com-
extremely happy. munication. The main types of psychological barri-
ers are given below:
Organizational barriers These arise due to
the structure and environment of the organiza- • If any one of the sender or receiver, or both do
tion. Common causes for these may include the not trust each other, then they will not be able to
Communication 4.13
share any information. Hence, the communica- such symbols without knowledge of cultural
tion will not be effective. context can lead to misunderstanding.
• Persons with introvert personality have diffi- • When a particular group gets stereotyped on
culty in communicating with others. the basis of their ethnicity, gender, race, reli-
• Communication will not be effective if the gion, etc., it creates communication barriers.
communicator acts judgemental and jumps If they get stereotyped negatively, then people
to conclusion without even understanding the will not like to interact with them, even if they
complete message. It is not good for both the are not at fault. Media also promotes stereotyp-
sender and receiver. ing and prejudices.
• It is difficult for a person to communicate when • The rights and wrongs also vary from culture
he/she is angry, sad or worried, as he/she will to culture. Communication is halted when these
not be able to focus. are in conflict,
• An inattentive person will not be able to recip-
rocate properly. Physiological barriers According to the Oxford
Dictionary, Physiology is, 'a branch of biology that
It is a common saying that 'Don't promise, when deals with normal functions of living organisms and
you are happy. Don't reply, when you are angry. their parts'. In human beings, if the special senses
Don't decide, when you are sad'. It is so because are not working properly, then it can lead to physio-
when someone is under the influence of any type of logical barriers to communication. People suffering
emotion (positive or negative), he will not be able to from deafness, vision impairment, spc ch disorders,
communicate properly. short-term memory loss, etc., will feel difficulty in
communicating.
Social barriers One of the major barriers to com-
munication is the social status or rank of the commu- Perceptual barriers The understanding of a
nicator and the audience. It is based on the skills and message depends upon how we perceive it through
abilities of a person, his income, age, qualification, our different senses. Even people going through
job or profession, position, etc. Every rank or status same experience will have different perceptions of
gives some sort of power, authority, and responsibil- reality. This difference can be due to difference in
ity to the holder. These are what act as obstacles in the physical strength of our senses. For example,
the communication. Them is a line of communica- if there is a half-filled glass, some will perceive it
tion to be followed in such settings. Messages have as half empty and others will consider it half full.
to flow through this line, If superiors don't encour- Both are not wrong in their perception of reality.
age and rather penalize the subordinates on provid- This is a very simple example of different percep-
ing suggestions and feedback, then the communications. There can be many other examples from
tion will not be effective. our daily life in which this difference of percep-
Cultural barriers Cultural diversity can also hin- tion resulted in misunderstandings and had serious
der the communication. Culture has implications on consequences.
our behaviour, acts, language, symbols, traditions, Attitude barriers Attitude, values, beliefs, and
rituals, norms, etc. It impacts the way we see the morals of the communicator can also create hurdles
world. Cultural diversity prevails due to differences for effective communication, These vary from person
in religion, societies, ethnicity, etc. Some cases of to person. Every person will have different values,
cultural barriers are given below: attitude, beliefs depending upon the environment in
• Different interpretations of signs and symbols which he lives, situations he had faced, his knowledge,
in different cultures can create confusion and and background. These have implications on the way
misunderstanding. For example, symbols a person communicates as well as on what he com-
which have a positive meaning in some cultures municates. But due to the diversity in the attitude,
(represent praise, good luck, or victory), are values, beliefs, and morals, these can act as barri-
used to show insult in other cultures. Use of ers to communication. It is human nature to accept
the facts which suit our personal views, no matter billboards, posters, intemet, etc. These can be used for
if they are right or wrong. On the other hand, any informing, educating, and entertaining the viewers.
information which is against our views is not easily
acceptable.
Traditional and New
Barriers can also be categorized as follows.
Sender-oriented barriers These are the condi- — Print and Electronic

tions or situations of a sender which hamper the
communication. These can be the environment sur-
rounding the sender, his nature, opinion, patterns of
communication, and understanding of words, sym- Traditional Media and New Media
bols, and signs. There can be problems if the sender Traditional forms of mass media are part of our cul-
does not have proper knowledge of the situation, ture and heritage. Songs, dances, mythological sto-
environment, and culture of the receiver. ries, plays, ballads, folk music, puppet shows, paint-
ings, sculptures, motifs and symbols, etc. were used
Receiver-oriented barriers There can be barri-
to inform, educate, and entertain the public. These
ers in communication due to the receiver as well.
were transmitted from one generation to another. In
These include attention of the receiver, his physical
India, Katha (storytelling), Nautanki (stage shows)
and emotional state, attitude towards the sender,
and puppetry have been important mediums for
etc.
communicating since the ancient past. For example,
Channel-oriented barriers Barriers can also the stage show Ram Lila organized every year at
be created during transmission of the information, Delhi conveys the message of good over evil.
These can be due to availability and usage of chan-
nels, wrong selection, and inappropriate handling of
the channel, distractions in the process, etc. SOME TRADITIONAL MEDIA
OF COMMUNICATION
iWtired for'-effective • Legends and Folktales

communication • Riddles and Jokes
Listening Actively • Nukad Natak (Street Theatre)
• Feedback
Using Gestures and • Nautanki
• Open Mindedness
Signs • • Khayal
Respect
• Confidence • Empathy
• Asking Good • Being Clear
Questions • Choosing Right With the advancement of technology, new forms
• Paraphrasing Medium of media have evolved. These include print media,
radio, TV, photos, videos, interact, and the social
media such as the Twitter.
MASS MEDIA AND SOCIETY
Mass media is a form of communication which has Press and Print Media Printing was started itt
a very high reach. It comprises different types of 1439 by Johannes Gutenberg of Germany with the
medium used to interact with the masses. It can be invention of the first printing press. The spread of
in the written form, or a broadcast of audio, visual, communication was revolutionized as the printed
or audio-visual content. The written forms of mass material could be circulated among the masses.
media include books, magazines, newspaper, and Before the advent of paper and printing, people used
so on. The other forms are the radio, TV, movies, to write on rocks, palm leaves, stones, etc. Some of
siMill.111111111.111
Communication 4.15
the important organizations and news agencies are Radio Considering the huge reach of the radio, it
given below: has been used as a medium for educating, inform-
ing, and entertaining the public. Radio connectivity
Registrar of • Set up in 1956 is available in remote villages as well. The establish-
Newspapers for • Headquarters at New Delhi ment of 'Radio Club' at Calcutta in 1923 marked the
India (RNI) • All newspapers and magazines arrival of radio in India, while the regular broadcast-
must register with RNI ing service started in 1927. In 1936, All India Radio
Press informa- • Headquarters at New Delhi and (AIR) was launched when the government took over
tion Bureau eight regional offices the radio service. The President, Prime Minister, and
• Nodal agency to disseminate the heads of states prefer to the address the people
information regarding poli- through the medium of radio.
cies, programmes, initiatives of
government Photos and videos Photos and videos can be used
• Seven regional language websites for sharing ideas, spreading awareness, educating
— Bengali, Kannada, Malayalam, the masses, etc. For example, cigarette packets show
.
Marathi, MM 0, Tamil, and Telugu the image of lungs affected due to smoking to edu-
• Deals with feedback, accredita- cate the masses about its ill-effects.
tion, information, education, and
communication Films Films are a significant medium for enter-
taining the audience. These are a powerful medium
Public informa- • Disseminates information related and have a wide base of audience. Because of its
tion campaigns to programmes of the Union
Government
huge reach, it is a popular medium for educating
the masses. People are influenced more by the mes-
Press trust of • Started working in 1949 sages conveyed through movies than by lectures or
India • Largest news agency other measures. Some of the recent movies that cre-
• Non-profit cooperative ated a stir among the massess about social causes
• Commands around 90 per cent are Taare Zameen Par, English Vinglish, 3 Idiots,
share of news agency market Padman, and Toilet.
United news of • Starting working in 1961 Wireless communication With the advance-
India • Multilingual news agency
(14 languages)
ments of technology, the wireless means of com-
• Started multi-language news munication have also evolved. These include voice
service UNIVARTA in May, 1982 calls, video calls, Bluetooth, etc. These can be used
• Only news agency which pro- for sending and receiving messages, photos, vid-
vides news in Urdu eos, documents, etc. Wired telephone connections
• Headquarters New Delhi like our landlines are also used for communicating.
Through mobiles phones, the geographical barriers
Press council of • Established on 4 July 1966 of communication have been removed as we can
India • Autonomous, statutory, and
quasi-judicial body
interact with people at distant places easily.
• Issues guidelines for media ethics Social media Social media emerged after the
• Offers facilities for education and invention of the intemet. It is a very powerful tool
training to be a part of journalism
• Reviews matters related to dis-
for spreading mass awareness and sharing informa-
semination of news tion. Some of the popular social networking sites
include Facebook, Instagram, and Twitter. Users can
Non-aligned • Transformed version of Non- create their profile, interact with friends and even
Movement Aligned News Agencies Pool strangers, make new friends and build connections.
(NAM) news • News agency by non-aligning share photos and videos, livestream videos, etc.
network countries Social media can be used in various ways depending
on what the user wants. Businesspeople can use it Class dominated theory, states that the media is
to expand their customer base by online advertising dominated by the elite class. They shape the deci-
and campaigning; educators can use it to share edu- sions and choices of the people by manipulating the
cational content; government can use to promote its displayed content. Only those stories and advertis-
programmes and create awareness, etc. ing content are shown to the public which will ben-
Some theories related to mass media are: efit the sponsoring corporates.
Limited effects theory, which originated in the Cultaralist theory, states that certain elite groups
1940s, holds the view that media has lesser influ- may have control over what to present, but the
ence on the choices and decisions made by people. meaning derived by the audience varies from per-
The decisions are made on the basis of personal son to person. The interpretation may vary among
choices, needs, desires, prior knowledge, and expe- different age groups, genders, races, religions, etc.
rience. The failure of this theory was that it origi- Elite groups may decide what to show, but the audi-
nated much before the widespread extent and reach ence decides what to watch out of the wide range of
of mass media. options available. '
PRACTICE QUF.-;117)75
1 Among the following, three have the same charac- (ii) Problems in the physical health of communi-
teristics, identify the one which is different, cator
(a) Horizontal communication (iii) Lower income level of communicator
(b) Upward communication (iv) Lack of knowledge of signs and symbols
(c) Vertical communication (a) (i) and (iv)
(d) Downward communication (b) (i), (iii), and (iv)
2. Consider the following statements: (c) (i), (ii), and (iv)
(i) Only formal communication is used in organi- (d) (i), (ii), (iii), and (iv)
zations.
5. Which of the following is not used in non-verbal
(6) Informal communication also plays an impor-
communication?
tant role in communication.
(a) Gestures (b) Body language
(c) Face expressions (d) E-mail
(c) Either (i) or (ii) (d) Neither (i) nor (ii) 6. Communication will be effective
3. Which of the following steps would you consider (a) If it is delivered slowly and clearly
first for effective communication? (b) If it is delivered in a calm situation
(a) Select the channel of communication (c) If it reaches the receiver completely
(13) Plan the evaluation procedure (d) If it reaches the receiver as intended by
(c) Specify the objectives of communication sender
(d) Identify various media for communication 7. Message is transmitted by
4. Miscommunication arises due to (a) Decoder (b) Sender
(i) Noise in the environment (c) Receiver (d) Environment
Communication 4.17
g. If sender or receiver is suffering from short-term (iii) The teacher should use a mix of teacher-
memory loss, then it will lead to which of the fol- centred and students-centred approaches.
lowing communication barriers? (iv) There should be pin drop silence in class.
(a) Physical barriers (v) The teacher should teach through lectures only.
(b) Cultural barriers
Codes:
(c) Physiological barriers
(a) (i), (iv), and (v) (b) (i), (iii), and (v)
(d) Emotional barriers
(c) (i), (ii), and (iii) (d) (ii), (iii), and (iv)
9. Which of the following is 'feedback' in newspaper
communication? 15. A person will be an effective communicator if he
(a) Articles (a) Is a humorous speaker
(b) Editorials (b) Has histrionic talents
(c) Letters to the editor (c) Is very clear about what he communicates
(d) News (d) Communicates in his mother tongue
10. Consider the following statements: 16. Which of the following quality/qualities should a
(i) Every person attaches same meaning to a word. receiver in communication process have?
(ii) Communication cannot be continuous. (a) Ability to transmit
(b) Ability to decode
Which of the above statement(s) is/ are wrong?
(c) Ability to interpret
17. Which of the following is not a type of barrier to
11. An effective communication does not require
communication?
(a) Change in speech pattern
(a) Organizational barriers
(b) Appropriate gestures
(b) Lateral barriers
(c) Mastery of content
(c) Physical barriers
(d) Handsome personality
(d) Cultural barriers
12. Which of the following is not true about nature of
18. Effective communication will make the receivers
communication?
(a) Enjoy it
(a) It can be continuous and dynamic.
(b) Accept it
(b) It can be direct or indirect.
(c) Pass it on to others
(c) It is a non-purposive activity.
(d) Think about it
(d) It can be formal or informal.
13. Classroom teaching will be effective when 19. If you are visiting a foreign country, but don't
know the language, then what kind of communica-
(a) The teacher teaches according to the level of
tion barriers will you face?
students.
(a) Semantic barriers
(b) The teacher entertains students.
(b) Physical barriers
(c) The teacher is strict in class.
(c) Cultural barriers
(d) The teacher assigns projects to the students.
(d) Physiological barriers
14. For effective classroom communication,
(i) The teacher should encourage creativity in 20. Which of the following is required for active lis-
students. tening?
(ii) The teacher should encourage discussions in (a) Physical presence (b) Mental presence
class. (c) Both (a) and (b) (d) Neither (a) nor (b)
21. Which of the following is not a successful com- (c) (iii), (iv), and (v)
municator? (d) (i), (ii), (iii), (iv), and (vi)
(a) One who presents material in a precise and
clear way. 26. Read the following statements.
(b) One who is able to adapt himself/herself (i) Effective communication skill is inherent and
according to the language of the communi- it cannot be learnt.
catee. (ii) There should be minimum two persons for
(c) One who blows a lot but is somewhat reserved communication to take place.
in his/her attitude. Which of the above statements are not correct?
(d) One who sometimes becomes informal before (a) Only (i) (b) Only (ii)
the receiver and develops a rapport- (c) Either (i) or (ii) (d) Both (i) and (ii)
22. Which of the following is an example of verbal 27. The process of communication is enhanced through
communication?
(a) Belongingness
(a) Teacher delivering a lecture
(b) Security and freedom to make choice
(b) A written notice on the notice school board
(c) Information of meeting and avoidance of
(c) A message on social media pressure
(d) Petrol pinup sign on road (d) All of the above
28. Literal meaning of a word is its
(i) Communication is a one-way process.
(i) Direct meaning
(ii) Communication is intentional.
(ii) Objective meaning
Which of the above statements is correct? (iii) Subjective meaning
(a) Only (b) Only (ii) Which of the above options are correct?
(c) Both (i) and (ii) (d) Neither (i) nor (ii) (a) Only (i) (b) Only (i) and (ii)
24. The most important aspect of communication, that (c) Only (i) and (iii) (d) Only (ii)
is, listening, can be improved by
(a) Giving full attention to the speaker 29. When does two-way communication become
effective?
(b) Making the communicated material interesting
(a) Never (b) Rarely
and need based
(c) Making the voice effective and impressive (c) Always (d) Nothing can be said
(d) All of the above 30. The most powerful barrier of communication in
25. Which of the following is/are types of context of the class is
communication? (a) Noise in the classroom
(i) Historical context (6) Confusion on the part of teacher
(ii) Temporal context (c) Outside disturbance in the classroom
(iii) Physical context (d) Lack of teaching aids
(iv) Cultural context 31. Which of the following term is used when one
(v) Psychopedia context communicates with himself?
(vi) Semantic context (a) Interpersonal communication
Choose the correct codes: (b) Intrapersonal communication
(a) (i), (iii), (iv) and (vi) (c) Unidyadic communication
( 1) It), (iii), and (iv) (d) Mc communication
Communication 4.19
32. Roman was discussing his performance with his Which of the above statement(s) is/are correct?
teacher after class; the communication between (a) Only (i) (b) Only ftft
them is
(c) Both (i) and (ii) (d) Neither (i) nor (d)
(a) Dyadic communication
(b) Intrapersonal communication 39. Which of the following is correct about compo-
nents of communication?
(c) Small group communication
(a) Sender, channel, context, receiver, feedback
(d) Analyst communication
(b) Symbol, understanding, receiver, response
33. The psychological aspects of the classroom are (c) Sender, message, channel, receiver, feedback
best managed by
(d) Idea channel, mediator, face-to-face interac-
(a) The class teacher tionomponse
(b) The subject teacher
40. Communication in the class fails became
(c) The Principal
(a) The students are inattentive.
(d) The students themselves
(b) The teacher is monotonous in delivering the
34. Which of the following signifies the meaning message.
receiver has interpreted from message? (c) The students have no interest in the lesson
(a) Face expressions (b) Feedback being taught.
(c) Coding (d) Decoding (d) There is much noise in and around the class-
35. On the occasion ofDiwali, employees of a company room.
arranged for a get-together. Interaction between 41. Figurative meaning of a word is its
them at the event will be (i) Denotative meaning
(a) Formal communication (ii) Connotative meaning
(b) Informal communication (iii) Objective meaning
(c) Dyadic communication (iv) Subjective meaning
(d) Public communication (a) (i) and (iii) only (b) (ii) and (iv) only
36. Emoticons are used to (c) (ii) and (iii) only (d) CO and (iv) only
(a) Make chat interesting 42. Which of the following will make communication
(b) Show facial expressions more effective?
(c) Pass time (a) Cracking jokes in between
(d) Send message in codes (b) Using multi-sensory appeal
37. A teacher will become an effective communicator (c) Speaking with high authority
if he/she (d) Telling what is useful to the listeners
(a) Uses instructional aids. 43. Many people have the hobby of recording the good
(b) Helps students get meaning out of what he/she and bad happenings of the day in a diary.This is an
teaches. example of
(c) Asks questions in between teaching. (a) Intrapersonal communication
(d) Helps students get correct answer to the ques- (b) Interpersonal communication
tions on the topic. (c) Mass communication
30 (d) Extrapersonal communication
. Read the following statements.
(i) Denotative meaning of a word is its literal 44. Facial expression of students relate to which ele-
meaning. ment of the communication process?
(ii) Connotative meaning of a word is its figura- (a) Message (b) Receiver
tive meaning. (c) Channel (d) Sender
020 UGC-NET Paper-I
45. Which of the following will not hamper effective (c) Chandigarh
communication in the classroom? (d) Mumbai
(a) A lengthy statement
(b) An ambiguous statement 51. RNI stands for
(a) Reporter of News in India
(c) A precise statement
(d) A statement that allows the listener to draw (b) Registrar of Newspaper for India
his/her own conclusion (c) Regional Newspaper India
(d) None of these
46. Which group of communication aspects does not
disrupt the communication process in the class? 52. Press Trust of India was started in
(a) Reversing-Evaluating-Focusing (a) 1947 (b) 1949
(b) Evaluating-Focusing-Illustrating (c) 1953 (d) 1962
(c) Evaluating-Focusing-Exaggerating
53. UNIVARTA was started in
(d) Focusing-Illustrating-Exaggerating
(a) 1982 (b) 1985
47. Which of the following are types of interpersonal (c) 1989 (d) 1990
powers in classroom communication?
(a) Coercive powers (b) Reward powers 54. The news agency which provides news in Urdu is
(c) Referent power (d) All of the above (a) United News of India
(b) Press Council of India
48. Which theory states that media is controlled by a
few people bolding important place in society? (c) Press Trust of India
(a) Limited effects theory (d) All of the above
(b) Culturalist theory 55. Press Council of India was established in
(c) Class dominated theory (a) 1956 (b) 1966
(d) Society control theory (c) 1970 (d) 1974
49. Which of the following is not a traditional medium 56. Which of the following function(s) is/are per-
of communication? formed by Press Council of India?
(a) Films (b) Nautanlci (a) Issues guidelines for media ethics
(c) Puppet show (d) Ballads (b) Reviews matters related to dissemination ofnews
50. Press Information Bureau has headquarters at (c) Offers facilities for education and training in
journalism
(a) New Delhi
(b) Lucknow
PREVIOUS YEARS' QUESTIONS
November 2017 (a) Cognitive load in understanding

I. The interaction between a teacher and students (b) Respect for the teacher
creates a zone of proximal: (c) Motivation for excellence
(a) Difference (b) Confusion (d) Interest in technology-orientation
(c) Development (d) Distortion 3. The classroom communication should essea-
tially be:
2. The spatial audio reproduction in a classroom can (a) Contrived (b) Empathetic
reduce the students': (c) Abstract (d) Non-descriptive
Communication 4.21
4. A good communicator begins his/her presentation August 2016

with a/an:
12. Internal and external factors that affect message
(a) Complex question reception by the students in the classroom are
(b) Non-sequitur referred to as
(c) Repetitive phrase (a) Feedback (b) Fragmentation
(d) Ice-breaker (c) Channelization (d) Noise
5. In a classroom, the probability of message recep- 13. A teacher in a classroom has immediate control over
tion can be enhanced by: (a) The self, selected methods of communication,
and the message
(a) Establishing a viewpoint
(b) The audience, the noise, and the reception
(b) Exposing the ignorance of students
(c) The feedback, the technology, and the audi-
(c) Increasing the information load ence experience
(d) Using high-decibel audio tools (d) The communication channel, other communi-
cators, and external factors
January 2017
14. What do communicated words carry in a class-
6. Effective communication pre-supposes room situation?
(a) Non-alignment (b) Domination (a) Inspiration, controversy, and introspection
(c) Passivity (d) Understanding (b) Diversion, criticism, and irrationality
7. When verbal and non-verbal messages are con- (c) Insipidity, irrationality, and non-acceptance
tradictory, it is said that most people believe in (d) Power, structure, and tradition
(a) Indeterminate messages 15. As a good classroom communicator, you are sup-
(b) Verbal messages posed to know your
(c) Non-verbal messages (a) Audience emotions
(d) Aggressive messages (b) Silent cues
(c) Artful pauses
8. The typical feature of an information-rich class- (d) Counter arguments
room lecture is in the nature of being
(a) Sedentary 16. Figure out the components of non-verbal commu-
nication in a classroom from the following.
(b) Staggered
(a) Facial expression, cultural space, and seating
(c) Factual arrangement
(d) Sectoral (b) Speed of utterance, feel-good factor, and
acoustics
9. Expressive communication is driven by
(c) High sound, physical ambience, and teacher—
(a) Passive aggression
learner distance
(b) Encoder's personality characteristics
(d) Facial expression, kinesics, and personal space
(c) External clues
17. Which of the following are the basic factors of
(d) Encoder—decoder contract effective listening?
10. Positive classroom communication leads to (a) Opinionation, stare and glare, and interniptions
(a) Coercion (b) Submission (b) Aggressive questioning, continuous cues, and
(c) Confrontation (d) Persuasion frequent movement
(c) Me-too-ism, glancing sideways, and offering
11. Classroom communication is the basis of advice
(a) Social identity (b) External inanities (d) Acknowledgement of thoughts, reflection,
(c) Biased passivity (d) Group aggression and asking open-ended questions
July 2016 December 2015

18. The choice of communication partners is influ- 24. Using the central point of the classroom commu-
enced by factors of nication as the beginning of a dynamic pattern of
(a) Proximity, utility, loneliness ideas is referred to as:
(b) Utility, secrecy, dissonance (a) Systemization (b) Problem-orientation
(c) Secrecy, dissonance, deception (c) Idea protocol (d) Mind' mapping
(d) Dissimilarity, dissonance, deviance 25. Aspects of the voice, other than speech are known
as:
19. Every communicator has to experience
(a) Physical language (b) Personal language
(a) Manipulated emotions
(c) Para language (d) Delivery language
(b) Anticipatory excitement
(c) The issue of homophiles 26. Every type of communication is affected by its:
(d) Status dislocation (a) Reception (b) Transmission
(c) Non-regulation (d) Context
20. As a teacher, select the best option to ensure your
effective presence in the classroom. 27. Attitudes, actions, and appearances in the context
(a) Use of peer command of classroom communication are considered as:
(b) Making aggressive statements (a) Verbal (b) Non-verbal
(c) Adoption of well-established pOsture (c) Impersonal (d) Irrational
(d) Being authoritarian
28. Most often, the teacher—student communication is:
21. Imagine you are working in an educational insti- (a) Spurious (b) Critical
tution where people are of equal status. Which (c) Utilitarian (d) Confrontational
method of communication is best suited and nor-
mally employed in such a context? 29. In a classroom, a communicator's trust level is
(a) Horizontal communication determined by:
(b) Vertical communication (a) The use of hyperbole
icy Corporate communication (b) The change of voice level
Id) Cross communication (e) The use of abstract concepts
(d) Eye contact
22. Identify the important element a teacher has to
take cognizance of while addressing students in a June 2015
classroom.
(a) Avoidance of proximity 30, Effectiveness of communication can be traced
from which of the following?
(b) Voice modulation
(i) Attitude surveys
(c) Repetitive pause
(ii) Performance records
(d) Fixed posture
(iii) Students' attendance
23. What are the barriers to effective communication? (iv) Selection of communication channel
(a) Moralizing, being judgemental, and com- (a) (i), (ii), (iii), and (iv)
ments of consolation
(b) (i), (ii), and (iii)
(b) Dialogue, summary, and self-review
(c) (ii), (iii), and (iv)
(c) Use of simple words, cool reaction, and defen-
(d) (i), (ii), and (iv)
sive attitude
(d) Personal statements, eye contact, and simple 31. Assertion (A): Formal communication tends to b0
narration fast and flexible.
Communication 4.23
Reason (R): Formal communication is the sys- (a) Group communication

tematic and orderly flow of information. (b) Mass communication
(a) Both (A) and (R) are correct and (R) is the (c) Intrapersonal communication
(d) Interpersonal communication
(b) Both (A) and (R) are correct, but (R) is not the
correct explanation of (A). 37. A smart classroom is a teaching space which has
(c) (A) is correct, but (R) is false. (i) Smart portion with a touch panel control system
(d) (A) is false, but (R) is correct. (ii) PC/laptop connection and DVDNCR player
(iii) Document camera and specialized software
32. Which of the following are the characteristic fea-
tures of communication? (iv) Projector and screen
(i) Communication involves the exchange of Select the correct answer from the codes given below:
ideas, facts, and opinions,
(a) (i) and (ii)
(ii) Communication involves both information
(b) (ii) and (iv)
and understanding.
(c) (i), (ii), and (iii)
(iii) Communication is a continuous process.
(d) (i), (ii), and (iv)
(iv) Communication is a circular process.
(a) (i), (ii), and (iii) 38. The term 'Yellow Journalism' refers to
(b) (i), (ii), and (iv) (a) Sensational news about terrorism and violence
(c) (ii), (iii), and (iv) (b) Sensationalism and exaggeration to attract
readers/viewers
(d) (i), (ii), (iii), and (iv)
(c) Sensational news about arts and culture
33. The term 'grapevine' is also known as (d) Sensational news prints in yellow paper
(a) Downward communication
39. In the classroom, the teacher sends the message
(b) Informal communication either as words or images. The students are really
(c) Upward communication (a) Encoders (b) Decoders
(d) Horizontal communication (c) Agitators (d) Propagators
34. Which of the following is not a principle of effec-
June 2014
tive communication?
(a) Persuasive and convincing dialogue 40. Break-down in verbal c.ommunication is described
as
(b) Participation of the audience
(a) Short circuit (b) Contradiction
(c) One-way transfer of information
(c) Unevenness (d) Entropy
(d) Strategic use of grapevine
41. The Telephone Model of Communication was first
35. In communication, the language is
developed in the area of
(a) The verbal code (a) Technological theory
(b) Intrapersonal (b) Dispersion theory
(c) The symbolic code (c) Minimal effects theory
(d) The non-verbal code (d) Information theory
December 2014 42. The 'Dada Saheb Phalke Award' for 2013 has been
conferred on
36. The mode of communication that involves a single
source transmitting information to a large number (a) Karan Johar (b) Aamir Khali
of receivers simultaneously, is called (c) Asha Bhonsle (d) Guitar
43. Photographs are not easy to September 2013

(a) Publish (b) Secure
52. Classroom communication is normally considered as
(c) Decode (d) Change (a) Effective (b) Affective
44. The grains that appear on a television set when (c) Cognitive (d) Non-selective
operated are also referred to as
53. Telephone is an example of
(a) Sparks (b) Green dots (a) Linear communication
(c) Snow (d) Rain drops (b) Non-linear communication
45. In circular communication, the encoder becomes a (c) Circular
decoder when there is (d) Mechanized
(a) Noise (b) Audience
54. Means of grapevine communication are
(c) Criticality (d) Feedback (a) Formal (b) Informal
December 2013 (c) Critical (d) Corporate
46. Users who use media for their own ends are identi- 55. Communication issues at the international level
fied as am addressed by
(a) Passive audience (a) ILO (b) ITU
(b) Active audience (c) UNDP (d) UNESCO
(c) Positive audience 56. Referential framing used by TV audience connects
(d) Negatwe audience media with
(a) Reality (b) Falsity
47. Classroom communication can be described as
(c) Negativity (d) Passivity
(a) Exploration
(b) Institutionalization 57. The communicated knowledge in a classroom is
considered as
(c) Unsignified narration
(a) Non-pervasive treasure
(d) Discourse
(b) Limited judgement
48. Ideological codes shape our collective (c) Autonomous virtue
(a) Productions (b) Perceptions (d) Cultural capital
(c) Consumptions (d) Creations
June 2013
49. In communication myths have power but are
58. In the process of communication, which one of the
(a) Uncultural (b) Insignificant following is in the chronological order?
(c) Imprecise (d) Unpreferred (a) Communicator, medium, receiver, effect,
50. The first multi-lingual news agency of India was message
(a) Samachar (b) Medium, communicator, message, receiver,
effect
(b) API
(c) Communicator, message, medium, receiver,
(c) Hindustan Samachar effect
(d) Samachar Bharati (d) Message, communicator, medium, receiver,
51. Organizational communication can be equated with effect
(a) Intrapersonal communication 59. Bengal Gazette, the first newspaper in India was
(b) Interpersonal communication started in 1780 by
(c) Group communication (a) Dr. Annie Besant
(d) Mass communication (b) James Augustus Hicky
Communication 4.25
(c) Lord Cripson 67. The largest circulated daily newspaper among the
(d) A.O. Hume following is
(a) The Times of India (b) The Indian Express
60. Press censorship in India was imposed during the (d) The Deccan Herald
(c) The Hindu
tenure of Prime Minister
(a) Rajeev Gandhi (b) Narasimha Rao 68. The pioneer of the silent feature film in India was
(c) Indira Gandhi (d) Deve Gowda (a) K.A. Abbas (b) Satyajit Ray
(c) B.R. Chopin (d) Dada Sahib Phalke
61. Communication via new media such as computers,
teleshopping, interact, and mobile telephony is 69. Classroom communication of a teacher rests on
termed as the principle of
(a) Entertainment (a) Infotainment (b) Edutainment
(b) Interactive communication (c) Entertainment (d) Power equation
(c) Developmental communication
June 2012
(d) Communication
70. Videoconferencing can be classified as one of the
62. Classroom communication of a teacher rests on following types of communication:
the principle of (a) Visual one-way
(a) Infotainment (b) Edutainment (b) Audio—visual one-way
(c) Entertainment (d) Enlightenment (c) Audio—visual two-way
63 is important when a teacher (d) Visual two-way
communicates with his/her student. 71. MC National University of Journalism and
(a) Sympathy (b) Empathy Communication is located at
(c) Apathy • (d) Antipathy (a) Luclmow (b) Bhopal
(c) Chennai (d) Mumbai
December 2012
72. All India Radio (A.I.R.) for broadcasting was
64. The English word 'Communication' is derived named in the year
from the words
(a) 1926 (b) 1936
(a) Communis and communicare
(c) 1946 (d) 1956
(b) Communist and commune
73. In India for broadcasting TV programmes which
(c) Communism and communalism
system is followed?
(d) Communion and common sense
(a) NTCS (b) PAL
65. Chinese Cultural Revolution leader Mao Zedong (c) NTSE (d) SECAM
used a type of communication to talk to the masses
known as 74. The term 'DAVP' stands for
(a) Mass line communication (a) Directorate of Advertis Mg and Vocal Publicity
(b) Group communication (b) Division of Audio—Visual Publicity
(c) Participatory communication (c) Department of Audio—Visual Publicity
(d) Dialogue communication (d) Directorate of Advertising and Visual Publicity
66. Conversing with the spirits and ancestors is termed as 75. The tenn `TRP' associated with TV shows stands for
(a) Transpersonal communication (a) Total Rating Points
(b) Intrapersonal communication (b) Time Rating Points
(c) Interpersonal communication (c) Thematic Rating Points
(d) Face-to-face communication (d) Television Rating Points
December 2011 84. Effective communication needs a supportive
76. Photo bleeding means (a) Economic environment
(a) Photo cropping (6) Political environment
(b) Photo placement (c) Social environment
(c) Photo cutting (d) Multi-cultural environment
(d) Photo colour adjustment M. A major barrier in the transmission of cognitive

data in the process of communication is an indi-
77. While designing communication strategy feed- vidual's
forward studies are conducted by
(a) Personality (b) Expectation
(a) Audience (b) Communicator
(c) Social status (d) Coding ability
(c) Satellite (d) Media
86. When communicated, institutionalized stereotypes
78. Which language newspapers have the highest cir- become
culation? (a) Myths (b) Reasons
(a) English (b) Hindi
(c) Experiences (d) Convictions
(c) Bengali (d) Tamil
87. In mass communication, selective perception is
79. Aspect ratio of TV screen is dependent on the receiver's
(a) 4:3 (b) 3:4 (a) Competence (b) Pm-disposition
(c) 2:3 (d) 2:4 (c) Receptivity (d) Ethnicity
80. Communication with oneself is known as December 2010

(a) Organizational communication 88. Media that exist in an interconnected series of
(b) Grapewine communication communication points are referred to as
(c) Interpersonal communication (a) Networked media (b) Connective media
(d) Intrapersonal communication (c) Nodal media (d) Multimedia
81. The term 'SITE' stands for 89. The information function of mass communication
(a) Satellite Indian Television Experiment is described as
(a) Diffusion (b) Publicity
(b) Satellite International Television Experiment
(c) Surveillance (d) Diversion
(c) Satellite Instructional Television Experiment
(d) Satellite Instructional Teachers Education 90. An example of asynchronous medium is
(a) Radio (b) Television
June 2011
(c) Film (d) Newspaper
82. Public communication tends to occur within a
more 91. In communication, connotative words are
(a) Explicit (b) Abstract
(a) Complex structure
(b) Political structure (c) Simple (d) Cultural
(c) Convenient structure 92. A message beneath a message is labelled as

(d) Formal structure (a) Embedded text (b) Internal text
(c) Inter-text (d) Sub-text
83. Transforming thoughts, ideas, and messages into
verbal and non-verbal signs is referred to as 93. In analog mass communication, stories are
(a) Channelization (b) Mediation (a) Static (b) Dynamic
(c) Encoding (d) Decoding (c) Interactive (d) Exploratory
Communication 4.27
June 2010 101. The chronological order of non-verbal communi-

cation is
94. In communication, a major barrier to reception of
messages is (a) Signs, symbols, codes, colours
(a) Audience attitude (b) Symbols, codes, signs, colours
(b) Audience knowledge (c) Colours, signs, codes, symbols
(c) Audience education (d) Codes, colours, symbols, signs
(d) Audience income 102. Which of the following statements is not con-
nected with communication?
95. Post-modernism is associated with
(a) Medium is the message.
(a) Newspapers (b) Magazines
(b) The world is an electronic cocoon.
(c) Radio (d) Television
(c) Information is power.
96. Didactic communication is (d) Telepathy is technological.
(a) Intrapersonal (b) Interpersonal
103. Communication becomes circular when
(c) Organizational (d) Relational
(a) The decoder becomes an encoder.
97, In communication, the language is (b) The feedback is absent
(a) The non-verbal code (c) The source is credible.
(b) The verbal code (d) The channel is clear
(c) The symbolic code 104. The site that played a major role during the
(d) The iconic code terrorist attack on Mumbai (26/11) in 2008
was
98. Identify the correct sequence of the following: (a) Orkut (b) Facebook
(a) Source, channel, message, receiver
(c) Amazon.com (d) Twitter
(b) Source, receiver, channel, message
105. Assertion (A): For an effective classroom
(c) Source, message, receiver, channel
communication at times it is desirable to use the
(d) Source, message, channel, receiver projection technology.
Reason (Ft): Using the projection technology
99. Assertion (A): Mass media promote a culture of
facilitates extensive coverage of course contents.
violence in the society.
Reason (R): Because violence sells in the market (a) Both (A) and (R) are true, and (R) is the cor-
as people themselves are violent in character. rect explanatiom
(a) Both (A) and (R) are true and (R) is the cor- (b) Both (A) and (R) are true, but (11) is not the
rect explanation of (A). correct explanation.
(b) Both (A) and (R.) are true, but (R) is not the (c) (A) is true, but (R) is false.
correct explanation of (A): (d) (A) is false, but (It) is true.
(c) (A) is true, but (R) is false.
June 2009
(d) Both (A) and (R) are false.
106. Which one of the following telephonic conferenc-
December 2009 hag with a radio link is very popular throughout
the world?
100. The country which has the distinction of hav-
ing the two largest circulated newspapers in the (a) TPS
world is (b) Telepresence
(a) Great Britain (b) The United States (c) Videoconference
(c) Japan (d) China (d) Video teletext
107. Which is not a 24-hours news channel? 113. Match (List-I) with (List-II) and select the correct
(a) NDTV 24x7 (b) Zee News answer using the codes given below:
(c) Aaj Tak (d) Lok Sabha channel List-I List-II
(Artists) (Art)
108. The main objective of F.M. station in radio is: (A) Amrita Shergill (i) Flute
(a) Information, entertainment, and tourism (B) T. Swaminathan (ii) Classical song
(b) Entertainment, information, and interaction Filial
(c) Tourism, interaction, and entertainment (C) Bhimsen Joshi (iii) Painting
(d) Only entertainment (D) Padma (iv) Bharathanatyam
Subramaniyam
109. In communication chatting over the intemet
(a) Verbal communication Codes:
(b) Non-verbal communication (A) (B) (C) (D)
(c) Parallel communication (a) (iii) (i) (i) (iv)
(d) Grapevine communication (b) (ii) (iii) (i) (iv)
(c) (iv) (ii) (iii) O
110. Match (List-I) with (List-11) and select the correct (d) (i) (iv) (ii) (iii)
answer using the codes:
List-II 114. Which is not correct in the latest communication
(Artists) (Art) award?
(a) Salman Rushdie - Booker Prize - 20 July 2008
(A) Pandit Jasraj (i) Hindustani vocalist
(b) Dilip Sanghavi - Business Standard CEO
(B) Kishan Maharaj (ii) Sitar
Award - 22 July 2008
(C) Ravi Shankar (iii) Tabla (c) Tapan Sinha - Dada Saheb Phalke Award -
(D) Udai Shankar (iv) Dance 21 July 2008
Codes: (d) GautamGhosh-OsiansLifetimeAchievement
Award - II July 2008
(B)
115. Firewalls are used to protect a communication
(ii) network system against:
(iii) (a) Unauthorized attacks
(iii) (b) Virus attacks
(c) Data-driven attacks
(6)
(d) Fire-attacks
December 2008 June 2008
t I. Community radio is a type of radio service that 116. Communication with oneself is known as:
caters to the interest of: (a) Group communication
(a) Local audience (b) Education (b) Grapevine communication
(c) Entertainment (d) News (c) Interpersonal communication
112. Orkut is a part of: (d) Intrapersonal communication
(a) Intrapersonal communication
117. Which broadcasting system for TV is followed in
(b) Mass communication India?
(c) Group communication (a) NTSE (b) PAL
(d) Interpersonal communication (c) SECAM (d) NTCS
Communication 4.29
118. Prior to year 1936 All India Radio was known as: 127. Adjusting the photo for publication by cutting is
(a) Indian Radio Broadcasting technically known as:
(b) Broadcasting Service of India (a) Photo cutting
(c) Indian Broadcasting Service (b) Photo bleeding
(d) All India Broadcasting Service (c) Photo cropping

(d) Photo adjustment
119. The biggest news agency of India is:
(a) PTI 128. Feedback of a message comes from:
(b) UNI (a) Satellite (b) Media
(c) NANAP (c) Audience (d) Communicator
(d) Samachar Bharati 129. Collection of information in advance before
120. Prasar Bharati was launched in the year: designing communication strategy is known as:
(a) 1995 (b) 1997 (a) Feedback (b) Feedforward
(c) 1999 (d) 2001 (c) Research study (d) Opinion poll
130. The aspect ratio of TV screen is:

December 2007
(a) 4:3 (b) 4:2
121. DTH service was started in the year:
(c) 3:5 (d) 2:3
(a) 2000 (b) 2002
(c) 2004 (d) 2006 December 2006
122. National Press Day is celebrated on: 131. Which one of the following can be termed as ver-
bal communication?
(a) 16 November (b) 19 November
(a) Prof. Sharma delivered the lecture in the
(c) 21 November (d) 30 November
classroom.
123. The total number of members in the Press Council (b) Signal at the cross-mad changed from green
of India are: to orange,
(a) 28 (b) 14
(c) The child was crying to attract the attention
(c) 17 (d) 20 of the mother
(d) Dipak wrote a letter for leave application.
124. The right to impart and receive information is
guaranteed in the Constitution of India by Article: 132. Which is the 24-hours English Business news
(a) 19(2) (a) (b) 19(16) channel in India?
(c) 19(2) (d) 19(1) (a) (a) Zee News (b) NDTV 24x7
(c) CNBC (d) India News
125. Use of radio for higher education is based on the
presumption of: • 133. Consider the following statements in communi-
(a) Enriching curriculum-based instruction cation:
(i) Hema Malini is the Chairperson of the
(b) Replacing the teacher in the long run
Children's Film Society, India.
(c) Everybody having access to a radio set
(ii) Yash Chopin is the Chairman of the Central
(d) Other means of instruction getting outdated Board of Film Certification of India_
June 2007 (iii) Sharmila Tagore is the Chairperson of

National Film Development Corporation
126. Press Council of India is located at:
(iv) Dilip Kumar, Raj Kapoor, and Preeti Zinta
(a) Chennai (b) Mumbai have all been recipients of Dada Saheb
(c) Kolkata (d) Delhi Phalke Award.
Which of the statements given above is/are 140. The combination of computing, telecommunies_
correct? lions, and media in a digital atmosphere is referred
(a) (i) and (iii) (13) (ii) and (iii) to as:
(c) Only (iv) (d) Only (iii) (a) Online communication
(b) Integrated media
134. Which of the following pairs is not correctly (c) Digital combine
matched?
(d) Convergence
(a) N. Rain: The Hindu
(b) Barkha Dull: Zee News 141. A dialogue between a human being and a com-
puter programme that occurs simultaneously in
(c) Pranay Roy: NDTV 24x7 various forms is described as:
(d) Prabhu Chawla: Aaj Tak (a) Man—machine speak (b) Binary chat
135. 'Because you deserve to know' is the punchline (c) Digital talk (d) Interactivity
used by: 142. 'SITE' stands for
(a) limes of India (a) System for International Technology and
(b) The Hindu Engineering
(c) Indian Express (13) Satellite Instructional Television Experiment
(d) Hindustan Times (c) South Indian Trade Estate
(d) State Institute of Technology and Engineering
136. Which is the dress of the heroine in Veer-Zaara?
(a) Traditional Gujarati clothes December 2005
(b) Traditional Bengali clothes 143. Level C of the effectiveness of communication is
(c) Traditional Punjabi clothes defined as:
(d) Traditional Tamil Nadu clothes (a) Channel noise
(b) Semantic noise
June 2006
(c) Psychological noise
137. The function of mass communication of sup- (d) Source noise
plying information regarding the processes,
issues, events, and societal developments is 144. Recording a television programme on a VCR is
known as: an example of:
(a) Content supply (b) Surveillance (a) Time-shifting
(c) Gratification (d) Correlation (b) Content reference
(c) Mechanical clarity
138. The science of the study of feedback systems in
(d) Media synchronization
humans, animals, and machines is known as:
(a) Cybernetics 145. A good communicator is one who offers to his
audience:
(b) Reverse communication
(a) Plentiful of information
(c) Selectivity study
(b) A good amount of statistics
(d) Response analysis
(c) Concise proof
139. Networked media exist in interconnected: (d) Repetition of facts
(a) Social environments 146. The largest number of newspapers in India is
(b) Economic environments published from the state of:
(c) Political environments (a) Kerala (b) Maharashtra
(d) Technological environments (c) West Bengal (d) Uttar Pradesh
Communication 4.31
147. Which of the following statements is correct? Codes:

(a) Communicator should have fine senses.
(A) (B) (C) (D)
(b) Communicator should have tolerance power.
(c) Communicator should be soft spoken. (a) (iv) (iii) (ii) (ft
(d) Communicator should have good personality. (0) (ii) (i) (iv) (iii)
148. Communication bandwidth that has the highest
(c) (iv) (i) (iii) (ift
capacity and is used by microwave, cable, and
fibre optics lines is known as: (d) Oft (iv) (i)
(a) Hyper-link (b) Broadband
152. Which of the following pairs is not correctly
(c) Bus width (d) Carrier wave matched?
149. An electronic billboard that has a short text or (a) Aaj Tak-24 hours news channel
graphical advertising message is referred to as: (b) F.M. stations-Radio
(a) Bulletin (b) Strap (c) National Geography-Television channel
(c) Bridge line (d) Banner (d) Vir Sanglivi-India Today
150. A negative reaction to a mediated communication 153. Which is the oldest soap opera telecasted in
is described as: India?
(a) Flak (a) Kahani Ghar Ghar Ki
(b) Rragmented feedback (b) Buniad
(c) Passive response (c) Humlog
(d) Non-conformity (d) Saes Bhi Kabhi Bahu Thee
December 2004 154. Which satellite channel uses the ad line,

'Knowing is everything'?
151. Match (List-I) with (List-II) and choose the cor-
(a) BBC World (b) Star
rect answer using the codes given below:
(c) Sony (d) Zee
List-I List-H
(Distinguished women) (Area of work) 155. Which is the 'First made in India' kids' channel
of television?
(A) Jhumpa Lahiri (i) Journalist
(a) Cartoon Network
(B) Barkha Dust (ii) Novel writing (b) Walt Disney
(C) Aparna Sen (iii) Film actress (c) United Home Entertainmenth Hungama TV
(iv) Film director (d) Nick Jr
(D) Smita Patil
2. (a) 3. (c) 4. (c) 5. (d) 6. (d) 7. (b)

1. (a)
9. (c) 10. (c) 11. (d) 12. (c) 13. (a) 14. (c)
8. (c)
16. (d) 17. (b) 18. (d) 19. (a) 20. (c) 21. (c)
15. (c)
24. (d) 25. (a) 26. (d) 27. (d) 28. (c)
22. (a) 23. (b)
31. (b) 32. (a) 33. (a) 34
. (b) 35.(h)
29. (c) 30. (b)
42. (b)
4.32 UGC-NET Paper-1 41. (b) 49. (a)
40. (b) 48. (a)
39. (b) 47. (d) 56. (d)
38. (a) 55. (b)
36. (d) 37. (b) 46. (d) 54. (a)
45. (c)
43. (a) 44. (a) 53. (a)
52. (b)
50. (a) 51. (b)
6. (d)
5. (a)
4. (d) 12. (d)
3. (b) 11. (a)
I. (c) 2. (a) 10. (d) 18. (a)
9. (b) ti.
7. (e) 8. (C) 16. (d) 24. (al)
15. (c) 23. (a)
14. (d)
13. (a) 22. (b) 30. (d)
21. (a) 29. (c1)
19. (b) 20. (c) 28. (a) 36. (b)
26. (d) 27. (b) 35. (a)
25. (c) 34. (a) 42. (d)
32. (d) 33. (b) 41. (d)
31. (d) 40. (d)
39. (b) 48. (b)
38. (b) 47. (d)
37. (d) 46. (b)
45. (d) 54. (b)
44. (c) 53. (a)
43. (e) 52. (a)
51. (a) 60. (e)
49. (c) 50. (a) 59. (b)
58. (a)
57. (d) 65. (a)
66. (a)
55. (d) 56. (a)
64. (a)
63. (b) 72. (b)
61. (b) 62. (b) 71. (b)
70. (c)
68. (d) 69. (b)
77. (b)
78. (b)
67. (a) 76. (d)
74. (d) 75. (d) 84. (a)
73. (b) 83. (a)
82. (c)
80. (4) 81. (e) 89. (c) 90. (d)
79. (a) 88. (a)
86. (c) 87. (a)
85. (d) 95. (d) 96. (b)
93. (a) 94. (a)
4. 92. (d) 101. (a) 102. (4)
91. (d) 100. (a)
98. (a) 99. (a) 108. (b)
97. (b) 106. (c) 107. (d)
104. (4) 105. (b)
103. (a) 113. (a) 114. (d)
111. (a) 112. (d)
1 09. (c)
110. (c) 120. (b)
118. (c) 119. (a)
116. (d) 117. (b)
115. (a) 125. (c) 126. (d)
124. (d)
122. (a) 123. (a)
121. (a) 131. (a) 132. (a)
129. (d) 130. (a)
127. (c) 128. (a)
136. (c) 137. (a) 138. (a)
134. (b) 135. (d)
133. (1) 143. (a) 144. (10
141. (d) 142. (b)
139. (4) 140. (d)
148. (b) 149. (d) 150. (d)
146. (d) 147. (a)
145. (a) 155. (c)
153. (0) 154. (a)
151. (b) 152. (d)
CI
MATHEMATICAL
REASONING AND APTITUDE
Man is the only animal capable of reasoning,

though many others possess the faculty of memory and
instruction in common with him.
- Aristotle
Chapter Overview
This chapter on Reasoning includes topics such as coding—decoding. blood relations, directions, series,
and mathematical reasoning.These topics are an important part of Paper—I of NTA UGC-NET Exam.
With consistent practice, you can score full marks in these questions.The chapter starts with the topic
coding—decoding and is followed by other topics including number series, direction sense, blood rela-
tions, seating arrangement, and so on. Follow the chapter diligently and do not forget to practise the
questions provided at the end of the chapter.
• Types of reasoning
• Number Series, Letter Series, Codes, and Relationships
• Mathematical Aptitude (Fraction,Time & Distance, Ratio, Proportion, and Percentage, Profrt and Loss,
Interest and Discounting Averages, etc.)
Oxford English Dictionary defines Reasoning as, We use reasoning skills in our daily life. Whenever
`The action of thinking about something in a logical, we make a choice, it involves reasoning. In almost all
sensible way'. Reasoning essentially involves draw- the competitive exams, there are questions on reason-
ing conclusions on the basis of our knowledge and ing. These are asked to check the candidate's think-
the information given to us in a particular situation. ing and decision-making skills. Some information
5.2 UGC-NET Paper-I
will be given in the question and the candidate has • Arithmetic mean
to draw conclusions on the basis of the given facts. • Calendar
Reasoning can be categorized as verbal, non-verbal,
and logical reasoning. Students find all of these CODING—DECODING
types very interesting as they can apply these con-
cepts in real life. Questions asked in NTA UGC-NET Generally, coding and decoding is used to send some
exam are usually based on verbal and logical rea- important information from one person to another in
soning. The following list of the frequently asked the form of codes. This means there is a sender and
topics is prepared by the analysis of previous years' a receiver involved in this process. The sender forms
papers: the codes and the receiver deciphers them to interpret
the hidden information. Codes can be formed by using
• Coding—decoding any set of rules or pattern. Going by the trend of ques-
• Number series tions asked, coding—decoding questions can be catego-
• Alphabet series rised as:
• Direction sense
• Blood relations • Questions based on letter coding
• Venn diagrams • Questions based on number coding
• Arrangement questions • Questions based on symbol coding
• Ratio, proportion, and percentage • Questions based on mixed coding
• Age-related problems • Questions based on substitution coding
• Questions based on deciphering messages
Direct Order Positions of the alphabets are given below:

A B C D E H K L M N 0 P Q K S T U V X Y
2 3 4 5 6 7 9 10 11 12 13, 14 15 16 17 18 19 20 21 22 23 24 25 26
How to remember direct order positions
To remember the positions, use: The numbers given below the alphabets are their
C I
R U X direct order positions.
These can also be used to
3 j 6 I 112 1: 5 18 21 24 check the position of other alphabets as well;
E
for example, J Is 10, so K will be 11. 0 is 15, so,
O T
5 10 15 20 Q will be 17.
25
Reverse Order Positions of the alphabets are given below:

[2_6 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2
A B CDEF G H 1 J KLMNOPQR S T UVWXYZ
These can be combined as:
26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 It 10 9 8 7 6 5 4 3 2 1
A B C D F H K L M N 0 P Q S T U V w X
2 3 4 5 6 7 8 9 10 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Mathematical Reasoning and Aptitude 5.3
Pair of Opposites
The pair of Opposites Letters are:
A B C E F H K M
Y X V U T Q O N
To memorize positions, write your Name, College, City, State, etc Then write their direct order positions, reverse
order positions, and opposites.
DOP 8 1 18 16 18 5 5 20 11 1 21 18
H A R P R E E T K I A U R
ROP 19 26 9 11 9 22 22 7 16 26 6 9
Opp. S Z I K I V V G P Z F I
Have a look at the table given at the bottom of page then check their corresponding codes. If these 'are
5.2. You can see if we add direct and reverse order same, then codes are directly written. In this case,
positions of A, we will get 27. there is no need to identify the rule, the code can be
1 + 26 = 27 simply written using the given codes.
Similarly, if we add direct and reverse order posi-
1. If in a certain code, CRAMP is written as
tions of B, it will be again 27,
SCVGT and CANNOT is written as SVAABD,
2+25 =27.
then how will RAMPANT be written using the
For all the other alphabets also, the sum will
same code?
be 27.
So, Direct Order Position + Reverse Order (a) SVBTVAD (b) CGVTDAV
Position = 27 (y) CVGTVAD (d) CVGTVBD
Solution: Option (c).

Reverse Order Position = 27 - Direct Order
The given codes are:
Position
A M P C A N N 0 T
Opposite Letters In opposite letters, direct order S V A A B D
C V G T
position of an alphabet is equal to the reverse order
position of the other letter. For example, direct order Here, the common words are C and A, and their
position of A is 1 and reverse order position of Z is corresponding codes are S and V respectively, N
also 1. So, the pairs of opposites are AZ, BY, CX, is repeated in CANNOT and for both N the cor-
DW, EV, FU, GT, HS, IR, JQ, KP, LO, MN (see table responding code is A. This means the codes are
above). directly written.
Therefore, the code for R is C, M is G, P is
Letter Coding T, and so on.
In questions based on letter coding, the codes are
A M P A N T
expressed in the form of alphabets. There are differ-
ent types of questions based on letter coding such as C V T V A D
the following.
2. If INTERPRETATIONS is written as
Type—I Direct Letter Coding ZQKXBLBXMKZQY, then how will
PERSISTENT be written using the same code?
In such questions, the code is directly written, To
check if it is directly written or not, you have to look (a) LXBYZYKXQK
for common or repeated words in the given codes, (b) ZXBYYZKXQK
5.4 UGC-NET Paper-I
(c) LXSYZYKRQK Solution: Option (b).

(d) None of these 16 5 1 3 5 2 12 5 14 4
Solution: Option (a). P E ACE B L END
The given word and its code are as follows: +3 +3 +3 +3 +3 +3 +3 +3 +3 +3
N T E R P R E T A T 0 N S S HOE H E OHQG
Q K X B L B K M K D Q Y
19 8 4 6 8 5 15 8 17 7
Here, the repeated alphabets are I, N, T, E, R and
their corresponding codes are Z, Q, K, X, and B Type-III
respectively, that is, the code for both I's is Z,
In this type of questions, you can see that the let-
both N's is Q, and soon. Therefore, the code for
ters in the given word and its code are same; this
I is Z, N is Q, T is K, and so on and the codes
means that the code is formed by rearrangement of
are directly written. So, PERSISTENT, can be
the word. To solve such questions, number the let-
written as
ters of the given word as 1, 2, 3, and so on. Next,
P R S T E N T you have to check their positions in the code; say,
L B Y Y K Q K A is at the first place in the given word and it is on
4th place in the code. Then write 1 below A in the
Type-11 code. This will be clear with the examples given
3. If in a certain code language, FORWARD is writ- below:
ten as ENQVZQC, then how will BACKWARD 5. If in a certain code language, DAUGHTER
0 be written? is written as RETHGUAD, then how will
(a) ZABJVZQC (b) AZBJVQZC MOTHER be written?
(c) AZBLVZQC (d) None of these (a) REHTOM (b) TREHOM
Solution: Option (c) (c) HERTOM (d) HERMOT
Here, Solution: Option (a).

12 3 4 5 6 7 8 12 3 4 5 6
F ORWAR D
-I -1 -1 -I -I -1 -1 DAUGHTER MOTHER
N Q VZQC RETHGUAD REHTOM
Therefore. 6 5 4 3 2 1
8 7 6 5 4 3 2 1
B ACKWARD
_I -1 -I -1 -I -1 -1 -1 Patterns of alphabet arrangement
A Z B L V Z Q C
123456 123456 123456 12345 12345
Note: In he clock 12 comes before ; similarly,
if we write A to Z in a c'rcular arrangement (like 654321 321654 214365 54321 21354
1 to 12 in clock), then we have Z before A, 1.e.,
A - I = Z. Type-IV Using Opposites
4. If in a certain code language, PEACE is written 6. If in a certain code language, GIVE is written as
as SHDFH, then how will BLEND be written? TREV, then how will SOUR be written?
(a) FOHGQ (b) EOHQG (a) FIKG1 (b) IKGJ
(c) OHEGQ (d) None of these (c) HLFI (d) GFLI
Solution: Option (c). 19 9 12 1 22 5 18 7 15 121 4 5 14

S I LIVER G OLIDEN
7 9 22 5 19 15 21 18
G I V E 0 U R X9 X I
K HRIODU K N PIM D C
T R E V H L F 11 8 18 1 17 4 21 11 14 6 113 4 3
20 18 5 22 S 12 6 9
Number Coding
Note: If the sum of a word and its correspond-
ing code is 27, then opposites are used for In such questions, codes are expressed in the form
coding. of numbers. These codes can be framed directly fol-
lowing some conditions and given coding system or
Type—V we have to identify the rule used for coding as in
previous questions.
7. If in a certain code language, MOUSE is written
as FTVPN, then how will RABBITS be writ-
Type—I
ten?
(a) TUJCSBSJ (b) TUJCCBS 9. If in a certain code language, CAB is written as
75, then how will TAXI be written?
(c) BTJKAPS (d) CJBSPWT
(a) 23 (b) 54
Solution: Option (b). (c) 60 (d) 44
MOUSE
I I
+1
+1
711 Solution: Option (b).
Reverse order
+1
+1
Positions 24 26 25
+1 CA B 24+26+25 = 75
TA X 1 7+26+3+18 = 54
18 1 2 2 9 20 19 20 21 10 3 3 2 19 Reverse order 7 26 3 18
RA B BI TS TUJ COBS Positions
Type—I1
10. If in a certain code language, TRUE is writ-
ten as 20182105, then how will RIGHT be
+1 written?
+1 (a) 1505090120 (b) 1812030415
(c) 0918201907 (d) 1809070820
8. If in a certain code language, SILVER is written
as KHRODU, then how will GOLDEN be writ- Solution: Option (d).
ten? Direct order
(a) KNFMDC (b) HNMEFC Positions 20 18 21 05 II 09 07 08 20
(c) FNKCDM (d) MGHEZK
TRUE RIGHT
Solution: Option (a).
Type—III
In case of odd number of alphabets, always
It. If in a certain code language, SPHERICAL is
check the middle one first.
written as 123456789, PRACTICAL is written
S.6 UGC-NET Paper-I
as 258706789, then how will PERIPHERAL be interchange their codes and the codes-for rest of,
written? the letters will be written as it is.
(a) 2465943126 (b) 2456234589 B U N A R
(c) 9364978635 (d) 6483153261 8 2 4 0 5
Solution: Option (b). 13. PUNJAB
S P HER ICAL P RACT I CAL (a) 329105 (b) 532910

(c) 732418 (d) 529103
23456789 258706789
Solution: Option (d).
The common letters are P R, A, C, L, 1. The Condition (i) is applicable here as the first and
number corresponding to P at both the places is last letters are consonants.
2. Similarly, the numbers corresponding to P. is
P U N A B
5, C is 7, I is 6, A is 8, and L is 9. This means that
the codes are directly written and the numbers 5 2 9 3
corresponding to all letters are their codes. So,
14. AJNURE
the code for PERIPHERAL can be written as.
(a) 019287 (b) 719287
R H E R A (c) 018297 (d) 082910
2 4 6 2 3 4 8 9 Solution: Option (b).

Condition (ii) is applicable here as the first and
Type—IV last letters are vowels.
In the questions given below, you have to code the A N U R E
given word using the table and conditions given 7 9 2 8 7
below, and then choose the correct alternative from
the options: 15. JANIREPU
(a) 20948732 (b) 10948732
Letters B P N A R U O (c) 20948731 (d) None of these
Codes 5 3 9 8 4 7 2 6 Solution: Option (b).

In this case, both conditions (i) and (ii) are not
Conditions: applicable.
(i) If both the first and last letters are consonants, A N R P U
then their codes are to be interchanged.
1 9 4 8 7 3 2
(ii) If both the first and last letters are vowels, then
both should be coded as the code for last letter. Symbol Coding
12. BUNJAR 16. If in a certain code language, PARROT is
(a) 524108 (b) 824015 written as ¶@%%©*, then how will RAT be
(c) 824105 (d) 724105 written?
(a) %@* (b) ¶@*
(c) ¶@% (d) %©*
Here you have to first check if any condition is
applicable; for example, both the first and last Solution: Option (a).
letter in BUNJAR is a consonant, therefore, Here, R is repeated and its corresponding code
the first condition is applicable. So, we have to is % at both places. This means codes ace
Mathematical Reasoning and Aptitude
directly written and codes for all letters are writ- Substitution Coding
ten under them:
21. If in a certain code, earth is written as air,
P ARA 0 T is written as water, water is written as sky,
is written as light, light is written as dust, t
%% *
what would you drink?
Therefore,
R A T Solution: In our normal language, we dr
% * water. But here codes are given and the code
water is sky. So, the correct answer is 'sky'.
Mixed Coding
In questions given below (17-21), you have to code the Deciphering Messages
given word using the table and conditions given below, 22. If in a certain code language, 'it is raining' is w
then choose the correct alternative from the options: ten as 'pit nit git', 'raining heavily' is written
'pit na', then what is the code for 'raining'?
Digits/ 8 2 3 0 * $6 % A
symbols Solution: 'Raining' appears in both phrase
and the code common to both is pit. Hence d
. Codes BA EODP 3RMNT
code for mining is pit.
Conditions:
(1) If the first unit is a symbol and the last is an it is( raffling-) CI) nit 98
even digit, then both are to be coded as Z.
CrainingD heavily pt na
(ii) If both the first and last units are symbols, then
their codes are to be interchanged. raining _ Pit
(iii) If the first unit is an even digit and the last is an
odd digit, both are to be coded as the code for
first digit.
SERIES
17. #32@e 1
Series is a sequence of numbers, letters, or a mi
Solution: No condition is applicable here of both, arranged using a particular rule or pollen
as the first unit is a symbol and the last unit These rules, patterns can be based on use of matt
is an odd digit. So, now write the given code ematical operations like addition, subtraction, mu
simply. Therefore, code for #32@Cil will be tiplication, or division on numbers, or positions
`1EAODIP. letters, etc. There can be different formats of que
Lions in series as:
18. #8*$12
Solution: Condition (i) is applicable here. So, 1. Insert missing character at the end of the series
the code will be ZBPJRZ. For example, I, 2, 3, 4, 5,
19. $8163e 2. Insert missing character in between the series
Solution: Condition (ii) is applicable here. So, For example, 1, 2, __, 4, 5, 6
the code for $ and are to be interchanged. 3. Find the wrong term
Therefore, the code for $81630 is DBRMEJ. For example, 1, 2, 4, 4, 5, 6
20. 6:0©8*3
For solving questions, that is, to fmd missing
Solution: Condition (iii) is applicable here. So, incorrect term, you have to identify the rule or pa
the code 'M' should be used for both 6 and 3. tern which has been used to form the series. A que
Therefore, the code will be MDOBPE. Lion can be based on any rule or pattern. Here, v
5.8 UGC-NET Paper-1
will discuss the common patterns which are used in 4. Find the next number:
forming a series. Questions can be categorised as: 105, 104 101 96 89
• Number series Solution: Here,
• Letter series
• Mixed series 105 104 101 96 89 80
• Continuous series —1 —3 —5 —7 —9
Number Series Therefore, the next number is 80.
Let us have a look at some basic types of numbers: C. Multiplication
• Natural numbers: 5. Find the next number.
• Whole numbers: 2 4 8 16 32
• Even numbers: Solution: Here, every number can be written as:
• Odd numbers:
• Prime numbers: 2, 3, 5, 7, 9, 11, ... Previous number x 2
These are the basic series and now let us see how Therefore, the next number is 64.
other series can be formed by performing operations 6. Find the next number:
on these. 25, 50, 150, 300, 900, 1800
The following are the basic patterns:
Solution: Here,
A. Addition
1. Find out the next number in the series: 25 50 150 300
5, 10, 15, 20, x2 x3 x2 x3
Solution: Here, each number can be written as: 900 1800 5400
Previous number+ 5 x2 x3
Therefore, the next number is 5400.

D. Division
2. Find the next number in the series:
7. Find the next number:
10, 12, 16, 22, 30,
2500 500 100 20
Solution: Here,
Solution: Here, the numbers can be written as
10 12 16 22 30 40
+2 +4 +6
Previous number. 5
1 +8 +10
Therefore, the next number is 40 Therefore, the next number is 4.
B. Subtraction E. Squares
3. Find the next number: 8 1 4 9 16 25
24, 20, 16, 12 Solution: These numbers are squares of 1, 2, 3,
Solution: Here, each number can be written as: 4, 5.
The next number should be the square of 6, i.e., 36.
Previous number- 4 Similarly, there can be series with squares of
whole numbers, even numbers, odd numbers,
Therefore, the next number is 8. prime numbers, etc.
Mathematical Reasoning and Aptitude 5.
E Cubes
9 01 8 27 64 125 WIPS & TRICKS •
Solution: Here, the series can be re-written

1. If the numbers in the series are continuously
as: increasing and
3 3
(a) the increase is slow, then it can be a case of
03 13 2 33 43 5 63 addition as In questions 1 and 2.
Therefore, the next number is 216. (b) the increase is fast, then it can be a case of
multiplication as in questions 5 and 6.
G. Mixed number series Some series can have a 2. If the numbers in a series are decreasing and
combination of any of the above stated patterns (a) the decrease is slow, then it can be a case of
A to F. subtraction as in questions 3 and 4.
10. 10, 11, 24, 75, 304, (b) the decrease is fast, then it can be a case of
division like in question 7.
Solution: These can be rewritten as: 3. If the numbers are increasing and decreasing
altematively, then it can be a mix of two series
10 x 1 + 1 11 as In question 12.
II x 2 + 2 = 24
24x3+3=75
A.P. Series
75 x4+4 =304
Therefore, he next There can be questions like 'In a series 2, 4, 6, 8, ...
number is 304 x 5+5=1525 What will be the 100th term?'
For solving such questions, Arithmetic
11. -1, 0, 7, 26, 63, 124, Progression Series (A.P series) can be used. hi A.P.
Solution: These are numbers close to cubes and series, the numbers progress arithmetically like
can be rewritten as:
a, a+d, a+2d, a+3d, • where a is the first term
3 3 3 3 3 of the series, and d is the
103 I 1 1 2 1 3 14 1 5 1 63
common difference.
Similarly,wecanhaveseriesA2 +1,A2 -1,A2 +A, These terms can be re-written as:
3
A2 -A, A3 + 1,A3 - 1,A +A,A3 -A, whereA T t =a+(1-1)d=a 'Wind d, subtractl
canbeaseriesofnaturalnumbers,wholenumbers, two consecutive t
even numbers, odd numbers, prime numbers, T2 =a+(2-1)d=a+d like
or the previous number of series. T3= a i-(3-1) cl =a+2d d -1
T4 = + (4-1) d = a + 3d d=
12. 2, 3, 4, 28, 30, 10,
Solution: Here the series is a mix of two
different series and it can be written as T.= a + (n-1) d
8 3. Ina series 2, 4, 6, 8, ... What will be the 100th

2 4 10
term?
10 20 30
Solution: a = 2, d = 4-2 = 2, n = 100
Therefore, the next number will belong to the
lower series, where numbers are Therefore using T.= a+ (n - 1) d
Tionth = 2 + (100 - 1)2
Previous number + 10
=2 + 200 - 2 200
Therefore, the next number is 40. T tooth = 200
G.P. Series 17. CAB, DXG, EUL, FRQ,

Similarly, in a Geometric Progression Series (G.P. Solution:
Series), numbers progress geometrically, like 3 +1 4 +1 5 +1 6 +1 7
2 C
a, ar, a?, ar , ,., where a is the first term of the
series and r is the common ratio. 1 or 27 -3 24 -3 21 -3 18 -3 15
These terms can be re-written as: A X 0
t-1
Ti = ar = a 2 +5 7 +5 12 +5 17 +5 22
To find r, divide any two
T2 = at2-I = ar consecutive terms like 13 L Q V
T3 = ar3-t = ar2 r =T2/T:
3 18. RI, NM, IQ, FU,
Ty = ar4-1 = ar
Solution:
n-I 18 -4 14 -4 10 -4 6 -4 2
T„ ar
R N J F B
14. In a series 4, 8, 16, 32, ... what will be the 15th Opposites of
term? alphabets of I M Q U
8
Solution: a = 4, r = - = 2, n = 15 first row
4
Mixed Series
As To = arn-I
Therefore, T is = 4(2)15-1 _ 216 19. EIO, J12, 015, T19,
Letter Series Solution:
Here, the alphabets are arranged using a particular 5 +5 10 +5 15 +5 20 +5 25

rule. Like number series, here also you have to iden- 0 T Y
tif), the rule used for arranging the alphabets in series 10 12 15 19 24
for solving the question. Questions can be in any of +2 +3 +4 +5
the formats stated at the beginning of this topic, that
is, insert a missing character, or find a wrong term. 20. CSY, F1OV, 120S, L40P,
Before starting, revise the positions of the letters Solution:
from coding-decoding topic and then solve exam-
ples given below and the practice questions. 3 +3 6 +3 9 +3 12 +3 15
15. A, D, G, J, M, _ C F 1 0
Solution: x2 x2 x2 x2
5 10 20 40 80
I 4 7 10 13 16 19
25 -3 22 -3 19 -3 16 -3 13
A D G .1 M P
Y V M
+3 +3 +3 +3 +3 +3
16. A, A, C, F, E, K, G, P, _ Continuous Series

Solution: In these questions, a continuous pattern of letters is
given. To identify the pattern, count the total number
1 3 5 7 9 of places in series and then divide the given letters
A +2 C +2 E +2 G I in groups. For example, if there are 12 places, divide
+5 K +5 P them in groups of 2, 3, or 4 depending on the num-
A +5 F
ber of alphabets. For 16 places, have groups of 4-4,
I 6 II 16 for 18, pair of 3-3, for 15, pair of 3 or 5.
Mathematical Reasoning am Apittude 5.11
21. a_bab_ba__b DIRECTION SENSE

Solution: Here, the total places are 12; so, try Questions from this part test the sense of direc-
forming pairs of 2-2 and check if any pattern tions of a candidate. Information about the moves
exists or not. and distance covered by a person will be given in
the statement and the candidate has to calculate the
-b ab distance covered, shortest distance between start-
I b a- -b
There is one set 'ab'. Try to insert 'ab' in all the ing and finishing points, or the direction of finish-
pairs. Therefore, the series becomes, ing point. There are four basic cardinal directions
and four subsidiary directions.
ab I ab I ab ab I ab ab
Cardinal directions North, East, South, and West.
So, the answer is baaba. Subsidiary directions North-East, South-East,
22. c_e_dec_ecd_c_ South-West, and North-West.
Solution: Here the number of places is 15 and North

North-west
there are 3 alphabets. Try having pairs of 3-3
and observe the pattern.
West
a a _de a a ca
- I - I - I c_
South-west
cde I ad` cde I cde cde South
So, the answer is dcdede. The basic format of a question on Direction Sense is
23. _c_fce_bce_c_fb as in the following example.
Solution: Here the number of places is 16 and 1. Aryan started walking towards North, after 15 km
there are 4 alphabets. Try having pairs of 4-4 he took a left turn and walked for 10 km. Then
and observe the pattern. again took a left turn and walked for 10 km.
Then he again turned left and walked for 15 km.
_c_f ce__ bce_ I c_fb (a) Find the total distance covered by him.
Here, the first and third pair have a common (b) How far is he from the starting point?
pattern while the pattern in second and fourth (c) In which direction is he travelling now?
is the same. (d) What is his direction with respect to the
beef cefb beef I crib starting point?
So, the answer is befbfe. Solution: Aryan's journey can be drawn

North
24 P_rq_prq_p_q
0 km
Solution: Here the number of places is 12 and
there are 3 alphabets. Try having pairs of 3-3 10 km
and observe the pattern.
West D E East
r
P-r q-P q- P-q
Here, since one alphabet from p, q, r is missing
South
in every pair, try inserting it.
r r
(a) The total distance covered by Aryan will be
Prir q rP qP P q the sum of all distances.
So, the answer is qrpr. Total distance = 15 + 10 + 10 + 15 = 501an
(b) To find the distance between starting and Solution: In the morning time, the shadow most
finishing points, join the points A and be in West direction. As given, the shadow of
E. This will give a right angled triangle tree fell to Raghav's left. This means West is on
AFE. Now, calculate the distance AE using Raghav's left, therefore, he must have been fac-
Pythagoras Theorem. ing North.
10 km B
North
10 km 15 km S?, Tree
[West I L. 2, R
tA
A
By Pythagoras Theorem,
AGORAS THEOREM
h2 = hr + p2
Pythagoras Theorem states that in a right angled
Therefore, AE2 =AF2 +FE2 triangle
2
AE2,. 52 +52 =25 +25 h 2 =b2 + p
AE2 = 50 = 5'12 where his the hypotenuse; b is the base; and p Is
the perpendicular.
Thus, AE is equal to 542 kin.
It is used in direction-based questions for finding
(c) He is travelling now towards East direction. the shortest distance between two points. Right
(d) Fordirectionwithrespect to thestartingpoint, angled triangle can be formed by Joining two
draw a direction cross at the starting point. points diagonally.
This will give the direction of finishing C
point. The direction of finishing point with
respect to starting point is North-East.
0ne morning, Raghav was standing facing a
0tree
4
- in a park. The shadow of the tree fell to his
left. In which direction was he facing?
Some important points

re is mention of Clockwise
11111
,
Clockwise Turn Is Sight turn and Anti-clockwise
and Anti-clockwise movements. To understand turn is Left turn.
these, have a look at Images 0/en below: 2. In the morning, the shadow of a person or an
F4 G C object falls in West direction, as the sun rises in the
East.
'- A Shadow
Clock wise Anti-clockwise
movement movement I west) East I
( Continued)
Mathematical Reasoning andAptituele 5.13
( Continued)
Some important ■
3. In the evening, the sun will be in West, so the 5. If a person faces North at the time of sunset then
shadow of a person or an object is in East. his shadow will fall on his right
Shadow
west I I CI
4. If a person faces North at the time of sunrise, then
I west' L R f E..11
his shadow will fall on his left
6. There will be no shadow at 12:00 noon.
West L R East
BLOOD RELATIONS relationships. Information can be given in the form

In questions based on Blood Relations, some infor- of a dialogue, a puzzle, or coded relations. Go
mation depicting relations will be given and the through the relationship chart first and then com-
candidate has to analyse the relations on its basis. manly used relations and then solve the practice
This section will help candidates in understanding questions.
Relationship Chart According to Generations
Male Female
Three Generation Above Great Grandfather Great Grandmother

T Maternal Great Grandfather Maternal Great Grandmother
T Great Grandfather-in-law Great Grandmother-in-law
i
Two Generation Above Grandfather Grandmother
T Maternal Grandfather Maternal Grandmother
T Grandfather-in-law Grandmother-m-law
One Generation Above Father Mother

T Uncled Aunt
Maternal Uncle Maternal Aunt
Father-in-law Mother-in-law
Current Generation Brother Sister
(.- —*) Cousin Cousin
Husband Wife
Brother-in-law Sister-in-law
(Continued)
Male Female
-1
One Generation Below Son Daughter
.I. Son-in-law Daughter-in-law
Nephew Niece
TWo Generation Below Grandson Grand daughter
1 Grandson-in-law Granddaughter-in-law
.1.
Three Generation Below Great Grandson Great Granddaughter

.1. Great Grandson-in-law Great Granddaughter-in-law
4.
.1.
Important Blood Relations 19. Daughter-in-law of Father's Mother or Aunt

mother
1. Father of Father Grandfather
20. Daughter of Father's Mother or Maternal
2. Father of grandfather Great Grandfather mother-in-law Aunt
3. Father of grandmother Great Grandfather
21. Daughter of Father's mother Aunt
4. Mother of grandfather Great Grandmother
22. Daughter of mother's Mother or Maternal
5. Mother of grandmother Great Grandmother mother Aunt
6. Father of Mother Maternal 23. Only Daughter of mother's Mother
Grandfather mother
7. Mother of Mother Maternal
24. Wife of Father Mother
Grandmother
25. Second Wife of Father Step-Mother
8. Mother of Father Grandmother
9. Wife of Grandfather Grandmother 26. Brother of Father Uncle
10. Husband of Grandmother Grandfather 27. Sister of Father Aunt
11. Father-in-law of Father Maternal 28. Brother of Mother Maternal Uncle

Grandfather
29. Sister of Mother Maternal Aunt
12. Father-in-law of mother Grandfather
30. Husband of Aunt Uncle
13. Mother-in-law of mother Grandmother
31. Son of Grandfather Father or Uncle
14. Mother-in-law of father Maternal
Grandmother • 32. Daughter of Grandmother Aunt
IS. Fatherh father's only son Father 33. Daughter of Maternal Mother or Maternal
Grandmother Aunt
16. Only son of Father's Maternal Uncle
father-in-law 34. Daughter of Mother-in-law Aunt
17. Father's mother's only son Father of mother
18. Only daughter of Father's Mother 35. Son of Mother-in-law of Father or Uncle
father-in-law mother
(Continued) (Continued)
36. Father of Wife Father-in-law 54. Only Son of Son of Himself or Cousin
Grandfather
37. Mother of Husband Mother-in-law
55. Son of Son of Grandfather Himself or Brother
38. Her father's only son Brother or Cousin
39. His mother's only son Himself 56. Daughter of Son of Herself or Sister or
40. His mother's son Himself or brother Grandfather Cousin
41, Only daughter of her father Herself 57. Son of Brother or Sister Nephew
42. Daughter of her father Herself or sister 58. Daughter of Brother Niece
or Sister
43. Daughter of his father Sister
59. Grandson of Father Son or Nephew
44. Daughter of Uncle Cousin
60. Granddaughter of Mother Daughter or Niece
45. Son of Aunt Cousin 61. Husband of Daughter Son-in-law
46. Brother of Husband Brother-in-law 62. Wife of Brother Sister-in-law
47. Sister of Wife Sister-in-law 63. Wife of Son Daughter-in-law
48. Mother of her Son Herself 64. Son of Son Grandson
49. Mother of his Son Wife 65. Daughter of San Granddaughter
50. Father of his Son Himself 66. Daughter of Daughter Granddaughter
51. Father of her Son Husband 67. Son of Daughter Grandson

68. Son of Grandson Great Grandson
52. Son of only Son of Himself or Brother
Grandfather 69. Daughter's Grandson Great Grandson
53. Only Son of Only Son of Himself 70. Daughter's Granddaughter Great
Grandfather Granddaughter
(Continued)
How to draw a family tree or relation chart

---
• Always draw relations according to the genera- For example, if A is mother of B, then it will be
tions. drawn as
• Mark male and female members by different signs A- KX
such as like circle around the name of a male mem- ../
ber and square around a female member name or ( Mother
'+' in superscript of male member name and '-' for
female. B B
e.g. and As A Is mother of B so the arrow should point

towards A.
or Male. and Female- If A and B are sisters, then arrow should point
towards both as shown here.
• Fay attention while drawing arrows. Arrows should
A_ Sisters B_
point towards the person whose relation is given.
Note: To solve questions, first try to simplify the given relations and then draw the chart
TYPE A: Questions Based on

Grandfather of - Karan's
Conversations Karen's brother's father
1. Pointing to a man, Surekha said, 'He is the daughter
brother of mother of my father's son'. How is Father of Karan's - Karen's
the man related to Surekha? father grandfathe r
(a) Father (b) Brother
Only daughter-- -p Karan's
(c) Maternal uncle (d) Cousin in-law of Karan's mother
grandfather
The given relation is 'He is the brother of Therefore, Ridhima is Karen's mother.
mother of my father's son'. It can be rewritten or
as: 'Man is the brother of mother of Surekha's It can be illustrated as:
father's son'.
Now, to simplify, take relations one by one.
Surekhs's father's -4 Surekha's Only daughter-Wm
son brother
Mother of —> Surekha's
Surekha's brother mother
Brother of Surekha's
Surekha's mother maternal uncle
Therefore, man is Surekha's maternal uncle.

or it can be drawn as:
Brother
Father TYPE B: Relationship Puzzles

Maternal
uncle 3. A is son of B, but B is not father of A. C Is
daughter of D. B and D are a married couple.
How is A related to C?
(a) Brother (b) Uncle
2. Karan said to Ridhima, 'You are the only (c) Cousin (d) Son
daughter-in-law of father of grandfather of my
brother's daughter'. How is Ridhima related to Solution: Option (a).
Karan? The given information can be portrayed as:
(a) Mother (b) Daughter
(c) Sister (d) Wife
Son I !Daughter
The given statement can be rewntten as A*4 C-
'Ridhima is the only daughter-in-law of father Brother
of grandfather of Karan's brother's daughter'.
Simplifying it, we get, Therefore, A is the brother of C.
4. E is wife of A. C is brother of E. B is mother of Solution: Option (d).
A. F is father-in-law of E. G is mother-in-law of
B. How is Wife
G- '—K'
(i) E related to G?
(a) Daughter-in-law
(b) Granddaughter-in-law
Brother
(c) Niece
(d) Great granddaughter Therefore, K is father of E.
(ii) G related to F? 6. If A—Cx D+ M, then how is D related to A?
(a) Grandmother (a) Son-in-law
(b) Aunt (b) Brother-in-law
(c) Mother (c) Son
(d) Cannot be determined (d) None of these
Solution: The given information can be illus- Solution: Option (a).
trated as: Therefore, D is son-in-law of A.
A.
father I Son
mother-in-law
G.
Wde
B-
t mother SEATING ARRANGEMENT

father-in-law i • There are questions in which some information
about the seating arrangement of people is given, but
Brother Wife not in order. Candidate has to arrange it and answer
the questions. The seating arrangement can be linear
(i) Option (b). Therefore, E is granddaugh- (in a row), or circular. Suppose A, B, C, D, and E are
ter-in-law of G. seated in a row and facing north as shown below:
(ii) Option (c). G is mother of F.
TYPE C: Coded Relations

Directions: Answer question 5 and 6 using the follow-
ing codes:
L stands for left and R stands for Right.
'R x S' means `R is wife of S'.
• A and E are seated on the extreme ends of the [OW.
'R + S' means `R is son of S'. • B, C, D, and E are on right of A.
'R — S' means 'it is father of S'. • B is to the immediate right of A.
'R S' means `R is brother of S'. • C is second to the right of A.
5. • D is third to the right of A.
If E+F+Gx lc then how is K related to E?
• E is fourth to the right of k
(a) Uncle (I)) Cousin • A is to the immediate left of B.
(c) Brother (d) Father • A is second to the left of C.
5.18 t ic-N III Paper-I
Some important points

I
• When two statements are joined by AND, then the second person. For example, in the above image B
information given after 'and' is for the first person. Is second to the left of D, who sits to the immediate
For example, in the above Image B is third to the right of C. 'Immediate to the right of C' is position
left of E and to the immediate right of A. Both the of D.
positions are of B. • Adjacent means two persons are sitting
• When two statements are Joined by WHO, together.
then the Information given after 'who is for the
l. A, B, C, D, and E are seated in a row facing north, • Diagram is given in the question and student
not necessarily in this order. C is second to the left has to analyse it.
of B. B is on immediate right of E. D is second • Variables are given and students have to choose
to the right of E and is not at one of the extreme the correct diagram depending upon the rela-
ends. A is at one of the extreme ends of the row. tionship between variables.
Who ate the immediate neighbours of D.?
Common Diagrams:
(a) C and A
All A are B, for example, all apple are fruits.
(b) E and B
(c) B and A
(d) Cannot be determined
As C is second to the C B
left of B
B is on immediate
right of E
Some A arc B, for example, some students are
D is second to the E D boys.
right of E
Combining all of the CEBD
above, we get
A is at one of the A _ _ _ _ or _ _ __A
extreme ends of the row
If we use 'A _ _ _ _' with 'C E B D', then D

will be at the right end of the row. But it is
given that D cannot be at one of the extreme
No A is B, for example, no cat is dog.
ends.
So, the arrangement will be CEBD A.
VENN DIAGRAM
Venn diagrams are used to show the relationship
between two or more variables. Questions based on
Venn diagram are usually in the form:
Vegetable, Potato, Eatables Author, Female, Painting
Author Female Pain
Boys, Students, Class representative
Vegetable, Potato, Cauliflower

Class representative
Female, Doctor, Housewife
Housewife
Potato Cauliflower
Vegetable
CLASSIFICATION
In questions based on Classification, the candidate
Boys, Girls, Players has to identify items from the given group which
have some common characteristics and mark one
item which does not belong to the group. It gener-
ally depends upon the knowledge of the candidate,
if he will be able to differentiate the odd item or not.
The different formats of questions are:
Players
• Identifying odd term or odd pair
Teacher, Female, Graduates • Identifying odd numeral or odd numeral pair
• Identifying odd letter or odd letter group
Identifying odd term or odd pair

Some examples are given below:
1. Identify the word which is least like the others:
(a) Cotton (b) Wheat
Fruits, Mango, Lentils (c) Rice (d) Bajra
Cotton, as all others are food genies.
(a) Ludo (b) Carom
(c) Hockey (d) Chess
Solution: Option (d). Solution: Option (b).

Hockey is an outdoor game, whereas the other 144, 169, and 256 are perfect squares.
three are indoor games.
6. Identify the pair which is least like the others:
3. Identify the pair which is least like the others: (a) 82 and 4 (b) 36 and 6
(a) Teacher: School (c) 64 and 2 (d) 55 and 5
(b) Painter: Gallery
(c) Factory: Worker 36 is divisible by 6, 64 by 2, and 55 by 5, but 82
(d) Manager: Office is not divisible by 4.
Solution: Option (c). Identifying odd letter or odd letter group

In all other pairs the second item is the workplace.
7. Identify the pair which is least like the others:
Identifying odd numeral or odd (a) CE (b) IK
numeral pair (c) SQ (d) WY
4. Identify the item which is least like the others: Solution: Option (c).
(a) 12 (b) 25 Others are like C(D)E, I(J)K, W(X)Y. The char-
(c) 37 (d) 49 acter in bracket is omitted.
Solution: Option (c). 8. Identify the pair which is least like the others:
37 is a prime number. (a) ASU (b) DJY
5, Identify the item which is least like the others: (c) BTI (d) MEW
(a) 144 (b) 168 Solution: Option (b).
(c) 169 (d) 256 It does not have any vowel.
ANALOGY
According to Oxford English Dictionary, Analogy means, 'A comparison between one thing and another,
typically for the purpose of explanation or clarification'. Analogy questions can be categorized as:
• Number Analogy
• Letter Analogy
• Word Analogy
MOW origifilsed pairs

-1
.11111.1
Male: Female Animals: Their young ones Individual and living place
Bachelor Spinster Bear Cub Bee : Hive
Brother Sister Butterfly Caterpillar Bird : Nest
Bullock : Heifer Cat Kitten Convict : prison
Cock Hen Cockroach Nymph Cow : Byre/Pen
Colt Filly Cow Calf Dog Kennel
Dog Bitch Deer : Fawn Eagle : Eyrie
(Continued)
1111011111L
Male: Female
Commonly used pairs
Animals: Their young ones

MEI
Individual and living place
Drake : Duck Dog : Puppy Eskimo r Igloo
Drone : Bee Duck : Duckling Gypsy : Caravan
Earl : Countess Frog : Tadpole Hare : Burrow
Fox : Vixen Hen : Chick Horse : Stable
Gander : Goose Horse : Colt/Foal King : Palace
Horse : Mare Insect : Larva Knight : Mansion
Lion : Lioness Lion/Tiger : Cub Lion : Den
Lord : Lady Man i. Child Lunatic : Asylum
Monk : Nun Sheep : Lamb Monk : Monastery
Master : Mistress Stag : Fawn Nun : Convent
Nephew r Niece Swan : Cygnet Mouse : Hole
Son : Daughter Owl : Barn
Stag : Doe Peasant : Cottage
Tutor : Governess Pig : Sty
Wizard : Witch Soldier : Barrack
Spider : Wave
Country and currency Instrument and measurement Quantity and unit

Afghanistan : Afghan Afghani Ammeter : Current Angle : Radians
Bangladesh : Taka Anemometer : Wind Area : Hectare
Burma : Kyat Barometer : Pressure Conductivity : Mho
China : Yuan Balance : Mass Current : Ampere
Greece : Drachma Hygrometer : Humidity Energy : Joule
India : Rupee Odometer : Speed Force : Newton
Iran : Rial Richter Scale : Earthquake Length : Metre
Iraq : Dinar Screw-gauge : Thickness Luminosity : Candela
Japan : Yen Scale : Length Magnetic field: Oersted
Korea : Won Seismograph : Earthquakes Mass : Kilogram
Kuwait : Dinar Sphygmomanometer: Blood Pressure Potential : Volt
UK : Pound Taseometer : Strains Power : Watt
USA : Dollar Thermometer : Temperature Pressure : Pascal
Thailand : Bhat Resistance : Ohm
UAE : Dirham Temperature : Degree
Turkey : Lira lime : Second
Volume : Utre
Work : Joule
(Continued)
-
111•110
(Continued)
Commonly used pairs
Animal and movement Animal/Things and sound Individual/Things and class
Bear Lumber Bells : Chime Butterfly : Insect

Bird : Fly Camel : Grunt Chair : Furniture
Cock : Strut Cat : Mew Cup Crockery
Donkey : Trot Coins : Jingle Curtain : Drapery
Duck ; Waddle Crow : Caw Frog : Amphibian
Eagle : Swoop Donkey Bray Lizard : Reptile
Elephant : Amble Drum : Beat Man : Mammal
Horse : Gallop Elephant : Trumpet Ostrich Bird
Lamb : Frisk Frog : Croak Pen : Stationery
Lion Prowl Goat : Bleat Rat : Rodent
Mouse : Scamper Hen Cackle Shirt : Garment
Owl flit Horse Neigh Snake : Reptile
Rabbit Leap Jackie Howl Whale : Mammal
Leaves : Rustle
Mice Squeak
Monkey Gibber
Owl ; Hoot
Rain : Patter
Sparrow Chirp
Individuals and group

Artists : Troupe Nomad Horde
Bees : Swarm Pilgrims ; Caravan
Cattle Herd Players : Team
Chickens : Brood Pupils Class
Drawers Chest
Riders : Cavalcade
Fish Shoal
Rioters : Mob
Flowers : Bouquet
Robbers : Gang
Geese : Gaggle
Goods Sailors : Crew
Stock
Grapes : Bunch Sheep : Flock
Men : Crowd Singers : Chorus
Ministers : Council Soldiers : Army
Musicians : Band Termites : Colony
Number Analogy BASIC MATHEMATICAL REASONING

1. 3 : 13 : 31 : Age-related Problems
(a) 7 (b) 9 Examples
(c) 15 (d) 25 I. A is twice as old as B. Three years ago, A was
three times as old as B. How old is A?
3, 13, and 31 are prime numbers. (a) 12 years (b) 15 years
(c) 10 years (d) 8 years
2. 25 : 37 : : 49 :
(a) 41 (b) 56 Solution: Option (a).
(c) 60 (d) 65 Suppose B's age is x years
A's age = (2x) years
Solution: Option (d). Three years ago, means 2x — 3 = 3 (x — 3)
52 : ((5 + + 1) : : : ((7 +1)2 +1) 2x — 3 =3x — 9
3x — a=9 —3
Letter Analogy
x=6
3. AZ: BY : : GT : :. A's age = 2 x 6 = 12 years.
(a) FU (b) EW
2. Mohan is 24 years older than his son. In two
(c) SI (d) HS years, his age will be twice of his son's age.
Solution: Option (d). What is his age now?
(a) 50 years
Word Analogy
(b) 48 Years
4. Pen : Ink : : : Blood (c) 46 years
(a) Vein (b) Accident (d) Cannot be determined
(c) Hand (d) Bleed
Solution: Option (b).
Solution: Option (a). Suppose Mohan's son's age is x years.
There is ink in pen, similarly there is blood in veins. So, Mohan's age = (x+24) years
5. Chalk is related to blackboard as marker is After two years, x + 24 + 2 =2(x + 2)
related to x+26.2x+ 4
(b) Peg board x = 22
(a) Whiteboard
Mohan's age = 22 +24 = 46 years
(c) Flannel board (d) Bulletin board
Calendar
Chalk is used for writing on the blackboard. Leap Year Earth takes around 3652422 days to
Similarly, marker is used to write on whiteboard. revolve around the sun. But we consider only 365
6. Select the pair which has same relationship like: days in a year (ordinary year). The remaining 0.2422
Theft: Confess day results in one extra day after every four years.
The year with 366 days is known as Leap Year.
(a) Murder: Commit
(b) Mistake: Apology • To check if a year is leap year or not, divide
(c) Fault: Admit it by 4. For example, 2004, 2008, 2012, 2016,
2020, etc. are leap years.
(d) Agree: Sin • For century years, divide it by 400. For exam-
Solution: Option (c). ple, 1600 and 2000 are leap years.
• Months starting with Monday, Tuesday, Examples

or Wednesday will have 4 Saturdays and
4 Sundays, i.e.. a total of 8 weekends. 3. Which day of the week was on 13 August 1947?
• Months starting with Thursday will have Solution: Break up the date as follows
5 Saturdays and 4 Sundays, i.e., 9 weekends. (1600 + 300 + 46) years + (January to July) 1.
• A month starting with Friday will have (13 days)
O 5 Saturdays and 4 Sundays, i.e., 9 weekends The number of odd days in
if the month has 28, 29, or 30 days. 1600 years —> 0
O 5 Saturdays and 5 Sundays, i.e., 10 week-
ends if the month has 31 days. 300 years ▪ 1
• A month starting with Saturday will have
46 years -+ 35 ordinary years and
• 5 Saturdays and 4 Sundays, i.e., 9 weekends
11 leap years
if the month has 28 or 29 days.
(35x I)+(11 x2)=35 +22
• 5 Saturdays and 5 Sundays, i.e., 10 week- = 57 days = I odd day
ends if the month has 30 or 31 days.
• A month starting with Sunday will have January —> 3 odd days
4 Saturdays and 5 Sundays, i.e., 9 weekends. (31 days)
February —> 0
(28 days)
11
V ODD DAYS 1
March 3 odd days
(31 days)
1 ordinary year 52 weeks + 1 odd day
April —> 2 odd days
leap year 52 weeks + 2 odd days (30 days)
100 years 76 ordinary years + 24 May -, 3 odd days
leap years = 5 odd (31 days)
days
June -3 3 odd days
200 years 3 odd days (30 days)
300 years 1 odd day July —> 3 odd days
400 years (800 years, 0 odd day (31 days)
1200 years, 1600 years, August —> 6 odd days
or 2000 years)
(13 days)
Total = 24 odd days = 7 weeks + 3 odd days
Day So, 13 August 1947 was Wednesday.
Number of odd days 4
0 Sunday
RATIO, PROPORTION AND
Monday PERCENTAGE
2 Tuesday Ratio represents fractions. For example, if a mix-
Wednesday ture is formed by mixing two liquids A (10 ml)
3
and B (5 ml), then the ratio of A to B or A : B will
Thursday be 2 : I.
4 Friday
A = 10 =_. 2
6 Saturday B 5 1
Mothemaiical Reasoning and Aptitude 5.25
Percentage can also be calculated in simple ways. So, 1226 will approximately be 35.4 % of 3461.
For example, what will be 7% of 2564? For calculating 25% of any number, simply
To solve this, one way is to calculate halve it and then calculate its half again, or divide
7
it by 4.
x 2564 For example, to calculate 25% of 5652. Calculate
100 its 50% (half), it will be 2826, half of 2826 will be
This might take time in calculations. An alternative 1413. So, 25 % of 5652 is 1413.
way which will consume lesser time is To calculate 75% add 2826 and 1413 as 50%
+ 25% will make 75 %.
100 % of 2564 =2564
Some common percentages are as:
50% of 2564 = 1282
1
5 % of 2564 = 128.2 x 100 = 20%, t x 100 = 25%,
2% of 2564 = 51.28 (find the double of 2564
and then put the decimal before last two digits)
- x 100 =33.33%,
3
1 1
So, 7% of 2564 will be 128.2 + 51.28 = 179.48. x 100 = 50%, x 100 = 12.50%,
Similarly, for calculating 55% of 2500, 50% of
2500 is 1250 and 5% is 125, and adding these we
x 100=3 x x100=60%,
get 1375. 5 5
Note: Steps shown are for illustration. For 3 1
— x 100= 3 x — x 100 = 75%
practice try to solve these in mind without using 4 4
pen and paper. This will improve your calculation
speed. Examples
For solving questions like 'what percent of 3461 will 4. Price of LPG cylinder was 1400 earlier. Now, its
1226 be?', use the following steps: price has increased to 7800. Find the increase in
percentage terms.
100% of 3461 = 3461
Solution: Old price = t400
10% of 3461 = 346.1 (1) New price = f800
30% of 3461 = 1038.3 (multiplying (1) by 3)
New price —Old prke
Increase (in%) — x 100
The difference between 1226 and 1038.3 is of 187.7, Old price
this means the correct answer will lie between
400
30-40%. It will be less than 40% but greater than = x 100
400
30 %. You can try to eliminate options and if them
is only one option lying between 30-40%, then = 100%
mark it. Therefore, the price has increased by 100%.
But if there are more than 1 option from this
range, then there is a need of checking further. S. In an ongoing slae at a mall, 50% + 30% dis-
count is offered. What will be the new discount?
5 % of 3461 = 173.05 (2)
Solution: Suppose the price of a product is Z100.
So, 35% of 3461 = 1211.35, this is close to 1226.
Difference between 1226 — 1211.35 = 14.65 The amount of first
discount = 100 x 50%
0.5 % of 3461 = 17.305 (using (2))
50
0.1% of 3461 = 3.461 (using (I)) = 100 x = 50
100
0.4% of 3461 = 1 7.305 — 3.461 Price after first
= 13.844 discount = 100 — 50 = T50
The amount of second 8. It was later found that the marks were mistakenly
30
discount = 50 x 30%= 50 x — considered 80 instead of 88. Find the correct
= 15 100 average now.
Price after second Solution: Wrong average = 89.6
discount = 50 — 15 = Z35 Total of marks = 89.6 x number of subjects
Ake drop =89.6 x 5 =448
Net discount x 100
Original price Correct total of marks = 448 — 80 + 88
= 456
65 456
x 100 = 65% Correct average = — = 91.2
100 5
6. A student has scored 48, 45, 49, 40, and 42 The new average marks are 91.2.
marks out of 50 in five class tests. Find his per-
Speed, Distance, and Time
centage of marks.
Distance
Solution: Total marks = 5 x 50 = 250 • Speed —
Time
Marks scored by the
student =48+45+49+40+42 • Distance = Speed x Time
= 224 Distance
• Time
Speed
Percentage of marks = ZSO x 100 = 89.6%
• To convert km per hour (kmph) into metre per
Average
second (raps), multiply it with .
Like ratio, proportion, and percentage, mean or
average is also used in data interpretation questions. • If the ratio of speed of two persons is a : b, then
Direct questions are also asked from mean. the ratio of time taken by them to cover equal
distance will be b : a.
Average = Sum of all observations
Number of observations • Average speed = 2y where x and y are two
speeds. x+y
Examples Examples
7. The marks scored by a student in five subjects 9. If Rahul covers 80 km in 5 hours, then find his
arc 89, 95, 99, 80, and 85. Find the average speed.
marks scored by him.
Distance
Solution: Average marks Solution: Speed = 16 kmph
Time
Sum of marks of all subjects
Num ber of subjects 5
= 16 x — = 4.44 mps
18
89+95+99+90+85 448
10. If Ananya travels 16 km in 2 hours, then how
5 5
much distance will be covered in 5 hours?
= 89.6 16
So, the average marks scored by him = 89.6. Solution: Speed = — = 8 kmph
2
Distance covered in 5 hours = 8 x 5 = 40 km

11. It took 5 hours in travelling from city A to city given fraction. For example, the inverse fraction of
61 22
B. Speed in the first half of the journey was
50 kmph and in the second half was 65 kmph. fraction — will be — .
22 61
Find the average speed and the total distance
between A and B. Mixed fraction Such fraction has both the inte-
gers as well as fraction like 96
Solution: The two speeds are 50 kmph and 65
kmph.
Continuous fraction It has fractions in deno
2x-v 2x50 x 65 6500 61
Average speed -= nator like
x+y 50 + 65 105
22+ 5
11
= 61.09 kmph 2+-
2
Distance between Decimal fraction In such fractions, deno
A and B = Speed x Time taken to has 10, 100, 1000 ...
travel from A to B
1 I
—, 1
=61.09x 5 For example,
10 100 '1000
= 309.52 km
Recurring fraction These are the fractions hav-
FRACTIONS ing a number occurring continuously in their equiva-
I
Fraction is a rational number expressed in the form lent like — = 0.333333 ... =
3
L
; , where q 0. Here, p is known as numerator and Here, the bar is put on that number(s) which is/.
repeated again and again.
q is denominator. A number can be divided into frac-
Examples
tions, for example, 1 can be divided into two parts 8
1 1 1 1. Find — of 324.
12
like — and — or — and .
2 2 3 4
8 of 324 =—
Solution: — 8 x 324
Types of Fractions 12 12
324 can be written as 3 x 4 x 27 =12 x 2
Proper fraction In such fraction, numerator is 8 8
1 115 131
less than denominator, like Therefore, — x 324 = — x 12 x 27
2' 213 419 12 12
= x 27 = 216
Improper fraction In such fraction, numerator is
2. Which of the following is bigger?
9 615 1301
greater than denominator, like — „ 18 22
2 213 419 — or --
Compound fraction In such fraction, there is a 220 300
fraction in either numerator or denominator or in Solution: By cross multiplying both the frac-
27 35 tions, we get,
both, like 15 , 2 6 L.H.S. = 18 x 300 = 5400
4 213' 49 R.H.S. = 22 x 220 = 4840
5 302 And 5400 > 4840
18
Inverse fraction It is the fraction obtained by
Hence, —> 22
interchanging the numerator and denominator of a 220 300
F
1. If p=q, then =1. For example,1 2 3 4 5 6
2 3 4 5 6 7
P
2, If p =0, then =O. Here the smallest fraction is 1 and the highest
2
6
fraction is
3. If q = 0, then 7
11. If in a fraction, the numerator and denominator
4. If p =q= 0, then F-= not defined. is increasing by definite value and the increase
In denominator is greater than the Increase In
5. If p and q are multiplied or divided by same numerator, then the fraction with highest numer-
ator will be the highest. For example, out of the
number, then —<=
P' E. following fractions
q x5 q
15 19 23 27 31 35
6. A fraction is said to be In lowest form when
31'41'51'61'71'81
there is no common factor other than 1 between
numerator and denominator. 35
7. To add two fractions with same denominator, take — will be the highest.
81
out the common fraction
12 5 1 , 1 , 1 , 17 12. To compare two fractions, these can also be cross-
+ - (12)+ (5) - (12+5) = multiplied as:
7 7 7 7 7
8. Similarly, subtractions can also be calculated. (a) !fps > rq, then E>L
9. If the denominators of fractions are same, then the q s
fraction with highest numerator will be greatest.
10. If there is same difference between numerators (b) !fps < rq, then Po-
q s
and denominators of different fractions, then the
fraction with smallest numerator will be smallest
and the fraction with highest numerator will be (c) If ps=rq, then E=r-
q s
the largest
PROFIT AND LOSS Examples

In such questions, data on selling price, cost price, 1. A product having a selling price 2125 is pur-
profit or loss is given, and candidates have to cal- chased fort 75. Find the profit or loss percentage
culate the rest of the data. Cost price is the price at Solution: Cost price = Z75
which seller has purchased the item, while Selling Selling Price = Z125
price is the price at which the item will be sold. Profit = Selling Price - Cost Price
Overhead charges can also be mentioned in the = 125 - 75 = Z50
question, and these include the extra expenditure. Prof
it
Profit arises when selling price is greater than cost Profit (%) - x100
Cost Price
price. Losses accrue when cost price is higher titan
selling price. 0
= — x100 =66.67%
75
Mathematical Reasoning andI Aptitude 5.29
Some Formulae • Cost Price =

loo )
x Selling Price
100-Loss (%)
• Profit = Selling Price- Cost Price
Profit • Selling Price - r+Pr°fit (%)ix Cost Price

• Profit (%) - x100 100
Cost Price
-(700 -1
• Loss = Cost Price - Selling Price • Selling Price "°'s (961 x Cost Price
100
Loss
• Loss (96) - x100 • If 2 units of a product are sold, one at a profit of
Cost Price
P% and another at loss of P96, then he had incurred
100 )
• Cost Price = x Selling Price loss of ( .
100 +Profit (96) 10
Examples Examples
1. If a product purchased at 3150 is to be sold at 1. Find the simple interest if 25000 is borrowed for
40% profit, then what should be the selling a period of 2 years at the rate of 5% per annum.
price?
Solution: P = Z5000
Solution: Cost price = ZI50 R 5%
Profit (%) = 40% T =2 years
PxRxT
SI-
100 +Profit (%)) 100
Selling nice- ( x Cost Price
100 5000x5x 2
-=500
100
(100 + 40 )
x150
1, 100
.1111LDEN TIP
140
= x 150 = Z211
100 1
If Interest rate is half yearly, then take R as 1
and T as 2T. 2
INTEREST
When someone borrows or deposits money for • If interest rate is monthly, then take R as -R
andras 12T. 12
a time period, he returns it or receives it with
some extra money which is known as Interest (I). • If interest rate is quarterly, then take R as
Principal (P) is the amount of money deposited or and T as 4T.
borrowed. Time period for which money is bor-
rowed is represented by T. Interest can be calcu- Compound Interest
lated in two ways: Simple Interest and Compound
Interest.
Total Amount payable
PxRxT
Simple Interest =
100
2. Find the compound interest payable on Z5000 bar- Examples

rowed for a period of 2 years at interest rate 5%.
1. A shopkeeper wants to sell a product worth nso
Solution: Here, P = n000, T = 2 years, R = 5% at a discount of 10%. Find the selling price.
Solution: Market price = nso
Amount = PK1+ 5000[(1+Ml
100 100 Discount = 10%
5000 K ,00+ 5 )2 ] = 10% of 250

100 = 2.25
= 500041001 1°5 Selling Price =Market Price-Discount
= 250 - 25
= 25512.5
Compound Interest = 5512,5 - 5000 =r225
=n12.5
2. A product worth 1729 is sold for 2.630, find the
DISCOUNTING discount (%).
Discount is the amount of rebate given on the mar- Solution: Market price of product = 2729
ket price. Discount can be expressed in absolute
money form or in percentage form. These concepts Selling price = 2630
are useful in our daily life as well. An interesting
case of discounting is when successive discounts Discount = 729 - 630
are offered, like '50% off + 50% off'. It does not =Z.99
mean that the product is available at 100% off.
Here, market price will be greater than selling 99
price. Market price is also known as List Price. Discount (%) = x 100
729
Some Formulae = 13.58%

1. Discount = Market Price - Selling Price
3. A shopkeeper offered discount of '50% off +
Market Price -Selling Price x100 50% off', how much discount is he giving in
2. Discount (%)=.
Market Price actual?
Discount x132)%
x100 Solution: Discount = (D, + D2 D1100
Market Price
3. Selling Price = Market Price - Discount
Discount = (50+50 _ 50 x50)
4. Selling Price= Market Price 1- %
100 100
S. Discount equivalent of two successive discounts
2500 %
D xD
= 1100-
= (0,±D, i ') % 100
o0
6. For three successive discounts

= (100 -25)%
100)1 100/
)
22_( 1 x 100 %
1 100)J = 75%
Coding—Decoding (a) ZMOFTZTHV (b) HVTMWNOQ

I. If in a certain code language, GARDEN is written as (c) EIVTZFEMZO (d) HKMQSFJOL
HZSCFM, then how will PARTICULAR be written? 10. If in a certain code language, WATER is written as
(a) QBSUJBVKBQ (b) QZSUIDVMBS ZDGIV, then how will APPLE be written?
(c) .QZSSJBVKBQ (d) ZQSSBJLOPA (a) KZKVO (b) ZKKVO
2. If in a certain code language, SHIFT is written as (c) OVKZZ (d) OVVKZ
ULOND, then how will GROUP be written? 11. If in a certain code language, GREAT is written as
(a) ITQWR (b) IVRZW 51, then how will PAPER be written?
(c) IVTBZ (d) JBTXA (a) 58 (b) 60
3. If in a certain code language, FRACTION is writ- (c) 124 (d) 56
ten as RECATINO, then how will COMPUTER be 12. If in a certain code language, PRAY is written as
written? 14-16-25-23, then how will SINK be written?
(a) OMPCTURE (b) OCMTURPE (a) 19-09-14-11 (b) 21-11-16-13
(c) OCMRUTPE (d) OCPMTURE (c) 17-07-12-09 (d) 08-18-13-16
4. If in a certain code language, RETURN is written 13. If in a certain code language, DREAM is written
as TERNRU, then how will BRIGHT be written? as 54378, GREEN is written as 24331, then how
(a) IRBGHT (b) IRBTGH will DRAG be written?
(c) BRITHG (d) IRBTHG (a) 5472 (b) 7524
5. If in a certain code language, SISTER is written as (c) 4527 (d) 8457
SISRET, then how will FLOWER be written? 14. If in a certain code language, NAME is written
(a) OLFWER (b) OLFREW as (4)Votte, PLAN is written as *$%@, then how
(c) OFLERW (d) LOFWER will MAPLE be written?
(a) *S#%O (b) en*s©
6. If in a certain code language, TAKE is written as
KAET, MAID is written as IADM, then how will (c) $4@*0 (d) 03®#*
CODE be written? 15. If in a certain code, PILLOW is written as
(a) DECO (b) EDOC RLPQUD, then how will BLANKET be written?
(c) CEOD (d) DOEC (a) DNCPMGV (b) DOESQLB
7. If in a certain code language, TOWERS is written (c) CODSQLB (d) DOEPMGV
as GLDVIH, then how will CROWNED be written? 16. If SINGLE is written as 973521, INSPECT is writ-
(a) XILDMVW (b) DILMXWZ ten as 7394168, then how will SEPTIC be written?
(c) MIRZXYW (d) LIMZXWO (a) 678419 (b) 918652
8. If in a certain code language, GROUP is written as (c) 739458 (d) None of these
SHOQV, then how will ORDER be written? 17. If WRINKLE is written as 04091813161522, then
(a) FDSPS (b) DSPFS how will PAINTING be written?
(c) SPDSF (d) None of these (a) 1601181307182013
(b) 1126071813181320
9. If in a certain code language, POPULAR is writ-
ten as IZOFKLK, then how will LANGUAGES be (c) 1126181307181320
written? (d) None of these
18. If INSTITUTION is written as OOTUOUAUOUO, 24. 732514

then how will ORGANISATION be written? (a) % C *B% (b) IC *UBA
(a) USHEOOTEUOUO (c) % C *UB% (d) None of these
(b) USGTEUOUOUOT
25. If in a certain code, 'I will work hard' is written as
(c) GHSEUTOUOUEI 'sil nil ma to', 'bard work pays' is written as 'nil ga
(d) None of these to' and 'I work smartly' is written as 'yo nil ma'.
Then what is the code for 'hard'?
19. The code for CABLF is E1CAZB, then how will
PAPER be written? (a) nil (b) yo
(a) QZODO (b) ADOZO (c) to (d) sil
(c) QDOZO (d) WSODO 26. If 'cycling makes healthy' is written as `nat simo
yel', 'habit of cycling' is written as gell mo yel',
20. If RELATIONSHIP is written as LERITASNOHIP,
`have good habit' is written as 'nit gell pa' and
then how will CELEBRATIONS be written?
'healthy is wealthy' is written as 'simo dan at'.
(a) LECRBEITASNO What is the code for 'good'?
(b) CLEBRATIONSO (a) gell (b) nit
(c) RBETICLEESNO (c) pa (d) either 'nit' or 'pa'
(d) LCERJ3EITSANO
27. If the code for 'mark correct answer' is 'go son
Directions for questions Q21—Q25: The codes for de', 'answer is wrong' is coded as 'nt san dit',
some digits are given below: 'wrong and correct' is coded as `ga lo dit'. What
Digits 4 3 6 2 7 9 5 8 will be the code for 'mark'?
Code A w T U (a) ga
(b) san
Use the following conditions to write codes of the
given numbers: (c) de
(d) Cannot be determined
(i) If both the first and last digit of the number
are odd numbers, then interchange their 28. In a certain language, cow is called sheep, sheep is
codes. called elephant, elephant is called rat, rat is called
(ii) If the first digit is an odd number and the giraffe, giraffe is called ant. Who is the tallest
last digit is an even number, then code both animal?
as %. (a) Rat (b) Ant
(iii) If both the first and last digits of the number (c) Elephant (d) giraffe
are even numbers, then write the code of the
number in reverse order. 29. If apple is called butter, butter is called paint, paint
is called milk, milk is called ink, ink is called
21. 21847 shampoo, shampoo is called soup, then what is
(a) *BSA1 (b) *A113$ used as an ingredient for making banana shake?
(c) BS*AI (d) None of these (a) Ink (b) Milk
(c) Shampoo (d) Soup
22. 52681
(a) BW@SU (b) B*W$U 30. If pink is called white, white is called yellow, yel-
low is called green, green is called black, black is
(c) W13$U* (d) None of these
called red, red is called orange, orange is called
23. 879264 blue, then what will be the colour of sunflower?
(a) AW(411$ (b) $1T*WA (a) Green (b) Yellow
(c) AW*TUS (d) AW*T1$ (c) Blue (d) White
1111111.1•11111111•111
Mathematical Reasoning cmd Aptihtde 5.33
Series (a) 800 (b) 725

31. 15, 23, 35, 51, (c) 750 (d) None of these
(a) 71 (b) 61
43. 385, 405, 445, 505, 685
(c) 65 (d) 75
(a) 585 (b) 605
32. 2, 7, 17, 29, 41, (c) 595 (d) 575
(a) 51 (b) 57
44. 15, 45, 90, 270, 540,
(c) 53 (d) 59
(a) 1620 (b) 1540
33. 840, 790, 740, 690, 640, (c) 1780 (d) 1430
(a) 590 (b) 600
45. 29, 25, 23, 19, 17,
(c) 740 (d) 580
(a) 14 (b) 10
34. 10, ,__, 20, 60,240, 1200 (c) 13 (d) 9
(a) 15 (b) 20
46. 891, 99, 33„ 1.22
(c) 10 (d) 5 (a) 15 (13) 5.14
35. Find the wrong number: (c) 2,34 (d) 1.67
18, 39, 75, 151, 303 47. 1054, 352, 88, 2933,
(a) 39 (b) 18 (a) 733 (b) 9.66
(c) 75 (d) 151 (c) 12.56 (d) 1534
36. 10, 5, 20, 10, 40, 20, 48. 89, 350, 1390, 5546,
(a) 60 (b) 80 (a) 26481 (b) 22166
(c) 100 (d) 160 (c) 10569 (d) 11254
37. 5, 6, 13, 32, 69, 130, 49. 105, 100, 90, 75, 55,
(a) 210 (b) 221 (a) 30 (b) 25
(c) 231 (d) 249 (c) 15 (d) 10
38. Find the wrong number: 50. 5, 9, 14, 21, 30,

(a) 36 (b) 41
13, 5, 26, 15, 52, 25, 108, 35, 208
(c) 52 (d) 49
(a) 52 (b) 25
(c) 108 (d) 208 51. 209, 213, 207, 211, 205,
(a) 205 (b) 201
39. 24, 46, 68, 810, 1012, 1214,
(c) 209 (d) None of these
(a) 1614 (b) 2204
52. 32, ,6400,192000,7680000
192000, 7680000
(c) 1416 (d) 2806
(a) 620 (b) 520
40. 105, 109, 117, 133, 165, 229, (a) 320 (d) 420
(a) 375 (b) 357
53. 564, 152, 48, 21,
(c) 384 (d) 361
(a) 16.75 (b) 13.25
41. 97, 105, 99, 107, 101, 103 (c) 11.50 (d) 9.75
(a) 102 (b) 105
54. , 729, 4096, 15625, 46656
(c) 107 (d) 109
(a) 36 (b) 48
42. 1000, 500, 166.67, 41.67, 8.36 (a) 64
(d) 52
55. 4, 18, 26, 62,114, 238, (a) W (b) X

(a) 466 (b) 586 (c) U (d) V
(c) 358 (d) 568
67. H,J,M,P,S, V,Y, _
56. 102, 108, 104, 27,108, 9,116, 4.5,132, 164 (a) B (b) D
(a) 2.25 (b) 164 (c) G (d) None of these
(c) 4.5 (d) 148
68. B, C, E, H, Q, W,
57. 2, 222, 30, 68, 130, 10, (a) L, B (b) 0, D
(a) 310 (b) 350 (c) P, C (d) L, D
(c) 390 (d) 450
69. GT, FU, EV, DW, CX,
58. What will be the 20th term in the series 10, 15, 20, (a) AZ (b) BY
25, ...? (c) BS (d) JZ
(a) 110 (b) 125
70. YX, XW, UT, PO, IH,
(c) 105 (d) 140
(a) BY (h) HE
59. What will be the 80th term in the series 106, 112, (c) DC (d) AZ
118, 124, ...?
(a) 580 (b) 660 71. GAP, 1E0, LIM NO1
(c) 720 (d) 850 (a) GIN (b) QON
(c) SIK (d) SEB
60. What will be the 140th term in the series 36, 48,
60, 72, 84, ...? 72. PET, TFP, WDL, YOH, ZCD
(a) 1808 (b) 1912 (a) AHZ (b) ZIY
(c) 1704 (d) 1612 (c) ZHZ (d) BICX
61. What will be the 12th term in the series 1, 5, 25, 73. AK, EO, IS, , QA, UE
125,...7 (a) MU (b) MW
14
(a) 5 (h) 511
(c) NX (d) NV
59 (d) 5' 3
(c)
74. ABC, FGH, KLM, PQR, UVW
62. Find the 20th term of the series 10, 70, 490, 3430, (a) ZAB (b) YBC
13 (c) ABC (d) None of these
(a) 10 (7)15 (0) 1 0 (7)
(c) 10 (7)19 (d) None of these 75. A, C, P.1, 0, IL
(a) Z (b) A
63. A, 13, D. G. K. P, _ (c) B (d) C
(a) V 0
( )W
(c) T (d) Z 76. BE, AF, ZG, YB, XI, WJ,
(a) WJ (b) W
64. Z, X, V, — R, P (c) WL (d) VK
(a) T (b) S
77. LOL, NOO, POR, ROU, TOW,
(c) U (d) None of these
(a) VOA (b) UOB
65. A, D, C, F, E, H, _ (c) UOA (d) VPB
(a) (b) M 78. FAQ, AQF, FAQ, AQF
(c) G (d) 0 (a) AQF (b) QFA
66. E, G, 1, L, 0, Q, T, _ (c) AFQ (d) None of these
Mathematical Reasoning and Aptitude
79. NEW, ODU, PCS, , RAO, SZM 91. 15ZC, 17YE„ 27QI, 35JK
(a) QBQ (b) QBR (a) 21 VG (b) I 9VG
(c) QCR (d) QAR (c) 2ITG (d) I9NH
80. MEN, OGL, QJJ, SNH USF 92. DDEDFDEFDFHDEFGDFHJDEFG_

(a) VYC (b) WYE (a) H (b) D
(c) VZB (d) WYD (c) E (d) F
81. TSAB, RQCD, POEF, NMGH, 93. RIH„ Q9U, 016IC, L25J
(a) LIU! (b) KLJI (a) R2K (b) S4L
(c) KJLI (d) None of these (c) R5L (d) None of these
82. PXE, QUG, RRI, SOK, TLM, 94. HI IK, 5120, N2OW, P27A
(a) VIN (b) VIP (a) K1 6R (b) MIST
(c) UJQ (d) U10 (c) LISS (d) MI 8U
83. CRP, , GSN, ISK, KUL 95. RA10, PC20, MF60, , D01200
(a) ERM (b) DRO (a) U240 (b) HK350
(c) FPO (d) ESM (c) KH500 (d) EL750
84. EFEGFHEGIFHJEGIKEHJLEGIKMFIUL_ 96. 9L21, 6Q88, 2T792, 4V12672
(a) M (b) 0 (a) 4P44 (b) 5M.33
(c) N (d) P (c) 8N64 (d) 3022
85. THUG, , OHPL, TIMO, JHKQ 97. s h srhp h sr
(a) PIRK (b) QHSJ (a) prpshpr (b) PrbsPn
(c) YIRJ (d) ZEUC (c) shrpop (d) PrPsrPb
86. CAB, BAC, FED, DEF, EP, FU, 98. m__nn_no_m_mo_na_mm
(a) KOI (b) LOH (a) monnnmom (b) nomnomnn
(c) JP1 (d) HNJ (c) monmmnno (d) onmmonno
87. ZZYZYXZYXWZYXWVZYXWVU_ 99. _ba_am_rabm_b
(a) W (b) X (a) mbaa (b) bamm
(c) Y (d) Z (c) mabm (d) abma
88. AFK, ZIP, YLU, XOZ, _ 100. _hrr_r_r1111_r_rr
(a) WRE (b) VPF (a) rhrhrh (b) thhrhr
(c) XSD (d) UQE (c) brhrhr (d) rhIshrr
89. DOG, FISH, HAJ, JEM, _ 101. i_ii_iii_iii_r
(a) LGS (b) LIQ (a) iirr (b) rni
(a) Nup (d) OJQ (a) 1'16 (d) irir
90. C24, E22, 118, 012, ____ 102. 226A1, W23D4, T2007,
(a) U06 (b) S09 (a) R18109 (b) P161(11
(c) W04 (d) U04 (c) QI7J10 (d) 015L12
Direction sense (a) North (b) South
103. Dhruv started walking towards the south of his (c) East (d) West
house. After walking 8 km, he realised he had 109. Nishiket went to the post office from his house.
come too far, so he turned and came back 4 km. He walked for 3 km towards west, then turned
Then he took a right turn and moved 3 km. How right and walked for 6 km. Again he turned right
far is he from starting point? and walked for I I km. How far is he from the
(a) 4 km (h) 61an starting point?
(c) 5 km (d) 8 km (a) 12 km (b) 9.5 km
(c) 10 km (d) 8 km
104. Manish travelled 30 km and turned left to travel
20 km further, then he took left turn again and 110. Priyansh and his sister Kritilsa went from their
travelled for 30 km. How far is he from his start- home to market and office respectively. Market is in
ing position? the east of their house at 12 Ian and Kritikak office
(a) 20 km is in the north of their house at 5 km. They decided
(b) 35 km to meet during lunch time. They started their jour-
ney at the same time and same speed. How much
(c) 60 km
minimum distance do they need to cover to meet?
(d) Cannot be determined (a) 13 km (b) 6.5 km
105. My dog, Tiger, went for a run. He ran for 10 km (c) 9 km (d) 17 km
towards north and took a right turn. After running
Ill. A is in north of B. D is in south of C. B is in east
for 5 km, he turned right and ran 10 km. Again
of C. E is in west of C. F is in south of E. In which
he turned right and ran for 18 km. How far is he
direction is A with respect to F?
from the starting point?
(a) South-east (b) South-west
(a) 12 km (13) 81cm
(c) North-east (d) North-west
(c) 13 km (d) 14.2 km
112. One evening, Amit and Gungun were sitting in a
106. Using the information given in question 3, in park, such that Gungun's shadow was falling on
which direction is Tiger running with respect to Amit In which direction was Gungun facing?
the starting point?
(a) North
(a) North (b) South
(b) South
(c) East (d) West
(c) East
107. Balwinder's house is in north of his office. (d) Cannot be determined
Parminder's house is in south of park. Park is
113. Inder travelled towards the east of his office. After
in east of Balwinder's office. Bank is in west of
Balwinder's house, in line with his office, and travelling 30 km, he took a right turn and covered
Parminder's home. In which direction is bank 7 km. Then he took a 45° turn in the clock-wise
with r.upset to the position of park? direction. In which direction is he travelling now?
(a) South-west (b) South-east
(a) South-east (b) South-west
(c) North-west (c) North-east (d) North-west
(d) North-east
114. There are five cities A, B, C, D, and E. A is in the
108. Gupta went for jogging. After 14 km, he took
west of B; C is in the north of A; E is in the south-
a left turn and jogged further for 19 km. Then
west of D in line with A and C; D is in the south
he took a right turn and covered 5 km. Then he
of B and south-east of A. In which direction is C
again took a left turn to walk for 10 km. Again he
with respect to D?
turned left to reach a juice stall which is 2.5 km
away. Now, he is travelling towards the south. In (a) North (b) North-west
which direction did he start his journey? (c) South-east (d) West
Mathematical Reasoning and Aptitude 5
115. Raghubir started walking towards south-east of (a) South (b) East
his house. After travelling 12 km, he took a right (c) West (d) North
turn and walked for 8 km. Then he took a right
turn again and covered 15 km. Then he turned 121. If North-east becomes South-west, then a
45° in clockwise direction and continued walk- direction will South-east become?
ing. In which direction is he travelling now with (a) South-west (b) North-west
respect to starting point? (c) North-east (d) None of these
(a) North (b) South
122. At 3'o clock, if the hour hand points towards
(c) North-west (d) North-east
west, in which direction will the minute hand
116. Mohan travelled 30 km towards the north and then at 7:45 PM?
took a right turn. After travelling 90 km further, (a) South-east (b) East
he again turned right and covered 30 km. Then (c) North-west (d) None of these
again he took a right turn and covered 30 km.
How far is he now from the starting point and in 123. If at 6'o clock, the minute hand points tower
which direction? the north, then in which direction will the mins
(a) 50 km, East (b) 60 km, East hand be at half-past ten?
(c) 60 km, West (d) 30 km, West (a) South (b) West
(c) East (d) North
117. Reminder walked 7 Ion towards the south and
then took a right turn. After covering 3 km, she Blood relations
again took a right turn and walked for 4 km. Then
124. Pointing towards Keitika, Ramesh said, 'OW
she took a left turn and covered 2 km. Again she
daughter of father-in-law of her brother's moth:
took a left turn and covered 10 km. How far is she
is my wife'. How is Ramesh related to Kritika?
now from the starting point?
(a) Uncle (b) Brother
(a) 10 km (b) 13 km
(c) Father (d) Data inadequate
(c) 15 km (d) 17 km
118. Bibek travelled 13 km towards the west and then 125. Sahli said, `Manvir is only son of daughter of m
sister's father's wife'. How is Manvir related t
turned left After travelling 18 km, he turned left
Sahil?
again and covered 25 km. Again he turned left
and travelled for 18 km. How far is he now from (a) Son (b) Nephew
his starting point and in which direction? (c) Cousin (d) Brother
(a) 25 km, West (b) 18 km, North-west 126. Anita said to a boy, 'Your mother is only dal
(c) 43 km, West (d) None of these ter of my father's father-in-law'. How is the Ix
related to Anita?
119. Samar walked for 10 km towards the south and
then took a left turn. After travelling 3 km, he (a) Cousin (b) Maternal uncle
took left turn again and continued for 2Icm, Then (c) Brother (d) Data inadequate
he again took a left turn and ran for 9 km. How
127, Pointing towards a photograph, Swami sa
far is he now from starting point?
`The lady in the photograph is wife of son
(a) 10 km (b) 71on my father's father'. How is the lady related
(c) 15 km (d) 12 km Swami's sister?
120. The four paths of the crossing lead to Mall, (a) Mother (b) Maternal aunt
School, Hospital, and Dubey's house. To come (c) Aunt (d) Either (a) or (c)
to the crossing, Dubey travels towards the south.
If he continues walking, then he will reach Mall. 128. Anamika and Bonita met at a function. Auami
Hospital is in the west of Crossing. In which introducedRonitatoherhusbandastheonlydaus
direction is School from the crossing? ter-in-law of mother of sister of her grandfathe
only son's daughter. How is Anamika related to 136. Aarav told Tejas, 'Samar is son of father of my
Ronita's husband? daughter Harshita's mother', How is
(a) Sister (b) Sister-in-law (i) Samar related to Harshita?
(c) Mother (d) Daughter (a) Maternal uncle
129. Rupesh looked at a photo and said, 'This girl is not (b) Brother-in-law
my sister. But brother of her mother is only son of (c) Cousin
my mother's mother'. How is the mother of the
(d) Father
girl related to Rupesh?
(a) Grandmother (b) Maternal aunt (ii) Aarav related to Samar?
(c) Mother (d) Sister (a) Father
130. Ayaan told Ambika, 'Your brother's only sister is (b) Brother-in-law
daughter of my father's only son'. How is Ambika (c) Brother's wife
related to Ayaan? (d) Father-in-law
(a) Mother (b) Sister-in-law
(c) Daughter (d) Niece 137. Pranav told Anand, '1 went for a morning walk
today with husband of only daughter-in-law of
131. Mandy met Ginni at a party. While pointing my brother's grandfather'. Who accompanied
towards a man there, she told Ginni, 'He is only Pranav for morning walk?
son of father-in-law of my mother's husband'. (a) His father (b) His son
How is the man related to Ginni?
(c) His brother (d) His grandfather
(a) Maternal grandfather (b) Maternal uncle
(c) Father-in-law (d) None of these 138. Mridula introduced Hiten as husband of only
daughter of her mother's husband. How is Hiten
132. A girl pointed towards Rishi and said, `You are related to Mridula?
brother of only daughter of my father's wife'.
(a) Wife (b) Husband
How is the girl related to Rishi's grandfather?
(a) Daughter (b) Daughter-in-law (c) Brother-in-law (d) Nephew
(c) Granddaughter (d) Niece 139. Kabir and Dhruvika went together to watch a
133. Mansulch revealed to Priyansh, 'Neha's mother movie. Them they met Kabir's friend, Samaksh,
is daughter of wife of my father's mother's only who asked him about Dhruvika. Kabir said, `My
son'. How is Priyansh related to Mansukh? maternal grandfather's only son is brother of
her father's wife'. How is Dhruvika related to
(a) Brother (b) Grandson
Kabir?
(c) Son (d) Data inadequate (a) Maternal aunt
134. Pointing to Varun, Dipti said to Kaishrna, `His (b) Mother
mother is the only daughter of your grandfather's (c) Sister
only son'. How is Karishma related to Varun?
(a) Sister (d) Cannot be determined
(b) Mother
(c) Mother-in-law (d) Daughter 140. The six members of a family are F, G, H, I, J, and
K including two married couple, such that there
135. Richa told Shadir, 'I am daughter-in-law of
is a doctor, a teacher, a gardener, a muse and two
grandmother of your mother's only son's sister'.
students. G is a doctor and father of J. K is grand-
How is Richa related to Shadir?
father of H and is a gardener. I is grandmother of
(a) Mother J and is a nurse. Which of the following is a pair
(b) Aunt of nume, teacher, and a student?
(c) Either mother or aunt (a) FJH (b) FIG
(d) Cannot be determined (c) IFH (d) KGJ
Mathematical Reasoning and Aptitude 5.3!
141. Ishaan is son of Dhruv. Ananya is sister of Kiara. (a) Father (b) Father-in-law
Kiara is daughter of Ishaan. If Yograj is father of (c) Grandson (d) Grandfather
Dhruv, then how is Kiara related to Yograj?
148. In Question 24, how is Rohini related to Ekam?
(a) Great granddaughter
(a) Granddaughter-in-law
(b) Great grandfather
(13) Granddaughter
(c) Granddaughter
(c) Grandmother
(d) Data inadequate
(d) Mother
142. A is son of B. C, A's brother, has son D and
daughter E. F is maternal aunt of E. How is D Directions for questions Q149-Q151: In a certain
related to B? code language,
(a) Grandnephew (b) Brother @ K' means '12 is brother of K'.

(a) Son (d) Grandson 'R # K' means 'R is sister of K'.
143. Rohini's father is brother of Binds, whose father `R S K' means 'R is husband of K'.
is Sohan. Anil is son of Bindu and brother of '12 *K' means 'R is son of K'.
Prem. How is Sohan related to Pram?
'R K' means 'R is daughter of K'.
(a) Grandfather (b) Grandson
149. If E N * G (4) M, then how is E related to G?
(c) Brother (d) Uncle
(a) Granddaughter-in-law
144, In a family, there is a man, his wife, three sons,
(b) Granddaughter
their wives, a daughter, and her husband. Each
son has a son and two daughters. The man's (c) Grandmother
daughter has two sons. How many male and (d) Mother
female members are there in the family?
150. If F (4) G R I, then how is G related to
(a) 10, 11 (b) 11, 10
(a) Brother-in-law (b) Father-in-law
(c) 12, 9 (d) 9, 12
(c) Father (d) Son-ia-law
145. Mihir is father of Kusum. Mihir has only two chil-
dren. Kusum is sister of Ramesh, Ramesh is son 151. Which of the following shows that A is sister of R?
of Priyanka. Anu is granddaughter of Priyanka. (a) R@G#H-i-A (b) RSH@G*A
Sunderlal is father of Anu. How is Sanderlal (c) R G 1 (d) None of these
related to Kusum?
(b) Grandfather Seating arrangement
(a) Brother-in-law
(c) Son (d) Husband 152. A, D, F, Q, and T are sitting in a row A is to the left
of Q and to the right of D F is to the right of Q. T is
146. Manish, who has two children, is father of Paray.
between Q and E Who is in the middle of the row?
Parav is brother of Shreya. Shreya is daughter of
Mohini. Zara is granddaughter of Mohini. Arjun (a) Q (b) A
is father of Trisha Zara is sister of Trisha. How is (c) D (d) T
Arjun related to Parav?
153. Six friends Amen, Balwinder, Chetan, Mahesh,
(a) Brother (b) Brother-in-law Avant, and Inder are sitting in a circle facing the
(c) Father-in-law (d) Son centre. Avant is to the left of Mahesh. Chetan is
between Aman and Balwinder. 'oder is between
147. Piyush is son of Anmol. Rama has two kids —
Avant and Aram Who is sitting to the immediate
Piyush and Jot. Rohini is sister of Uday. Jot is
left of Balwinder?
married to Vidya Ekam is mother of Arunol.
Rohini is married to Piyush. Ekam is married to (a) Mahesh (13) Aman
Guntas. How is Gantas related to Piyush? (c) lnder (d) Chetan
Venn diagram
Choose the appropriate diagram for
154. Earth, Planets, Mars
(d)
O
155. Lawyer, Politician, Male
158. Brown eyed people, Indians, Blue eyed People
(a)
(b)
(c) (d)
Directions for questions Q159—Q163: In the fol-

lowing diagram, the circle represents employed per-
sons; triangle represents educated persons; rectangle
represents male; and the square represents doctors.
The numbers are used for representing the area. Use
(d) the following diagram to answer the questions given
below:
156. Earth, Asia, India
(a) (b)
Employed
(c) (d)
157. Animal, Dog. Sparrow

Educalod
159. Which area represents educated male doctors?

(a) (a) 6 (b) 7
(c) 8 (d) 7 and 8
160. Unemployed educated males who are not doctors of students who opted for the activities is given be
are represented by in the diagram.
(a) 3 (b) 7 Football Music
(c) 2 (d) 1
161. Uneducated doctors are represented by r
m
(a) 6 and 9 (b) 2 and 9
(c) 3 and 5 (d) 9
162. Uneducated and unemployed maim are repre-
sented by 4
(a) 9 (b) I Hockey
(c) 6 (d) 2
Using the diagram answer the following question
163. Employed males are represented by 167. How many students opted for both football an
(a) 8 and 5 (b) 8, 5 and 4 hockey?
(c) 8 and 14 (d) None of these (a) 10 (b) 8
Directions for questions Q164—Q166: Answer the (c) 2 (d) 4
questions on the basis of diagram given below: 168. How many students opted for only football?
(a) 10 (b) 25
(c) 12 (4) None of these
169. What is the number of students who have opted a
least one of either football or music?
Hockey players (a) 54 (b) 44
(c) 56 (d) 69
Girls Classification
Football players
(a) Turmeric (b) Mustard
164. Girls who play hockey as well as football are (c) Nutmeg (d) Chocolate
represented by
(a) 3 (b) 4
(a) Book (b) Paper
(c) 2 (d) 8
(c) Pen (d) Pencil
165. Female hockey players who do not play football
are shown by
(a) Oil (b) Cheese
(a) 2 (b) 6
(c) Butter (d) Cream
(c) 4 (d) None of these
166. Girls who play neither hockey nor football are
represented by (a) Biology (b) Science
(b) 5 (c) Physics (d) Chemistry
(a) 1
(c) 2 (d) 6 174. Identify the word which is least like the others:
Directions for questions Q167—Q169: Students were (a) Chandigarh (b) Delhi
asked to opt for football, hockey, or music. The number (c) Amritsar (d) Pondicherry
5A2 UGC-NET Paper-I
175. Identify the word which is least like the others: 187. Identify the pair which is least like the others:
(a) Television (b) X-ray (a) EF (b) QR
(c) Radio (d) Computer (c) TU (d) MO
(a) Pound (b) Yen (a) JQ 09 IP
(c) Ounce (d) Euro (c) GT (d) LO
(a) March (b) May (a) ACE (b) KMO
(c) June (d) August (c) TVX (d) PQR
178. Identify the pair which is least like the others: Analogy
(a) Narrow : Broad (b) Light : Heavy
190. 13 : 169 : :
(c) Tiny : Huge (d) Big :1 arge (a) 10 : 90 (b) 16 : 228
179. Identify the pair which is least like the others: (c) 8 : 64 (d) 5 : 50
(a) Pen: Ink (b) Diesel: Car
191. 16:64::25:
(c) Electricity : Fan (d) Food : Refrigerator (a) 625 (13) 500
180. Identify the pair which is least like the others: (c) 125 (d) 225
(a) Wrist: Bangle
192. AG:10::EK:
(b) Shoe Laces (a) LR (b) MS
(c) Neck : Necklace (c) PV (d) SY
(d) Waist: Tie
193. India President : Punjab :
181. Identify the item which is least like the others: (a) Chief Minister (b) Governor
(a) 140 (b) 840 (c) Finance Minister (d) Army Chief
(c) 360 (d) 480
194. Flow : River : : Stock :
182. Identify the item which is least like the others: (a) Ocean (b) Pipe
(a) 7 (b) 49
(c) Pool (d) Water
(c) 343 (d) 766
195. Doctor : Nurse : : Leader :
183. Identify the pair which is least like the others: (a) Followers (b) Students
(a) 7 and 49 (b) 36 and 6 (c) Colleagues (d) Friends
(c) 5 and 25 (d) 14 and 196
196. Future : Predictions • - : Regret
184. Identify the pair which is least like the others: (a) Present (b) Mistake
(a) 13, 31 (b) 28, 82 (c) Hurt (d) Past
(c) 59, 95 (d) 16, 32
197. Select the pair which has the same type of rela-
185. Identify the pair which is least like the others: tionship like:
(a) 11, 115 (b) 6, 30 Barometer: Pressure
(c) 5, 20 (d) 2, 2 (a) Energy : Pascal
186. Identify the pair which is least like the others: (h) Thermometer : Temperature
(a) 21, 49 (b) 24, 64 (c) Force : Sphegometer
(c) 25, 54 (d) 81, 36 (d) Richter scale : Heat
198. Paw : Cat : : Hoof • 207. Mountain is related to Valley in the same way
(a) Dog (6) Elephant genius is related to
(c) Horse (d) Giraffe (a) Intelligent (10 Studious
(c) Brilliant (d) Idiot
199. Select the pair which has same relationship like:
208. White revolution is related to Milk as Yellow re
Bullet : Gun
olution is related to
(a) Pipe : Water
(a) Sunflower (b) Oilseeds
(b) Smoke : Chimney
(c) Flowers (d) Mango
(c) Terrace : Pipe
(d) Fire : Oil 209. Force is related to Newton like Resistance
related to
200. Genuine : Authentic : : Mirage : (a) Pascal (13) Mho
(a) Reality (b) Illusion (c) Hertz (d) Ohm
(c) Truth (d) Ideal
210. Select the pair which has same relationship like:
201. Select the pair which has same relationship like: Sip : Gulp
Rodent: Plague (a) Touch: Push
(a) Rabies : Dog (b) Eat : Chew
(b) Fly : Fever (c) Chopping : Cutting
(c) Mosquito : Dengue (d) Tent: Hut
(d) Bite : Rashes 211. Select the pair which has same relationship Wm:
202. Dawn : Dusk : : Inauguration : Wan : Colour
(a) Swearing (b) Valediction (a) Enigmatic: Puzzle
(c) Leave (d) Invitation (b) Pallid : Complexion
(c) Insipid: Flavour
203. Select the pair which has same relationship hire:
(d) Corpulent : Weight
Circle : Circumference
(a) Area : Square 212. Select the pair which has same relationship like:
(b) Cylinder: Volume Uneducated Illiterate
(c) Rectangle : Perimeter (a) Deaf: Dumb
(b) Vision: Sight
(d) Shape : Area
(c) House: Street
204. Bread is related to Bakery as is
(d) Insipid Bright
related to Kiln.
(a) Flour (b) Cookies 213. Complete Dozen : Score : Decade :
(c) Brick (d) Glass (a) Measurement (b) Cozen
(c) Number (d) Century
205. Radical : Moderate : : Revolution:
(a) Change (b) Violence 214. KMH : LLH : RMS :
(c) Prosperity (d) Peace (a) LHS (13) SLU
(c) USW (d) SNT
206. Vicuna is related to Camel as Repec is related to
215. 8:512::9: _
(a) Violin (b) Harp (a) 333 (b) 654
(c) Flute (d) Currency (c) 358 (d) 729
Basic mathematical reasoning Fractions

Age-related problems 1 0
221 Find the value of 800 - 0 *0 7
216. At present D is eight times her daughter's age.
8 years from now, the ratio of the ages of D and
(a) 320 (b) 160
her daughter will be 10 : 3, respectively. What is
D's present age? (c) 180 (d) 220
(a) 32 years (b) 45 years 224. Find the value of 4.1+5 2 + 9-.
(d) 40 years 3 7 7
(c) 38 years
(a) 10.90 (b) 11.24
217. When Anant was 4 years old, his sister was half
(c) 9.12 (d) 12.34
of his age. What will be his sister's age when he is
44 years old? 225. Out of 0.9, 0.90, 0.900, 0.9000, which is the
(a) 22 years (b) 35 years greater?
(c) 40 years (d) None of these (a) 0.9 (b) 0.90

(c) 0.900 (d) All are equal
Speed, distance, and time
218, A person goes from point A to point B at the 226. Arrange-,-
15 3 30 10 in ascending order.
32 4 50 15
speed of 40 kmph in 50 minutes. At how much
15 3
speed should he travel to cover the same distance 30 10 15 10 30 3
(a) -<-<-<- (b) -<-< -< -
in 30 minutes? 32 4 50 15 32 15 50 4
(a) 58,5 keoph 15 30 10 3 30 10 15 3
(b) 66.7 kmph (c) -<-<-< - (d) -<-< -< -

32 50 15 4 50 15 32 4
(c) 72.4 kmph
2 3
(d) Cannot be determined 227. The -of -of 5of 1024 will be
3 5 8
219. Manoj would have walked 40 km more if he walks
(a) 256 (b) 384
at the speed of 14 kmph instead of 10 kmph. How
much distance has he covered now? (c) 128 (d) 206
(a) 60 km (b) 90 km 228. Half of the students of a school have gone for pic-
(c) 1001<n) (d) 110 km nic, out of which three-fifth are boys. If the total
number of students enrolled in school is 510, then
220. A truck completed a journey of 630 kin in 6 find the number of girls who went for picnic?
hours. Initially the speed of the truck was 100
(a) 256 (b) 102
kmph, it was then increased to 110 kmph. Find
the time after which the speed was increased? (c) 153 (d) 156
(a) 2.8 hours (b) 3.5 hours 229. If in a bag, the one tenth balls are black coloured,
(c) 3.0 hours (d) 2.5 hours half are red coloured, and the remaining 80 balls
are white coloured, find the total number of balls?
221. A person walks a distance in 2 hours at the speed
(a) 150 (b) 220
of 5krnph. How much time will he take if he runs
at the speed of IS kmph? (c) 280 (d) 200
(a) 1.5 hours (b) 40 minutes 230. If 40 black balls are added to the bag used in
(c) 1.2 hours (d) 55 minutes above question, then what will be the proportion
of the white balls out of total balls?
222. If a train crosses a platform in 9 seconds at a
speed of 50 kmph, then what is the length of the (a) One-third
platform? (b)
(a) 125 m (b) 160 m (c) One-sixth
(c) 100 m (d) 110 m (d) Cannot be determined
Profit and loss (a) 1480 (b) 7560

231. Ramesh has purchased a car for 1.2.5 lacs, and (c) 16480 (d) 06560 41111M
then he had sold it for 72.75 lacs. Find the •
profit %. 238. Mohan came to Rajesh to borrow a sum of
(a) 12% (b) 24% t 15000. How much simple rate of interest should
he charge so as to expect 118000 as the payable
(c) 10% (d) 8% amount after 4 years?
232. Kanan sold a computer for 335000 at a loss of (a) 8% (b) 7%
15 %. Find the price at which Kanan has pur- (c) 6% (d) 5%
chased it.
239. Calculate the total amount payable if interest is
(a) t38904. l 5
compounded annually at 8% per annum on a sum
(b) 141176.47 of 11750 borrowed for 24 months.
(c) 246157.14 (a) z2125.40 (b) 12041.2
(d) 144125.38 (c) 12100.37 (d) 12200.90
233. A charity house has purchased 100 jackets for 240. The compound interest on 38000 at 5% p.a. la
368000. At what price should they sell it while certain time period is 1820. Find the time period.
having no profit no loss? (a) 2 years (b) 3 ran
(a) 3680 (c) 1.5 years (d) 3.5 years
(b) 3759
(c) 3695 Discounting
(d) Data inadequate 241. The selling price ofa bicycle at a discount of 10%
is 31100. Fmd the market price of the bicycle.
234. A crockery set is sold for 31300 at a profit of
(a) 11222.22
13 %. What will be the profit (%) if it has been
sold for 31500? (b) 3102435
(a) 28.36 (b) 24.64 (c) 11348.10
(c) 30.59 (d) 26.92 (d) 11123.14
235. A shopkeeper has sold two tables. For the first 242.1Xvo successive discounts of value 15% and 10%
table he earned profit to the tune of 20%, and for will be equal to a discount of
second table, he faced a loss of 20%. Find the (a) 25.0% (b) 22.4%
profit or loss %. (c) 23.5% (d) None of these
(a) Loss 4% (b) Profit 4%
243. A shopkeeper purchased a product for no° and
(c) Loss 6% (d) No Profit No Loss sold it on 10% discount He earned 20% profit
even after selling it on discount. Find the market
Interest prim of product.
236. Find the total interest payable on a sum of t 10000 (a) naLoo (b) 3230.20
borrowed for 4 years at simple interest of 2% (c) 3254.64 (d) 3244.44
quarterly.
(a) 1800 (b) Z670 244. A shopkeeper purchased a pack of pens for noo
which he used to sell at 25% profit. This time he
(c) 1850 (d) 1540
offered discount to students and sold it at 15%
profit. Find the amount of discount
237. Calculate the amount payable on a loan of 16000
borrowed at simple interest of 10% p.a. after a (a) 750 (b) 765
time period of 8 years. (c) 285 (d) 160
PREVIOUS YEARS09EST
70311
August 2016 (a) 63 (b) 73
1. In the series AYD, BVF, DRH, GMJ, the next term (c) 83 (d) 93
is 9. A person walks 10 m in front and 10 m to the right.
(a) GLK (b) HLM Then every time turning to his left, he walks 5, 15,
(c) LHM (d) KGL and 15 m respectively. How far is he now from his
starting point?
2. C and D are sisters. A and B are brothers. E is son (a) 20 m (b) 15 m
of A and brother of D. B is related to C as
(c) 10 m (d) 5 rn
(a) Brother (b) Son
(c) Uncle (d) Father-in-law 10. A is sister of B. F is daughter of G. C is mother of
B. D is father of C. E is mother of D. A is related
3. At present, a mother is 3 times older than her son. to D as
After 5 years, the sum of their ages will be 70
(a) Granddaughter (b) Daughter
years, The age of the mother after 10 years will be
(c) Daughter-in-law (d) Sister
(a) 40 (b) 55
(c) 45 (d) 60
December 2015
4. Anil played 8 cricket matches. The mean (aver- I. The next term in the series 2, 5, 10, 17, 26, 37, is:
age) of the runs was found to be 80. After playing
(a) 50 (b) 57
four more matches, the mean of the runs of all the
matches was found to be 70. The total runs made (c) 62 (d) 72
in the last four matches is 12. The next term in the series B2E, DSH, FI2K,
(a) 400 (b) 300 H27N, is:
(c) 200 (d) 100 (a) 2561 (b) 162Q
(c) Q622 (d) 258Q
July 2016
13. Anil after travelling 6 km towards the east from his
5. In a particular code, HOSPITALS is coded as house realized that he has travelled in the wrong
HSOLSAPTI. The code of BIOLOGICALS will be direction; he turned and travelled 12 km towards
(a) BLICOALIOSG the west, turned right and travelled 8 km to reach
(b) BOLGICAILOS his office. The straight distance of the office from
(c) SBLAOILOBCG his house is:
(a) 20 km (b) 14 km
(d) BSILOALCOIG
(c) 12 Ian (d) 10 lcm
6. In a certain code, SELECTION is coded as
QCJCARGML. The code of AMERICANS will be 14. A party was held in which a grandmother, father,
mother, 4 sons, their wives and I son and 2 daugh-
(a) YKCPGAYLQ (b) BNFSJDBMR
ters to each of the sons were present. The number
(c) QLYAGPCKY (d) YQKLCYPAG of females present in the party was;
7. In the series AB, EDC, FGHI, OPQRST, (a) 12 (b) 14
the missing term is (c) 18 (d) 24
(a) JKLMN (b) JMKNL 15. P and Q arc brothers. R and S are sisters. The son
(c) NMLKJ (d) NM1CLJ of P is brother of S. Q is related to R as:
(a) Son (b) Brother
8. In the series 3, 11, 23, 39, 59, ..., the next term
will be (c) Uncle (d) Father
16. At present a person is 4 times older than his son passed in one subject = 735
and is 3 years older than his wife. After 3 years failed in English = 75
the age of the son will be 15 years. The age of the
failed in Physics = 145
person's wife after 5 years will be
(a) 42 (b) 48 failed in Chemistry = 140
(c) 45 (d) 50 failed in Maths = 200

failed in Bin-science = 157
17. The mean of the ages of father and his son is 27
years. After 18 years, the father will be twice as The number of students passed in at least four sub-
old as his son. Their present ages are jects is:
(a) 42, 12 (b) 40, 14 (a) 6300 (b) 6900
(c) 30, 24 (d) 36, 18 (c) 7300 (d) 7900
18. A group of 210 students appeared in some test.

December 2014
The mean of the students is found to be 60. The
mean of the remaining students is found to be 78. 24. If STREAMERS is coded as UVTGALDQR, then
The mean of the whole group will be: KNOWLEDGE will be coded as
(a) 80 (b) 76 (a) MQPYLCDFD (b) MPQYLDCFD
(c) 74 (d) 72 (c) PMYQLDFCD (d) YMQPLDDFC
June 2015 25. The next tear' in the series: 2, 7, 28, 63,126, is
(a) 215 (b) 245
19. In a certain code, MATHURA is coded as
(c) 276 (d) 296
JXQEROX. The code of HOTELS will be:
(a) LEQIBP (b) ELQBIP 26. The next term in the series: AB, ED, Iff, NM,
(c) LEBIQP (d) ELIPQB is
(a) TS (b) ST
20. The next term in the series 2, 5, 9, 19, 37, is
(c) TU (d) SU
(a) 83 (b) 75
(c) 78 (d) 80 27. A is brother of B. B is the brother of C. Cis the
husband of D. E is the father of A. D is related to
21. One day Prakash left home and walked 10 km E as:
towards the south, turned right and walked 5 km, (a) Daughter (h) Daughter-in-law
turned right and walked 10 Ian and then turned left
(c) Sister-in-law (d) Sister
and walked 10 km. How many kilometres will he
have to walk to reach his home? 28. Given below is a diagram of three circles A, B, and
(a) 10 (b) 20 C overlapping each other. The circle A represents
the class of honest people, the circle B represent
(c) 15 (d) 30
the class of sincere people and circle C represents
22. A girl introduced a boy as the son of the daughter the class of politicians. p, q, r, s, U, X, Y represent
of the father of her uncle. The boy is related to the different regions.
girl as:
(a) Brother (b) Uncle
(c) Nephew (d) Son
23. In an examination in which 10,000 students
appeared, the number of students who:
passed in all five subjects = 5583
passed in three subjects= 1400
passed in two subjects = 1200
Select the code that represents the region indicat- 35. A person has to buy both apples and mangoes. The
ing the class of honest politicians who are not sin- cost of one apple is 87 whereas that of a mango is
cere. 75. If the person has 738, the number of apples he
(a) X fb) q can buy is
(c) p (d) s (a) 1 (b) 2
(c) 3 (d) 4
29. Two numbers are in the ratio 3 5. If 9 is sub-
tracted from the numbers, the ratio becomes 12 :
23. The numbers are
September 2013
(a) 30, 50 (b) 36, 60 36. In a certain city the taxi charges comprise a fixed
(c) 33, 55 (d) 42, 70 charge and the charge of the distance travelled.
A person paid 8156 for a journey of 16 km and
another person paid 8204 for the journey of 24 tan.
June 2014 The amount paid by a passenger who has travelled
30. Ina certain coding method, the word QUESTION 30 km is
is encoded as DOMESTIC. In this coding, what is (a) 236 (b) 240
the code word for the word RESPONSE? (c) 248 (d) 256
(a) OMESUCEM (b) OMESICSM
(c) OMESICEM (d) OMESISCM June 2013
31. A man started walking from his house towards the 37. Inacertain code HEALTH is written asKEIDOWK
south. After walking 6 km, he turns to his left and The code of NORTH will be
walked 5 km. Then he walked further 3 km after (a) QRUWK (b) RQWUK
turning left. He then turned to his left and contin-
(c) RWQUK (d) RWUKQ
ued to walk for 9 km. How far is he away from his
house? 38. In a certain code GALIB is represented by
(a) 3 km (b) 4 km HBMJC. TIGER will be represented by
(c) 5 km (d) 61cm (a) UJHFS (b) U1USF
(c) JHUSF (d) HUJSF
December 2013
39. The missing number in the series 40, 120, 60, 180,
32. In a certain code TEACHER is written as 90,?, 135 is
VGCEIGT. The code of CHILDREN will be (a) 110 (b) 270
(a) EKNJFTGP (b) EJKNFTGP (c) 105 (d) 210
(c) KNJFGTP (d) None of these
40. Starting from point A, Ajit walks 14 metres
33. A man pointing to a lady said, "The son of her towards the west, he then turns to his right and
only brother is the brother of my wife". The lady is walks 14 metres and then turns to his left and walks
related to the man as: 10 metres. He again turns to his left and walks 14
(a) Mother's sister metres and reaches the point E. The shortest dis-
(b) Grandmother tance between A and E is
(a) 38 (b) 42
(c) Mother-in-law
(c) 52 (d) 24
(d) Sister of father-in-law
41. P is the father of R and S is the son of Q and T is
34. And is twice as old as Sunita. Three years ago, he
the brother of P. If R is the sister of S, how is Q
was three times as old as Sunita. The present age
related to T?
of Anil is
(a) Wife (b) Sister-in-law
(a) 6 years (b) 8 years
(c) Brother-in-law (d) Daughter-in-law
(c) 12 years (d) 16 years
42. Choose the proper alternative given in the codes to 50. Find the next letter of the series YVSP
replace the question mark (a) N (b) M
Bee—Honey, Cow—Milk, Teacher-7 (c) 0 (d) L
(a) Intelligence (b) Marks
(c) Lessons (d) Wisdom 51. Six persons A, B, C, D, E, and F are standing in
circle. B is between F and C, A is between E an
D, F is to the left of D. Who is between A and F?
December 2012
(a) B (b) C
43. If MOHAN is represented by the code KNIFYL, (c) D (d) E
then COUNT wilt be represented by
(a) AMSLR (b) MSLAR 52. The price of petrol increases by 25%. By what per
centage must a customer reduce the consumpti
(c) MASRL (d) SAMLR
so that the earlier bill on the petrol does not alter?
44. The missing number in the series 0, 6, 24, 60, 120,?, (a) 20% (b) 25%
336, is (c) 30% (d) 3333%
(a) 240 (b) 220
(a) 280 (d) 210 December 2011
45. The sum of the ages of two persons A and B is 50. 53. If '367' means 'I ant happy'; '748' means 'you are,
5 years ago, the ratio of their ages was 5/3. The sad' and '469' means 'happy and sad' in a givers,
present age of A and B are code, then which of the following represents 'and'
(a) 30, 20 (b) 35, 15 in that code?
(a) 38, 12 (d) 40, 10 (a) 3 (b) 6
(c) 9 (d) 4
46. A group of 7 members having a majority of boys is
to be formed out of 6 boys and 4 girls. The number 54. Find the next letter of the series MPSV...
of ways the group can be formed is (a) X ( 3) Y
(a) 80 (b) 100 (c) Z (d) A
(c) 90 (d) 110
55. In a college having 300 students, every student
47. The number of observations in a group is 40. The reads 5 newspapers and every newspaper is read by
average of the first 10 members is 4.5 and the 60 students. The number of newspapers required is
average of the remaining 30 members is 3.5. The (a) At least 30 (b) At most 20
average of the whole group is (c) Exactly 25 (d) Exactly 5
(a) 4 (b) 15/2
(c) 15/4 (d) 6 56. How many numbers between 100 and300 begin
end with 2?
(a) 100 (b) 110
June 2012
(c) 120 (d) 180
48. Given that in a code language, '645' means 'day is
warm'; '42' means 'warm spring' and '634' means 57. There are 10 lamps in a hall. Each one of th
'spring is sunny'; which digit represents 'sunny'? can be switched on independently. The number o
(a) 3 (b) 2 ways in which the ball can be illuminated is
(c) 4 (d) 5 (a) 102 (b) 1023
(c) 210 (d) 10!
49. Which is the number that comes next in the fol-
lowing sequence? 58. lithe side of the square increases by 40%, then
2, 6, 12, 20, 30, 42, 56, area of the square increases by
(a) 60 (b) 64 (a) 60% (b) 40%
(c) 72 (d) 70 (c) 196% (d) 96%
June 2011 between the reduction in consumption and the

original consumption is
59. If HOBBY is coded as IOBY and LOBBY is
(a) 1:3 (b) 1:4
coded as MOBY; then BOBBY is coded as
(a) BOBY (b) COBY (c) 1:5 (d) 1:6
(c) DOBY (d) OOBY
December 2010
60. If a rectangle were called a circle, a circle a point,
66. Ina certain code, PAN is written as 31 and PAR as
a point a triangle and a triangle a square, the shape
35, then PAT is written in the same code as
of a wheel is
(a) 30 (b) 37
(a) Rectangle (b) Circle
(c) 39 (d) 41
(c) Point (d) Triangle
67. Find the wrong number in the sequence: 52, 51,
61. Find the wrong number in the sequence:
48, 43, 34, 27, 16
125, 127, 130, 135, 142, 153, 165
(a) 27 (b) 34
(a) 130 (b) 142
(c) 43 (d) 48
(c) 153 (d) 165
Questions 62 to 65 are based upon the following dia- 68. If 5472 = 9, 6342 = 6, 7584 = 6, what is 9236?
gram in which there are three interlocking circles A, P, (a) 2 (b) 3
and S, where A stands forArtists, circle P for Professors
(c) 4 (d) 5
and circle S for Sports persons.
Different regions in the figure are lettered from a to f: 69. Mr. A, Miss B, Mr. C and Miss. D are seated
around a table and discussing their trades.
(i) Mr. A is opposite to the cook.
(ii) Miss. B is right to the barber.
(iii) The washerman is to the left of tailor.
(iv) Miss. D sits opposite to Mr. C.
What are the trades of A and B?
(a) Tailor and barber
S (b) Barber and cook
62. The region which represents artists who are nei- (c) Tailor and cook
ther sportsmen nor professors is (d) Tailor and washerman
(a) d (b) e
70. If two small circles represent the class of 'men'
(c) b (d) g
and the class of 'plants' and the big circle repre-
63. The region which represents professors, who are sents 'mortality', which one of the following fig-
both artists and sponspersons is ures represent the proposition 'All men are mor-
(a) A (b) c tal':?
(c) d (d) g
64. The region which represents professors, who are
also sportspersons, but not artists is
(a) e (b) f
(e) c (d) g
65. The price of oil is increased by 25%. If the

expenditure is not allowed to increase, the ratio
71. Determine the relationship between the pair of 76. The region which represents non-Indian scientists
words ALWAYS : NEVER and then select from who are politicians is
the following pair of words which have a similar (a) f (b) d
relationship:
(c) a (d) c
(a) Often : Rarely
(b) Frequently : Occasionally 77. The region which represents politicians who are
Indians as well as scientists is
(c) Constantly : Frequently
(a) b (b) c
(d) Intermittently : Casually
(c) a (d) d
72. The letters in the first set have a certain relation-
78. 12 January 1980 was a Saturday. The day of the
ship. On the basis of this relationship, make the
week on 12 January 12 1979 was
right choice for the second set: AF : IK : LQ : ?
(a) Thursday (b) Friday
(a) MO (17) NP
(c) Saturday (d) Sunday
(c) OR (d) TV
December 2009
June 2010
79. What will be the next term in the following?
73. If INSURANCE is coded as ECNARUSNI, how
DCXW, FEVU, HGTS,?
HINDRANCE will be coded?
(a) AKPO (b) ABYZ
(a) CADNIHWCE (b) HANODEINR
(c) JIRQ (d) LMRS
(c) AENIRHDCN (d) ECNARDNIH
80. Insert the missing number in the following: 3, 8,
74. If water is called food, food is called tree, tree is
18, 23, 33, ?, 48
called earth, earth is called world, which of the fol-
lowing grows a fruit? (a) 37 (b) 40
(a) Water (b) Tree (c) 38 (d) 45
(c) World (d) Earth 81. 1 January 1995 was a Sunday. What day of the
week falls on 1 January 1996?
75. E is the son of A, D is the son of B, E is married to
C, C is the daughter of B. How is 13 related to E? (a) Sunday (b) Monday
(a) Brother (b) Uncle (c) Wednesday (d) Saturday
(c) Father-in-law (d) Brother-in-law 82. Three individuals X, Y, Z hired a car on a sharing
basis and paid 11,040. They used it for 7, 8, II
Questions 76 to 78 are based on the following diagram
hours, respectively. What are the charges paidbyY?
in which there are three intersecting circles I, S, and
P, where circle I stands for Indians, circle S stands for (a) 1290 (b) 1320
scientists, and circle P for politicians. Different regions (c) 1360 (d) 14407
of the figure are lettered from a to g.
June 2009
83. In a certain code, CLOCK is written as KCOLC.
How would STEPS be written in that code?
(a) SPEST (b) SPSET
(c) SPETS (d) SEPTS
84. What was the day on 1 January 2001?
(a) Friday (b) Tuesday
(c) Sunday (d) Monday
5,52 UGC-NET caper-I
December 2008 91. If 1 January 2007 is Monday, what was the day on
1 January 1995?
85. In a certain code, GAMESMAN is written as
(a) Sunday (b) Monday
AGMEMSAN. How would DISCLOSE be written
in that code? (c) Friday (d) Saturday
(a) IDSCOLSE (b) IDCSOLES 92. If an article is sold fort 178 at a loss of II %, what
(c) 1DSCOLES (d) IDSCLOSE would be its selling price in order to earn a profit
of 11%7
86. The letters in the first set have a certain relation- (a) 1222,50 (b) 1267
ship. On the basis of this relationship, what is the
(c) 1222 (d) 1220
right choice for the second set?
AST: BRU :NQV :
(a) ORW (b) MPU December 2007
(c) MRW (d) OPW 93. Find out the number which should come at the
place of question mark which will complete the
87. On what dates of April 1994 did Sunday fall? following series:
(a) 2, 9, 16, 23, 30 (b) 3, 10, 17, 24 5, 4, 9, 17, 35, ?, 139
(c) 4, 11, 18, 25 (d) 1, 8, 15, 22, 29 (a) 149 (b) 79
(c) 49 (d) 69
June 2008
94. If the radius of a circle is increased by 50%, its
88. AGARTALA is written in code as 14168171, the area is increased by:
code for AGRA is: (a) 125% (b) 100%
(a) 1641 (b) 1416 (c) 75% (d) 50%
(c) 1441 (d) 1461
95. Choose the number which is different from the
89. Insert the missing number m the following series: group:
4, 16, 8.64, ?, 256 (a) 49 (b) 63
(a) 16 (b) 24 (c) 77 (d) 81
(c) 32 (d) 20
96. Choose the odd word:
90. The following question is based on the diagram (a) Nun (b) Knight
given below. If the two small circles represent for- (c) Monk (d) Priest
mal classroom education and distance education
and the big circle stands for university system of June 2007
education, which figure represents the university
systems? 97. Which is the number that comes next in the
sequence?
9, 8, 8, 8, 7, 8, 6,
(a) 5 (b) 6
(a) 0 (c) 8 (d) 4
98. A is the father of C and 13 is the son of B. E is the

brother of A. If 'C' is the sister of D. How is 'B' is
related to E?
(a) Daughter (b) Husband
(c) Sister-in-law (d) Brother-in-law
99. How many Mondays are there in a particular The combined mean of the marks of four classes
month of a particular year, if the month ends on together will be:
Wednesday? (a) 32 (b) 50
(a) 5 (c) 20 (d) 15
(b) 4
(c) 3 June 2006
(d) None of the above
105. In a certain code, FHQK means GIRL. How vnll
100. If 12 January 1980 was Saturday, what day was WOMEN be written in the same code?
12 January 1979? (a) VNLDM (b) FHQKN
(a) Saturday (b) Friday (c) XPNFO (d) VLNDM
(c) Sunday (d) Thursday 106. Monday falls on 20 March 1995. What was the
day on 3 November 1994?
December 2006 (a) Thursday (b) Sunday
(c) Tuesday (d) Saturday
101. If A stands for 5,B for 6, C for 7, D for 8 and so
on, then the following numbers stand for 17, 19, 107. The average of four consecutive even numbers is
20, 9 and 8: 27. The largest of these numbers is:
(a) PLANE (b) MOPED (a) 36 (b) 32
(c) MOTOR (d) TONGA (c) 30 (d) 28
102. In the sequence of numbers 8, 24, 12, X, 18, 54 December 2005

the missing number Xis;
(a) 26 (b) 24 108. The sum of a positive number and Its reciprocal is
twice the difference of the number and its recip-
(c) 36 (d) 32
meal, The number is:
103. The sides of a triangle are in the ratio of 1/2: 1/3: (a) 42 (b) Ihi2
1/4. If its perimeter is 52 cm, the length of the (c) (d) 1h13
smallest side is:
(a) 9 cm (b) 10 cm December 2004
(c) 11 cm (d) 12 cm 109. The letters in the first set have a certain relation-
ship. On the basis of the relationship which is the
104. The number of students in four classes A, B, C, D right choice for the second set?
and their respective mean marks obtained by each BF: OK:: LP:?
of the class are given below:
(a) X (b) QU
Class Class Class Class (c) VW (d) RQ
A B C D
110. A bag contains an equal number of one rupee, 50
Number of poise, and 25 poise coins. If the total amount in
10 40 30 20
students the bag is ns, how many coins of each type are
there?
Arithmetic (a) 15
20 30 50 15 (b) 18
mean
(c) 20 (d) 25
I. The correct option is (c), GLDV IH X I LDMVw

7 I 18 4 5 14 16 1 18 20 9 3 21 12 1 18
7 12 4 22 9 8 24 9 12 4 13 22 23
GARDEN PART I CULAR
+I -I +I -1 +1 -1 +I -I +I -I +I -1 +I -I +I -I
8. The correct option is (c).
HZSCFM QZSSJBVKBQ
8 26 19 3 6 13 17 26 19 19 10 2 22 12 2 17 7 18 21 16 15 18 5 18
G R O U P O R E R
2. The correct option is (c),
7 18 15 21 16
19 8 9 6 20
S HIFT GROUP X X X X
S H O O V S P D S F
+2 +4 +6 +8 +10 +2 44 +6 +8 +10
19 8 17 22 19 16 19 6
S L OND I VTBZ
21 12 15 14 4 9 22 20 2 26
3 The correct option is (d).
P O PULAR I ZO F K L l<
1 2 3 4 5 6 7 8 I 2 3 4 5 6 7 8
I-1 1
FRACT ION COMPUTER 1
RFCAITNO OCPMTURE -10pposItes1---
2 1 4 3 6 5 8 7 2 I 4 3 6 5 8 7
4. The correct option is (d).

ANGUAGES HVT Z FTMZO
I 2 3 4 5 6 2 3 4 5 6
RETURN BRIGHT I 1--f 1 1 I
TERNRU I RBTHG
3 2 1 6 5 4 3 2 1 6 5 4
'Opposites
5. The correct option Is (b)
I 2 3 4 5 6 1 2 3 4 5 6
S I S TER F LOWER 10 The correct option is (a).
S I SRET OL FREW 23 1 20 5 18 1 16 16 12 5
3 2 1 6 5 4 3 2 I 6 5 4 W A T E Ft A P P L E
6. The correct option is (d). KIPP X

X X
1 2 3 4 1 2 3 4 I 2 3 4 Z D GI V K ZK VO
TAKE MA ID CODE 26 4 7 9 22 11 26 11 22 15
S I S R I ADM DOEC I I The correct option is (d).

3 2 4 1 3 2 4 I 3 2 4 1
Direct rder
7 18 5 1 20
7. The correct option Is (0). Positions
GREAT 7+18+5+1+20 = 51
20 15 23 5 18 19 3 18 15 23 14 5 4
P AP ER 16+1+16+5+18 = 56
TOWER S CROWNED order
Direct 16 1 16 5 18
Positions
Pmismommi
12. The correct option is (c). ORGAN I S AT I ON

Direct Order S H O T U 0 ->
Positions 16 18 1 25 19 09 14 11 U E 0 U 0U next
P RAY S I NK vowel
-2 -2 -2 -2 -2 -2 -2 -2 Vowels —) next vowel
14 16 25 23 17 07 12 09 Consonants —> +1
13. The correct option is (a). 19. The correct option Is (c)
D R E AM G R E EN CABLE
5 4 3 7 8 2 4 3 3 1 11 1
-1
Here, the letters repeated words are R and E, and 1
their corresponding codes are 4 and 3 respectively. -1
Therefore, codes are directly written. So, DRAG
can be written as: PAPER ODOZO
1111
D R AG
5 4 7 2
14. The correct option is (b).
20. The correct ophon is (a).
N AME PLAN MAPLE
REL ATI ONS HIP
@ % # 0 * S %@ # % * S
rV
15. The correct option is (b). LEAITSNOPIH
16 9 12 12 15 23 2 12 1 14 11 5 20 T EB ATI
RI ONS
PILLOW BLANKET
L EC R BE I TA SNO
+2 +3 +4 +5 +6 +7 +2 +3 +4 +5 +6 +7 +8
RL PQUD DOES QL B 21. The correct option is (a).
No condition applicable 2 1 8 4 7
411
1
18 12 16 17 21 4 4 15 6 19 17 12 2
16. The correct option is (d). *B S A I
S I NGLE I NSPECT 22. The correct option is (b).

Condition (i) applicable
9 7 3 5 2 1 7 3 9 4 1 6 8 52661
SEPTI C B*W S II
914876 23. The correct option is (d).

Condition iii applicable
7926 4
WR INKLE PAINT ING
R.O.P. 04 09 18 13 16 15 22 11 26 18 13 07 18 13 20 A W *
t I 1] S
18. The correct option is (a).
I NSTITUTION
OOTUOUAUOUO
24, The correct option is (c). 32. The correct option Is (c).
Condition (ii) applicable 2 3 5 E 11 13 17 19 23 31 37 41 43 47 53
7 3 2 5 1 4 33. The correct option is (a).
% 0 * U B %
840 790 740 690 640 590
25. The correct option Is (c). —50 —50 —50 —50 —50
3 2 gicf
Ol t will 1;: )2 34. The correct option Is (c).
3 G)2 pays 9. to 3
10 1.1111 20 60 240 1200
10 (-3)2... 2 81
Y. xl x2 x3 x4 x5
ty
hard to 35. The correct option is (a).

18 12/1 75 151 303
26. The correct option is (d). x2+1 x2+1 x2 + 1 x2 + I
makes 36. The correct option Is (b).
10 5 20 10 40 20 80
3
C) of c ,c ID
6 ig
+2 x4 +2 x4 +2 x4
Have good
2 r— 37. The correct option is (b).
(1-lealt
D or is Wealthy
3 3 3 3
03 +5113 +5123 +513 +514 +515 +516 +5
Good —. either Mir or 'pa'
27. The correct option is (c). x2 x2 x2 x2
2c) 10, 13 26 52 1 IN 1 208
mark de 5 15 25 35
nt +10 +10 +10 +10
won
2 cy io 39. The correct option is (c).
wrong and Look carefully at the given numbers, these can be
written as:
Mark —. de
(2,4), (4, 6), (6, 8), (8, 10), (10, 12), (12, 14)
28. The correct option is (b). So the next number will be (14, 16), i.e. 1416.
Tallest animal is giraffe and here giraffe is Ant. 40. The correct option is (b).
So, answer is Ant.
105 109 117 133 165 229 17 5
29. The correct option is (a), +4 +8 +16 +32 +64 +128
Milk is used for making banana shake. Here, milk 41. The correct option is (d).
is called ink. So, answer is Ink. 97 105 99 107 101 11091 103
+8 —6 + 8 —6 +8 —6
30. The correct option Is (a).
Colour of sunflower is yellow and hem yellow is 42. The correct option is (d).
called Green. So, answer is Green. 1000 +I 110001 500 166.67 41.67
+2 +3
15 23 35 51 1711
385 405 445 505 15851 685
+8 +12 +16 +20 +20 +40 +60 +80 +100
44. The correct option is (a). 55. The correct option is (a).
15 45 90 270 540 1620 (4 x 2)+10= 18
x3 x2 +3 x2 x3 (18 x 2)- 10= 26
45. The correct option is (c). (26 x 2)+ 10 = 62
29 25 23 19 17 131 (62 x 2)- 10 = 114
-4 -2 -4 -2 -4 (114+2)+10= 238
46. The correct option is (d). (238 x 2)- 10 = 1 466 1
891 99 33 11.671 1.22 56. The correct option is (c).
+9 +3 +9 +3 +2 +4 +8 +16 +32
47. The correct option is (a). 102 104 108 116 132 164
1054 352 88 29.33 I 7.33 I 108 27 9 4.5 1 4.51
+3 +4 +3 +4 +4 +3 +2 +1
48. The correct option is (b). 57. The correct option is (t)
2 30 130 13501
89 x 4 - 6 =350 10
222 68
350 x 4 - 10 .= 1390
1390 4 -14 = 5546 1 3 +1=2 63 +6=222
5546 x 4 - 18 = 22166 33 +3=27 43 +4=68
49. The correct option is (a). 53 +5=130 2'+2=10

105 100 90 75 55 30 73 + 7 =350
-5 -10 -15 -20 -25
50. The correct option is (b). a= 10, d= 5, n= 20
5 9 14 21 30 1111 TP0 = a + (20 - 1)d= 10+ (20 -1)5
52, 5 62 +5
=10+100-5
124.5 2, 5 42,5
22+5 3
1T.=105 1
205 59. The correct option is (a).
209 213 207 211 12091
a= 106, d= 6, n = 80
+4 -6 +4 -6
+4 TP4= 106 + (80 - 1)6= 106 +480 - 6
52. The correct option is (c). =480 + 100
T„,=580
32 13201 6400 192000 7680000
+10 x20 +30 x40 60. The correct option is (c).
53. The correct option is (b). a= 36, d= 12, n = 140th
Tjh40 = 36 + (140 - 1)12 = 36 + 1680 - 12
(564 + 4) + 11 = 152 = 1680 + 24
(152 + 4) + 10 = 48 .
114= 1704
(48+4)+9=21
(21 + 4) + 8 = 13.25
61. The correct option is (b)
54. The correct option is (c). a=1,r=5,n=1212-1
46656 1 T12= = 1(5) = 5"
64 1 729 4096 15625
56 (it = 5111
26 36 46 66
62. The correct option th

is (c). 71. The correct option is (a).
a=I0,r=7,n= 20
= 10(7)2o-1 7 B 12 14 17
Irp.iom9
I U coot vowels
63. The correct option is (a)-
P
1 2 4 7 11 16 22 18 15 13 10 6
A B D G K P 72. The correct option is (c).

+1 +2 +3 +4 +5 +6
16 20 23 25 26 26
26 24 22 20 18 16 H
Z X V ❑ K P L H=C D
4
-2 -2 -2 -2 -2 20 16 12 8
65. The correct option is (c). 73. The correct option is (b).
I 4 3 6 5 8 7 5 B 15 17 21
A D C F E H A-5.E—. —.M—.C1—.0
+4 4-4 4-4 4.4
+3 -I +3 -I +3 -I
11 is 19 29 1 5
66 The correct option is (d).
5 7 10 12 15 17 20 22 74. The correct option is (a).
E G J L () G T E]
ABC BE FGH H KLM NOLPQRIS-T UVW ZAB
+2 +3 +2 +3 +2 +3 +2
67. The correct option is (a). 75. The correct option Is (c).
H I M P S V Y
7 10 13 16 19 22 25 28 =26 + 2
A c F _,J +6
_,O —> U 13
+3 +3 +3 +3 +3 +3 +3 1 3 6 10 15 21 28

B C E H EQ W ID
B e Aeze Y O x ewe V
2 3 5 8 12 17 23 30=26+4
+1 +2 +3 +4 +5 +6 +7
E o F e G e H e i e J c) K
69. The correct option is (15). 77. The correct option is (a).
12 14 16 18 20 22
L(DN(DPOROTC1 V
GT FU EV DW CX BY 0 0 0 0 0 0
1 0 R 1.5i ,
:2 1, . 2, z
70. The correct option la (d). 78. The correct option Is (b).
OA
IF, A, Q rearrane_ill
Y o )( 0 U ® P e I
FAQ, AQF, QFA,FAQ,AQF
X W T OH Z
79. The correct option is (a), 86. The correct option Is (b).
14
N
15
8o0 P 8 O OROS
16 17 18 18
; L
A E I O Next vowels
1
1 04
5
B
,? ee3/ /4
Et D F
vv eues0 O (Doom 2 4 6
23 21 10 17 15 13
CAB, BAC, FED, DEF, IIF, FR,

13 15 17 1B 21 'Tt
a 87. The correct option is (d).
M O O S U
5 7 10
—0 Z ZY1 ZYX1ZYXW ZYXWVIZYXWV1.11 Z
10
E G J NS V 88. The correct option is (a).
N L J H F —0 1 or 27 -1 26 -I 25 -1 24 -I
14 12 10 B 6 23
81- The correct option is (a). A
TS RQ PO NM LK 6 +3 9 +3 12 +3 15 +3 18
AB CD EF GH
II +5 16 +5 21 +5 26 +5 R
TSAB, RQCD, POEF, NMGH, Lucul
K P U Z E
21
16 17 le 16 20
p eooRo so T U 4 +2 6 +2 8 +2 10 +2 12
X e 0oR003 1_8
D F H L
24 21 6 15 12
Next vowel O U A E
EOGC)IC)KOMe) O 7 +I 8 +2 10 +3 13 +4 17
5 7 B 11 13 15
G H -T M Q
90. The correct option Is (c).
-*L.('
Reverse order 24 -2 22 -4 18 -6 12 -8 01
-
R JR S—'S U 4
positions
P N K C E I 0
10 13 14 11 12
91. The correct option is (a)
84. The correct option Is (c).
+2 +4 +6 +8
E EG EGI EGIK EGIKM
15 17 21 27 35
F FH FEU ERTL FHILEI
26 -I 25 -3 22 -5 17 -7 10
zo
T 3 +2 5 +2 V +2 9 +2 II
I K
H
a
21 a D DF DFH DFHJ
G DE DEF DEFG DEFGH
93. The correct option is (d). 102. The correct option is (c).
18 -0 18 -I 17 -2 15 —3 12 Z W T Q
R R FQ 0 L 26 -3 23 -3 20 -3 17
A J
12 22 32 42 52
I +3 4 +3 7 +3 10
1 4 9 16 25
8 +4 12 +9 21 16 37 = 26+11 +25 36=26+10 103. The correct option is (c).
House „A
H L U
9 km
12
0 8 km
1-01 .2 '
1 *2 . • 11,14 :P6
4 km
3
11 12 = ..1 ..20 B
4
K 0 V/ = .A
11 15 IS 23 27 or 1 AC=
= 9
siS
10 2 18 13 AC =5 km
F O 104. The correct option is (a).

1 3 6 10 15
20 km B
1 20 ' 1
•60 224.240 21.1200
96. The correct option is (d). 30 kmi 1'30 km

—+ 3 =6 2 4 D A
2 So, the distance between starting and finishing
L O T = . V
12 15 17 20 22 point is 20 km.
22 —.88 —.792 —.12672 105. The correct option is (c).
B 5 km
psrh/psrhIpsth/psib
10 km 10 kin
mmortn/nnomm/mmonn/nnorrun
A
99. The correct option is (a). F
mba/bam/amb/mab 18km
100. The correct option is (b). AE = DE - AD

rh/rrhhirrrhhh/rrrr = 18 - 5
= 13 1un
101. The correct option Is (b).
irhir/iiir/iiiir 106. The correct option is (d).
107. The correct option is (c). 111. The correct option is (c).
A
• B's house
• Office
F D
• P's house 112. The correct option is (d).

108. The correct option is (a). 113. The correct option is (d).
A 30 km B
E 10 km
D
5km .,,km ion
B
C
South
C
Northi 114 km
(South-West)
A
114. The correct option is (b)•
C

A B
•
C
6 km
1- 8' = 36+64= 100

AD= .s/6' 7
AD =10 km
110. The correct option is (b). 15 km
Office
C
5km
AI B 90 km C
12km Market
House
30 00
30 km
AC =.52' =.1169=13
60 km j
As they bom started morning along BC, they will A
E
meet at mid point. East
117. The correct option is (b). 120. The correct option is b?.
.
isi. rt ,
A
2km
E 7km
West East
/4 km
9km 38,^ iB
South
Stan 121. The correct option is (b).
South I
c;), North ,
5 km G
N-W N
AF
=1577—'
0'
West .
g
r
14 7
= n1 1. 25
AF =13 km
SoVuth
I North]
118. The correct option is (d). 122. The correct option is (b).
A
E 25 km
A
10 km 123. The correct option Is (a).

North
9 km
J2 km
B 3 km C
AE =
= =X64+36
100
IAF =10 km1
124. The correct option is (a). Only daughter-in-law of Anamika's mother

Only daughter of father-in-law of Kritika's broth- Anamika's Sister-in-law
er's mother is Ramesh's wife. Therefore, Ronita is daughter-in-law
Kritika's brother's mother 4 Kritika's mother Anamika's mother, i.e., Anamika's
Father-in-law of Kritika's mother 4 Kritaca's 129. The correct option is (b).
grandfather
Brother of Girl's mother is the only son
Daughter of Kritika's grandfather 4 Kritika's Rupesh's mother's mother.
aunt
Rupesh's mother's mother 4 Rupesh's mater
So, Kritika's aunt is Ramesh's wife. Therefore, grandmother
Ramesh is Kritika's uncle.
Only son of Rupesh's maternal grandmother
125. The correct option is (b). Rupesh's maternal uncle
Manvir is the only son of daughter of Saint's sis- Therefore, brother of Girl's mother is Rime.
ter's father's wife. maternal uncle.
Sahil's sister's father 4 Sahil's father Hence, Girl's mother is either Rupesh's moth
Sahil's father's wife 4 Sahil's mother or aunt. But it is given in the statement that t
Daughter of Sahil's mother 4 Sahil's sister girl is not his sister, so she will be his cousin; ar
her mother will be Rupesh's maternal aunt.
Only son of Sahil's sister 4 Sahil's nephew
Therefore, Manvir is Sahil's nephew. 130. The correct option is (c).
Ambika's brother's only sister is daughter
Ayaan's father's only son.
Boy's mother is the only daughter of Anita's
Ayaan's father's only son 4. Ayaan
father's father-in-law.
Ambika's brother's only sister 4 Ambilat
Anita's father's father-in-law 4 Anita's maternal
grandfather Ambika is daughter of Ayaan.
Only daughter of Anita's maternal grandfather 4 131, The correct option is (b).
Anita's mother Man is only son of father-in-law of Ginni's mot]
So, boy's mother is Anita's mother. Hence, boy is er's husband.
Anita's brother. Ginni's mother's husband 4 thanes father
127. The correct option is (d). Father-in-law of Ginni's father 4 Ginni's mate
The lady is wife of son of Swami's father's nal grandfather
father. Only son of Ginni's maternal grandfather
Swami's father's father 4 Swami's grandfather Ginni's maternal uncle
Sort of Swami's grandfather 4 Swami's father or 132. The correct option is (c).
uncle Rishi is brother of only daughter of Girl's fathc
Wife of Swami's father 4 Swami's mother wife.
or Wife of Swami's uncle 4 Swami's aunt Girl's father's wife 4 Girl's mother
Hence, lady is either Swami's mother or aunt. Only daughter of Girl's mother 4 Girl herself
128. The correct option is (a). This means Rishi is brother of Girl. So, she
be granddaughter of Rishi's grandfather.
Anamika's grandfather's only son 4 Anamika's
father 133. The correct option is (d).
Anamika's father's daughter 4 Anamika herself The given relation is of Neha and Mansukh. 1
or her sister in the question the relation between Priyansh:
Mother of Anamika or her sister 4 Anamika's Mansukh is asked. So, it is a case of 'data in
mother equate'.
134. The correct option Is (b). Only daughter of Mridula's father 4 Mridula
Varun's mother is the only daughter of Karishma's So, Hiten is Mridula's husband.
grandfather's only son.
Karishma's grandfather's only son 4 Karishma's Kabir's maternal grandfather's only son is brother
father of Dhruvika's father's wife.
Only daughter of Karishma's father 4 Karishma Dhruvika's father's wife 4 Dhruvika's mother
herself
Brother of Dhruvika's mother 4 Dhnivikak
Therefore, Varun's mother is Karishma herself. maternal uncle
135. The correct option is (c). Kabir's maternal grandfather's only son 4
Kabir's maternal uncle
Richa is daughter-in-law of grandmother of
Shadir's mother's only son's sister. So, Kabir's maternal uncle is Dhruvika's mater-
nal uncle. This means Dhruvika is Kabir's sister.
Shadir's mother's only son's sister 4 Shadir's sis-
ter 140. The correct option is (c).
Grandmother of Shadir's sister 4 Shadir's grand-
mother I-
Wife K.
F—.' Teacher
Daughter-in-law of Shadir's grandmother 4 IMother Doctor
Shadir's mother or aunt Grand- Grand Student
Wife
mother father I Nurse
Therefore, Richa is either Shadir's mother or
aunt. J Student
I.Father IMothe K—. Gardener
136. Samar is son of father of Aarav's daughter's ,
mother. Pair of nurse, teacher, and a student is IFH.
Aarav's daughter's mother 4 Aarav's wife
Son of father of Aarav's wife 4 Aarav's brother-
in-law Yogral +
(i) Option (a). Harshita is Aarav's daughter.
Therefore, Samar is maternal uncle of Father
Harshita. I
Dhruv
(ii) Option (b). Aarav is brother-in-law of Samar.
I Son
Ishaan.
Pram,/ went for morning walk with husband of
only daughter-in-law of Pranav's brother's grand- Daughter
father.
}<lam AnanYa
Pranav's brother's grandfather 4 Pranav's grand- Sister -
father Kiara is great granddaughter of yograj.
Only daughter-in-law of Pranav's grandfather 4 142. The correct option is (d).
Pranav's mother
Husband of Pranav's mother 4 Pranav's father B
So, Pranav went for morning walk with his father. ISon
Brother
138. The correct option Is (b). A' --.C" F-
Hiten is husband of only daughter of Mridula's S°
1 )Matemal
mother's husband. E-.. aunt
Mridula's mother's husband 9 Mridula's father
Mathematical Reasomng and Aptitude 5.65
Ekam Husband
Same Bunt.*
Married
Father Mother couple
-
Bindu Brother Anmol Rama
'Son
soni s ron
I Father
Brother me-
piyus Jot +--iir•
w Vidya-
Pram Rohmi
Sohan is grandfather of prem.
144. The correct option is (a). 149. The correct option is (b).
Male Female Brother
M
Man & Wife 1 1
3 3 Son
Son & their wives
Daughter & Husband
Grandson & granddaughter 3 +2 6 (Daughter
10 II
E-
Priyanka
Daughter
1Son 1Father
Sister Wife R- 6'
Sunderial* Husband Brother
Ramesh * Kusum
151 The correct option is (c).
titer 152. The correct option is (a).
The arrangement is DA Q T F.
Sunderlal is husband of Kusum.
The correct option is (b). Mart
Manish Mohini
Granddaughter
Daughter
Brother
1+ Wife
Parav Shreya
1 _ Sister
Sam Tosha
.". Arjun will be husband of Foray's sister,

i.e., Arjun will be Brother-in-Law of Parav Chetah
154. The correct option is (b). 175. The correct option is (b).
Television, radio, and computer are consumer
durable goods.
157. The correct option is (d). All others are currencies.
159. The correct option is (d). March, May, and August have 31 days. June has
30 days.
All other are pairs of opposites.
The first one is required for the functioning of the
164. The correct option is (a). second.
166. The correct option is (d). All others arc body parts and items worn.
167. The correct option is (a). 181. The correct option is (a).
The number of students who have opted both All others are divisible by 12.
football and hockey = 8 + 2 =10.
168. The correct option is (b). Others are 7 3 , 72 , and V,
25 students have opted football only.
183 The correct option is (a).
169. The correct option is (d). In all other pairs the second number is the square
Students who have opted football or music of the first.
= Students who have opted football + students
who opted music + students who have opted 184. The correct option is (d).
both In others, the second number is the reverse of the
=25+8+20+4+ 10 + 2=69 first.
170. The correct option is (d). 185. The correct option is (a).
Tin-merle, mustard and nutmeg are spices, and In others it is like 6 x 5, 5 x 4, 2 x I.
chocolate does not belong to this group.
171. The correct option is (d). Numbers 25 and 54 have no common factor.
Paper, pen, and pencil are stationery items.
172. The correct option is (a). All others are consecutive letters.
Cheese, butter, and cream are prepared from
milk.
All others arc pairs of opposites.
Biology, physics, and chemistry are branches of
science. A_C_E, K_M_O, T_V_X
174. The correct option Is (c). 190. The correct option is (c).
Chandigarh, Delhi, and Pondicherry are union 191. The correct option is (c).
territories.
193. The correct option is (b). 218. The correct option is (b).
194. The correct option is (c). 219. The correct option is (c).
195. The correct option is (a). 220. The correct option is (c).
196. The correct option is (d). 221. The correct option is (b).
197. The correct option is (b). 222. The correct option is (a).
199. The correct option is (b). 800 800 x 4 x10
100 100x 2
200. The correct option is (b). -x0.2
4
201. The correct option is (c). 320
= = 160
202. The correct option is (b). 2
203. The correct option is (c). 224. The correct option is (a).
The given fractions can be written as
13 37 9 91+111+27 229
205. The correct option is (d). = 21 = 10.904 a 10.90
3 7 7 21
225. The correct option is (d)-
As all the given numbers are equal.
15 30 3
210. The correct option is (a). -=0.6, 1'2 = 0.67, - =0.75
As - = 0.461, 50
32 15 4
227. The correct option Is (a).
212. The correct option is (b). It can be written as:
213. The correct option is (d). 2 5
x - x - x 1024 =256
214. The correct option is (b). 3 5 8
215. The correct option is (d). 228 The correct answer is (b).
The total number of students is 510
216. The correct option is (a). Half went for picnic, i.e., 255
Suppose present age of D's. daughter= x years
Out of 255, three-fifth are boys,
D's present age = 8x years (given)
i.e.,number of boys 3
8x+8 10 who went for picnic = 3 x 255 =153
As given, - =-
x +8 3 number of girls
= 255 - 153 -= 102
24x+ 24 =10x+ 80 who went for picnic
14x = 56
x=4 229. The correct option is (d).
D's present age = 32 years. Suppose the total number of balls is x.
It is given that:
217. The correct option is (d). Number of black balls = 1
Anent's age =4 years and his sister's age is half of 0
his age, i.e., 2 years. When Anent is 44 years old,
his sister's age = 44 - 2 = 42. Number of red balls =
x x = P1181.81
Remaining balls =x— — — — =80 New Selling Price = P1500
10 2
Profit = 1500 — 1181.81 = 318.18
Solving it we get,
Profit = 318.18 xiou_ = 26.92%
10x —x —5x 80
1181.81
10
4x=80 x10 235. The correct option is (a).
80 x 10 Profit earned is 20% and loss earned is also
x= _200 20%. So, he has suffered loss overall to the tune
4
230. The correct option is (a). of (2LT (2_0 (2),
% i.e.
The total number of balls now will be 200 +40=240 U0) k.
10 )r %
White balls in bag = 80 = 4% Loss
80 1
Proportion of white balls = rd 236. The correct option is (a).
240 3
It is given that P = T10000,
R = 2% quarterly =
Price at which car is bought = P2.5 lacs
Price at which it is sold = P2.75 lacs T =4 year = 4 (4) quarters
Profit = Z25000
25000 P x R 4T 10000 x2x 4 x 4
— 4
Profit (%)= x100 = 10% Interest =
250000 100 100 x 4
P800
Selling price = P35000 237. The correct option is (c).
Loss% = 15% It is given that P = Z6000, T = 8 years, R=10%
( 100 ) Rx T 6000 x 10 x 8
Cost Price = xSelling Price Interest = Px
100— Loss(%) 100 100
= T480
( 100 )
x35000 Total amount payable = Principal + Interest
100 —15 = 6000 + 480
= P6480
= (100) x35000
= Z41176.47 It is given that P = Z15000, T = 4 years,
Total amount payable = P18000
To have no profit and no loss, they should sell it Principal + Interest = Z18000
at same price. Interest = 18000 — 15000
= P3000
234. The correct answer is (d). PxRxT =3000
Selling Price = ?1300
100
Profit =13%
15000 x R x 4
— 3000
Cost Price ( I OU
)xSelling Price 100
100+ profit(%) R — 3000 x 100
100 15000 x 4
ion
( 100+10) 0. — R=5%
239. The correct option Is (b). 241. The correct option is (a).
It is given that P = 01750, R = 8 %, T = 24 months Selling Price of bicycle = 01100
= 2 years Discount (%)= 10%
Using formula,
t
Amount= P(1+-L-Y
100
Discount
Selling Price =Market Price (1- 100
= 1750(1 + )'
100 1100=MP (1- )
100
(100 +8Y
_ 1750
100 )
, .00 , .1100.m, r,,00,
1100 -MP 1100-1°1 90 )
1°8
= 17501 1
100) MP= 1100 x100
--- =01222.22
90
1750(" 2 242. The correct option is (c).
25)
= 2041.2 Discount= (15+10- -1
110
--)%
100
240. The correct option is (a). , = 125-- 15 x10)

%
It is given that 100
Principal =0800 = (25 - I.5)%= 23.5%
Rate of Interest = 5% p.a.
Compound Interest =0820 243. The correct option is (d).
Cost price = 0200
1,
.
11 + _i _i] .820 Profit = 10% of 200 =Z20
Selling price = 0(200 +20)=0220
P[k 100) Discount = 10%
Using formula,
8000[(1+-1 r -1] =820 Discount)
100-) Selling Price =Market Pore I-
100
R101.00+5y_1i=88020.0
-=- (i-1)
9°
105 r 820 220 =MP (1°° -1°) no =MP (
100) = 8000 t, 100
100
(105)T 820+8000 MP = 220 x — = 0244.44
90
100) 8000
( 21 8820 244. The correct option is (a).
TO) = 8000 Cost price =0500
r Profit before discount = 25% of 500=0125
21 441 Selling Price without discount = 0625
= 400 Profit after discount =15%of 500
=775
Selling Price after discount = 0575
T = 2 years Discount = 050
1. The correct option is (d). 8. The correct option is (c).

3 11 23 39 59
IA21.
s.
G +8 +12 +18 .20 24
Y-a. V -='.14 M 1
25 22 18 13
9. 15 m
E
l +2 i
jo +2 L EA D
5m
2. The correct option is (c) Uncle
15 m Cm
Brother
ISon Uncle
10m
Brother Sisters
F 5m A
10. The correct option Is (a). Granddaughter
Suppose the present age of son is x years.
Mother's age = 3x years E
After 5 years, (3x + 5)+ (x+ 5)= 70 43 +10 =70 IMother

4x=60 x=15
Mother's present age = 45 years
IFather
After 10 years, her age will be 55 years.
Gam. C
4 The correct option is (c).
iMother
5. The correct option is (d). A
Sister
123456789 1 2 3 4 5 6 7 8 9 10 11 I1. The correct option is (a).
HOSPITALS BIOLOGICALS -
2 l='.• 5 17 -A20 -72A 0
HSOLSAPIT BS I L O A L C O I G 12. The correct option is (d).
1 9 2 8 3 7 4 6 5 1 11 2 10 3 94 8 5 7 6 B2E
6. The correct option is (a)

19 5 12 5 3 20 9 15 14 1 13 5 18 9 3 1 14 19 2 t.5 ;;12;;T: 27 =58
7,..
SELECTION AMER !CANS
1
1OCJCARGML
11111111 5KCPGAYLO
, ,s1 (,),
17 3 10 3 1 18 7 13 11 25 11 318 7 1 25 12 17 13. D
7, The correct option is (c). 8 km

AB, EDC , FGHI, NMLKJ , OPQRST
6 km
C.
A 6 km
written in
reverse 12 km
AD= 20. The correct option is (b).

= 64-)36
/1(70 2x2+1=5
5x2-1=9
AD = 10 km
9 x2 +1=19
14. The correct option is (c). 14
19x2-1=37
15. The correct option is (c). Uncle
37 x 2 +1 75
Brother Q.
!Bon e A
5 km
0 Brother s_
16. The correct option is (d). Own

Suppose the age of son is x years.
So, person's age is 4x years.
Wife's age is (4x — 3) years C 5 km B
x + 3 = 15 (given) AE = 15 km
x = 12 years
Wife's age = 4(12) —3 = 48 —3 = 45 years 22. The correct option is (a). Brother.
Boy is the son of the daughter of the father of her
After 5 years, she will be of 50 years. uncle.
17. The correct option is (a). her aunt
Daughter of father of her uncle
Suppose sons age = x years
Son of aunt —> Cousin
Mean of father of son's age = 27 years
x + Father's age Cousin is not given in option, so, the most appro-
—27 priate answer is brother
2
Father's age = 54 —x 23. The correct option is (a).
After 18 years Students who passed in at least four subjects
= Students who passed in all five subjects
54 —x + 18 = 2(x + 18) 72 —x = 20 +36 + Students who failed in only one subject
2x+ x = 72 —36
= 5583 + 75 + 145 + 140 + 200 + 157
3x = 36
= 6300
x= 12
Son's presentage = 12 years 24. The correct option is (b).
Father's present age = 54 — x = 54 — 12
42 years. S. T. R. V A' M. E' A. V.
19+221 21,2.20189,20 S.,r 1,1,1 5-,119-1.1 19-1,1
18 The correct option Is (d). 1.1 2' V. T. G' A' L's D. R"
19. The correct option is (b). mmixam.
MATHURA HOTEL 5
1111111
K" N" W. L" D' G' E'
. 11.2.31,2061,h17 2,2,5 5-11, 4-14 17-1. 5-1.
111 1 1 1
J X °BROX EL OB I P M P O V L D C F D
25. The correct option is (a). TE ACHER
13 + 1 = 2 23 - 1 = 8 - 1 = 7 1 1 1 1 1 1
V GCEJ GT
33 + 1 = 27 + 1 = 28 43 - 1 = 64 - 1 = 63
CHILDREN
5 2 + 1 = 125 + 1 0-1=216-1=215
E J T G
26. The correct option is (a). 33. The correct option is (d). Sister of father-in-law
Lady Brother A
A B (e) -x
tD) 1H NM TS Ferk
,,,fr,
I - 4
Skipped
Written in B Men
reverse Brother C WO

27. The correct option is (b). Daughter-in-law
Suppose Sunita's age is s years.
E Anti's age = (2x) years
Three years ago, means 2x - 3 = 3(x - 3)
2x- 3 = 3x - 9
3x - 2x = 9 - 3 ecx=6
C D
A
Brother B
Brother Husband Therefore, Anifs age is 2 x 6 = 12 years.
29. The correct option is (c)
G A L IB
A
H B M J C
T I G E R
U J H F S
D 39. The correct option is (b).

krn ,
3 km 40 -120 ,
L 90 2-4+
0 5 km C 40. The correct option is (d).

AF - 6 - 3 = 3 Ian 10m
FE = 9 - 5 = 4 km
4m
AE= 3'+4' -= trt-16
9-
10m
= 25
B 1401 A
Al= 5 km
AE., I 4+ Id= 24 m
32. The correct option Is (b).
Mathemaiical Reasoning and Aptitude
41. The correct option is (b). Sister-to-law 48. The correct option Is (a).
Brother Husband 5
• 0 ® Day is
CD 2 spnng
Father ISon
® 3 @ sunny
Fi_ Sister 6-is 5 - day
S• 4 - warrn
2 - spnng 3 - sunny
2-41.6=
6
.12 20 30 t1z.42
M 0 H AN
K M F Y L
Y=1.9-='.8
C O U N T 25 22 19 16

A MS L R
B
Ox I x 2 = 0
I x 2 x3 = 6
2 x3 x4=24
3 x4 x5=60
4 x5 x6=120
5 x 6x 7 -- IO
6 x 7 x8=336
45. The correct option is (a). A
Suppose age of A and B is a and b respectively 52. The correct option is (a).
a + b = 50 (given)
la=50-61 There is some error in this statement, but still va
can find the answer.
5 years ago, Rates of their ages
A
3 d d I am ED
a -5 5 50 - b - 5 5
(pc 8 You are
Cpc
6-5 3 b -5 3
150 - 36 -15 = 5b - 25 9 and Cf
c° Os
5b + 3b = 150+25-15
and-91
8b = 160
b = 20 54. The correct option is (c).
.. a = 50 - 20 = 30 3
M-*2. P -t-. =- 's
A's age = 30 years B's age = 20 years. 13 16 t9 22 25
46. The correct option is (b). 55. The correct option is (c).

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Oxford University Press is a department of the University of Oxford.

CONTENTS AND COVERAGE

Age Limit Papers

OBC (Non-creamy layer), SC/ST/PwD/Transgender 5 years

Note: Total relaxation should not be more than 5 years.

14. DO NOT IGNORE PAPER-I.

15. Do not overload yourself with too many study material.

16. Do not waste time in discussions about the expected cut-off.

17. BE CONFIDENT about your preparation.

If you can dream it, you can achieve it!

The details of the syllabus are as follows:

Chapter 1: Teaching Aptitude 1.1

Chapter 2: Research Aptitude 2.1

Chapter 3: Comprehension 3.1

Chapter 4: Communication 4.1

Chapter 5: Mathematical Reasoning and Aptitude 5.1

Chapter 6: Logical Reasoning 6.1

Chapter 7: Data Interpretation 7.1

Chapter 8: Information and Communication Technology 8.1

Chapter 9: People, Development, and Environment 9.1

Chapter 10: Higher Education System 10.1

Use Oxford Areal to view Lecture Videos of chapters.

I NTRODUCTION Teachers have the responsibility of overall develop-

'Teaching is a noble profession that shapes the char-

Teaching is a complex activity Teaching is a sci-

PRINCIPLES OF TEACHING help in optimum use of resources for the fulfilment of

edge, ability, etc.

IIIIIIr Characteristics of good learners

LEVELS OF LEARNING According to Bloom's Taxonomy (also known as

Learning environment Effectiveness of teaching Social Interaction Models

TEACHING MODELS Behaviour Altering Models

Social Mastery learning - Benjamin Bloom, James Block

Information Processing Models METHODS OF TEACHING IN

INFORMATION Teacherucentred Learner-centred

• Teacher chooses the • Students have choice

Teachencentred Learnencentred • It is economic as more information can be pro-

Heuristic Method Merits

Merits course. takes place when the teacher and student

Merits • There is greater scope for participation by

Videos can be shown in the classroom or these can Demerits

the focus is on inculcating skills, values, and morals Demerits

should take into consideration the topic covered in Merits

Benefits of Using Support Systems or

Activity aids Field trips, Experimentation

audio clips can be used later at any time. The record-

Charts and graphs Charts and graphs can be

Other audio aids These include the telephone,

hand or using softwares. Students can paste mind

Flash cards Flash cards are like compact cards.

An example of a mind map e.=

Traditional Teaching Individual

Magnetic boards These are a variation to the com-

Display boards Display boards help in engaging

Blackboard Blackboard is one of the most popular

Flannel board or felt board These boards are

Projectors These are visual projection aids. These

Summary cards Summary cards, as the name

Three-dimensional Aids Cartoons Student engagement in cartoons is

How much do we remember after two weeks? Students will