TS SET 2012: Paper II, Education
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Test Paper : II Test Booklet Serial No. : ______________________
OMR Sheet No. : ________________________________
Test Subject : EDUCATION
Hall Ticket No.
Test Subject Code : A-06-02
(Figures as per admission card)
Name & Signature of Invigilator
Name : ____________________________________ Signature : ___________________________________
Paper : II
Subject : EDUCATION
Time : 1 Hour 15 Minutes Maximum Marks : 100
Number of Pages in this Booklet : 16 Number of Questions in this Booklet : 50
Instructions for the Candidates
A¿æýÅÆæÿ$¦ËMæü$ çÜ*^èþ¯èþË$
1. D ç³#r ò³O ¿êVæü ÌZ CÐèþÓºyìþ¯èþ çÜ¦Ë ÌZ Ò$ çàÌý sìýMðüsý ¯èþ ºÆæÿ$ Æ>Äæý$ yìþ.
1. Write your Hall Ticket Number in the space provided on the top
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2. This paper consists of fifty multiple-choice type of questions. 3. ç³Èæü {´ëÆæÿ ¿æýÐèþ$$¯èþ D {ç³Ôé²ç³{èþÐèþ$$ Ò$Mæü$ CÐèþÓºyæþ$èþ$ ¨. Ððþ$$§æþsìý I§æþ$
3. At the commencement of examination, the question booklet will °Ñ$ç Ù Ðè þ $$ËÌZ D {ç ³ Ôé²ç ³ {è þ Ðè þ $$¯è þ $ ð þ Ç_ Mì ü §æ þ ð þ Íí ³ ¯è þ A Ôé˯è þ $
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the booklet and compulsorily examine it as below : (i) D {ç³Ôèý² ç³{èþÐèþ$$¯èþ$ ^èþ*yæþyé°Mìü MæüÐèþÆÿõ³h A ^èþ$¯èþ E¯èþ² M>Wèþç³# ïÜË$¯èþ$
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or duplicate or not in serial order or any other Ìôý§é {ç³Ôèý²Ë$ {MæüÐèþ$糧æþ®ÌZ ÌôýMæü´ùÐèþ#r Ìôý§é HÐðþO¯é óþyéË$ yæþ$r
discrepancy should be got replaced immediately by a Ðè þ sì ý §øç Ù ç ³ NÇè þ Ðð þ $O ¯ è þ {ç ³ Ôè ý ² ç ³ {é°² Ðð þ r¯ó þ Ðð þ $$§æ þ sì ý I§æ þ $
correct booklet from the invigilator within the period °Ñ$ÚëÌZÏ ç ³ È> ç ³ Ææ ÿ ÅÐó þ æ ü Mæ ü $°Mì ü ÇW C_aÐó þ í Ü §é°Mì ü º§æ þ $Ë$V>
of 5 minutes. Afterwards, neither the Question Booklet çÜÇV>Y E¯èþ² {ç³Ôèý²ç³{é°² ¡çÜ$Mø yìþ. èþ§æþ¯èþ èþÆæÿ {ç³Ôèý²ç³{èþÐèþ$$
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should be entered in the OMR Sheet and the OMR Sheet A§óþÑ«§æþ V> OMR ç³{èþÐèþ$$ çÜ Qůèþ$ D {ç³Ôé²ç³{èþÐèþ$$ ò³O °ÇªçÙtt çÜ¦Ë ÌZ Æ>Äæý$ÐèþÌñý¯èþ$.
Number should be entered on this Test Booklet. 4. {ç³ {ç³Ôèý²Mæü$ ¯éË$Væü$ {ç³éÅÐèþ*²Äæý$ {ç³çܵ §æþ¯èþË$ (A), (B), (C) Ðèþ$ÇÄæý$$ (D)
4. Each item has four alternative responses marked (A), (B), (C) Ë$V> CÐèþÓºyézÆÿ$$. {ç³{ç³Ôèý²Mæü$ çÜÆðÿO¯èþ {ç³çܵ §æþ¯èþ¯èþ$ G¯èþ$²Mö° Mìü §æþ ðþÍí³¯èþ Ñ«§æþ V>
and (D). You have to darken the circle as indicated below on the OMR ç³{èþÐèþ$$ÌZ {ç³ {ç³Ôé² çÜ QÅMæü$ CÐèþÓºyìþ¯èþ ¯éË$Væü$ Ðèþé¢ÌZÏ çÜÆðÿO¯èþ
correct response against each item. {ç³çܵ §æþ¯èþ¯èþ$ çÜ*_ ^óþ Ðèþ颰² »êÌý ´ëÆÿ$$ sý ò³¯þø Mìü §æþ ðþÍí³¯èþ Ñ«§æþ V>
Example : A B C D ç³NÇ ^éÍ.
where (C) is the correct response. E§éç ß ýÆæ ÿ ×ý : A B C D
(C) çÜÆðÿO¯èþ {ç³çܵ §æþ¯èþ AÆÿ$$óþ
5. Your responses to the items are to be indicated in the OMR Sheet
5. {ç³Ôèý²ËMæü$ {ç³çܵ §æþ¯èþ˯èþ$ D {ç³Ôèý²ç³{èþÐèþ$$ø CÐèþÓºyìþ¯èþ OMR ç³{èþÐèþ$$ ò³O¯èþ
given to you. If you mark at any place other than in the circle in
the Answer Sheet, it will not be evaluated.
CÐèþÓºyìþ¯èþ Ðèþé¢ÌZϯóþ ç³NÇ _ Væü$Ç¢ ^éÍ. AÌêM>Mæü çÜÐèþ*«§é¯èþ ç³{èþ ò³O ÐóþÆöMæü ^ør
6. Read instructions given inside carefully.
Væü$Ç¢õÜ¢ Ò$ {ç³çܵ §æþ¯èþ Ðèþ$*ÌêÅ Mæü¯èþ ^óþÄæý$ºyæþ§æþ$.
7. Rough Work is to be done in the end of this booklet. 6. {ç³Ôèý² ç³{èþÐèþ$$ ÌZç³Ë C_a¯èþ çÜ*^èþ¯èþ˯èþ$ gê{Væüèþ¢V> ^èþ§æþÐèþ yìþ.
8. If you write your name or put any mark on any part of the OMR 7. _èþ$¢ç³°° {ç³Ôèý²ç³{èþÐèþ$$ _ÐèþÆæÿ C_a¯èþ RêäçܦËÐèþ$$ÌZ ^óþÄæý*Í.
Answer Sheet, except for the space allotted for the relevant 8. OMR ç³{èþÐèþ$$ ò³O °È~èþ çÜ¦Ë ÌZ çÜ*_ ^èþÐèþËíܯèþ ÑÐèþÆ>Ë$ èþí³µ _ CèþÆæÿ çÜ¦Ë ÌZ
entries, which may disclose your identity, you will render yourself Ò$ Væü$Ç¢ ç³#¯èþ$ ðþÍõ³ Ñ«§æþ V> Ò$ õ³Ææÿ$ Æ>Äæý$yæþ V>± Ìôý§é CèþÆæÿ _à²Ë¯èþ$ ò³rtyæþ
liable to disqualification. V>± ^óþíܯèþrÏÆÿ$$óþ Ò$ A¯èþÆæÿáèþMæü$ Ò$Æóÿ »ê«§æþ$ÅËÐèþ#éÆæÿ$.
9. You have to return the test question booklet and OMR Answer 9. çç³Èæü ç³NÆæÿ¢Æÿ$$¯èþ èþÆ>Óèþ Ò$ {ç³Ôèý²ç³{é°² Ðèþ$ÇÄæý$$ OMR ç³{é°² èþç³µ°çÜÇV>
Sheet to the invigilators at the end of the examination compulsorily ç³Èæüç³ÆæÿÅÐóþæüMæü$yìþMìü CÐéÓÍ. Ðésìý° ç³Èæü Væü¨ ºÄæý$rMæü$ ¡çÜ$Mæü$ÐðþâæýÏMæü*yæþ§æþ$.
and must not carry it with you outside the Examination Hall. 10. ±Í/¯è þ ËÏ Ææ ÿ Væ ü $ »êÌ ý ´ëÆÿ$$ s ý ò³¯ þ Ðè þ *{è þ Ðó þ $ Eç ³ Äñ ý *W ^éÍ.
10. Use only Blue/Black Ball point pen. 11. ÌêVæ ü Ç£æ þ Ð þ $ sô ý º$Ì ý Þ, M>ÅÍMæ ü $ÅÌô ý rÆ ÿ Ë$, GË[M>t ° M ü ç ³ ÇMæ ü Æ>Ë$
11. Use of any calculator or log table etc., is prohibited. Ðð þ $$§æ þ ËVæ ü $¯è þ Ñ ç ³ Èæ ü Væ ü ¨ÌZ Eç ³ Äñ ý *W ^è þ yæ þ °õÙ« § æ þ .
12. There is no negative marks for incorrect answers. 12. è þ ç ³ ç Ü Ðè þ *« § é¯éËMæ ü $ Ðè þ *Ææ ÿ $PË è þ WY ç ³ # Ìô ý §æ þ $.
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EDUCATION
Gyæþ$ÅMóüçÙ¯þ
Paper – II
õ³ç³Æÿ – II
1. Who is the first propagator of Idealism ? 1. ¿êÐèþÐé§é°² {ç³^éÆæÿ ÌZ°Mìü ðþ_a¯èþ Ððþ$$§æþsìý ÐèþÅMìü¢ GÐèþÆæÿ$ ?
(A) Frobel (A) {¸ù»ñýÌý
(B) Plato (B) ´ëÏsZ
(C) Rousseau (C) Ææÿ*Ýù
(D) Yashpal (D) Äæý$Ôý´ëÌý
2. Method of teaching in Pragmatism 2. ÐéÅÐèþàÇMæü çÜé¢Ðé§æþ ÌZ° »Z«§æþ¯é 糧æþ®
(A) Learning by doing (A) ^óþçÜ*¢ ¯óþÆæÿ$aMö¯èþ$r
(B) Lecture method (B) E糯éÅçÜ ç³§æþ®
(C) Programmed instruction (C) M>ÆæÿÅ{MæüÐèþ$Äæý$$èþ »Z«§æþ¯èþ
(D) Discussion method
(D) ^èþÆ>a 糧æþ®
3. Epistemology deals with the following
3. gêq¯èþ Ò$Ðèþ* çÜ {Mìü ¨ ÐésìýÌZ §óþ°° Væü$Ç _ A«§æþÅÄæý$¯èþ
(A) Values
^óþçÜ$¢ ¨
(B) Culture
(A) ÑË$ÐèþË$
(C) Knowledge
(B) çÜ çÜP
(D) Religion
(C) gêq¯èþÐèþ$$
4. Which of the following is not an aim of (D) Ðèþ$èþÐèþ$$
Naturalism ? 4. {Mìü ¨ ÐésìýÌZ H¨ {ç³MæüÐé§æþ ËæüüÅ M>§æþ$
(A) Belief in God (A) §óþÐèþ#° ò³O ¯èþÐèþ$ÃMæü
(B) Following Nature (B) {ç³Mæü° A¯èþ$çÜÇ ^èþyæþ
(C) Self-Learning (C) ïÜÓÄæý$ A¿æýÅçܯèþ
(D) Child Centred Education (D) ÕÔèý$Móü {§æþ ѧæþÅ
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5. The book “The Life Divine” was written by 5. ""¨ ÌñýO yìþÐðþO¯þ'' A¯èþ${Væü £æþÐèþ$$¯èþ$ Æ>íܯèþÐéÆæÿ$
(A) Vivekananda (A) ÑÐóþM>¯èþ §æþ
(B) Tagore (B) u>Væü*Æÿ
(C) Gandhi (C) V> Ǭ
(D) Aurobindo (D) AÆæÿÑ §æþ$yæþ$
6. Sankhya philosophy was propounded by 6. Ýë QÅ èþé¢üÓ°² {ç³´ë¨ _¯èþ¨
(A) Goutama
(A) VúèþÐèþ$
(B) Kapila
(B) Mæüí³Ë
(C) Patanjali
(C) ç³èþ fÍ
(D) Bruhaspathi
(D) ºçßýçܵ
7. Negative education in Naturalism was
7. {ç³MæüÐé§æþ ѧéÅ Ñ«§é¯èþ ÌZ ÐèþÅÆóÿMæü ѧæþůèþ$
proposed by
{ç³´ë¨ _¯èþ ÐéÆæÿ$
(A) Rousseau (B) Spencer
(A) Ææÿ*Ýù (B) òܵ¯èþÞÆÿ
(C) Bacon (D) Ballard
(C) »ôýMæü¯þ (D) ºÌêÏÆÿz
8. Marxism does not believe in
8. Ðèþ*ÇPüÞfÐþ$ Mìü ¨ ÐésìýÌZ §óþ°° ¯èþÐèþ$çæþ$
(A) Education for productivity
(A) E鵧æþMæüèþ MöÆæÿMæü$ ѧæþÅ
(B) Religious education
(B) Ðèþ$èþ ѧæþÅ
(C) Education for equality and equity
(C) çÜÐèþ*¯èþèþÓ Ðèþ$ÇÄæý$$ çÜÐèþ$èþ MøçÜ Ñ§æþÅ
(D) Mass education
(D) f¯èþ»êçßý$âæýŠѧæþÅ
9. Which of the following does not belong
to Metaphysics ? 9. {Mìü ¨ ÐésìýÌZ B¨ ¿oMæü ÔéÝë°Mìü ^ðþ §æþ° Ñ¿êVæü
(A) Theology (A) DÔèýÓÆæÿ èþèþ¢üÓ
(B) Cosmology (B) {ç³Mæü èþèþ¢üÓ
(C) Science of Soul (C) Bèþà èþèþ¢üÓ
(D) Axiology (D) ÑË$ÐèþË ÔéçÜ
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10. Aim of complete living in education was 10. ѧæþÅMæü$ çÜ ç³NÆæÿ~ iÐèþ¯èþ «§óþÅÄæý*°² {ç³´ë¨ _¯èþ ÐéÆæÿ$
propounded by (A) G. òßýÆæÿ¾Æÿt
(A) F. Herbert (B) òßýÆæÿ¾Æÿt òܵ¯èþÞÆÿ
(B) Herbert Spencer (C) gê¯þ yæþ*ÅÆÿ$*
(C) John Dewey (D) õ³ÏsZ
(D) Plato 11. ""¿êÆæÿèþ§óþÔèý ÌZ ÝëÐèþ*hMæü Ðèþ*Ææÿ$µ'' A¯èþ$ ç³#çÜ¢M>°²
11. “Social Change in India” was written by
Æ>íܯèþ¨
(A) M. N. }°ÐéÜ
(A) M. N. Srinivas
(B) J. C. AVæüÆ>ÓÌý
(B) J. C. Agarwal
(C) B. Mæü$ç³ÝëÓÑ$
(C) B. Kuppuswamy
(D) T. ÑÔèýÓ¯é£æþ¯þ
(D) T. Viswanathan
12. ÐèþÅMìü¢ Ýë í$MîüMæüÆæÿ×ýÌZ {糿êÐèþÐèþ èþÐðþ$O¯èþ ÐèþÅÐèþçܦ
12. The most effective system of socialization is
(A) {Væü £éËÄæý$Ðèþ$$
(A) Library
(B) Br çܦËÐèþ$$
(B) Play ground
(C) ^èþÇa
(C) Church
(D) Mæü$r$ ºÐèþ$$
(D) Family
13. ѧéÅ ÑçÙÄæý$Mæü çÜÐèþ*f ÔéçÜÐèþ$$ __________
13. Educational sociology helps çÜàÄæý$ç³yæþ$¯èþ$
(A) to formulate educational aims (A) ѧéÅ Ë>Å˯èþ$ °ÆóÿªÕ ^èþ$rMæü$
(B) to develop curriculum (B) çѧéÅ {ç³×êãMæü¯èþ$ èþÄæý*Ææÿ$ ^óþÄæý$$rMæü$
(C) to establish school discipline (C) ´ëuæÿÔéË {MæüÐèþ$Õæü×ý¯èþ$ Ææÿ*´÷ ¨ ^èþ$rMæü$
(D) to implement the above three (D) ò³O¯èþ ðþÍí³¯èþ Ðèþ$*yìþ sìý° B^èþÇ ^èþ$rMæü$
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14. According to Quran, education compulsory for 14. Q$Æ>¯þ {ç³M>Ææÿ ____________ ѧæþÅ èþç³µ°çÜÇ
(A) All men (A) ç³#Ææÿ$çÙ$Ë §æþÇMìü
(B) All women
(B) ïÜË §æþÇMìü
(C) All men and women
(C) ïÜ, ç³#Ææÿ$çÙ$Ë §æþÇMìü
(D) None of the above
(D) ò³O§óþ© M>§æþ$
15. Who is regarded as the Father of
15. ÝëÐèþ*hMæü ÔéçÜ í³éÐèþ$çßý$yìþV> GÐèþǯèþ sêÆæÿ$ ?
Sociology ?
(A) BVæüÜt MøÐóþ$t
(A) Auguste Comte
(B) Robert Payne (B) Æ>ºÆÿt õ³¯óþ
(C) Ivor Morrish (C) IÐèþÆÿ Ððþ*ÇÙ
(D) Mac Iver (D) Ðèþ*Mü IÐèþÆÿ
16. What does social change mean ? 16. ÝëÐèþ*hMæü Ðèþ*Ææÿ$µ A¯èþV>¯óþÑ$ ?
(A) Social mobility (A) ÝëÐèþ*hMæü VæüÐèþ$¯èþÖËèþ
(B) Change in education system
(B) ѧéÅÑ«§é¯èþ ÌZ Ðèþ*Ææÿ$µ
(C) Change in Government
(C) {糿æý$èþÓ ÌZ Ðèþ*Ææÿ$µ
(D) Social progress
(D) çÜÐèþ*gêÀÐèþ¨®
17. For whom, Navodaya Schools are
17. ¯èþÐø§æþÄæý$ ´ëuæÿÔéËË$ GÐèþÇMöÆæÿMæü$ Ýë¦í³ ^èþºyìþ¯èþÑ ?
established ?
(A) ç³rt×ý {糿êÐèþ èþ$ËMæü$
(A) Gifted urban
(B) {V>Ò$×ý {糿êÐèþ èþ$ËMæü$
(B) Gifted rural
(C) Poor urban (C) ç³rt×ý õ³§æþÐéÇMìü
(D) Poor rural (D) {V>Ò$×ý õ³§æþÐéÇMìü
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18. Mentor means 18. E糧óþÔèýMæü$yæþ$ (Mentor) A¯èþV>
(A) Guide (A) Ðèþ*ÆæÿY§æþÆæÿØMæü$yæþ$
(B) Balancer
(B) çÜÐèþ$èþ$ËÅç³Ææÿ$yæþ$
(C) Seller
(C) AÐóþ$ÃÐéyæþ$
(D) Negotiator
(D) çÜ {糨 ^óþÐéyæþ$
19. Money spent on education is considered
19. ѧæþÅ ò³O Ððþ_a _¯èþ yæþº$¾
as
(A) QÆæÿ$a
(A) Expenditure
(B) QȧðþO¯èþ¨
(B) Expensive
(C) Investment (C) ò³r$tºyìþ
(D) Wastage (D) Ðèþ«§é
20. Which of the following is not one of the 20. ѧæþÅMæü$ ¯éË$Væü$ çÜ¢ ¿êË° ^ðþç³µºyóþ D {Mìü ¨ ÐésìýÌZ
Four Pillars of Education ? H¨ çÜÆðÿO¯èþ¨ M>§æþ$
(A) Learning to be (A) iÑ ^èþyé°Mìü A¿æýÅçܯèþÐèþ$$
(B) Learning to live peacefully (B) {ç³Ôé èþ V> iÑ ^èþyé°Mìü A¿æýÅçܯèþÐèþ$$
(C) Learning to work
(C) ç³°^óþÄæý$yé°Mìü A¿æýÅçܯèþÐèþ$$
(D) Learning to know
(D) ðþË$çÜ$MøÐèþyé°Mìü A¿æýÅçܯèþÐèþ$$
21. By whom was the First Psychology 21. ͳhVüÌZ Ððþ$$§æþsìý Ðèþ$¯øÑgêq¯èþ ÔéçÜ {ç³Äñý*VæüÔéË
Laboratory established in Leipzig ? Ýë¦í³ _¯èþÐéÆæÿ$
(A) Woundt (A) F sý
(B) Freud (B) {¸ëÆÿ$$yþ
(C) Pavlov (C) ´ëÐþÌêÐþ
(D) Bandura (D) º yæþ*Ææÿ
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22. TAT (Thematic Apperception Test) was 22. TAT ç³Èæü¯èþ$ AÀÐèþ¨® ^óþíܯèþ¨
developed by
(A) £éÆÿ²yðþOMü
(A) Thorndike
(B) Ðèþ$${Æðÿ
(B) Murry
(C) ÐðþçÙÏÆÿ
(C) Weschler
(D) ½¯ðþ
(D) Binet
23. It does not belong to Learning 23. C¨ A¿æýÅçܯé AÔèýMæü¢èþMæü$ ^ðþ ¨¯èþ¨ M>§æþ$
Disabilities (A) yìþÜÌñýMìüÞÄæý*
(A) Dyslexia (B) çÜ ¨Væü®èþ
(B) Dilemma
(C) yìþÜ{V>íÄæý*
(C) Disgraphia
(D) yìþÜM>ÅÍMæü$ÍÄæý*
(D) Discalculia
24. CÐèþÓºyìþ¯èþ çÜÐèþ$çÜůèþ$ ç³ÇçÙPÇ ^èþ$rÌZ Eç³Äñý*Væüç³yóþ
24. The production of a novel response that
appropriately solves a given problem is
¯èþ*èþ¯èþ {ç³çܵ §æþ¯èþ
(A) Convergent Thinking (A) çÜÐðþ$OMæüÅ BÌZ^èþ¯èþ
(B) Divergent Thinking (B) ÑÀ¯èþ² BÌZ^èþ¯èþ
(C) Creativity (C) çÜf¯éèþÃMæüèþ
(D) Productive Thinking
(D) E鵧æþMæü BÌZ^èþ¯èþ
25. Who conducted the research on
25. ÑçÜà ò³O ç³ÇÔZ«§æþ¯èþ ^óþíܯèþÐéÆæÿ$
“Forgetting” ?
(A) V>Ët¯þ
(A) Galton
(B) Spearman (B) íܵÄæý$ÆÿÐèþ*¯þ
(C) Ebbinghaus (C) G¼¾ VüàÜ
(D) Binet (D) ½¯ðþ
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26. Which of the following learning theory 26. "ç³#¯èþÆæÿ¾Ë¯èþÐèþ$$' A¯èþ$ ¿êÐèþ¯èþMæü$ {´ëÐèþ$$QÅèþ°_a¯èþ
has more emphasis on concept of A¿æýÅçܯé íÜ§é® èþÐèþ$$
‘Reinforcement’ ?
(A) Äæý$èþ²§øçÙ íÜ§é® èþÐèþ$$
(A) Trial and Error
(B) A èþ@ ç³ÇÖ˯é A¿æýÅçܯé íÜ§é® èþÐèþ$$
(B) Insightful Learning
(C) Ýë {糧éÆÿ$$Mæü °º «§æþ¯é íÜ§é® èþÐèþ$$
(C) Classical Conditioning
(D) M>ÆæÿÅÝ뫧æþMæü °º «§æþ¯é íÜ§é® èþÐèþ$$
(D) Operant Conditioning
27. ÐèþÅMìü¢ A«§æþÅÄæý$¯èþ 糧æþ®° AÀÐèþ¨® ^óþíܯèþ¨
27. Case study method was developed by
(A) yóþÑyþ
(A) David
(B) R. B. Cattle (B) R. B.M>ÅsìýÌý
(C) Allport (C) BÌý´ùÆÿt
(D) Eysenck (D) IòÜ Mü
28. The concept of ‘configuration’ was 28. ¿êV>ËMæü¯é² Ððþ$$èþ¢Ðóþ$ {糫§é¯èþ A¯èþ²ÐéÆæÿ$
proposed by (A) {ç³ÐèþÆæÿ¢¯é Ðé§æþ$Ë$
(A) Behaviourists (B) VðüÝëtÌýt Ðé§æþ$Ë$
(B) Gestaltists
(C) A Ðèþ$ÇÄæý$$ B
(C) A and B both
(D) ò³OÐésìýÌZ H©M>§æþ$
(D) None of these
29. °ÆæÿæüÆ>çÜ$ÅË {ç³fq¯èþ$ Ðèþ*糯èþ ^óþÄæý$yé°Mìü Ðèþ$¯èþ
29. To test the intelligence of illiterates we
Eç³Äñý*W ^óþÑ
use
(A) Ðèþ$*Ç¢Ðèþ$èþÓ çÜÐèþ$*çßý ç³ÈæüË$
(A) Group tests of personality
(B) Ô鼪Mæü ç³ÈæüË$
(B) Verbal tests
(C) AÔ鼪Mæü ç³ÈæüË$
(C) Non-verbal tests
(D) Language tests (D) ¿êÚë ç³ÈæüË$
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30. Achievement Motivation is measured by 30. Ý뫧æþ¯é {õ³Ææÿ×ý¯èþ$ (Achievement Motivation)
(A) Stanford Binet Scale of Intelligence MöË$^èþ$rMæü$ Eç³Äñý*W ^óþ¨
(B) Weschelar Scale (A) Ýët¯þ¸ùÆÿz ½¯ðþ {ç³gêq ç³Èæü
(B) ÐðþçÙÏÆÿ Ðèþ*ç³°
(C) Thematic Apperception Test
(C) TAT ç³Èæü
(D) No test is available
(D) H Ðèþ*ç³± A §æþ$»êr$ÌZ Ìôý§æþ$
31. Thinking is
31. BÌZ^èþ¯èþ A¯óþ¨
(A) Learning process
(A) A¿æýÅçܯèþ {ç³{MìüÄæý$
(B) Physical process
(B) ¿oMæü {ç³{MìüÄæý$
(C) Developmental process
(C) ÑM>çÜ {ç³{MìüÄæý$
(D) Mental process
(D) Ðèþ*¯èþíÜMæü {ç³{MìüÄæý$
32. In the selection of teachers, greater
32. E´ë«§æþÅÄæý$$Ë °Äæý*Ðèþ$Mæü ÌZ {´ë«§é¯èþÅèþ CÐéÓÍÞ¯èþ
importance should be given to
A ÔèýÐèþ$$
(A) Personality
(A) Ðèþ$*Ç¢Ðèþ$èþÓÐèþ$$
(B) Educational Qualifications
(B) ѧéÅÆæÿáèþË$
(C) Teaching Aptitude (C) »Z«§æþ¯é ÝëÐèþ$Ææÿ¦üÅÐèþ$$
(D) Character (D) ÖËÐèþ$$
33. Who is the father of Psycho-analysis ? 33. Ðèþ$¯øÑÔóýÏçÙ×ý íÜ§é® é°Mìü èþ {yìþÌê sìýÐéyæþ$
(A) Carl Jung (A) M>ÆÿÏ f Vü
(B) Sigmund Freud (B) íÜVæüà yþ {¸ëÆÿ$$yþ
(C) B. F. Skinner (C) ¼. G. íÜP¯èþ²Æÿ
(D) Thurstone (D) £æþÆÿçÜt¯þ
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34. The causes of individual differences are 34. ÐðþOÄæý$Mìü¢Mæü Ñ¿ôý§éËMìü {Mìü ¨ ÐésìýÌZ H M>Ææÿ×êË$ yæþ$¯èþ$
always (A) A¯èþ$Ðèþ ÕMæüèþ
(A) Heredity (B) BǦMæü ÝëÐèþ*hMæü M>Ææÿ×êË$
(B) Social and Economic (C) ÐèþÅMìü¢Væüèþ Ðèþ$ÇÄæý$$ ¿êÐø§óþÓVæüÐèþ$$
(C) Emotional and Personal (D) ç³ÇçÜÆ>Ë$ Ðèþ$ÇÄæý$$ A¯èþ$Ðèþ ÕMæüèþ
(D) Environmental and Hereditary 35. {ç³fqÌZ "çÜÐèþ$*çßý M>ÆæÿMæü' íÜ§é® é°²
35. The “Group Factor Theory” of
{ç³´ë¨ _¯èþÐéÆæÿ$
intelligence was originally proposed by (A) íܵÄæý$ÆÿÐèþ*¯þ
(A) Spearman (B) £æþÆÿçÜt¯þ
(B) Thurstone (C) sñýÆæÿïþ
(C) Terman (D) íÜP¯èþ²Æÿ
(D) Skinner
36. {ç³óüç³Mæü ç³Èæü˯èþ$ {Mìü ¨ ÐésìýÌZ §óþ°° Ðèþ*糯èþ
36. Projective Techniques are used to ^óþÄæý$$rMæü$ Eç³Äñý*W èþ$Ææÿ$ ?
assess (A) {ç³fq
(A) Intelligence (B) çÜf¯éèþÃMæüèþ
(B) Creativity
(C) Ðèþ$*Ç¢Ðèþ$èþÓÐèþ$$
(C) Personality
(D) A¿æýÅçܯèþÐèþ$$
(D) Learning
37. A¯èþ$¿æýÐèþ B«§éÆæÿ V> {ç³ÐèþÆæÿ¢¯èþÌZ Ðèþ^óþa Ðèþ*Ææÿ$µ¯èþ$
37. The process of change of behaviour on
___________ A sêÆæÿ$
the basis of experience is called
(A) A¿æýÅçܯèþÐèþ$$
(A) Learning
(B) Reinforcement (B) ç³#¯èþÆæÿ¾Ë¯èþÐèþ$$
(C) Personality (C) Ðèþ$*Ç¢Ðèþ$èþÓÐèþ$$
(D) Stimulus (D) E©ªç³¯èþ
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38. When a person is not able to choose 38. JMæü ÐèþÅMìü¢ Æðÿ yæþ$ Ë>ÅÌZÏ JMæü §é°° G í³Mæü
between two goals, he has ^óþçÜ$MøÐèþyæþ ÌZ ç³yóþ§é°° __________ A sêÆæÿ$
(A) Forgetting (B) Fatigue (A) Ðèþ$Ææÿç³# (B) Mæü$ uæÿ¯èþÐèþ$$
(C) Anger (D) Conflict (C) B{VæüçßýÐèþ$$ (D) çÜ ç$ÆæÿÛ×ý
39. A formal systematic and intensive
39. ÔéïÜÄæý$ 糧æþ®ÌZ °Äæý$èþ V> ÐèþÅÐèþÝë¦Væüèþ V> Ðèþ$ÇÄæý$$
academic activity carried out scientifically
Móü {©Mæüèþ V> JMæü ѧéÅèþÃMæü MæüéÅ°² Mö¯èþÝëW _ JMæü
to solve a problem or discover new fund
çÜÐèþ$çÜůèþ$ ç³ÇçÙPÇ ^èþyé°² Ìôý§é {Möèþ¢ gêq¯é°²
of knowledge is called
BÑçÙPÇ ^èþyé°² HÐèþ$ sêÆæÿ$ ?
(A) Problem solving
(A) çÜÐèþ$ÝëÅ ç³ÇÚëPÆæÿÐèþ$$
(B) Research
(B) ç³ÇÔZ«§æþ¯èþ
(C) Discovery
(C) BÑçÙPÆæÿ×ý
(D) Scientific approach
(D) ÔéïÜÄæý$ Eç³VæüÐèþ$Ðèþ$$
40. Identify the characteristic of a good
research problem 40. Äñý*VæüÅÐðþ$O¯èþ ç³ÇÔZ«§æþ¯é çÜÐèþ$çÜÅ Ëæü×ê°² Væü$Ç¢ ^èþ yìþ
(A) Finding out relationship between two (A) Æðÿ yæþ$ Ìôý§é Ðèþ$*yæþ$ ^èþÆæÿÆ>Ôèý$Ë Ðèþ$«§æþÅ çÜ º «§é°²
or more variables Mæü¯èþ$MøPÐèþyæþ
(B) Defines a concept (B) JMæü ¿êÐèþ¯èþ¯èþ$ °ÆæÿÓ_ ^èþyæþ
(C) Compares variables (C) ^èþÆæÿ Æ>Ôèý$˯èþ$ ´ùËayæþ
(D) Leads to argument (D) Ðé§æþ¯èþMæü$ §éÇ¡Äæý$yæþ
41. Hypothesis in research means 41. ç³ÇÔZ«§æþ¯èþÌZ ç³ÇMæü˵¯èþ (Hypothesis) A¯èþV>
(A) Carry clear implications for testing (A) õ³ÆöP¯èþ² çÜ º «§é˯èþ$ ç³Èìü ^èþyé°Mìü çܵçÙtÐðþ$O¯èþ
the stated relations A èþÆ>ÂÐé˯èþ$ °ÆæÿÓíßý ^èþyæþ
(B) Carry arguments to solve the (B) çÜÐèþ$çÜůèþ$ ç³ÇçÙPÇ ^èþyé°Mìü Ðé§æþ¯èþË$
problem Mö¯èþÝëW ^èþyæþ
(C) Carry solutions for problems (C) çÜÐèþ$çÜÅËMæü$ ç³ÇÚëPÆ>˯èþ$ Ððþ§æþMæüyæþ
(D) Carry problem statements (D) çÜÐèþ$ÝëÅ ÐéÅRêůé˯èþ$ °ÆæÿÓíßý ^èþyæþ
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42. In laboratory experiments, the more 42. {ç³Äñý*VæüÔéË {ç³Äñý*V>ÌZÏ ^éÌê çÜ ìüç³¢Ððþ$O¯èþ {ç³Äñý*Væü
precise experimental procedure is 糧æþ®
(A) the more the error variance
(A) §øçÙ ¿ôý§æþÐèþ$$ GMæü$PÐèþV> E yæþyæþ
(B) the less the strength of the variable
(B) ^èþÆæÿÆ>Õ ºËïßý¯èþ V> E yæþyæþ
(C) the more the strength of the variable
(C) ^èþÆæÿÆ>Õ ºË V> E yæþyæþ
(D) the less the error variance
(D) §øçÙ ¿ôý§æþÐèþ$$ èþMæü$PÐèþV> E yæþyæþ
43. Detect the primary source from the
sources given 43. {Mìü §æþ CÐèþÓºyìþ¯èþ ÐésìýÌZ {´ë£æþÑ$Mæü Ðèþ¯èþÆæÿ$¯èþ$ Mæü¯èþ$MøP yìþ
(A) Research surveys containing
(A) çÜ {Væüà˯èþ$ (abstracts) MæüÍW E¯èþ² ç³ÇÔZ«§æþ¯é
abstracts
çÜÆóÿÓË$
(B) Publications describing others work
(C) Publications containing authors own (B) CèþÆæÿ$Ë ç³ÇÔZ«§æþ¯èþ¯èþ$ ÑÐèþÇ ^óþ {ç³^èþ$Ææÿ×ýË$
work (C) Ææÿ^èþÆÿ$$èþ ÐèþÅMìü¢Væüèþ ç³ÇÔZ«§æþ¯èþ MæüÍW E¯èþ² {ç³^èþ$Ææÿ×ýË$
(D) Publications containing others
(D) CèþÆæÿ$Ë A¯èþ$¿æýÐé˯èþ$ MæüÍW E¯èþ² {ç³^èþ$Ææÿ×ýË$
experiences
44. {MæüÐèþ$º§æþ®Ððþ$O¯èþ {ç³^èþÄæý$¯èþ (sampling) Äñý$$MæüP
44. Systematic sampling refers to the pattern
where ¯èþÐèþ$*¯é CÌê E r$ ¨
th
(A) Every n individual in the population (A) f¯é¿êÌZ° {ç³ÐèþÅMìü¢ G í³MæüM>ºyóþ AÐèþM>Ôèý
list is selected
E yæþyæþ
(B) Groups rather than individuals are
selected (B) ÐèþÅMæü$¢ËMæü sôý çÜÐèþ$*à˯èþ$ G í³Mæü ^óþÄæý$yæþ
(C) Each member of the population does (C) f¯é¿êÌZ° {ç³ çÜ¿æý$Åyæþ$ G í³MæüM>ºyóþ AÐèþM>Ôèý
not have an equal chance of being
ÌôýMæü´ùÐèþyæþ
selected
(D) ç³ÇÔZ«§æþMæü$yæþ$ èþ¯èþ ç³ÇÔZ«§æþ¯èþ Äñý$$MæüP °ÇªçÙt E§óþªÔèýÅ
(D) The researcher selects sample based
on the specific purpose of research B«§éÆæÿ V> {ç³^èþÄæý$¯é°² G í³Mæü ^óþçÜ$MøÐèþyæþ
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45. An approach which often leads to the 45. gêq¯èþ gêq¯èþ MøçÜÐóþ$ A¯óþ Eç³VæüÐèþ$ (approach)
knowledge for knowledge sake is the (A) A¯èþ${ç³Äæý$$Mæü¢ ç³ÇÔZ«§æþ¯èþ
approach of
(B) ^èþÆ>ÅèþÃMæü ç³ÇÔZ«§æþ¯èþ
(A) Applied research
(C) ÐèþÍMæü ç³ÇÔZ«§æþ¯èþ
(B) Action research
(D) ÑÔóýÏçÙ×êèþÃMæü ç³ÇÔZ«§æþ¯èþ
(C) Fundamental research
(D) Analytical research 46. JMæü ç³ÇÔZ«§æþ¯é çÜ §æþÆæÿ ÌZ Æðÿ yæþ$ f¯é¿êË
A MæüÐèþ$«§æþÅÐèþ*Ë Ðèþ$«§æþÅ ¿ôý§æþ Ôèý*¯èþÅÐðþ$O {ç³^èþÄæý$¯éË
46. In a situation where two population
(samples) A MæüÐèþ$«§æþÅÐèþ*Ë Ðèþ$«§æþÅ ¿ôý§æþ
‘means’ the difference is actually zero, but,
sample ‘means’ show difference to be
Eõ³ìü ^èþèþVæü°¨V> E sôý B ç³ÇÔZ«§æþMæü$yæþ$ Mìü ¨ ÐésìýÌZ
significant. In this case the researcher has H §øÚë°² ^óþÝëyæþ$
committed (A) Ððþ$$§æþsìý ÆæÿMæü (Type I) §øçÙ
(A) Type I error (B) Æðÿ yæþÐèþ ÆæÿMæü (Type II) §øçÙ
(B) Type II error (C) Ððþ$$§æþsìý ÆæÿMæü Ðèþ$ÇÄæý$$ Æðÿ yæþÐèþ ÆæÿMæü §øÚëË$ Æðÿ yæþ*
(C) Type I and II errors
(D) Ððþ$$§æþsìý ÆæÿMæü Ðèþ$ÇÄæý$$ Æðÿ yæþÐèþ ÆæÿMæü §øÚëË$ Æðÿ yæþ*
(D) Neither Type I nor Type II error
M>§æþ$
47. In a research study the effect of mental
47. JMæü ç³ÇÔZ«§æþ¯é A«§æþÅÄæý$¯èþ ÌZ ´ëuæÿÔéË E´ë«§éÅÄæý$$Ë
strain was studied on the methods of
»Z«§æþ¯é 糧æþ®èþ$Ëò³O Ðèþ*¯èþíÜMæü J¢yìþ {糿êÐèþ A«§æþÅÄæý$¯èþ
teaching of the school teachers. In this
^óþÄæý$ºyìþ ¨. D A«§æþÅÄæý$¯èþ ÌZ° Ðèþ*¯èþíÜMæü J¢yìþ A¯óþ¨
study, mental strain is
(A) Ðèþ$«§æþÅÌZ gZMæüÅ ^óþçÜ$Mö¯óþ ^èþÆæÿÆ>Õ
(A) Intervening variable
(B) çÜÓèþ {èþ ^èþÆæÿÆ>Õ
(B) Independent variable
(C) Dependent variable (C) ç³Ææÿèþ {èþ ^èþÆæÿÆ>Õ
(D) Extraneous variable (D) »êçßýÅ ^èþÆæÿÆ>Õ
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48. Chi-square °MæüçÙ JMæü Aç³Æ>Ñ$¡Äæý$
48. The Chi-square test is the non-parametric
(Non-parametric) Ýë QÅMæü 糧æþ® ©°°
technique most commonly used to analyze
çÜÆæÿÓÝ뫧éÆæÿ×ý V> Mìü ¨ ÐésìýÌZ §óþ°° ÑÔóýÏíÙ ^èþyé°Mìü
(A) Categorical data
Eç³Äñý*WÝë¢Ææÿ$ ?
(B) Quantitative data (A) ÐèþÈYMæüèþ §æþé¢ Ôèý
(C) Qualitative data (B) ç³ÇÐèþ*×êèþÃMæü §æþé¢ Ôèý
(D) Descriptive data (C) Væü$×ýéÃMæü §æþé¢ Ôèý
(D) ÑÐèþÆæÿ×êèþÃMæü §æþé¢ Ôèý
49. Mostly generalizability is less in
49. Ý뫧éÆæÿ×îýMæüÆæÿ×ýèþÓ {Mìü ¨ ÐésìýÌZ §óþ°ÌZ èþMæü$PÐèþV>
(A) Historical research
E r$ ¨
(B) Experimental research
(A) ^éÇ{èþMæü ç³ÇÔZ«§æþ¯èþ
(C) Survey research (B) {ç³Äñý*V>èþÃMæü ç³ÇÔZ«§æþ¯èþ
(D) Case study (C) çÜÆóÿÓ ç³ÇÔZ«§æþ¯èþ
(D) ÐèþÅMìü¢ A«§æþÅÄæý$¯èþ
50. As a researcher you have to obtain the
50. JMæü ç³ÇÔZ«§æþMæü$yìþV> çÜÐèþ*f ÌZ Aѱ° °Ææÿ*ÃÍ ^èþyé°Mìü
views of very large number of teachers to
^éÌê GMæü$PÐèþ çÜ QÅÌZ E´ë«§éÅÄæý$$Ë AÀ{´ëÄæý*˯èþ$
eradicate corruption from the society.
Ò$Ææÿ$ õÜMæüÇ ^èþÐèþËíÜ E r$ ¨. A §æþ$MðüO Mìü ¨ ÐésìýÌZ H
Which tool of the following will be suitable ?
Eç³MæüÆæÿ×ý çÜÆðÿO¯èþ¨
(A) Interview
(A) C rÆæÿ*ÓüÅ
(B) Observation Schedule (B) ç³ÇÖ˯é ç³sìýtMæü
(C) Questionnaire (C) {ç³Ôé²Ðèþã
(D) Attitude Scale (D) ÐðþOQÇ Ðèþ*ç³°
_______________
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Space for Rough Work
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Page 1 of 16
Source: Telangana State Eligibility Test. Question paper published by Telangana State Eligibility Test.