TS SET 2013: Paper II, Education
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SUBJECT CODE SUBJECT PAPER
A-06-02 EDUCATION II
HALL TICKET NUMBER
QUESTION BOOKLET NUMBER
OMR SHEET NUMBER
DURATION MAXIMUM MARKS NUMBER OF PAGES NUMBER OF QUESTIONS
1 HOUR 15 MINUTES 100 16 50
This is to certify that, the entries made in the above portion are correctly written and verified.
Candidates Signature Name and Signature of Invigilator
Instructions for the Candidates A¿æýÅÆæÿ$¦ËMæü$ çÜ*^èþ¯èþË$
1. Write your Hall Ticket Number in the space provided on the top 1. D ç³#r ò³O ¿êVæü ÌZ CÐèþÓºyìþ¯èþ çÜ¦Ë ÌZ Ò$ çàÌý sìýMðüsý ¯èþ ºÆæÿ$ Æ>Äæý$ yìþ.
of this page. 2. D {ç³Ôèý² ç³{èþÐèþ$$ Äæý*¿ñýO ºçßý$âñýO_eMæü {ç³Ôèý²Ë¯èþ$ MæüÍW E ¨.
2. This paper consists of fifty multiple-choice type of questions.
3. At the commencement of examination, the question booklet will 3. ç³Èæü {´ëÆæÿ ¿æýÐèþ$$¯èþ D {ç³Ôé²ç³{èþÐèþ$$ Ò$Mæü$ CÐèþÓºyæþ$èþ$ ¨. Ððþ$$§æþsìý I§æþ$
be given to you. In the first 5 minutes, you are requested to open °Ñ$çÙÐèþ$$ËÌZ D {ç³Ôé²ç³{èþÐèþ$$¯èþ$ ðþÇ_ Mìü §æþ ðþÍí³¯èþ A Ôé˯èþ$ èþç³µ°çÜÇV>
the booklet and compulsorily examine it as below : çÜÇ^èþ*çÜ$Mø yìþ.
(i) To have access to the Question Booklet, tear off the paper (i) D {ç³Ôèý² ç³{èþÐèþ$$¯èþ$ ^èþ*yæþyé°Mìü MæüÐèþÆÿõ³h A ^èþ$¯èþ E¯èþ² M>Wèþç³# ïÜË$¯èþ$
seal on the edge of this cover page. Do not accept a booklet _ ^èþ yìþ. íÜtMæüPÆÿ ïÜË$Ìôý° Ðèþ$ÇÄæý$$ C¨ÐèþÆæÿMóü ðþÇ_ E¯èþ² {ç³Ôé²ç³{èþÐèþ$$¯èþ$
without sticker-seal and do not accept an open booklet. Ò$Ææÿ$ A XMæüÇ ^èþÐèþ§æþ$ª.
(ii) Tally the number of pages and number of questions in
the booklet with the information printed on the cover (ii) MæüÐèþÆæÿ$ õ³h ò³O Ðèþ$${¨ _¯èþ çÜÐèþ*^éÆæÿ {ç³M>Ææÿ D {ç³Ôèý²ç³{èþÐèþ$$ÌZ° õ³iË
page. Faulty booklets due to pages/questions missing çÜ Qůèþ$ Ðèþ$ÇÄæý$$ {ç³Ôèý²Ë çÜ Qůèþ$ çÜÇ^èþ*çÜ$Mø yìþ. õ³iË çÜ QÅMæü$
or duplicate or not in serial order or any other çÜ º «¨ _ V>± Ìôý§é çÜ*_ _¯èþ çÜ QÅÌZ {ç³Ôèý²Ë$ ÌôýMæü´ùÐèþ#r Ìôý§é °f{ç³
discrepancy should be got replaced immediately by a M>Mæü´ùÐèþ#r Ìôý§é {ç³Ôèý²Ë$ {MæüÐèþ$糧æþ®ÌZ ÌôýMæü´ùÐèþ#r Ìôý§é HÐðþO¯é óþyéË$ yæþ$r
correct booklet from the invigilator within the period Ðèþ sìý §øçÙç³NÇèþÐðþ$O¯èþ {ç³Ôèý² ç³{é°² Ððþ r¯óþ Ððþ$$§æþsìý I§æþ$ °Ñ$ÚëÌZÏ ç³È>
of 5 minutes. Afterwards, neither the Question Booklet ç³ÆæÿÅÐóþæüMæü$°Mìü ÇW C_aÐóþíÜ §é°Mìü º§æþ$Ë$V> çÜÇV>Y E¯èþ² {ç³Ôèý²ç³{é°² ¡çÜ$Mø yìþ.
will be replaced nor any extra time will be given. èþ§æþ¯èþ èþÆæÿ {ç³Ôèý²ç³{èþÐèþ$$ Ðèþ*Ææÿaºyæþ§æþ$ A§æþ¯èþç³# çÜÐèþ$Äæý$ CÐèþÓºyæþ§æþ$.
(iii) After this verification is over, the Test Booklet Number
should be entered in the OMR Sheet and the OMR Sheet (iii) ò³O Ñ«§æþ V> çÜÇ^èþ*çÜ$Mö¯èþ² èþÆ>Óèþ {ç³Ôé²ç³{èþ çÜ Qůèþ$ OMR ç³{èþÐèþ$$ ò³O
Number should be entered on this Test Booklet. A§óþÑ«§æþ V> OMR ç³{èþÐèþ$$ çÜ Qůèþ$ D {ç³Ôé²ç³{èþÐèþ$$ ò³O °ÇªçÙtt çÜ¦Ë ÌZ Æ>Äæý$ÐèþÌñý¯èþ$.
4. Each item has four alternative responses marked (A), (B), (C) 4. {ç³ {ç³Ôèý²Mæü$ ¯éË$Væü$ {ç³éÅÐèþ*²Äæý$ {ç³çܵ §æþ¯èþË$ (A), (B), (C) Ðèþ$ÇÄæý$$ (D)
and (D). You have to darken the circle as indicated below on the Ë$V> CÐèþÓºyézÆÿ$$. {ç³{ç³Ôèý²Mæü$ çÜÆðÿO¯èþ {ç³çܵ §æþ¯èþ¯èþ$ G¯èþ$²Mö° Mìü §æþ ðþÍí³¯èþ Ñ«§æþ V>
correct response against each item. OMR ç³{èþÐèþ$$ÌZ {ç³ {ç³Ôé² çÜ QÅMæü$ CÐèþÓºyìþ¯èþ ¯éË$Væü$ Ðèþé¢ÌZÏ çÜÆðÿO¯èþ
Example : A B C D {ç³çܵ §æþ¯èþ¯èþ$ çÜ*_ ^óþ Ðèþ颰² »êÌý ´ëÆÿ$$ sý ò³¯þø Mìü §æþ ðþÍí³¯èþ Ñ«§æþ V>
where (C) is the correct response.
ç³NÇ ^éÍ.
E§éçßýÆæÿ×ý : A B C D
5. Your responses to the items are to be indicated in the OMR Answer
Sheet given to you. If you mark at any place other than in the (C) çÜÆðÿO¯èþ {ç³çܵ §æþ¯èþ AÆÿ$$óþ
circle in the Answer Sheet, it will not be evaluated. 5. {ç³Ôèý²ËMæü$ {ç³çܵ §æþ¯èþ˯èþ$ D {ç³Ôèý²ç³{èþÐèþ$$ø CÐèþÓºyìþ¯èþ OMR ç³{èþÐèþ$$ ò³O¯èþ
6. Read instructions given inside carefully. CÐèþÓºyìþ¯èþ Ðèþé¢ÌZϯóþ ç³NÇ _ Væü$Ç¢ ^éÍ. AÌêM>Mæü çÜÐèþ*«§é¯èþ ç³{èþ ò³O ÐóþÆöMæü ^ør
7. Rough Work is to be done in the end of this booklet. Væü$Ç¢õÜ¢ Ò$ {ç³çܵ §æþ¯èþ Ðèþ$*ÌêÅ Mæü¯èþ ^óþÄæý$ºyæþ§æþ$.
8. If you write your name or put any mark on any part of the OMR 6. {ç³Ôèý² ç³{èþÐèþ$$ ÌZç³Ë C_a¯èþ çÜ*^èþ¯èþ˯èþ$ gê{Væüèþ¢V> ^èþ§æþÐèþ yìþ.
Answer Sheet, except for the space allotted for the relevant 7. _èþ$¢ç³°° {ç³Ôèý²ç³{èþÐèþ$$ _ÐèþÆæÿ C_a¯èþ RêäçܦËÐèþ$$ÌZ ^óþÄæý*Í.
entries, which may disclose your identity, you will render yourself 8. OMR ç³{èþÐèþ$$ ò³O °È~èþ çÜ¦Ë ÌZ çÜ*_ ^èþÐèþËíܯèþ ÑÐèþÆ>Ë$ èþí³µ _ CèþÆæÿ çÜ¦Ë ÌZ
liable to disqualification. Ò$ Væü$Ç¢ ç³#¯èþ$ ðþÍõ³ Ñ«§æþ V> Ò$ õ³Ææÿ$ Æ>Äæý$yæþ V>± Ìôý§é CèþÆæÿ _à²Ë¯èþ$ ò³rtyæþ
9. The candidate must handover the OMR Answer Sheet to the V>± ^óþíܯèþrÏÆÿ$$óþ Ò$ A¯èþÆæÿáèþMæü$ Ò$Æóÿ »ê«§æþ$ÅËÐèþ#éÆæÿ$.
invigilators at the end of the examination compulsorily and
must not carry it with you outside the Examination Hall. The
9. ç³Èæü ç³NÆæÿ¢Æÿ$$¯èþ èþÆ>Óèþ Ò$ OMR ç³{é°² èþç³µ°çÜÇV> ç³Èæü ç³ÆæÿÅÐóþæüMæü$yìþMìü CÐéÓÍ.
candidate is allowed to take away the carbon copy of OMR Ðésìý° ç³Èæü Væü¨ ºÄæý$rMæü$ ¡çÜ$Mæü$ÐðþâæýÏMæü*yæþ§æþ$. ç³Èæü ç³NÆæÿ¢Æÿ$$¯èþ èþÆæÿ$Ðéèþ A¿æýÅÆæÿ$¦Ë$
Sheet and used Question paper booklet at the end of the {ç³Ôèý² ç³{é°², OMR ç³{èþ Äñý$$MæüP M>Ææÿ¾¯þ M>ï³° ¡çÜ$Mæü$ÐðþâæýÏÐèþ^èþ$a.
examination. 10. ±Í/¯èþËÏ Ææÿ Væü$ »êÌý ´ëÆÿ$$ sý ò³¯þ Ðèþ*{èþÐóþ$ Eç³Äñý*W ^éÍ.
10. Use only Blue/Black Ball point pen. 11. ÌêVæüÇ£æþÐþ$ sôýº$ÌýÞ, M>ÅÍMæü$ÅÌôýrÆÿË$, GË[M>t°Mü ç³ÇMæüÆ>Ë$ Ððþ$$§æþËVæü$¯èþÑ ç³ÈæüVæü¨ÌZ
11. Use of any calculator or log table etc., is prohibited. Eç³Äñý*W ^èþyæþ °õÙ«§æþ .
12. There is no negative marks for incorrect answers. 12. èþç³ çÜÐèþ*«§é¯éËMæü$ Ðèþ*Ææÿ$PË èþWY ç³# Ìôý§æþ$.
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EDUCATION
Gyæþ$ÅMóüçÙ¯þ
Paper – II
õ³ç³Æÿ – II
1. çÜé¢ÔéçÜ (Ontology) {糫§é¯èþ V> §óþ°° ^èþÇaçÜ$¢ ¨ ?
1. What is the main concern of Ontology ?
(A) ÑË$ÐèþË$
(A) Value (B) Reality
(B) Äæý$§éÆæÿ¦Ðèþ$$ (Reality)
(C) Truth (D) Matter
(C) çÜèþÅÐèþ$$ (Truth)
2. Who propagated the concept of ‘learning (D) 糧éÆæÿ¦Ðèþ$$
in communion with nature’ ? 2. "A¿æýÅçܯèþ A¯èþV> {ç³Mæüø Ðèþ$Ðóþ$Mæü AÐèþyæþ ' A¯óþ ¿êÐèþ¯èþ¯èþ$
(A) Vivekananda GÐèþÆæÿ$ {´ë^èþ$ÆæÿÅ ÌZMìü ðþ^éaÆæÿ$ ?
(B) Aurobindo (A) ÑÐóþM>¯èþ §æþ$yæþ$ (B) AÆæÿÑ §æþ$yæþ$
(C) Tagore (C) sêVøÆÿ (D) V> «¨
(D) Gandhi 3. A¯èþ$¿æýÐèþÐèþ$$/ÝëæüüÅ ò³O B«§éÆæÿç³yìþ¯èþ gêq¯é°² HÐèþ$°
3. The knowledge that is dependent on
í³Ë$Ýë¢Ææÿ$ ?
(A) A¯è þ $¿æ ý Ðéè þ ÃMæ ü gêq ¯ è þ (Experiential
experience/evidence is called as
knowledge)
(A) Experiential knowledge
(B) A¯è þ $¿æ ý Ðéè þ *µÆæ ÿ ÓMæ ü gêq¯èþ (Apriori
(B) ‘apriori’ knowledge knowledge)
(C) Appropriate knowledge (C) E_èþÐðþ$O¯èþ gêq¯èþ (Appropriate
(D) ‘aposteriori’ knowledge knowledge)
4. Which of the following helps in attaining (D) A¯è þ $¿æ ý Ðé¯è þ è þ Ææ ÿ gêq ¯ è þ (Aposteriori
knowledge)
Intuitive knowledge ?
4. A è þ Ææ ÿ$¨® gêq ¯ é°² (Intuitive knowledge)
i) Internal Experience
´÷ §æþyé°Mìü Mìü ¨ ÐésìýÌZ HÑ çÜàÄæý$ç³yæþéÆÿ$$ ?
ii) Social Evidence (i) A è þ Ææ ÿY è þ A¯è þ $¿æ ý Ðè þ Ðè þ $$ (Internal
iii) External Experience Experience)
iv) Empirical Evidence (ii) ÝëÐèþ*hMæü ÝëæüüÅÐèþ$$ (Social Evidence)
(iii) »êçßýÅ A¯èþ$¿æýÐèþÐèþ$$ (External Experience)
(A) i and ii
(iv) A¯è þ $¿æ ý Ðè þ ç ³ NÆæ ÿ ÓMæ ü Ýëæ ü üÅÐè þ $$ (Empirical
(B) iii and iv
Evidence)
(C) i and iii
(A) i Ðèþ$ÇÄæý$$ ii (B) iii Ðèþ$ÇÄæý$$ iv
(D) ii and iv
(C) i Ðèþ$ÇÄæý$$ iii (D) ii Ðèþ$ÇÄæý$$ iv
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5. Match the following : 5. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ$Ðèþ$$ :
a. Metaphysics 1. Knowledge, its a. A«¨¿oMæü ÔéçÜÐèþ$$ 1. gêq¯èþÐèþ$$, §é° °Æ>Ã×ýÐèþ$$
structure b. gêq¯èþ ÔéçÜÐèþ$$ 2. {ç³Mæü °Äæý$Ðèþ*¯èþ$ÝëÆæÿ
b. Epistemology 2. The universe is ÑÔè ý Ó °Äæ ý $ { ^è
governed by law of ºyæþ$èþ$ ¨
nature c. {ç³MæüÐé§æþÐèþ$$ 3. ¯èþyæþÐèþyìþMæü Äñý$$MæüP çÜ*{éË$
c. Naturalism 3. Principles of conduct d. ± ÔéçÜÐèþ$$ 4. Äæý$§éÆæÿ¦Ðèþ$$, §é° çÜÓ¿êÐèþÐèþ$$
d. Ethics 4. Reality, its nature a b c d
a b c d (A) 1 3 2 4
(A) 1 3 2 4 (B) 4 1 2 3
(B) 4 1 2 3 (C) 4 2 3 1
(C) 4 2 3 1 (D) 1 3 4 2
(D) 1 3 4 2
6. Mìü ¨ ÐésìýÌZ H BÌZ^èþ¯é Ñ«§é¯èþ »êË$°² A Ðèþ$
6. Which school of thought mainly advocates ÑÔèýÓ ÌZ A èþÆ>ÂVæü V> õ³ÆöP¯èþ²¨ ?
that a child is an integral part of ultimate (A) {ç³MæüÐé§æþÐèþ$$
universe ? (B) ÐéÅÐèþàÇMæüçÜé¢Ðé§æþÐèþ$$
(A) Naturalism (B) Pragmatism (C) Äæý$§éÆæÿ¦Ðé§æþÐèþ$$
(C) Realism (D) Idealism (D) ¿êÐèþÐé§æþÐèþ$$
7. Who is the founder of pragmatism ? 7. ÐéÅÐèþàÇMæü çÜé¢ Ðé§é°² Ýë¦í³ _¯èþ §ðþÐèþÆæÿ$ ?
(A) Dewey (B) James
(A) yæþ*ÅÆÿ$* (B) gôýÐþ$Þ
(C) Kilpatric (D) Peirce
(C) MìüÌý´ë{sìýMü (D) ò³Æÿ$$ÆÿÞ
8. Which school of thought emphasises mind
8. H BÌZ^èþ¯é Ñ«§é¯èþ 糧éÆæÿ¦ Mæü sôý Ðèþ$¯èþçÜ$Þ Ðèþ$$QÅÐèþ$°
over matter ?
¯öMìüP^ðþí³µ ¨ ?
(A) Idealism (B) Realism
(A) ¿êÐèþÐé§æþÐèþ$$ (B) Äæý$«§éÆæÿ¦ Ðé§æþÐèþ$$
(C) Materialism (D) Naturalism
(C) ¿oMæüÐé§æþÐèþ$$ (D) {ç³MæüÐé§æþÐèþ$$
9. Match the following :
9. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ$Ðèþ$$
a) Buddhism 1. Knowledge section
a) »o§æþ® Ðèþ$èþ 1. gêq¯èþ Ñ¿êVæü
b) Jainism 2. Consciousness and
matter b) gñýO¯èþ Ðèþ$èþ 2. ^ðþOèþ¯èþÅÐèþ$$ Ðèþ$ÇÄæý$$
糧éÆæÿ¦Ðèþ$$
c) Sankhya 3. Four noble truths
c) Ýë QÅÐèþ$$ 3. ¯éË$Væü$ Eèþ¢Ðèþ$ çÜéÅË$
d) Vedanta 4. Non-violence
d) Ðóþ§é èþÐèþ$$ 4. Aíßý çÜ
a b c d
a b c d
(A) 2 4 1 3 (A) 2 4 1 3
(B) 4 1 3 2 (B) 4 1 3 2
(C) 3 4 2 1 (C) 3 4 2 1
(D) 3 1 4 2 (D) 3 1 4 2
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10. The focus of logical empiricism is on 10. éÇPMæü A¯èþ$¿æýÐèþ Ðé§æþ §óþ°ò³O Móü {©MæüÇ _ ¨ ?
(A) Scientific methodology (A) ÔéïÜÄæý$ 糧æþ®
(B) Speculative methodology (B) FàèþÃMæü 糧æþ®
(C) Both
(C) ò³O Æðÿ yæþ*
(D) None
(D) H© M>§æþ$
11. The ‘Sankhya Darsana’ is advocated by
11. Ýë QÅ §æþÆæÿد鰲 {ç³´ë¨ _¯èþ ÐéÆæÿ$
(A) Jaimini
(A) gñýOÑ$°
(B) Kanada
(C) Goutama (B) Mæü×ê§æþ$yæþ$
(D) Kapila (C) VúèþÐèþ$$yæþ$
(D) Mæüí³Ë$yæþ$
12. Which of the following is not associated
with Rabindranath Tagore ? 12. Mìü ¨ ÐésìýÌZ H¨ ÆæÿÒ {§æþ¯é£þ sêVøÆÿMìü çÜ º «¨ _¯èþ¨
(A) Theosophical Society M>§æþ$ ?
(B) Viswabharathi (A) ¤Äñý*ÝëíMæüÌý Ý÷òÜOsìý
(C) Nobel Prize (B) ÑÔèýÓ¿êÆæÿ
(D) National Anthem
(C) ¯ø»ñýÌý ºçßý$Ðèþ*¯èþÐèþ$$
13. Which of the following is the first (D) gê¡Äæý$ XèþÐèþ$$
socialization agent ?
(A) School 13. Mìü ¨ ÐésìýÌZ H¨ Ððþ$$§æþsìý Ýë í$MîüMæüÆæÿ×ý {ç³°«¨ ?
(B) Community (A) ´ëuæÿÔéË
(C) Home (B) çÜÐèþ$$§éÄæý$ (Community)
(D) Society (C) VæüçßýÐèþ$$
14. Critically judge the following : (D) çÜÐèþ*f (Society)
Assertion (A) : Construction of dams for 14. Mìü ¨ Ðésìý° ÑÐèþ$ÆæÿدéèþÃMæü V> °Æ>®Ç ^èþ yìþ
irrigation is necessary for °ÔèýaÄæý$ ÐéMæüÅ (A) : gê¡Äæý$ AÀÐèþ¨®MðüO ÝëVæü$±sìý
national development.
B¯èþMæürt˯èþ$ °Çà ^èþyæþ AÐèþçÜÆæÿ
Reason (R) : Construction of dams will
dislodge many ethnic
M>Ææÿ×ý (R) : B¯èþMæürtË °Æ>Ã×ý ÐèþËÏ G¯ø²
groups from their
gêèþ$Ë çÜÐèþ$*àË$ ÐéÇ °ÐéçÜ
habitations. {´ë éË ¯èþ$ yìþ öËW ^èþ ºyæþéÆæÿ$
(A) Both (A) and (R) are true (A) ò³O Æðÿ yæþ* (A) Ðèþ$ÇÄæý$$ (R) çÜèþÅÐèþ$$
(B) Both (A) and (R) are false (B) ò³O Æðÿ yæþ* (A) Ðèþ$ÇÄæý$$ (R) AçÜèþÅÐèþ$$
(C) Only (A) is true, but (R) is false (C) MóüÐèþË (A) çÜèþÅÐèþ$$, M>± (R) AçÜèþÅÐèþ$$
(D) Only (R) is true (D) MóüÐèþË (R) çÜèþÅÐèþ$$
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15. Modernization is 15. B«§æþ$°MîüMæüÆæÿ×ý A¯óþ¨
(A) Development of Western Outlook (A) ´ëÔéaèþÅ §æþMæüµ£é°² AÀÐèþ¨® ^óþçÜ$MøÐèþyæþ
(B) Acculturation (B) çÜ çÜP¡MæüÆæÿ×ý (Acculturation)
(C) Enculturation (C) çÜ çÜP ïÜÓMæüÆæÿ×ý (Enculturation)
(D) Development of Rational Outlook (D) õßýèþ$Ðé§æþ §æþMæüµ£é°² AÀÐèþ¨® ^óþçÜ$MøÐèþyæþ
16. All the following are Fundamental Rights 16. ¿êÆæÿèþ Æ>gêÅ Væü {ç³M>Ææÿ Mìü ¨ ÐésìýÌZ {´ë£æþÑ$Mæü çßýMæü$P
guaranteed by the Indian Constitution M>°¨
except (A) çÜÐèþ*¯èþèþÓç³# çßýMæü$P
(A) the right to equality (B) §øí³yìþ °Æø«§æþ çßýMæü$P
(B) the right against exploitation (C) E´ë«¨ çßýMæü$P
(C) the right to employment (D) Ðèþ$èþ ÝëÓèþ {èþç³# çßýMæü$P
(D) the right to freedom of religion
17. çÜ ç$ çÜ çÜPÆæÿ×ý A¯óþ¨ H Ðèþ*Ææÿ$µ¯èþMæü$ E§óþªÕ _¯èþ¨ ?
17. Social reform aims at changing the (A) çÜÐèþ*f ÌZ° ÐèþãMæü ÑË$ÐèþË$
(A) basic values of the society (B) çÜÐèþ$*çßý Äñý$$MæüP Mæür$t»êr$Ï
(B) norms of the group (C) Ðèþ$èþ B^éÆ>Ë$
(C) religious practices (D) ÐèþÅMæü$¢Ë AËÐér$Ï
(D) habits of the individuals
18. Ýë í $Mæ ü AÀÐè þ ¨® A¯ó þ ¨ Mì ü ¨ Ðésì ý ÌZ §ó þ °Mì ü
18. Social development is essentially a matter çÜ º «¨ _¯èþ¨ ?
of
(A) ÐèþÅMæü$¢Ë yìþÐèþ* yþ˯èþ$ A XMæüÇ ^èþyæþ
(A) conformity to the demands of the
individual (B) Ýë í$Mæü ¿æý{§æþèþ, BÐðþ*§é°² Ý뫨 ^èþyæþ
(B) the achievement of social security (C) ÝëÐèþ*hMæü {MæüÐèþ$º§æþ®èþMæü$ ÐèþÅMìü¢ {ç³Äñý*f¯é˯èþ$
and acceptance
(C) the integration of one’s purposes with
çÜÐèþ$¯èþÓÄæý$ ^óþÄæý$yæþ
those of the social order (D) ÐèþÅMìü¢ ïÜÓÄæý$ ¯ðþOç³#×êÅ˯èþ$ AÀÐèþ¨® ^óþçÜ$MøÐèþyæþ
(D) the development of one’s own skills
19. Mìü ¨ ÐésìýÌZ gê¡Äæý$ çÜÐðþ$OMæüÅé Ëæü×ý M>°§óþ¨ ?
19. Which of the following is not an attribute
(A) Ýë çÜPMæü çÜ Äñý*f¯èþ
of National Integration ?
(A) cultural cohesion (B) Ðèþ$°íÙ çßZ§é
(B) human dignity (C) gê¡Äæý$ ÑËæü×ýèþ
(C) national identity
(D) §æþ$ÆæÿÀÐèþ*¯éË$
(D) sentimental prejudices
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20. In his/her relationships with students, a 20. E´ë«§éÅÄæý$$yæþ$ ѧéÅÆæÿ$¦Ëø H Ñ«§æþ V> E yéÍ ?
teacher should be
(A) Mæüv¯èþ V> Ðèþ$ÇÄæý$$ §æþVæüYÆæÿMæü$ Æ>°ÐèþÓMæü$ yé
(A) stern and unapproachable
(B) õÜ^èþeV> Ðèþ$ÇÄæý$$ çÜ$Ë¿æý V> MæüÍíÜ´ùÄôý$Ìê
(B) free and easily mixing
(C) friendly and dignified (C) õܲçßýç³NÆæÿÓMæü V> Ðèþ$ÇÄæý$$ VúÆæÿÐèþç³NÆæÿÓMæü V>
(D) sarcastic and criticizing (D) ÐèþÅ VæüÅ V> Ðèþ$ÇÄæý$$ ÑÐèþ$ÇØçÜ*¢
21. If an elder child behaves like an infant when 21. »êË$yæþ$ Ìôý§é »êÍMæü èþ¯èþMæü$ øº$r$tÐèþ# ç³#sìýt §æþ°
a new sibling is born, it refers to ðþÍÄæý$V>¯óþ ÕÔèý$Ðèþ#Ìê {ç³ÐèþÇ¢ ^óþþ {ç³{MìüÄæý$¯èþ$ HÐèþ$ sêÆæÿ$ ?
(A) Repression
(A) §æþÐèþ$¯èþÐèþ$$ (Repression)
(B) Regression
(B) {ç³VæüÐèþ$¯èþÐèþ$$ (Regression)
(C) Rationalization
(D) Reaction formation (C) õßýèþ$MîüMæüÆæÿ×ýÐèþ$$ (Rationalization)
(D) {ç³^èþÆ>Å °ÇÃ (Reaction formation)
22. Which of the matching of intelligence type
to the type of the people of specific fields is 22. Mìü ¨ ÐésìýÌZ H ÆæÿMæüÐðþ$O¯èþ {ç³fq BÄæý* {ç³óþÅMæü Ææÿ V>Ë
correct ? ÐèþÅMæü$¢ËMæü$ çÜÇV> fèþç³Ææÿ^èþºyìþ ¨
(A) Physicists have Interpersonal
(A) ¿oMæü ÔéçÜÐóþèþ¢Ë$ ÐðþOÄæý$Mìü¢M> èþÆæÿ {ç³fq¯èþ$ MæüÍW
Intelligence
E sêÆæÿ$
(B) Surgeons have Bodily-kinaesthetic
Intelligence (B) ÔèýçÜ ÐðþO§æþ$ÅË$ ÔèýÈÆæÿ Ìêç$Ðèþ {ç³fq¯èþ$ MæüÍW E sêÆæÿ$
(C) Sales persons have Spatial (C) Ñ{MóüèþË$ {糧óþÔèý çÜ º «§æþ {ç³fq¯èþ$ MæüÍW E sêÆæÿ$
Intelligence (D) _{èþM>Ææÿ$Ë$ éÇPMæü Væü×ìýèþ {ç³fq¯èþ$ MæüÍW E sêÆæÿ$
(D) Painters have Logico-mathematical
Intelligence 23. çÜf¯éèþÃMæü {ç³{MìüÄæý$ Äñý$$MæüP {MæüÐèþ$Ðèþ$$
(A) {ç ³ M>Ôè ý Ðè þ $$, C Mæ ü $Å»ô ý ç Ù ¯ þ , ç Ü Ç^è þ *yæ þ yæ þ ,
23. The sequence of the process of creativity
(A) Illumination, incubation, verification,
çÜÐèþ*Äæý$èþ¢ M>Ðèþyæþ
preparation (B) çÜÐèþ*Äæý$èþ¢ M>Ðèþyæþ , C Mæü$Å»ôýçÙ¯þ, {ç³M>ÔèýÐèþ$$,
(B) Preparation, incubation, illumination, çÜÇ^èþ*yæþyæþ
verification (C) çÜÐèþ*Äæý$èþ¢ M>Ðèþyæþ , {ç³M>ÔèýÐèþ$$, C Mæü$Å»ôýçÙ¯þ,
(C) Preparation, illumination, incubation,
çÜÇ^èþ*yæþyæþ
verification
(D) çÜÇ^èþ*yæþyæþ , çÜÐèþ*Äæý$èþ¢ M>Ðèþyæþ , C Mæü$Å»ôýçÙ¯þ,
(D) Verification, preparation, incubation,
illumination {ç³M>ÔèýÐèþ$$
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Read the following passage and answer Mìü ¨ ´ëuæÿÅ¿êV>°² ^èþ¨Ñ 24 Ðèþ$ÇÄæý$$ 25 Ðèþ {ç³Ôèý²ËMæü$
the questions 24 and 25 çÜÐèþ*«§é¯éË$ Væü$Ç¢ ^èþ yìþ
The mechanism of interference is one of the ÑçÜà VæüË M>ÆæÿM>ÌZÏ gZMæüÅ {糿êÐèþ (interference) JMæüsìý.
responsible factors for forgetting. It has the JMæü A¿æýÅçܯé¯èþ$¿æýÐèþ C MöMæü A¿æýÅçܯé¯èþ$¿æýÐèþ ò³O gZMæüÅ{糿êÐèþ
negative inhibiting effect of one learning ÐèþÅÆóÿMæü AÐèþÆø«§é°² MæüÍWçÜ$¢¨. ©°² C Mø Ñ«§æþ V> ^ðþ´ëµË sôý
experience on another. It refers to the Möèþ¢V> ¯óþÆæÿ$aMö¯èþ² ÑçÙÄæý$ C èþMæü$ Ðèþ$$ §æþ$ ¯óþÆæÿ$aMö¯èþ²
condition of a new learning working ÑçÙÄæý*°² Væü$Ææÿ$a ^èþ$MøÐèþyæþ ÌZ AÐèþÆø«§é°² MæüÍW ^èþyæþ Ìôý§é
backward to impair the retention of old
C¨ÐèþÆæÿMæü$ ¯óþÆæÿ$aMö¯èþ² ÑçÙÄæý$ èþÆæÿ$Ðéèþ ¯óþÆæÿ$aMø»ZÄôý$
learning or the old learning working forward
to disrupt later learning, which are termed
ÑçÙÄæý*°Mìü AÐèþÆø«§æþ MæüÍW ^èþyæþ ÐèþÆæÿ$çÜV> Òsìý° ÆøVæüÐèþ$¯èþ
as retro-active and pro-active inhibitions BÐèþÆø«§æþ (retro-active inhibition) Ìôý§é ç³#ÆøVæüÐèþ$¯èþ
respectively. Another explanation for AÐèþÆø«§æþ (pro-active inhibition) A sêÆæÿ$. ÑçÜÃMìü
forgetting is that due to lapse of time the learnt C Mø M>Ææÿ×ý , M>Ë Væüyìþ_¯èþ Mö©ª ¯óþÆæÿ$aMæü$¯èþ² ÑçÙÄæý$
material decays through disuse. Eç³Äñý*Væü ÌZ ÌôýMæü$ sôý B ÑçÙÄæý$ Ðèþ$Ææÿ$Væü$¯èþ ç³yìþ´ùÐèþyæþ .
24. According to the theory of interference, 24. gZMæüÅ {糿êÐèþ íÜ§é® èþ {ç³M>Ææÿ ç³#ÆøVæüÐèþ$¯èþ AÐèþÆø«§æþ A¯èþV>
proactive interference is the (A) è þ Ææ ÿ$Ðéè þ ¯ó þ Ææ ÿ$aMö¯è þ ² Ñç Ù Äæ ý *°² C¨Ðè þ Ææ ÿMæ ü $
(A) determental effect of prior learning on ¯óþÆæÿ$aMö¯èþ² ÑçÙÄæý$ Br Mæüç³Ææÿ^èþyæþ
later learning (B) C¨Ðè þ Ææ ÿMæ ü $ ¯ó þ Ææ ÿ$aMö¯è þ ² Ñç Ù Äæ ý *°² è þ Ææ ÿ$Ðéè þ
(B) determental effect of later learning on
¯óþÆæÿ$aMö¯èþ² ÑçÙÄæý$ Br Mæüç³Ææÿ^èþyæþ
prior learning
(C) îü×ýèþ (decay) ÐèþËÏ Br Mæü HÆæÿµyæþyæþ
(C) determental effect of decay
(D) ò³O§óþ© M>§æþ$
(D) none of the above
25. Interference theory explains inhibitions 25. Mìü ¨ÐésìýÌZ H ç³ÇíܦÌZ gZMæüÅ {糿êÐèþ íÜ§é® èþ
when (Interference theory) AÐèþÆø«§é°² (inhibition)
(A) similarities are more in learning of the ÑÐèþÇçÜ$¢ ¨
materials (A) A¿æýÅçܯé ÔéÌZÏ ´ùÍMæüË$ GMæü$PÐèþV> E¯èþ²ç³#yæþ$
(B) dissimilarities are more in learning of (B) A¿æýÅçܯé ÔéÌZÏ ´ùÍMæüË$ Ìôý¯èþç³#yæþ$
the materials (C) ò³O Æðÿ yæþ*
(C) both A and B (D) ò³OÐóþÒ M>§æþ$
(D) none of the above
26. Mìü ¨ ÐésìýÌZ H °MæüçÙ (test) §éÓÆ> Ðèþ$*Ç¢Ðèþ$èþÓ Äñý$$MæüP
26. The unconscious elements of personality
A^óþèþ¯é Ôé˯èþ$ A«§æþÅÄæý$¯èþ ^óþÄæý$ÌôýÐèþ$$ ?
cannot be studied by the following test
(A) ÐéMæüÅç³NÆæÿ×ý °MæüçÙ
(A) Sentence completion test
(B) Mæü£é ç³NÆæÿ×ý °MæüçÙ
(B) Story completion test
(C) Socio-drama (C) Ýë í$Mæü ¯érMæü (Socio-drama)
(D) Sociogram (D) Ýë í$MæüÑ$ (Sociogram)
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27. According to Kohlberg, which stage 27. MöòßýÌýºÆÿY {ç³M>Ææÿ , Mìü ¨ ÐésìýÌZ H §æþÔèý §é°Mðü§æþ$Ææÿ$V>
correctly matches with age ? E¯èþ² ÐèþÄæý$çÜ$Þø çÜÇV>Y fèþç³Ææÿ^èþºyìþ ¨
(A) Punishment and obedience 2 to (A) Õæü Ðèþ$ÇÄæý$$ Ñ«§óþÄæý$èþ 2 – 4 çÜ ÐèþèþÞÆ>Ë$
4 years (B) ÑÔèýÓf±¯èþ ¯ðþOMæü çÜ*{éË$ 13 çÜ ÐèþèþÞÆæÿÐèþ$$Ë
(B) Universal ethical principles after èþÆ>Óèþ
13 years
(C) ÐèþÅMìü¢Væüèþ çßýMæü$PË Eç³Äñý*WMæüèþ 10 – 12
(C) Utility of individual rights 10 to
12 years
çÜ ÐèþèþÞÆ>Ë$
(D) E§ó þ ª Ô è ý Å Ýë« § æ þ ¯è þ Ðè þ $ÇÄæ ý $$ Ðè þ *Ææ ÿ Mæ ü 12
(D) Instrumental purpose and exchange
after 12 years çÜ ÐèþèþÞÆæÿÐèþ$$Ë èþÆ>Óèþ
28. Which of the following is a creativity 28. Mìü ¨ ÐésìýÌZ H¨ çÜf¯éèþÃMæüèþ °MæüçÙ
tests ? (A) Æ>Ððþ¯þÞ {´ù{VðüíÜÐþ °MæüçÙ
(A) Raven’s Progressive tests (B) Ýët¯þçÆÿz ¼¯óþ °MæüçÙ
(B) Stanford Binet’s tests (C) sêÆðÿ¯þÞ °MæüçÙ
(C) Torrence tests (D) ´ëÜ GÌê Vü °MæüçÙ
(D) Pass along tests
29. Mì ü ¨ Ðésì ý ÌZ H¨ {ç ³ ¿êÐè þ è þ $Ìñ ý O ¯ è þ »êË˯è þ $
29. The following does not enrich the gifted
Ððþ$Ææÿ$Væü$ç³Ææÿ^èþÌôý§æþ$ ?
children
(A) çÜÓèþ {èþ V> {´ëgñýMæü$t ç³° ^óþÄæý$yæþ
(A) Work on independent projects
(B) Prepare reports of the activities (B) MæüéÅËò³O °Ðóþ¨MæüË$ èþÄæý*Ææÿ$ ^óþÄæý$yæþ
(C) Library work (C) {Væü £éËÄæý$ ç³°
(D) Double promotion (D) Æðÿsìýt ç³# 糧ø¯èþ²
30. The boy learned to be afraid of maths but 30. JMæü »êË$°Mìü Væü×ìýèþ E´ë«§éÅÄæý$$yæþ sôý ¿æýÄæý$ Ìôý§æþ$ M>±
not afraid of the mathematics teacher. It is Væü×ìýèþÐèþ$ sôý ¿æýÄæý$ . C¨ G §æþ$ÐèþËÏ ?
due to (A) ºçßý$âæý Ñ^èþæü×ý
(A) Multiple discrimination (B) E©ªç³¯èþ Ñ^èþæü×ý
(B) Stimulus discrimination
(C) {ç³çܵ §æþ¯èþ Ñ^èþæü×ý
(C) Response discrimination
(D) Ý뫧éÆæÿ×îýMæüÆæÿ×ý
(D) Generalization
31. çÜÆðÿO¯èþ çÜÆæÿ$ª»êr$ A¯óþ¨
31. Good adjustment is
I. Self-oriented I. ïÜÓÄæý$ °ÆóÿªÕèþ (Self-oriented)
II. Reality-oriented II. Äæý$«§éÆæÿ¦ °ÆóÿªÕèþ (Reality-oriented)
III. Situation-oriented III. ç³Çíܦ °ÆóÿªÕèþ (Situation-oriented)
IV. People-oriented IV. f¯èþ °ÆóÿªÕèþ (People-oriented)
(A) I and III (B) II and III (A) I Ðèþ$ÇÄæý$$ III (B) II Ðèþ$ÇÄæý$$ III
(C) I and IV (D) I and II (C) I Ðèþ$ÇÄæý$$ IV (D) I Ðèþ$ÇÄæý$$ II
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32. Army Alpha test is 32. BÈÃ AÌê¹ °MæüçÙ A¯óþ¨
I. a group test I. JMæü ÝëÐèþ$*íßýMæü °MæüçÙ
II. an individual test
II. JMæü ÐðþOÄæý$Mìü¢Mæü °MæüçÙ
III. a verbal test
III. JMæü Ô鼪Mæü °MæüçÙ
IV. Non-verbal test
(A) II and III (B) I and IV IV. AÔ鼪Mæü °MæüçÙ
(C) I and III (D) II and IV (A) II Ðèþ$ÇÄæý$$ III (B) I Ðèþ$ÇÄæý$$ IV
(C) I Ðèþ$ÇÄæý$$ III (D) II Ðèþ$ÇÄæý$$ IV
33. The method(s) suitable to learn the lengthy
material 33. Ñç Ü ¢ è þ Ðð þ $O ¯ è þ A Ôé°² (lengthy material)
I. Whole method ¯óþÆæÿ$aMøÐèþyé°Mìü çÜÆðÿO¯èþ 糧æþ®
II. Part method
I. çÜ ç³NÆæÿ~ (Whole) 糧æþ®
III. Spaced method
II. Ñ¿êVæü 糧æþ® (Part method)
IV. Recitation method
(A) I and III (B) II and III III. ÑÆ>Ðèþ$ 糧æþ® (Spaced method)
(C) I and IV (D) II and IV IV. ÐèþÌñýÏÐóþÄæý$r (Recitation method)
34. Developmental needs in human beings (A) I Ðèþ$ÇÄæý$$ III (B) II Ðèþ$ÇÄæý$$ III
according to Maslow in their sequence (C) I Ðèþ$ÇÄæý$$ IV (D) II Ðèþ$ÇÄæý$$ IV
1. Safety need
34. Ðèþ*ÝùÏ {ç³M>Ææÿ Ðèþ$¯èþçÙ$ÌZÏ° ÑM>çÜ AÐèþçÜÆ>Ë {MæüÐèþ$Ðèþ$$
2. Food need
1. Ææÿæü×ý AÐèþçÜÆæÿÐèþ$$
3. Self esteem need
4. Need for affection 2. BàÆæÿ AÐèþçÜÆæÿÐèþ$$
(A) 1, 2, 3, 4 (B) 1, 4, 3, 2 3. ïÜÓÄæý$ {ç³çÙt (Self esteem) AÐèþçÜÆæÿÐèþ$$
(C) 1, 2, 4, 3 (D) 2, 1, 4, 3 4. ÐéèþÞËÅ AÐèþçÜÆæÿ (Need for affection)
35. Identify the correct sequence in Bandura’s (A) 1, 2, 3, 4 (B) 1, 4, 3, 2
social learning. (C) 1, 2, 4, 3 (D) 2, 1, 4, 3
(A) Reinforcement, attention,
reproduction, retention 35. º yæþ*Ææÿ {ç³´ë¨ _¯èþ Ýë í$Mæü A¿æýÅçܯèþ (social
(B) Reinforcement, retention, attention, learning) Äñý$$MæüP {MæüÐèþ$Ðèþ$$
reproduction (A) ç³#¯èþÆæÿ¾Ë¯èþ , AÐèþ«§é¯èþ , ç³#¯èþÆæÿ$鵧æþ¯èþ, «§éÆæÿ×ý
(C) Attention, retention, reproduction, (B) ç³#¯èþÆæÿ¾Ë¯èþ , «§éÆæÿ×ý, AÐèþ«§é¯èþ , ç³#¯èþÆæÿ$鵧æþ¯èþ
reinforcement
(C) AÐèþ«§é¯èþ , «§éÆæÿ×ý, ç³#¯èþÆæÿ$鵧æþ¯èþ, ç³#¯èþÆæÿ¾Ë¯èþ
(D) Attention, retention, reinforcement,
(D) AÐèþ«§é¯èþ , «§éÆæÿ×ý, ç³#¯èþÆæÿ¾Ë¯èþ , ç³#¯èþÆæÿ$鵧æþ¯èþ
reproduction
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36. Guidance at school level mainly aims at 36. ´ëuæÿÔéË Ýë¦Æÿ$$ÌZ Ðèþ*ÆæÿY§æþÆæÿØMæüèþÓ Äñý$$MæüP Ðèþ$$QÅ E§óþªÔèýÅ
I. School excellence I. ´ëuæÿÔéË ÔóýçÙxèþ (excellence)
II. Academic excellence
II. ѧéÅèþÃMæü {ÔóýçÙxèþ
III. Human excellence
III. Ðèþ*¯èþÐèþ {ÔóýçÙxèþ
IV. Family excellence
IV. Mæü$r$ º {ÔóýçÙxèþ
(A) I and III
(A) I Ðèþ$ÇÄæý$$ III
(B) II and III
(C) III and IV (B) II Ðèþ$ÇÄæý$$ III
(D) II and IV (C) III Ðèþ$ÇÄæý$$ IV
(D) II Ðèþ$ÇÄæý$$ IV
37. Out of the following questions which one
doesnot lend itself to action research in 37. Mìü ¨ ÐésìýÌZ H {ç³Ôèý² ´ëuæÿÔéËÌZ ^èþÆ>ÅèþÃMæü ç³ÇÔZ«§æþ¯èþ
schools ? (action research) Mæü$ ç³°MìüÆ>§æþ$ ?
th
(A) How did students in the 20 century (A) 20 Ðèþ Ôèý麪 ÌZ ѧéÅÆæÿ$¦Ë$ GÌê A«§æþÅÄæý$¯èþ
study ?
^óþõÜÐéÆæÿ$ ?
(B) How can academic content be
(B) A¿æýÅçܯèþ¯èþ$ Ððþ$Ææÿ$Væü$ç³Ææÿ^èþyé°Mìü ѧéÅ A Ôé°² GÌê
presented to improve learning ?
{糧æþÇØ ^éÍ
(C) How can teachers encourage
(C) ѧéÅÆæÿ$¦Ë$ ÑÐèþ$ÆæÿدéèþÃMæü V> BÌZ_ ^èþyé°MðüO
students to think critically ?
(D) Does involvement of parents in
E´ë«§éÅÄæý$$Ë$ GÌê {´ùèþÞíßý ^èþVæüËÆæÿ$ ?
child’s education improve their (D) »êËË Ñ§æþÅÌZ èþÍϧæþ {yæþ$Ë {ç³Ðóþ$Äæý$ ÐèþËÏ ÐéÇ
achievement ? {ç³Væü Ððþ$Ææÿ$Væü$ç³yæþ$èþ$ §é ?
38. Which of the following are common 38. Mìü ¨ ÐésìýÌZ HÑ "ç³ÇÔZ«§æþ¯é {ç³´ë§æþ¯èþ' Ðèþ$ÇÄæý$$
elements of a research proposal and a "ç³ÇÔZ«§æþ¯é °Ðóþ¨Mæü'ÌZÏ° ÝëÐèþ*¯èþÅ Ðèþ$*ËM> ÔéË$
research report ? 1. Ë>üÅË$ Ðèþ$ÇÄæý$$ ç³ÇMæü˵¯èþË$
1. Objectives and Hypothesis 2. èþÆæÿ$Ðé ç³ÇÔZ«§æþ¯èþMðüO çÜ*^èþ¯èþË$
2. Suggestions for further research
3. A«§æþÅÄæý$¯èþ Äñý$$MæüP AÐèþçÜÆæÿ Ðèþ$ÇÄæý$$ õßýèþ$ º§æþ®èþ
3. Need and rationale of study
4. {ç³^èþÄæý$¯èþ (Sampling) Ðèþ$ÇÄæý$$ çÜÐèþ*^éÆæÿ
4. Sampling and data collection
õÜMæüÆæÿ×ý 糧æþ®èþ$Ë$
procedures
(A) 1, 2, 3 (B) 2, 3, 4
(A) 1, 2, 3 (B) 2, 3, 4
(C) 1, 3, 4 (D) 1, 2, 4 (C) 1, 3, 4 (D) 1, 2, 4
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39. No research is possible without 39. Mìü ¨ ÐésìýÌZ H¨ ÌôýMæü$ sôý ç³ÇÔZ«§æþ¯èþ Ý뫧æþÅ M>§æþ$ ?
(A) Formulating a hypothesis (A) ç³ÇMæü˵¯èþË$ Ææÿ*´÷ ¨ ^èþyæþ
(B) Applying scientific approach (B) ÔéïÜÄæý$ Eç³VæüÐèþ*°² Ñ°Äñý*W ^èþyæþ
(C) Using statistical techniques
(C) Ýë QÅMæü ÔéçÜ Ððþ$âæýMæü$ÐèþË$ Eç³Äñý*W ^èþyæþ
(D) All of the above
(D) ò³O Ðèþ±²
40. For computing the value of t, one must
40. ‘t’ ÑË$Ðèþ¯èþ$ ÌñýMìüP ^èþyé°Mìü Mìü ¨ ÐésìýÌZ §óþ°² Væü×ìý ^éÍ ?
calculate
(A) means as well as standard error of (A) A MæüÐèþ$«§æþÅÐèþ*Ëø ´ër$ A MæüÐèþ$«§æþÅÐèþ*Ë Ðèþ$«§æþÅVæüË
difference between means {´ëÐèþ*×ìýMæü §øçÙ Äñý$$MæüP óþyé
(B) means and medians (B) A MæüÐèþ$«§æþÅÐèþ*Ë$ Ðèþ$ÇÄæý$$ Ðèþ$«§æþÅVæüéË$
(C) standard deviation and quartile (C) {´ëÐèþ*×ìýMæü Ñ^èþ˯èþ Ðèþ$ÇÄæý$$ ^èþèþ$Æ>ª Ôèý Ñ^èþ˯èþ
deviation (D) A MæüÐèþ$«§æþÅÐèþ$ Ñ^èþ˯èþ Ðèþ$ÇÄæý$$ {MæüÐèþ$ Ñ^èþ˯éË$
(D) mean deviations and standard
deviations 41. Mìü ¨ ÐésìýÌZ H ÆæÿMæüÐðþ$O¯èþ ç³ÇÔZ«§æþ¯èþÌZ çÜÓèþ {èþ ^èþÆæÿÆ>Õ°
AÀçÜ «§é°Ýë¢Ææÿ$ (manipulation) ?
41. Which is the type of research in which the
(A) õßýèþÓÆæÿ¦Mæü (causal) - èþ$˯éèþÃMæü
independent variable is manipulated ?
(A) causal - comparative research (comparative) ç³ÇÔZ«§æþ¯èþ
(B) experimental research (B) {ç³Äñý*V>èþÃMæü ç³ÇÔZ«§æþ¯èþ
(C) ethnography (C) Ðèþ*¯èþÐèþgê ÔéçÜ (ethnography)
(D) correlational research (D) çÜçßýçÜ º «§æþ ç³ÇÔZ«§æþ¯èþ
42. Assertion (A) : Two researchers observing 42. °ÔèýaÄæý$ÐéMæüÅ (A) : C§æþªÆæÿ$ ç³ÇÔZ«§æþMæü$Ë$ JMóü ÆæÿMæüÐðþ$O¯èþ
exactly the same {ç³çܵ §æþ¯èþËMæü$ Æðÿ yæþ$ ÑÀ¯èþ²
responses assigned two
Væü×ý¯èþË$ C^éaÆæÿ$
different scores.
M>Ææÿ×ý (R) : C§æþªÆæÿ$ ç³ÇÔZ«§æþMæü$Ë$ {ç³çܵ §æþ¯èþ˯èþ$
Reason (R) : Two researchers viewed
responses from their own
ÐéÇ ÐéÇ ï Ü ÓÄæ ý $ §æ þ Mæ ü µ£éÌZÏ
view points. ^èþ*ÝëÆæÿ$
(A) A is true but R is false (A) A çÜèþÅÐèþ$$ M>° R AçÜèþÅÐèþ$$
(B) A is false and R is true (B) A AçÜèþÅÐèþ$$ Ðèþ$ÇÄæý$$ R çÜèþÅÐèþ$$
(C) A and R are true but R is not the (C) A Ðèþ$ÇÄæý$$ R çÜèþÅÐèþ$$ M>° R çÜÆðÿO¯èþ ÑÐèþÆæÿ×ý
correct explanation M>§æþ$
(D) A and R are true and R is the correct (D) A Ðèþ$ÇÄæý$$ R çÜèþÅÐèþ$$ Ðèþ$ÇÄæý$$ R çÜÆðÿO¯èþ ÑÐèþÆæÿ×
explanation
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43. The degree to which an item distinguishes 43. JMóü ç³È> Væü×ý¯èþË B«§éÆæÿ V> JMæü A Ôèý (item) E¯èþ²èþ
between high and low groups, as they are Ðèþ$ÇÄæý$$ ¨Væü$Ðèþ çÜÐèþ$*à˯èþ$ GMæü$PÐèþ Ðèþ$ÇÄæý$$ èþMæü$PÐèþV>
high and low on the basis of the same test E¯é²Äæý$° Ñ^èþæü×ý ^èþ*õ³ Ýë¦Æÿ$$° HÐèþ$ sêÆæÿ$ ?
scores is referred as
(A) A Ôèý çÜ{ç³Ðèþ*×ýèþ
(A) Item validity
(B) A Ôèý ÑÔèýÓçܱÄæý$èþ
(B) Item reliability
(C) A Ôèý M>v¯èþÅ Ýë¦Æÿ$$
(C) Item difficulty level
(D) ò³O§óþ© M>§æþ$
(D) None of the above
44. X Ðèþ$ÇÄæý$$ Y ^èþÆæÿÆ>Ôèý$ÌZÏ ËÀ _¯èþ çÜÐèþ*^éÆæÿ
44. Match the most appropriate correlation
B«§éÆæÿ V> »êV> çÜÆðÿO¯èþ çÜçßýçÜ º «§æþ Væü $×ýM>°²
coefficient with type of data available in X
fèþç³Ææÿ^èþ yìþ.
and Y variables :
a) X Ðèþ$ÇÄæý$$ Y Æðÿ yæþ* 1. {´÷yæ þ M ü t Ðè þ $*Ðð þ $ s ý
a) Both X and Y are 1. Product-moment
{MæüÐèþ* Mæü Ðèþ*糯èþ çÜçßýçÜ º «§æþ Væü$×ýMæü
measured with coefficient of
^óþÄæý$ºyìþ¯èþÑ (r)
ordinal scale correlation (r)
b) X Ðèþ$ÇÄæý$$ Y Æðÿ yæþ* 2. sñý{sêMøÇMü (rt)
b) Both X and Y are 2. Tetrachoric (r )
t
measured with
çÜÐèþ*¯èþ ÑÆ>Ðèþ$ Ðèþ*ç³°^óþ
equal interval scale
Ðèþ*糯èþ ^óþÄæý$ºyìþ¯èþÑ
c) X ¨Ó Ñ¿æýf¯éèþÃMæü 3. Æø ( ρ )
c) X is dichotomous 3. Rho ( ρ )
and Y is an interval Ðèþ$ÇÄæý$$ Y ÑÆ>Ðèþ$
scale Ðèþ*ç³°
d) Both X and Y are 4. Bi-serial (r ) d) X Ðèþ$ÇÄæý$$Y Mæü͵èþ V> 4. »ñýOïÜÇÄæý$Ìý (rbis)
bis
artificially ¨Ó Ñ¿êf¯èþ
dichotomised M>Ñ ^èþºyìþ¯èþÑ
a b c d a b c d
(A) 1 2 3 4 (A) 1 2 3 4
(B) 2 3 4 1 (B) 2 3 4 1
(C) 3 1 4 2 (C) 3 1 4 2
(D) 4 3 2 1 (D) 4 3 2 1
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45. Statement 1 : The discrimination index of 45. {ç³Ðèþ^èþ¯èþ 1 : JMæü Eç³MæüÆæÿ×ý (tool) ÌZ° A ÔéË
items in a tool is the Äñý$$MæüP Ñ^èþæü×ý çÜ*_ A¯óþ¨ GVæü$Ðèþ
difference between the Ðèþ$ÇÄæý$$ ¨Væü$Ðèþ çÜÐèþ$*àË Äñý$$MæüP
mean scores of top and A MæüÐèþ$«§æþÅÐèþ$ Væü×ý¯èþË Ðèþ$«§æþÅ óþyé
bottom groups (the criterion (Ëæü×êèþÃMæü çÜÐèþ$*çßý )
group).
{ç³Ðèþ^èþ¯èþ 2: A Ôèý (item) Äñý$$MæüP M>v¯èþÅ
Statement 2 : The difficulty level of the Ýë¦Æÿ$$° Ëæü×êèþÃMæü çÜÐèþ$*à˯èþ$
item is also calculated by §æ þ í Ù t Ì Z E ^è þ $Mö° Mæ ü *yé
considering the criterion
Væü×ìý ^èþÐèþ^èþ$a
groups.
(A) 1 Ðèþ$ÇÄæý$$ 2 Æðÿ yæþ* AçÜèþÅÐèþ$$
(A) Both 1 and 2 are false
(B) 1 is true and 2 is false (B) 1 çÜèþÅÐèþ$$ Ðèþ$ÇÄæý$$ 2 AçÜèþÅÐèþ$$
(C) 1 is false and 2 is true (C) 1 AçÜèþÅÐèþ$$ Ðèþ$ÇÄæý$$ 2 çÜèþÅÐèþ$$
(D) Both 1 and 2 are true (D) 1 Ðèþ$ÇÄæý$$ 2 Æðÿ yæþ* çÜèþÅÐèþ$$
46. Which of the following statement is true ? 46. Mìü ¨ ÐésìýÌZ H¨ çÜèþÅÐèþ$$ ?
(A) one tailed test is used for testing non- (A) A°ÆóÿªÕèþ ç³ÇMæü˵¯èþ¯èþ$ ç³Èìü ^èþyé°Mìü HMæü¨Ôèý °MæüçÙ
directional hypothesis (one tailed test ) ¯èþ$ Eç³Äñý*WÝë¢Ææÿ$
(B) one tailed test is used for testing (B) °ÆóÿªÕèþ ç³ÇMæü˵¯èþ¯èþ$ ç³Èìü ^èþyé°Mìü HMæü¨Ôèý °MæüçÙ¯èþ$
directional hypothesis
Eç³Äñý*WÝë¢Ææÿ$
(C) one tailed test is used for testing null
(C) Ôèý*¯èþÅ ç³ÇMæü˵¯èþ¯èþ$ ç³Èìü ^èþyé°Mìü HMæü¨Ôèý °MæüçÙ¯èþ$
hypothesis
(D) one tailed test is used for testing
Eç³Äñý*WÝë¢Ææÿ$
alternative hypothesis (D) {ç³éÅÐèþ*²Äæý$ ç³ÇMæü˵¯èþ¯èþ$ ç³Èìü ^èþyé°Mìü HMæü¨Ôèý
°MæüçÙ¯èþ$ Eç³Äñý*WÝë¢Ææÿ$
47. Partial correlation is used to
(A) nullify the impact of third variable on 47. ´ëìüMæü çÜçßýçÜ º «§é°² §óþ°Mìü Eç³Äñý*WÝë¢Ææÿ$ ?
the relationship between two (A) Æðÿ yæþ$ ^èþÆæÿÆ>Ôèý$Ë Ðèþ$«§æþÅ çÜ º «§æþ ò³O Ðèþ$*yø
variables ^èþÆæÿÆ>Õ Äñý$$MæüP {糿êÐèþ°² Ôèý*±ÅMæüÇ ^èþyé°Mìü
(B) find out the combined relationship (B) Æðÿ yæþ$ ^èþÆæÿÆ>Ôèý$Ë Mæü sôý GMæü$PÐèþ ^èþÆæÿÆ>Ôèý$Ë Ðèþ$«§æþÅVæüË
among more than two variables
çÜ Äæý$Mæü¢ çÜ º «§é°² Mæü¯èþ$MøPÐèþyé°Mìü
(C) Verify whether the relationship
(C) Æðÿ yæþ$ ^èþÆæÿÆ>Ôèý$Ë Ðèþ$«§æþÅ çÜ º «§æþ ´ëìüMæü V> E §é
between two variables is partial or
total
Ìôý§é çÜ ç³NÆæÿ~ V> E §é A¯óþ¨ çÜÇ^èþ*yæþyé°Mìü
(D) formulate the correlation matrix (D) çÜçßýçÜ º «§æþ Ðèþ*{Mæü¯èþ$ Ææÿ*´÷ ¨ ^èþyé°Mìü
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Read the following and answer questions Mìü §æþ CÐèþÓºyìþ¯èþ A Ôé°² ^èþ¨Ñ 48 ¯èþ$ yìþ 50 ÐèþÆæÿMæü$ VæüË
48 to 50 {ç³Ôèý²ËMæü$ çÜÐèþ*«§é¯éË$ Væü$Ç¢ ^èþ yìþ.
In an experiment subjects were classified on JMæü {ç³Äñý*Væü ÌZ ÐèþÅMæü$¢Ë¯èþ$ JMöPüMæüP {ç³óþÅMæü Eç³ çÜÐèþ$*çßý ÌZ
the basis of their scientific attitude scores into 40 Ðèþ$ ¨ E yóþr$Ï ÐéÆæÿ$ ´÷ ¨¯èþ ÔéïÜÄæý$ §æþMæüµ£æþ Væü×ý¯èþË
two distinct sub-groups with the size of ‘40’ §éÓÆ> ÐèþÈYMæüÇ ^èþºyìþ¯éÆæÿ$. JMæü ÑçÙÄæý*°² gZMæüÅ ^óþíÜ
each. After experimentation with an {ç³Äñý*V>°² °ÆæÿÓíßý _¯èþ èþÆ>Óèþ D çÜÐèþ$*àË$ ´÷ ¨¯èþ
intervention to both the groups were tested Ñgêq¯èþÔéçÜ {ç³{MìüÄæý* ¯ðþOç³#×êÅË Ýë¦Æÿ$$° ç³Èìü ^èþyæþ
for their level of acquisition of science fÇW ¨. D {ç³Äñý*Væü Äñý$$MæüP E§óþªÔèýÅÐóþ$Ðèþ$ sôý ÑÀ¯èþ²
processing skills. The objective of this ÔéïÜÄæý$ §æþMæüµ£æþ VæüË Æðÿ yæþ$ Eç³çÜÐèþ$*àË$ ÐéÇ Ñgêq¯èþÔéçÜ
experiment is to verify whether the sub- {ç³{MìüÄæý* ¯ðþçO³#×êÅÌZÏ AÆæÿ¦Ðèþ èþ V> ¿ôý§é°² ^èþ*í³ ^éÄñý* Ìôý§ø
groups with two distinct levels of scientific
ðþË$çÜ$MøÐèþyæþ .
attitude differed significantly in their science
processing skills. 48. ç³ÇÔZ«§æþMæü$yæþ$ èþ¯èþ ç³ÇMæü˵¯èþ¯èþ$ ç³Èìü ^èþyé°Mìü ^óþÄæý$ÐèþËíܯèþ
Væü×ý¯èþ
48. To test his/her hypothesis the researcher 2
(A) χ (MðüO õÜPüÓÆÿ) ÑË$Ðèþ
has to compute
2 (B) r ÑË$Ðèþ
(A) ‘ χ ’ (Chi-square) value
(C) t ÑË$Ðèþ
(B) ‘r’ value
(C) ‘t’ value (D) F ÑË$Ðèþ
(D) ‘F’ value 49. Eç³Äñý*W _¯èþ °MæüçÙ (test) ÑË$Ðèþ 1.98, AÆÿ$$ E yìþ
49. If the null hypothesis is rejected at 5 5 Ôéèþ {´ëÐèþ$$QÅÝë¦Æÿ$$ (level of significance)
percent level of significance when the Ðèþ§æþª Ôèý*¯èþÅ ç³ÇMæü˵¯èþ¯èþ$ ÆæÿçÜPÇ _¯èþrÏÆÿ$$óþ B
value of the used test is 1.98, the ç³ÇÔZ«§æþMæü$yæþ$ Mìü ¨ ÐésìýÌZ §óþ°Mìü º§æþ$®yæþÄæý*Åyæþ$ ?
researcher has committed (A) I Ðèþ ÆæÿMæü §øçÙ
(A) Type I error (B) II Ðèþ ÆæÿMæü §øçÙ
(B) Type II error (C) I Ðèþ ÆæÿMæü Ðèþ$ÇÄæý$$ II Ðèþ ÆæÿMæü §øçÙ
(C) Type I and type II errors (D) H §øçÙÐèþ$* M>§æþ$
(D) No error
50. D A« § æ þ ÅÄæ ý $¯è þ ÌZ 0.01 Ýë¦ Æ ÿ$$ Ðè þ §æ þ ª H0 ¯è þ $
50. In this study suppose the H0 is rejected at ÆæÿçÜPÇ _¯èþrÏÆÿ$$óþ A¨ Mìü ¨ ÐésìýÌZ §óþ°Mìü çÜ º «¨ _
0.01 level, will it hold true for çÜèþÅÐèþ$Ðèþ#èþ$ ¨ ?
(A) 0.05 level (A) 0.05 Ýë¦Æÿ$$
(B) 0.001 level (B) 0.001 Ýë¦Æÿ$$
(C) 0.05 level and also for 0.001 level (C) 0.05 Ýë¦Æÿ$$ Ðèþ$ÇÄæý$$ 0.001 Ýë¦Æÿ$$
(D) neither for 0.001 level nor for 0.05 (D) 0.001 Ýë¦Æÿ$$ M>§æþ$ 0.05 Ýë¦Æÿ$$ M>§æþ$
level
_____________________
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Space for Rough Work
II ¾ 16 A-06-02Official key not published for this paper.
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Source: Telangana State Eligibility Test. Question paper published by Telangana State Eligibility Test.