PAPER-II

EDUCATION
Signature and Name of Invigilator
1. (Signature) __________________________ OMR Sheet No. : ...............................................
(Name) ____________________________ (To be filled by the Candidate)

2. (Signature) __________________________ Roll No.

(Name) ____________________________ (In figures as per admission card)
Roll No.________________________________
J 09 1 6 (In words)

Time : 1 1/4 hours] [Maximum Marks : 100

Number of Pages in this Booklet : 24 Number of Questions in this Booklet : 50
Instructions for the Candidates ¯Ö¸ßõÖÖÙ£ÖμÖÖë Ûê ×»Ö‹ ×®Ö¤ì ¿Ö
1. Write your roll number in the space provided on the top of 1. ‡ÃÖ ¯Öéš Ûê ‰ ¯Ö¸ ×®ÖμÖŸÖ Ã£ÖÖ®Ö ¯Ö¸ †¯Ö®ÖÖ ¸Öê»Ö ®Ö´²Ö¸ ×»Ö×ÜÖ‹ …
this page. 2. ‡ÃÖ ¯ÖÏ¿®Ö-¯Ö¡Ö ´Öë ¯Ö“ÖÖÃÖ ²ÖÆã ×¾ÖÛ »¯ÖßμÖ ¯ÖÏ¿®Ö Æï …
2. This paper consists of fifty multiple-choice type of questions. 3. ¯Ö¸ßõÖÖ ¯ÖÏÖ¸´³Ö ÆÖê®Öê ¯Ö¸, ¯ÖÏ¿®Ö-¯Öã×ßÖÛ Ö †Ö¯ÖÛ Öê ¤ê ¤ß •ÖÖμÖêÝÖß … ¯ÖÆ»Öê
3. At the commencement of examination, the question booklet ¯ÖÖÑ“Ö ×´Ö®Ö™ †Ö¯ÖÛ Öê ¯ÖÏ¿®Ö-¯Öã×ßÖÛ Ö ÜÖÖê»Ö®Öê ŸÖ£ÖÖ ˆÃÖÛ ß ×®Ö´®Ö×»Ö×ÜÖŸÖ
will be given to you. In the first 5 minutes, you are requested •ÖÖÑ“Ö Ûê ×»Ö‹ פμÖê •ÖÖμÖëÝÖê, וÖÃÖÛ ß •ÖÖÑ“Ö †Ö¯ÖÛ Öê †¾Ö¿μÖ Û ¸®Öß Æî :
to open the booklet and compulsorily examine it as below : (i) ¯ÖÏ¿®Ö-¯Öã×ßÖÛ Ö ÜÖÖê»Ö®Öê Ûê ×»Ö‹ ¯Öã×ßÖÛ Ö ¯Ö¸ »ÖÝÖß Û ÖÝÖ•Ö Û ß ÃÖß»Ö
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paper seal on the edge of this cover page. Do not accept þÖßÛ Ö¸ ®Ö Û ¸ë …
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booklet. ¯ÖÏ¿®ÖÖë Û ß ÃÖÓÜμÖÖ Û Öê †“”ß ŸÖ¸Æ “ÖîÛ Û ¸ »Öë ×Û μÖê ¯Öæ¸ê
(ii) Tally the number of pages and number of questions Æï … ¤ÖêÂÖ¯ÖæÞÖÔ ¯Öã×ßÖÛ Ö ×•Ö®Ö´Öë ¯Öéš/¯ÖÏ¿®Ö Û ´Ö ÆÖë μÖÖ ¤ã²ÖÖ¸Ö †Ö
in the booklet with the information printed on the ÝÖμÖê ÆÖë μÖÖ ÃÖß׸μÖ»Ö ´Öë ®Ö ÆÖë †£ÖÖÔŸÖË ×Û ÃÖß ³Öß ¯ÖÏÛ Ö¸ Û ß
cover page. Faulty booklets due to pages/questions ¡Öã×™¯ÖæÞÖÔ ¯Öã×ßÖÛ Ö Ã¾ÖßÛ Ö¸ ®Ö Û ¸ë ŸÖ£ÖÖ ˆÃÖß ÃÖ´ÖμÖ ˆÃÖê
missing or duplicate or not in serial order or any »ÖÖî™ ÖÛ ¸ ˆÃÖÛê ãÖÖ®Ö ¯Ö¸ ¤æ ÃÖ¸ß ÃÖÆß ¯ÖÏ¿®Ö-¯Öã×ßÖÛ Ö »Öê »Öë …
other discrepancy should be got replaced immediately ‡ÃÖÛê ×»Ö‹ †Ö¯ÖÛ Öê ¯ÖÖÑ“Ö ×´Ö®Ö™ פμÖê •ÖÖμÖëÝÖê … ˆÃÖÛê ²ÖÖ¤ ®Ö
by a correct booklet from the invigilator within the ŸÖÖê †Ö¯ÖÛ ß ¯ÖÏ¿®Ö-¯Öã×ßÖÛ Ö ¾ÖÖ¯ÖÃÖ »Öß •ÖÖμÖêÝÖß †Öî¸ ®Ö Æß †Ö¯ÖÛ Öê
period of 5 minutes. Afterwards, neither the Question †×ŸÖ׸ŒŸÖ ÃÖ´ÖμÖ ×¤μÖÖ •ÖÖμÖêÝÖÖ …
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given. †Öî¸ OMR ¯Ö¡ÖÛ Û Ö ®ÖÓ²Ö¸ ‡ÃÖ ¯ÖÏ¿®Ö-¯Öã×ßÖÛ Ö ¯Ö¸ †Ó×Û ŸÖ Û ¸ ¤ë …
(iii) After this verification is over, the Test Booklet Number 4. ¯ÖÏŸμÖêÛ ¯ÖÏ¿®Ö Ûê ×»Ö‹ “ÖÖ¸ ˆ¢Ö¸ ×¾ÖÛ »¯Ö (1), (2), (3) ŸÖ£ÖÖ (4) פμÖê ÝÖμÖê
should be entered on the OMR Sheet and the OMR Æï … †Ö¯ÖÛ Öê ÃÖÆß ˆ¢Ö¸ Ûê ¾Öé¢Ö Û Öê ¯Öê®Ö ÃÖê ³Ö¸Û ¸ Û Ö»ÖÖ Û ¸®ÖÖ Æî •ÖîÃÖÖ
Sheet Number should be entered on this Test Booklet.
4. Each item has four alternative responses marked (1), (2), (3) ×Û ®Öß“Öê פÜÖÖμÖÖ ÝÖμÖÖ Æî :
and (4). You have to darken the circle as indicated below on ˆ¤ÖƸÞÖ :
the correct response against each item. •Ö²Ö×Û (3) ÃÖÆß ˆ¢Ö¸ Æî …
Example : 5. ¯ÖÏ¿®ÖÖë Ûê ˆ¢Ö¸ Ûê ¾Ö»Ö ¯ÖÏ¿®Ö ¯Öã×ßÖÛ Ö Ûê †®¤¸ פμÖê ÝÖμÖê OMR ¯Ö¡ÖÛ ¯Ö¸
where (3) is the correct response. Æß †Ó×Û ŸÖ Û ¸®Öê Æï … μÖפ †Ö¯Ö OMR ¯Ö¡ÖÛ ¯Ö¸ פμÖê ÝÖμÖê ¾Öé¢Ö Ûê †»ÖÖ¾ÖÖ
5. Your responses to the items are to be indicated in the OMR ×Û ÃÖß †®μÖ Ã£ÖÖ®Ö ¯Ö¸ ˆ¢Ö¸ דÖÅ®ÖÖÓ×Û ŸÖ Û ¸ŸÖê Æï , ŸÖÖê ˆÃÖÛ Ö ´Öæ»μÖÖÓÛ ®Ö
Sheet given inside the Booklet only. If you mark your ®ÖÆà ÆÖêÝÖÖ …
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Sheet, it will not be evaluated. 7. Û ““ÖÖ Û Ö´Ö (Rough Work) ‡ÃÖ ¯Öã×ßÖÛ Ö Ûê †×®ŸÖ´Ö ¯Öéš ¯Ö¸ Û ¸ë …
6. Read instructions given inside carefully. 8. μÖפ †Ö¯Ö OMR ¯Ö¡ÖÛ ¯Ö¸ ×®ÖμÖŸÖ Ã£ÖÖ®Ö Ûê †»ÖÖ¾ÖÖ †¯Ö®ÖÖ ®ÖÖ´Ö, ¸Öê»Ö
7. Rough Work is to be done in the end of this booklet. ®Ö´²Ö¸, ± Öê®Ö ®Ö´²Ö¸ μÖÖ Û Öê‡Ô ³Öß ‹êÃÖÖ ×“ÖÅ®Ö ×•ÖÃÖÃÖê †Ö¯ÖÛ ß ¯ÖÆ“ÖÖ®Ö ÆÖê
8. If you write your Name, Roll Number, Phone Number or put ÃÖÛê , †Ó×Û ŸÖ Û ¸ŸÖê Æï †£Ö¾ÖÖ †³Ö¦ ³ÖÖÂÖÖ Û Ö ¯ÖÏμÖÖêÝÖ Û ¸ŸÖê Æï , μÖÖ Û Öê‡Ô
any mark on any part of the OMR Sheet, except for the space †®μÖ †®Öã×“ÖŸÖ ÃÖÖ¬Ö®Ö Û Ö ¯ÖÏμÖÖêÝÖ Û ¸ŸÖê Æï , •ÖîÃÖê ×Û †Ó×Û ŸÖ ×Û μÖê ÝÖμÖê
allotted for the relevant entries, which may disclose your ˆ¢Ö¸ Û Öê ×´Ö™Ö®ÖÖ μÖÖ ÃÖ±ê ¤ ÃμÖÖÆß ÃÖê ²Ö¤»Ö®ÖÖ ŸÖÖê ¯Ö¸ßõÖÖ Ûê ×»ÖμÖê
identity, or use abusive language or employ any other unfair †μÖÖêÝμÖ ‘ÖÖê×ÂÖŸÖ ×Û μÖê •ÖÖ ÃÖÛ ŸÖê Æï …
means, such as change of response by scratching or using 9. †Ö¯ÖÛ Öê ¯Ö¸ßõÖÖ ÃÖ´ÖÖ¯ŸÖ ÆÖê®Öê ¯Ö¸ ´Öæ»Ö OMR ¯Ö¡ÖÛ ×®Ö¸ßõÖÛ ´ÖÆÖê¤μÖ Û Öê
white fluid, you will render yourself liable to disqualification.
9. You have to return the Original OMR Sheet to the invigilators »ÖÖî™Ö®ÖÖ †Ö¾Ö¿μÖÛ Æî †Öî¸ ¯Ö¸ßõÖÖ ÃÖ´ÖÖׯŸÖ Ûê ²ÖÖ¤ ˆÃÖê †¯Ö®Öê ÃÖÖ£Ö ¯Ö¸ßõÖÖ ³Ö¾Ö®Ö
at the end of the examination compulsorily and must not ÃÖê ²ÖÖƸ ®Ö »ÖêÛ ¸ •ÖÖμÖë … ÆÖ»ÖÖÓ×Û †Ö¯Ö ¯Ö¸ßõÖÖ ÃÖ´ÖÖׯŸÖ ¯Ö¸ ´Öæ»Ö ¯ÖÏ¿®Ö-¯Öã×ßÖÛ Ö
carry it with you outside the Examination Hall. You are, ŸÖ£ÖÖ OMR ¯Ö¡ÖÛ Û ß ›ã¯»ÖßÛê ™ ¯ÖÏ×ŸÖ †¯Ö®Öê ÃÖÖ£Ö »Öê •ÖÖ ÃÖÛ ŸÖê Æï …
however, allowed to carry original question booklet and 10. Ûê ¾Ö»Ö C.B.S.E. «Ö¸Ö ¯ÖÏ¤Ö®Ö ×Û μÖê ÝÖμÖê Û Ö»Öê ²ÖÖ»Ö ¯¾ÖÖ‡Õ™ ¯Öê®Ö Û Ö
duplicate copy of OMR Sheet on conclusion of examination. Æß ‡ÃŸÖê´ÖÖ»Ö Û ¸ë …
10. Use only Black Ball point pen provided by C.B.S.E. 11. ×Û ÃÖß ³Öß ¯ÖÏÛ Ö¸ Û Ö ÃÖÓÝÖÞÖÛ (Ûî »ÖÛã »Öê™ ¸) μÖÖ »ÖÖÝÖ ™ê ²Ö»Ö †Öפ Û Ö
11. Use of any calculator or log table etc., is prohibited. ¯ÖÏμÖÖêÝÖ ¾ÖÙ•ÖŸÖ Æî …
12. There is no negative marks for incorrect answers. 12. ÝÖ»ÖŸÖ ˆ¢Ö¸Öë Ûê ×»Ö‹ Û Öê‡Ô ®ÖÛ Ö¸ÖŸ´ÖÛ †ÓÛ ®ÖÆà Æï …
13. In case of any discrepancy in the English and Hindi versions, 13. μÖפ †ÓÝÖÏê•Öß μÖÖ ØÆ¤ß ×¾Ö¾Ö¸ÞÖ ´Öë Û Öê‡Ô ×¾ÖÃÖÓÝÖ×ŸÖ ÆÖê, ŸÖÖê †ÓÝÖÏê•Öß ×¾Ö¾Ö¸ÞÖ
English version will be taken as final. †Ó×ŸÖ´Ö ´ÖÖ®ÖÖ •ÖÖ‹ÝÖÖ …
J-09-16 1 P.T.O.

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 EDUCATION
Paper – II
Note : This paper contains fifty (50) objective type questions of two (2) marks each. All
questions are compulsory.

1. Rearrange the following in a correct sequence of their origin and evolution.

Technology, Philosophy, Science, Education.
(1) Science, Technology, Philosophy, Education.
(2) Technology, Science, Philosophy, Education.
(3) Philosophy, Education, Science, Technology.
(4) Education, Technology, Science, Philosophy.

2. Match the items of List – I with that of List – II and select the appropriate code.
List – I List – II
(Points of accent) (Schools of Philosophy)
(a) Education for eternal values (i) Idealism
(b) Education for democracy (ii) Realism
(c) Emphasis on mass production (iii) Naturalism
(d) Scientific method (iv) Pragmatism
(v) Existentialism
(vi) Marxism
Which sequence is correct ?
(a) (b) (c) (d)
(1) (i) (vi) (ii) (iv)
(2) (iii) (iv) (ii) (i)
(3) (v) (iv) (vi) (iii)
(4) (i) (iv) (vi) (ii)

3. Which school of philosophy in education will plead affinity with Darwinian theory of
evolution ?
(1) Existentialism (2) Naturalism
(3) Idealism (4) Pragmatism

4. Which condition of the following principles will describe most appropriately the
existentialist stance ?
(i) Human mind is a tabula rasa.
(ii) Each child has got immense potential.
(iii) Self learning is the most effective learning approach.
(iv) Freedom should lead to owning responsibility.
(1) (i), (iii) and (iv)
(2) (i), (ii) and (iii)
(3) (i), (ii), (iii) and (iv)
(4) (ii), (iii) and (iv)

Paper-II 2 J-09-16

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 ׿ÖõÖÖ
¯ÖÏ¿®Ö¯Ö¡Ö – II
®ÖÖê™ : ‡ÃÖ ¯ÖÏ¿®Ö¯Ö¡Ö ´Öë ¯Ö“ÖÖÃÖ (50) ²ÖÆã-×¾ÖÛ »¯ÖßµÖ ¯ÖÏ¿®Ö Æï … ¯ÖÏŸµÖêÛ ¯ÖÏ¿®Ö Ûê ¤Öê (2) †ÓÛ Æï … ÃÖ³Öß ¯ÖÏ¿®Ö †×®Ö¾ÖÖµÖÔ Æï …
1. ×®Ö´®ÖÖÓ×Û ŸÖ Û Öê ˆ®ÖÛ ß ˆŸ¯Ö×¢Ö ‹¾ÖÓ ×¾ÖÛ ÖÃÖ Ûê ÃÖÆß ÛÎ ´Ö ´Öë ¾µÖ¾Ö×Ã£ÖŸÖ Û ¸ë :
ŸÖÛ ®ÖßÛ ß, ¤¿ÖÔ®Ö¿ÖÖáÖ, ×¾Ö–ÖÖ®Ö, ׿ÖõÖÖ
(1) ×¾Ö–ÖÖ®Ö, ŸÖÛ ®ÖßÛ ß, ¤¿ÖÔ®Ö¿ÖÖáÖ, ׿ÖõÖÖ
(2) ŸÖÛ ®ÖßÛ ß, ×¾Ö–ÖÖ®Ö, ¤¿ÖÔ®Ö¿ÖÖáÖ, ׿ÖõÖÖ
(3) ¤¿ÖÔ®Ö¿ÖÖáÖ, ׿ÖõÖÖ, ×¾Ö–ÖÖ®Ö, ŸÖÛ ®ÖßÛ ß
(4) ׿ÖõÖÖ, ŸÖÛ ®ÖßÛ ß, ×¾Ö–ÖÖ®Ö, ¤¿ÖÔ®Ö¿ÖÖáÖ

2. ÃÖæ“Öß – I Û Öê ÃÖæ“Öß – II ÃÖê ÃÖã´Öê×»ÖŸÖ Û ßו֋ ŸÖ£ÖÖ ˆ¯ÖµÖãŒŸÖ Û Öê› (Ûæ ™) “Öã×®Ö‹ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(´ÖÆ¢¾Ö Û Ö ×²Ö®¤ã ) (¤¿ÖÔ®Ö Û Ö ÃÖ´¯ÖϤ ÖµÖ)
(a) פ¾µÖ ´Ö滵ÖÖë Ûê ×»Ö‹ ׿ÖõÖÖ (i) †Ö¤¿ÖÔ¾ÖÖ¤
(b) ¯ÖÏ•ÖÖŸÖ®¡Ö Ûê ×»Ö‹ ׿ÖõÖÖ (ii) µÖ£ÖÖ£ÖÔ¾ÖÖ¤
(c) •Ö®Ö ˆŸ¯ÖÖ¤®Ö ¯Ö¸ ²Ö»Ö (iii) ¯ÖÏÛé ן־ÖÖ¤
(d) ¾Öî–ÖÖ×®ÖÛ ×¾Ö×¬Ö (iv) ¯ÖϵÖÖê•Ö®Ö¾ÖÖ¤
(v) †×ß֟¾Ö¾ÖÖ¤
(vi) ´ÖÖŒÃÖÔ¾ÖÖ¤
Û Öî®Ö ÃÖÖ ÛÎ ´Ö ÃÖÆß Æî ?
(a) (b) (c) (d)
(1) (i) (vi) (ii) (iv)
(2) (iii) (iv) (ii) (i)
(3) (v) (iv) (vi) (iii)
(4) (i) (iv) (vi) (ii)

3. ׿ÖõÖÖ Ûê ¤¿ÖÔ®Ö Û Ö Û Öî®Ö ÃÖÖ ÃÖÓ¯ÖϤ ÖµÖ ›ÖÙ¾Ö®Ö Ûê ×¾ÖÛ ÖÃÖ¾ÖÖ¤ Ûê ×ÃÖ¨Ö®ŸÖ ÃÖê ×®ÖÛ ™ŸÖÖ •ÖŸÖÖ‹ÝÖÖ ?
(1) †×ß֟¾Ö¾ÖÖ¤
(2) ¯ÖÏÛé ן־ÖÖ¤
(3) †Ö¤¿ÖÔ¾ÖÖ¤
(4) ¯ÖϵÖÖê•Ö®Ö¾ÖÖ¤

4. ×®Ö´®ÖÖÓ×Û ŸÖ ×ÃÖ¨Ö®ŸÖÖë Û Ö Û Öî®Ö ÃÖÖ ´Öê»Ö †×ß֟¾Ö¾ÖÖ¤ß ×ãÖ×ŸÖ Û Ö ÃÖ²ÖÃÖê †“”ß ŸÖ¸Æ ÃÖê ¾ÖÞÖÔ®Ö Û ¸ê ÝÖÖ ?
(i) ´ÖÖ®Ö¾Ö ´Ö®Ö ‹Û ÜÖÖ»Öß Ã»Öê™ Æî …
(ii) ¯ÖÏŸµÖêÛ ²ÖÖ»ÖÛ ´Öë †®Ö®ŸÖ õÖ´ÖŸÖÖ‹Ñ Æï …
(iii) Ã¾Ö †×¬ÖÝÖ´Ö Æß ÃÖ¾ÖÖÔ׬ÖÛ ¯ÖϳÖÖ¾Ö¿ÖÖ»Öß †×¬ÖÝÖ´Ö ˆ¯ÖÖÝÖ´Ö Æî …
(iv) þ֟ÖÓ¡ÖŸÖÖ Û ß ¯Ö׸ÞÖ×ŸÖ ×•Ö´´Öê¤ Ö¸ß ¾ÖÆ®Ö Û ¸®Öê ´Öë ÆÖê®Öß “ÖÖ×Æ‹ …
(1) (i), (iii) ‹¾ÖÓ (iv)
(2) (i), (ii) ‹¾ÖÓ (iii)
(3) (i), (ii), (iii) ‹¾ÖÓ (iv)
(4) (ii), (iii) ‹¾ÖÓ (iv)
J-09-16 3 Paper-II

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5. In the context of Samkhya categories, match the items of List – I with that of List – II
select the appropriate code.
List – I List – II
(Form) (Metaphysical Entity)
(a) Both cause and effect (i) Prakriti
(b) Cause only (ii) Mahat
(c) Effect only (iii) Sensory organs
(d) Neither cause nor effect (iv) Subtle essences
(v) Mind
(vi) Purusa
Which sequence is correct ?
(a) (b) (c) (d)
(1) (vi) (v) (iii) & (iv) (i)
(2) (ii) & (iv) (vi) (iii) (v)
(3) (ii) & (iv) (i) (iii) & (v) (vi)
(4) (vi) (v) (iii) (vi)

6. The Jain philosophy propounds the following epistemological principle for arriving at true
knowledge.
(1) Anekantvada (2) Syadvada
(3) Naya (4) Mati Gyan

7. In the terms of Vedanta philosophy, the concept of Maya is used to represent

(1) Transcendent reality (2) Immanent reality
(3) Inherent reality (4) Temporary power of the absolute

8. Match the items of List – I with that of List – II and select the appropriate code.
List – I List – II
(Thinker) (Title of the Book)
(a) Gandhi (i) Geeta Pravachan
(b) Tagore (ii) Practical Vedanta
(c) Aurbindo (iii) Geeta Rahasya
(d) Vivekanand (iv) Savitri
(v) My Experiment with Truth
(vi) Universal man
Which sequence is correct ?
(a) (b) (c) (d)
(1) (v) (vi) (iii) (ii)
(2) (vi) (iv) (iii) (i)
(3) (i) (ii) (iv) (vi)
(4) (v) (vi) (iv) (ii)
Paper-II 4 J-09-16

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5. ÃÖÖÓÜµÖ ¤¿ÖÔ®Ö Ûê ÃÖÓ¾ÖÝÖÖí Ûê ÃÖÓ¤ ³ÖÔ ´Öë, ÃÖæ“Öß – I ´Öë פ‹ ÝÖ‹ ¯Ö¤Öë Û Öê ÃÖæ“Öß – II ´Öë פ‹ ÝÖ‹ ¯Ö¤Öë ÃÖê ÃÖã´Öê×»ÖŸÖ Û ßו֋
ŸÖ£ÖÖ ÃÖÆß Û Öê› (Ûæ ™) Û Öê “Öã×®Ö‹ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(º ¯Ö) (ŸÖ¢¾Ö´Öß´ÖÖÓÃÖßÛ ‘Ö™Û )
(a) ¯ÖÏÛé ×ŸÖ ‹¾ÖÓ ×¾ÖÛé ×ŸÖ ¤Öê®ÖÖë (i) ¯ÖÏÛé ןÖ
(b) ´ÖÖ¡Ö ¯ÖÏÛé ×ŸÖ (ii) ´ÖÆŸÖË
(c) ´ÖÖ¡Ö ×¾ÖÛé ×ŸÖ (iii) –ÖÖ®Öê×®¦µÖ
(d) ®Ö ¯ÖÏÛé ×ŸÖ ®Ö ×¾ÖÛé ×ŸÖ (iv) ÃÖæõ´Ö ŸÖ®´ÖÖ¡ÖÖ‹Ñ
(v) ´Ö®Ö
(vi) ¯Öã¹ ÂÖ
Û Öî®Ö ÃÖÖ ÛÎ ´Ö ÃÖÆß Æî ?
(a) (b) (c) (d)
(1) (vi) (v) (iii) ‹¾ÖÓ (iv) (i)
(2) (ii) ‹¾ÖÓ (iv) (vi) (iii) (v)
(3) (ii) ‹¾ÖÓ (iv) (i) (iii) ‹¾ÖÓ (v) (vi)
(4) (vi) (v) (iii) (vi)

6. •Öî®Ö ¤¿ÖÔ®Ö ¯ÖÏÖ´ÖÖ×ÞÖÛ –ÖÖ®Ö Û ß ¯ÖÏÖׯŸÖ Æê ŸÖã †¬ÖÖê×»Ö×ÜÖŸÖ –ÖÖ®Ö ´Öß´ÖÖÓÃÖÖŸ´ÖÛ ×ÃÖ¨Ö®ŸÖ Û Ö ¯ÖÏן֯ÖÖ¤®Ö Û ¸ŸÖÖ Æî
(1) †®ÖêÛ Ö®ŸÖ¾ÖÖ¤
(2) õÖÖ¤¾ÖÖ¤
(3) ®ÖµÖ
(4) ´Ö×ŸÖ –ÖÖ®Ö

7. ¾Öê¤ Ö®ŸÖ ¤¿ÖÔ®Ö Ûê ÃÖÓ¤ ³ÖÔ ´Öë ´ÖÖµÖÖ Û ß †¾Ö¬ÖÖ¸ÞÖÖ ×Û ÃÖÛ Ö ¯ÖÏןÖ×®Ö׬֟¾Ö Û ¸ŸÖß Æî ?
(1) ¯Ö¸Ö µÖ£ÖÖ£ÖÔ
(2) †®ÖãõÖæŸÖ µÖ£ÖÖ£ÖÔ
(3) †ÓŸÖÙ®Ö×ÆŸÖ µÖ£ÖÖ£ÖÔ
(4) ¯ÖÖ¸´ÖÖÙ£ÖÛ Û ß †Ã£ÖÖµÖß ¿Ö׌ŸÖ

8. ÃÖæ“Öß – I Û Öê ÃÖæ“Öß – II ÃÖê ÃÖã´Öê×»ÖŸÖ Û ßו֋ ŸÖ£ÖÖ ˆ¯ÖµÖãŒŸÖ Û Öê› (Ûæ ™) “Öã×®Ö‹ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(ד֮ŸÖÛ ) (Û ÖµÖÔ)
(a) ÝÖÖѬÖß (i) ÝÖߟÖÖ ¯ÖϾ֮֓Ö
(b) ™î ÝÖÖê¸ (ii) ¾µÖÖ¾ÖÆÖ×¸Û ¾Öê¤ Ö®ŸÖ
(c) †¸×²Ö®¤ (iii) ÝÖߟÖÖ-¸ÆõÖ
(d) ×¾Ö¾ÖêÛ Ö®Ö®¤ (iv) ÃÖÖ×¾Ö¡Öß
(v) ÃÖŸµÖ Ûê ¯ÖϵÖÖêÝÖ
(vi) µÖæ×®Ö¾ÖÃÖÔ»Ö ´Öî®Ö
Û Öî®Ö ÃÖÖ ÛÎ ´Ö ÃÖÆß Æî ?
(a) (b) (c) (d)
(1) (v) (vi) (iii) (ii)
(2) (vi) (iv) (iii) (i)
(3) (i) (ii) (iv) (vi)
(4) (v) (vi) (iv) (ii)
J-09-16 5 Paper-II

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9. According to Gandhiji, which of the following aims can be achieved through basic
education ?
(i) Ram Rajya (ii) Freedom and Autonomy
(iii) Natural justice (iv) Sarvodaya
(v) Equality (vi) Democracy
(1) (i), (ii), (iii) and (iv) (2) (ii), (iii), (iv) and (v)
(3) (i), (iii), (iv) and (v) (4) (ii), (iii), (iv) and (vi)

10. Assertion (A) : According to Logical Positivism, teach and use only those words and
sentences which can be verified empirically.
Reason (R) : Because the truth can be verified only through empirical means.
Which of the following options is correct ?
(1) Both (A) and (R) are true and (R) is the correct reason.
(2) Both (A) and (R) are true, but (R) is not the correct reason.
(3) Both (A) and (R) are not true.
(4) (A) is true, but (R) is not true.

11. Which of the following Article of Indian Constitution lays down that education of
Children aged 6-14 years is a Fundamental Right ?
(1) Article 21 (A) (2) Article 45
(3) Article 51 (A) (4) Article 42

12. Which of the following practices leads to social exclusion ?

(1) Reservation of seats for SC and ST children.
(2) Special schools for blind.
(3) Provision of mid-day meal.
(4) Posting of at least one female teacher in every school.

13. Upward social mobility of teachers is relatively less contingent on

(1) Academic merit (2) Political influence
(3) Level of aspirations (4) Caste affiliation

14. Upcoming of private schools in urban areas has contributed to

(a) Hierarchy among the educational institutions.
(b) Equalization of educational opportunity.
(c) Hierarchy among status groups.
(d) An element of selectivity.
Choose the correct set of answers from the following alternatives.
(1) (a), (b), (c) and (d) (2) (a), (b) and (c)
(3) (b), (c) and (d) (4) (a), (c) and (d)
Paper-II 6 J-09-16

[Link]
9. ÝÖÖÓ¬Öß•Öß Ûê †®ÖãÃÖÖ¸ ²Öã×®ÖµÖÖ¤ß ×¿ÖõÖÖ Ûê «Ö¸Ö ×®Ö´®Ö ´Öë ÃÖê Û Öî®Ö ÃÖê ˆ§ê ¿µÖ ¯ÖÏÖ¯ŸÖ ×Û ‹ •ÖÖ ÃÖÛ ŸÖê Æï ?
(i) ¸Ö´Ö ¸Ö•µÖ
(ii) þ֟ÖÓ¡ÖŸÖÖ ‹¾ÖÓ Ã¾ÖÖµÖ¢ÖŸÖÖ
(iii) ¯ÖÏÖÛé ןÖÛ ®µÖÖµÖ
(iv) ÃÖ¾ÖÖì¤ µÖ
(v) ÃÖ´ÖÖ®ÖŸÖÖ
(vi) ¯ÖÏ•ÖÖŸÖ®¡Ö
(1) (i), (ii), (iii) ‹¾ÖÓ (iv) (2) (ii), (iii), (iv) ‹¾ÖÓ (v)
(3) (i), (iii), (iv) ‹¾ÖÓ (v) (4) (ii), (iii), (iv) ‹¾ÖÓ (vi)

10. †×³ÖÛ £Ö®Ö (A) : ŸÖÖÙÛ Û ³ÖÖ¾Ö¾ÖÖ¤ Ûê †®ÖãÃÖÖ¸, ˆ®Æà ¿Ö²¤Öë †Öî¸ ¾ÖÖŒµÖÖë Û Ö ¯ÖϵÖÖêÝÖ Û ¸Öê, ו֮Æë ‡×®¦µÖÖŸ´ÖÛ º ¯Ö ÃÖê
ÃÖŸµÖÖ×¯ÖŸÖ ×Û µÖÖ •ÖÖ ÃÖÛê …
Û Ö¸ÞÖ (R) : ŒµÖÖë×Û ÃÖŸµÖ Û Öê Ûê ¾Ö»Ö ‡×®¦µÖÖŸ´ÖÛ ÃÖÖ¬Ö®ÖÖë «Ö¸Ö Æß ÃÖŸµÖÖ×¯ÖŸÖ ×Û µÖÖ •ÖÖ ÃÖÛ ŸÖÖ Æî …
×®Ö´®Ö ´Öë ÃÖê Û Öî®Ö ÃÖÖ ×¾ÖÛ »¯Ö ÃÖÆß Æî ?
(1) (A) †Öî¸ (R) ¤Öê®ÖÖë ÃÖŸµÖ Æï ŸÖ£ÖÖ (R) ÃÖÆß Û Ö¸ÞÖ Æî …
(2) (A) †Öî¸ (R) ¤Öê®ÖÖë ÃÖŸµÖ Æï , ¯Ö¸Ó ŸÖã (R) ÃÖÆß Û Ö¸ÞÖ ®ÖÆà Æî …
(3) (A) †Öî¸ (R) ¤Öê®ÖÖë ÃÖŸµÖ ®ÖÆà Æï …
(4) (A) ÃÖŸµÖ Æî , ¯Ö¸®ŸÖã (R) ÃÖŸµÖ ®ÖÆà Æî …

11. ³ÖÖ¸ŸÖßµÖ ÃÖÓ×¾Ö¬ÖÖ®Ö ´Öë ×®Ö´®Ö ´Öë ÃÖê ×Û ÃÖ †®Öã“”ê ¤ Ûê †®ÖãÃÖÖ¸ 6-14 ¾ÖÂÖÔ Ûê ²ÖÖ»ÖÛ Öë Û ß ×¿ÖõÖÖ ‹Û ´ÖÖî×»ÖÛ †×¬ÖÛ Ö¸
Æî ?
(1) †®Öã“”ê ¤ 21(A) (2) †®Öã“”ê ¤ 45
(3) †®Öã“”ê ¤ 51(A) (4) †®Öã“”ê ¤ 42

12. ×®Ö´®Ö ´Öë ÃÖê Û Öî®Ö ÃÖÖ ¾µÖ¾ÖÆÖ¸ ÃÖÖ´ÖÖוÖÛ ²Ö×ÆÂÛ ¸ÞÖ Û ß †Öê¸ »Öê •ÖÖŸÖÖ Æî ?
(1) †®Öã. •ÖÖ×ŸÖ ‹¾ÖÓ †®Öã. •Ö®Ö•ÖÖןֵÖÖë Ûê ²Ö““ÖÖë Æê ŸÖã ÃÖß™Öë Û Ö †Ö¸õÖÞÖ
(2) ¥×™²ÖÖ׬֟ÖÖë Ûê ×»Ö‹ ×¾Ö¿ÖêÂÖ ×¾ÖªÖ»ÖµÖ
(3) ´Ö¬µÖÖÅ®Ö ³ÖÖê•Ö®Ö Û Ö ¯ÖÏÖ¾Ö¬ÖÖ®Ö
(4) ¯ÖÏŸµÖêÛ ÃÛæ »Ö ´Öë Û ´Ö ÃÖê Û ´Ö ‹Û ´Ö×Æ»ÖÖ ×¿ÖõÖÛ Û ß ×®ÖµÖã׌ŸÖ

13. †¬µÖÖ¯ÖÛ Öë Û ß ˆ¬¾ÖÔÝÖÖ´Öß ÃÖÖ´ÖÖוÖÛ ÝÖןֿÖ߻֟ÖÖ †¯ÖêõÖÖÛé ŸÖ ×Û ÃÖ ¯Ö¸ Û ´Ö ×®Ö³ÖÔ¸ Æî ?

(1) ¿Öî×õÖÛ µÖÖêݵ֟ÖÖ (2) ¸Ö•Ö®ÖßןÖÛ ¯ÖϳÖÖ¾Ö
(3) †ÖÛ ÖÓõÖÖ ÃŸÖ¸ (4) •ÖÖןÖÝÖŸÖ ÃÖÓ²Ö¨ŸÖÖ

14. ¿ÖÆ¸ß õÖê¡ÖÖë ´Öë ×®Ö•Öß ×¾ÖªÖ»ÖµÖÖë Û Ö †ÖÝÖ´Ö®Ö ×®Ö´®ÖÖÓ×Û ŸÖ ´Öë ÃÖê ×Û ÃÖê ÃÖƵÖÖêÝÖ Û ¸ŸÖÖ Æî ?
(a) ¿Öî×õÖÛ ÃÖÓãÖÖ†Öë Ûê ´Ö¬µÖ †×¬ÖÛÎ ´ÖŸÖÖ
(b) ¿Öî×õÖÛ †¾ÖÃÖ¸ Û ß ÃÖ´ÖÖ®ÖŸÖÖ
(c) ¯ÖÏןÖšÖÃÖæ“ÖÛ ÃŸÖ¸ ÃÖ´ÖæÆ Öë Û ß †×¬ÖÛÎ ´ÖŸÖÖ
(d) “ÖµÖ®ÖÖŸ´ÖÛ ŸÖÖ Û Ö ¯ÖõÖ ×¾ÖÛ ×ÃÖŸÖ Û ¸®ÖÖ
×®Ö´®ÖÖÓ×Û ŸÖ ×¾ÖÛ »¯ÖÖë ´Öë ÃÖê ÃÖÆß ˆ¢Ö¸Öë Ûê ÃÖ´Öã““ÖµÖ Û Ö “ÖµÖ®Ö Û ßו֋ :
(1) (a), (b), (c) ‹¾ÖÓ (d) (2) (a), (b) ‹¾ÖÓ (c)
(3) (b), (c) ‹¾ÖÓ (d) (4) (a), (c) ‹¾ÖÓ (d)
J-09-16 7 Paper-II

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15. The phrase “equality of educational opportunity” implies :
(a) Giving equal opportunity for educational advancement to all irrespective of
differences.
(b) The state to provide adequate educational facilities for all children upto certain level.
(c) No child should remain educationally unserved owing to poor economic conditions.
(d) Giving identical educational opportunity to all children irrespective of differences.
Choose the correct set of answers from the following alternatives.
(1) (a), (b) and (d) (2) (a), (b), (c) and (d)
(3) (a), (b) and (c) (4) (a), (c) and (d)

16. A “National system of Education” implies :

(a) A uniform system of education for all children.
(b) Education should be free upto certain level.
(c) Education upto specific level should be universally available.
(d) All children should have equal opportunity to pursue formal education.
Choose the correct set of answers from the following alternatives :
(1) (a), (c) and (d) (2) (b), (c) and (d)
(3) (a), (b), (c) and (d) (4) (a), (b) and (c)

17. The role of education in the context of social change is to

(a) Preserve the worthwhile cultural heritage.
(b) Transmit the preserved culture to the new generation.
(c) Replace the cultural heritage by new.
(d) Disseminate the new knowledge in the society.
Choose the correct set of answers from the following alternatives :
(1) (a), (b) and (d) (2) (a), (b) and (c)
(3) (b), (c) and (d) (4) (a), (b), (c) and (d)

18. Which of the following is not a characteristic feature of ‘culture’ ?

(1) Culture is social inheritance. (2) Culture is cumulative.
(3) Culture is in constant flux. (4) Culture is biological inheritance.

19. Which of the following statements does not imply that education is an instrument of
cultural diffusion ?
(1) Preserves culture through formal and informal ways.
(2) Transmits cultural norms, values and ideas to young generation.
(3) Preaches cultural norms, values and ideas to younger generation.
(4) Interprets culture and perpetuates the social heritage.
Paper-II 8 J-09-16

[Link]
15. “¿Öî×õÖÛ †¾ÖÃÖ¸ Û ß ÃÖ´ÖÖ®ÖŸÖÖ” ¯Ö¤ Û Ö ×®Ö×ÆŸÖÖ£ÖÔ Æî :
(a) ÃÖ³Öß ×³Ö®®ÖŸÖÖ†Öë Ûê ²ÖÖ¾Ö•Öæ¤ ¿Öî×õÖÛ ˆ®®ÖµÖ®Ö Æê ŸÖã ÃÖ´ÖÖ®Ö †¾ÖÃÖ¸ ¯ÖϤ Ö®Ö Û ¸®ÖÖ …
(b) ×Û ÃÖß ×®Ö׿“ÖŸÖ ÃŸÖ¸ ŸÖÛ ÃÖ³Öß ²ÖÖ»ÖÛ Öë Û Öê ¸Ö•µÖ «Ö¸Ö ÃÖ´Öã×“ÖŸÖ ¿Öî×õÖÛ ÃÖã×¾Ö¬ÖÖ‹Ñ ¤ê ®ÖÖ …
(c) Û ´Ö•ÖÌÖê¸ †ÖÙ£ÖÛ ×ãÖןֵÖÖë Ûê Û Ö¸ÞÖ Û Öê‡Ô ³Öß ²ÖÖ»ÖÛ ¿Öî×õÖÛ º ¯Ö ÃÖê †ÃÖê×¾ÖŸÖ ®Ö ¸Æê …
(d) ÃÖ³Öß ×³Ö®®ÖŸÖÖ†Öë Ûê ²ÖÖ¾Ö•Öæ¤ ÃÖ³Öß ²ÖÖ»ÖÛ Öë Û Öê ‹Û ÃÖ´ÖÖ®Ö ¿Öî×õÖÛ †¾ÖÃÖ¸ ¤ê ®ÖÖ …
×®Ö´®ÖÖÓ×Û ŸÖ ×¾ÖÛ »¯ÖÖë ´Öë ÃÖê ÃÖÆß ˆ¢Ö¸Öë Ûê ÃÖ´Öã““ÖµÖ Û Ö “ÖµÖ®Ö Û ßו֋ :
(1) (a), (b) ‹¾ÖÓ (d)
(2) (a), (b), (c) ‹¾ÖÓ (d)
(3) (a), (b) ‹¾ÖÓ (c)
(4) (a), (c) ‹¾ÖÓ (d)

16. ‹Û “¸ÖÂ™Ò ßµÖ ×¿ÖõÖÖ ¯ÖÏÞÖÖ»Öß” ÃÖê †£ÖÔ Æî

(a) ÃÖ³Öß ²ÖÖ»ÖÛ Öë Æê ŸÖã ‹Û ÃÖ´ÖÖ®Ö ×¿ÖõÖÖ ¯ÖÏÞÖÖ»Öß …
(b) ‹Û ×®Ö׿“ÖŸÖ ÃŸÖ¸ ŸÖÛ ×¿ÖõÖÖ ×®Ö:¿Öã»Û ÆÖê …
(c) ×Û ÃÖß ×¾Ö׿Ö™ ßָ ŸÖÛ ×¿ÖõÖÖ ÃÖ¾ÖÔÃÖã»Ö³Ö ÆÖê …
(d) †Öî¯Ö“ÖÖ×¸Û ×¿ÖõÖÖ ¯ÖÏÖ¯ŸÖ Û ¸®Öê Æê ŸÖã ÃÖ³Öß ²ÖÖ»ÖÛ Öë Û Öê ÃÖ´ÖÖ®Ö †¾ÖÃÖ¸ ¯ÖÏÖ¯ŸÖ ÆÖê®Öê “ÖÖ×Æ‹Ñ …
×®Ö´®ÖÖÓ×Û ŸÖ ×¾ÖÛ »¯ÖÖë ´Öë ÃÖê ÃÖÆß ˆ¢Ö¸Öë Ûê ÃÖ´Öã““ÖµÖ Û Ö “ÖµÖ®Ö Û ßו֋ :
(1) (a), (c) ‹¾ÖÓ (d) (2) (b), (c) ‹¾ÖÓ (d)
(3) (a), (b), (c) ‹¾ÖÓ (d) (4) (a), (b) ‹¾ÖÓ (c)

17. ÃÖÖ´ÖÖוÖÛ ¯Ö׸¾ÖŸÖÔ®Ö Ûê ÃÖ®¤³ÖÔ ´Öë ׿ÖõÖÖ Û ß ³Öæ×´ÖÛ Ö Æî

(a) ´ÖÆ¢¾Ö¯ÖæÞÖÔ ÃÖÖÓÃÛé ןÖÛ ×¾Ö¸ÖÃÖŸÖ Û Ö ÃÖÓ¸ õÖÞÖ
(b) ®Ö‡Ô ¯ÖßœÌ ß Û Öê ÃÖÓ¸ ×õÖŸÖ ÃÖÓÃÛé ×ŸÖ Û Ö ÃÖÓ¯ÖÏêÂÖÞÖ
(c) ÃÖÖÓÃÛé ןÖÛ ×¾Ö¸ÖÃÖŸÖ Û Ö ®Ö‹ ÃÖê ãÖÖ®Ö®Ö
(d) ÃÖ´ÖÖ•Ö ´Öë ®Ö‹ –ÖÖ®Ö Û Ö ¯ÖÏÃÖÖ¸ÞÖ
×®Ö´®ÖÖÓ×Û ŸÖ ×¾ÖÛ »¯ÖÖë ´Öë ÃÖê ÃÖÆß ˆ¢Ö¸Öë Ûê ÃÖ´Öã““ÖµÖ Û Ö “ÖµÖ®Ö Û ßו֋ :
(1) (a), (b) ‹¾ÖÓ (d) (2) (a), (b) ‹¾ÖÓ (c)
(3) (b), (c) ‹¾ÖÓ (d) (4) (a), (b), (c) ‹¾ÖÓ (d)

18. ×®Ö´®ÖÖÓ×Û ŸÖ ´Öë ÃÖê Û Öî®Ö ÃÖß ÃÖÓÃÛé ×ŸÖ Û ß ×¾Ö¿ÖêÂÖŸÖÖ ®ÖÆà Æî ?
(1) ÃÖÓÃÛé ×ŸÖ ÃÖÖ´ÖÖוÖÛ ˆ¢Ö¸Ö׬ÖÛ Ö¸ Æî …
(2) ÃÖÓÃÛé ×ŸÖ ÃÖÓ“ÖµÖ´ÖÖ®Ö Æî …
(3) ÃÖÓÃÛé ×ŸÖ ÃÖŸÖŸÖË ¯Ö׸¾ÖŸÖÔ®Ö¿Öᯙ Æî …
(4) ÃÖÓÃÛé ×ŸÖ •Öî×¾ÖÛ ˆ¢Ö¸Ö׬ÖÛ Ö¸ Æî …

19. ×®Ö´®ÖÖÓ×Û ŸÖ Û £Ö®ÖÖë ´Öë ÃÖê Û Öî®Ö ÃÖê Û £Ö®Ö Û Ö µÖÆ †£ÖÔ ®ÖÆà Æî ×Û ×¿ÖõÖÖ ÃÖÖÓÃÛé ןÖÛ ×¾ÖßÖÖ¸ÞÖ Û Ö ‹Û ˆ¯ÖÛ ¸ÞÖ Æî ?
(1) ÃÖÓÃÛé ×ŸÖ Û Öê †Öî¯Ö“ÖÖ×¸Û †Öî¸ †®ÖÖî¯Ö“ÖÖ×¸Û º ¯Ö ÃÖê ÃÖÓ¸ ×õÖŸÖ Û ¸ŸÖÖ Æî …
(2) µÖã¾ÖÖ ¯ÖßœÌ ß Û Öê ÃÖÖÓÃÛé ןÖÛ Û ÃÖÖî×™µÖÖë, ´Ö滵ÖÖë ‹¾ÖÓ ×¾Ö“ÖÖ¸Öë Û Ö ÃÖÓ¯ÖÏêÂÖÞÖ Û ¸ŸÖÖ Æî …
(3) µÖã¾ÖÖ ¯ÖßœÌ ß Û Öê ÃÖÖÓÃÛé ןÖÛ Û ÃÖÖî×™µÖÖë, ´Ö滵ÖÖë ŸÖ£ÖÖ ×¾Ö“ÖÖ¸Öë Û Ö ˆ¯Ö¤ê ¿Ö ¤ê ŸÖÖ Æî …
(4) ÃÖÓÃÛé ×ŸÖ Û ß ¾µÖÖܵÖÖ Û ¸ŸÖÖ Æî ŸÖ£ÖÖ ÃÖÖ´ÖÖוÖÛ ×¾Ö¸ÖÃÖŸÖ Û Öê ²ÖœÌ Ö¾ÖÖ ¤ê ŸÖÖ Æî …
J-09-16 9 Paper-II

[Link]
20. Which of the following is not a basic need of every social system ?
(1) Democracy (2) Adaptation
(3) Integration (4) Goal attainment

21. For organizing its content and process educational psychology takes support from
(1) Scientific knowledge relating to teaching and learning.
(2) Philosophical perspective of society.
(3) Sociological problems in schools.
(4) Socio-political contexts of schools.

22. Match the following two lists in order to render them meaningful in terms of psychology
of growth and development and select the right answer from the given codes.
Set – I Set – II
(Aspects of Development) (Characteristics)
(a) Language development (i) The child is able to walk.
(b) Cognitive development (ii) The parents take care of child’s toilet habits.
(c) Emotional development (iii) The child holds conversation with peers.
(d) Physical development (iv) The child starts asking questions.
(v) The child feels shy.
(vi) The child attacks another child.
Codes :
(a) (b) (c) (d)
(1) (v) (iv) (ii) (vi)
(2) (iii) (iv) (v) (i)
(3) (i) (iii) (iv) (v)
(4) (ii) (i) (vi) (iii)

23. In improving classroom teaching-learning interactions, which of the following strategies is

linked with the later adolescence stage of development ?
(1) Activity based presentation.
(2) Imitative acts in the classroom.
(3) Mentoring with free exchange of ideas.
(4) Assigned reading and writing.

24. In Pavlovian conditioning paradigm as developed originally which of the following was
used as independent variable ?
(1) Response magnitude (2) Response latency
(3) Number of CS-US pairing (4) Presentation of CS alone

Paper-II 10 J-09-16

[Link]
20. ×®Ö´®ÖÖÓ×Û ŸÖ ´Öë ÃÖê Û Öî®Ö ¯ÖÏŸµÖêÛ ÃÖÖ´ÖÖוÖÛ ¯ÖÏÞÖÖ»Öß Û ß ‹Û ´Öæ»Ö³ÖæŸÖ †Ö¾Ö¿µÖÛ ŸÖÖ ®ÖÆà Æî ?
(1) ¯ÖÏ•ÖÖŸÖ®¡Ö
(2) †®ÖãÛæ »Ö®Ö
(3) ‹Û ßÛ ¸ÞÖ
(4) »ÖõµÖ ÃÖÓ¯ÖÏÖׯŸÖ

21. †¯Ö®Öß †®ŸÖ¾ÖÔßÖã ‹¾ÖÓ ¯ÖÏ×ÛÎ µÖÖ Û Öê ÃÖÓÝÖךŸÖ Û ¸®Öê Û ß ¥×™ ÃÖê ׿ÖõÖÖ ´Ö®ÖÖê×¾Ö–ÖÖ®Ö ÃÖÆÖµÖŸÖÖ »ÖêŸÖÖ Æî
(1) ׿ÖõÖÞÖ ‹¾ÖÓ †×¬ÖÝÖ´Ö ÃÖê ÃÖ´²Ö×®¬ÖŸÖ ¾Öî–ÖÖ×®ÖÛ •ÖÖ®ÖÛ Ö¸ß Û Ö
(2) ÃÖ´ÖÖ•Ö Ûê ¤Ö¿ÖÔ×®ÖÛ ¯Ö׸¯ÖÏêõµÖ Û Ö
(3) ×¾ÖªÖ»ÖµÖÖë Û ß ÃÖ´ÖÖ•Ö-¿ÖÖáÖßµÖ ÃÖ´ÖõÖÖ†Öë Û Ö
(4) ×¾ÖªÖ»ÖµÖÖë Ûê ÃÖÖ´ÖÖוÖÛ -¸Ö•Ö®ÖßןÖÛ ÃÖ®¤³ÖÖí Û Ö

22. ×®Ö´®ÖÖÓ×Û ŸÖ ¤Öê ÃÖ´Öã““ÖµÖÖë Û Ö ×´Ö»ÖÖ®Ö ‡ÃÖ º ¯Ö ´Öë Û ßו֋ ×Û ¾Öê ¾Öéר ‹¾ÖÓ ×¾ÖÛ ÖÃÖ Ûê ´Ö®ÖÖê×¾Ö–ÖÖ®Ö Û ß ¥×™ ÃÖê ÃÖÖ£ÖÔÛ
¯ÖÏŸÖßŸÖ ÆÖê … פ‹ ÝÖ‹ Ûæ ™ ´Öë ÃÖê ÃÖ´Öã×“ÖŸÖ ˆ¢Ö¸ Û Ö “ÖµÖ®Ö Û ßו֋ …
ÃÖ´Öã““ÖµÖ – I ÃÖ´Öã““ÖµÖ – II
(×¾ÖÛ ÖÃÖ Ûê ¥×Â™Û ÖêÞÖ) (»ÖõÖÞÖ)
(a) ³ÖÖÂÖÖ ×¾ÖÛ ÖÃÖ (i) ²ÖÖ»ÖÛ “Ö»Ö ÃÖÛ ŸÖÖ Æî …
(b) ÃÖÓ–ÖÖ®ÖÖŸ´ÖÛ ×¾ÖÛ ÖÃÖ (ii) †×³Ö³ÖÖ¾ÖÛ ²Ö““Öê Û ß ¿ÖÖî“Ö ÃÖ´²Ö®¬Öß †Ö¤ŸÖÖë ¯Ö¸ ¥×™ ¸ÜÖŸÖê Æï …
(c) ÃÖÓ¾ÖêÝÖÖŸ´ÖÛ ×¾ÖÛ ÖÃÖ (iii) ²Ö““ÖÖ †¯Ö®Öê ÃÖÓÝÖß-ÃÖÖ×£ÖµÖÖë Ûê ÃÖÖ£Ö ¾ÖÖŸÖÖÔ»ÖÖ¯Ö Û ¸ »ÖêŸÖÖ Æî …
(d) ¿ÖÖ¸ß×¸Û ×¾ÖÛ ÖÃÖ (iv) ²ÖÖ»ÖÛ ¯ÖÏ¿®Ö ¯Öæ” ®Öê »ÖÝÖ •ÖÖŸÖÖ Æî …
(v) ²ÖÖ»ÖÛ ¿Ö´ÖÖÔ®Öê »ÖÝÖ •ÖÖŸÖÖ Æî …
(vi) ²ÖÖ»ÖÛ †®µÖ ²Ö““ÖÖë ¯Ö¸ †ÖÛÎ Ö´ÖÛ ÆÖê •ÖÖŸÖÖ Æî …
Ûæ ™ :
(a) (b) (c) (d)
(1) (v) (iv) (ii) (vi)
(2) (iii) (iv) (v) (i)
(3) (i) (iii) (iv) (v)
(4) (ii) (i) (vi) (iii)

23. Û õÖÖ ´Öë ׿ÖõÖÞÖ-†×¬ÖÝÖ´Ö †®ŸÖÙÛÎ µÖÖ†Öë Û Öê ÃÖã¬ÖÖ¸®Öê Æê ŸÖã, ×®Ö´®ÖÖÓ×Û ŸÖ ´Öë ÃÖê Û Öî®Ö ÃÖß ¸ÞÖ®Öß×ŸÖ ˆ¢Ö¸ ×Û ¿ÖÖê¸ Ö¾ÖãÖÖ Ûê
×¾ÖÛ ÖÃÖ ÃÖê ÃÖ´²Ö×®¬ÖŸÖ Æî ?
(1) ×ÛÎ µÖÖ †Ö¬ÖÖ׸ŸÖ ¯ÖÏßÖãןÖ
(2) Û õÖÖ ´Öë †®ÖãÛ ¸ÞÖÖŸ´ÖÛ Û ÖµÖÔ
(3) ×¾Ö“ÖÖ¸Öë Ûê ´ÖãŒŸÖ †Ö¤Ö®Ö-¯ÖϤ Ö®Ö Ûê ÃÖÖ£Ö †Ö¤¿ÖáÛ ¸ÞÖ
(4) ¤¢Ö ¾ÖÖ“Ö®Ö ‹¾ÖÓ »ÖêÜÖ®Ö

24. ¯Ö¾Ö»ÖÖê×¾ÖµÖ®Ö †®Öã²Ö®¬Ö®Ö Ûê ¯ÖÏןִÖÖ®Ö ´Öë ¿Ö㺠´Öë ×Û ÃÖê ×®Ö¸Ö×ÁÖŸÖ “Ö¸ Ûê º ¯Ö ´Öë ¯ÖϵÖÖêÝÖ ×Û µÖÖ ÝÖµÖÖ ?
(1) †®Öã×ÛÎ µÖÖ-†ÖµÖÖ´Ö
(2) †®Öã×ÛÎ µÖÖ-†¾µÖŒŸÖÖÛ Ö»Ö
(3) †®Öã²Ö×®¬ÖŸÖ ‹¾ÖÓ †®ÖÖ®Öã²Ö×®¬ÖŸÖ ˆ§ß¯ÖÛ Öë Û ß µÖã×Ý´ÖŸÖ ¯ÖÏßÖã×ŸÖ Û ß ÃÖÓܵÖÖ
(4) †®Öã²Ö×®¬ÖŸÖ ˆ§ß¯ÖÛ Û ß ¯ÖÏßÖã×ŸÖ ´ÖÖ¡Ö

J-09-16 11 Paper-II

[Link]
25. In the operant conditioning procedure, match the following two sets on the basis of nature
of reinforcement, Cue and the form of response and choose the correct code which
follows :
Set – I Set – II
(Procedure of operant (the form of reinforcement, Cue and
conditioning) response)
(a) Reward training (i) Positive reinforcement with making of a
response in the absence of cue.
(b) Escape training (ii) Negative reinforcement with holding of
response in the presence of cue.
(c) Discrimination training (iii) Positive reinforcement with making of
response in the presence of a cue.
(d) Active-avoidance training (iv) Negative reinforcement with making of a
response in the presence of a cue.
(v) Negative reinforcement with making of a
response in the absence of a cue.
Codes :
(a) (b) (c) (d)
(1) (i) (v) (iii) (iv)
(2) (v) (i) (ii) (iii)
(3) (i) (iii) (v) (iv)
(4) (iii) (v) (iv) (ii)

26. In Gagne’s hierarchy of learning which of the following learning types will form part of
chain learning ?
(1) Concept learning (2) Problem solving learning
(3) Rule learning (4) Signal learning

27. For developing his theory of learning Tolman got support from
(1) Trial and Error learning experiment (2) Place learning experiment
(3) Maze learning experiment (4) S-R learning experiment

28. In Hull’s system of learning which one is an intervening variable ?

(1) Number of Reinforced practices (2) Resistance to extinction
(3) Excitatory Reaction potential (4) Response Amplitude

29. What is the correct sequence in terms of development of transfer of learning theories ?
(1) Identity of Elements theory, Faculty theory, Generalization theory, Transposition
theory.
(2) Faculty theory, Identity of Elements theory, Generalization theory, Transposition
theory.
(3) Transposition theory, Faculty theory, Identity of Elements theory, Generalization
theory.
(4) Generalization theory, Transposition theory, Faculty theory, Identity of Elements
theory.

Paper-II 12 J-09-16

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25. ×ÛÎ µÖÖ-¯ÖÏÃÖæŸÖ †®Öã²Ö®¬Ö®Ö Û ß ¯Ö¨×ŸÖ ´Öë ¤Öê ÃÖ´Öã““ÖµÖÖë (Sets) Û Ö ×´Ö»ÖÖ®Ö ¯ÖÏ²Ö»Ö®Ö Û ß ¯ÖÏÛé ןÖ, ÃÖÓÛê ŸÖ ŸÖ£ÖÖ †®Öã×ÛÎ µÖÖ-
þֺ ¯Ö Ûê †Ö¬ÖÖ¸ ¯Ö¸ Û ¸ŸÖê Æã ‹ ®Öß“Öê פ‹ ÝÖ‹ Ûæ ™ ´Öë ÃÖê ˆ¯ÖµÖãŒŸÖ Ûæ ™ Û Ö “ÖµÖ®Ö Û ßו֋ :
ÃÖ´Öã““ÖµÖ – I ÃÖ´Öã““ÖµÖ – II
(a) ¯Ö㸠ÃÛ Ö¸ ¯ÖÏ׿ÖõÖÞÖ (i) ÃÖÓÛê ŸÖ Û ß †®Öã¯Ö×ãÖ×ŸÖ ´Öë ÃÖÛ Ö¸ÖŸ´ÖÛ ¯ÖÏ²Ö»Ö®Ö Û ß ¯ÖÏÖׯŸÖ,
†®Öã×ÛÎ µÖÖ ˆŸ¯Ö®®Ö ÆÖê®Öê ¯Ö¸
(b) ¯Ö»ÖÖµÖ®Ö ¯ÖÏ׿ÖõÖÞÖ (ii) ÃÖÓÛê ŸÖ Û ß ˆ¯Ö×ãÖ×ŸÖ ´Öë ®ÖÛ Ö¸ÖŸ´ÖÛ ¯ÖÏ²Ö»Ö®Ö Û ß ¯ÖÏÖׯŸÖ, †®Öã×ÛÎ µÖÖ
†¾Ö¹ ¨ ÆÖê®Öê ¯Ö¸
(c) ×¾Ö³Öê¤ ßÛ ¸ÞÖ ¯ÖÏ׿ÖõÖÞÖ (iii) ÃÖÓÛê ŸÖ Û ß ˆ¯Ö×ãÖ×ŸÖ ´Öë ÃÖÛ Ö¸ÖŸ´ÖÛ ¯ÖÏ²Ö»Ö®Ö Û ß ¯ÖÏÖׯŸÖ, †®Öã×ÛÎ µÖÖ
ˆŸ¯Ö®®Ö ÆÖê®Öê ¯Ö¸
(d) ÃÖ×ÛÎ µÖ-¯Ö׸ÆÖ¸ ¯ÖÏ׿ÖõÖÞÖ (iv) ÃÖÓÛê ŸÖ Û ß ˆ¯Ö×ãÖ×ŸÖ ´Öë ®ÖÛ Ö¸ÖŸ´ÖÛ ¯ÖÏ²Ö»Ö®Ö Û ß ¯ÖÏÖׯŸÖ, †®Öã×ÛÎ µÖÖ
ˆŸ¯Ö®®Ö ÆÖê®Öê ¯Ö¸
(v) ÃÖÓÛê ŸÖ Û ß †®Öã¯Ö×ãÖ×ŸÖ ´Öë ®ÖÛ Ö¸ÖŸ´ÖÛ ¯ÖÏ²Ö»Ö®Ö Û ß ¯ÖÏÖׯŸÖ,
†®Öã×ÛÎ µÖÖ ˆŸ¯Ö®®Ö ÆÖê®Öê ¯Ö¸
Ûæ ™ :
(a) (b) (c) (d)
(1) (i) (v) (iii) (iv)
(2) (v) (i) (ii) (iii)
(3) (i) (iii) (v) (iv)
(4) (iii) (v) (iv) (ii)

26. ÝÖî®Öê Ûê †×¬ÖÝÖ´Ö †×¬ÖÛÎ ´Ö Ûê †®ŸÖÝÖÔŸÖ ÀÖéÓÜÖ»ÖÖ †×¬ÖÝÖ´Ö ´Öë †¬ÖÖê×»Ö×ÜÖŸÖ ´Öë ÃÖê Û Öî®Ö ÃÖÖ †×¬ÖÝÖ´Ö ¯ÖÏÛ Ö¸ ¿ÖÖ×´Ö»Ö ÆÖêÝÖÖ ?
(1) ÃÖ´¯ÖÏŸµÖµÖ †×¬ÖÝÖ´Ö (2) ÃÖ´ÖõÖÖ ÃÖ´ÖÖ¬ÖÖ®Ö †×¬ÖÝÖ´Ö
(3) ×®ÖµÖ´Ö-†×¬ÖÝÖ´Ö (4) ÃÖÓÛê ŸÖ †×¬ÖÝÖ´Ö

27. †¯Ö®Öê †×¬ÖÝÖ´Ö Ûê ×ÃÖ¨Ö®ŸÖ Û Öê ×¾ÖÛ ×ÃÖŸÖ Û ¸®Öê ´Öë ™Öê»Ö´Öî®Ö ®Öê ÃÖ´Ö£ÖÔ®Ö ¯ÖÏÖ¯ŸÖ ×Û µÖÖ
(1) ¯Öϵ֟®Ö ‹¾ÖÓ ´Öæ»Ö †×¬ÖÝÖ´Ö Ûê ¯ÖϵÖÖêÝÖ ÃÖê
(2) ãÖÖ®Ö †×¬ÖÝÖ´Ö Ûê ¯ÖϵÖÖêÝÖ ÃÖê
(3) ¾µÖæÆ †×¬ÖÝÖ´Ö Ûê ¯ÖϵÖÖêÝÖ ÃÖê
(4) ˆ§ß¯ÖÛ -†®Öã×ÛÎ µÖÖ †×¬ÖÝÖ´Ö Ûê ¯ÖϵÖÖêÝÖ ÃÖê

28. Æ»Ö Û ß †×¬ÖÝÖ´Ö ¾µÖ¾ÖãÖÖ ´Öë Û Öî®Ö ÃÖÖ ´Ö¬µÖ¾ÖŸÖá “Ö¸ Æî ?

(1) ¯ÖϲÖ×»ÖŸÖ †³µÖÖÃÖ Û ß ÃÖÓãÖÖ (2) ×¾Ö»ÖÖê¯Ö Ûê ¯ÖÏ×ŸÖ ¯ÖÏÖ¾Ö¸Öê¬Ö
(3) †®Öã×ÛÎ µÖÖ ˆ¢Öê•Ö®ÖÖ ×¾Ö³Ö¾Ö (4) †®Öã×ÛÎ µÖÖ †ÖµÖÖ´Ö

29. †×¬ÖÝÖ´Ö-†®ŸÖ¸ÞÖ ×ÃÖ¨Ö®ŸÖÖë Ûê ×¾ÖÛ ÖÃÖ Ûê †Ö¬ÖÖ¸ ¯Ö¸ ÃÖÆß †®ÖãÛÎ ´Ö Æî ?

(1) †¾ÖµÖ¾ÖÖë Û ß ÃÖ´ÖÖ®ÖŸÖÖ Û Ö ×ÃÖ¨Ö®ŸÖ, ¿Ö׌ŸÖ ×ÃÖ¨Ö®ŸÖ, ÃÖÖ´ÖÖ®µÖßÛ ¸ÞÖ Û Ö ×ÃÖ¨Ö®ŸÖ, ¯ÖõÖÖ®ŸÖ¸ÞÖ ×ÃÖ¨Ö®ŸÖ …
(2) ¿Ö׌ŸÖ ×ÃÖ¨Ö®ŸÖ, †¾ÖµÖ¾ÖÖë Û ß ÃÖ´ÖÖ®ÖŸÖÖ Û Ö ×ÃÖ¨Ö®ŸÖ, ÃÖÖ´ÖÖ®µÖßÛ ¸ÞÖ Û Ö ×ÃÖ¨Ö®ŸÖ, ¯ÖõÖÖ®ŸÖ¸ÞÖ ×ÃÖ¨Ö®ŸÖ …
(3) ¯ÖõÖÖ®ŸÖ¸ÞÖ ×ÃÖ¨Ö®ŸÖ, ¿Ö׌ŸÖ ×ÃÖ¨Ö®ŸÖ, †¾ÖµÖ¾ÖÖë Û ß ÃÖ´ÖÖ®ÖŸÖÖ Û Ö ×ÃÖ¨Ö®ŸÖ, ÃÖÖ´ÖÖ®µÖßÛ ¸ÞÖ Û Ö ×ÃÖ¨Ö®ŸÖ …
(4) ÃÖÖ´ÖÖ®µÖßÛ ¸ÞÖ Û Ö ×ÃÖ¨Ö®ŸÖ, ¯ÖõÖÖ®ŸÖ¸ÞÖ ×ÃÖ¨Ö®ŸÖ, ¿Ö׌ŸÖ ×ÃÖ¨Ö®ŸÖ, †¾ÖµÖ¾ÖÖë Û ß ÃÖ´ÖÖ®ÖŸÖÖ Û Ö ×ÃÖ¨Ö®ŸÖ …
J-09-16 13 Paper-II

[Link]
30. Assertion (A) : All gifted children are creative also.
Reasoning (R) : Creativity is not necessarily related to giftedness.
Which of the following options is correct ?
(1) Both (A) and (R) are true, but (R) is not the correct reason for (A).
(2) Both (A) and (R) are true and (R) is the correct reason for (A).
(3) Both (A) and (R) are false.
(4) (R) is true, but cannot be the reason for (A).

31. In dealing with which of the following categories of children, social equity becomes an
important consideration ?
(1) Gifted children (2) Backward children
(3) Mentally retarded children (4) Creative children

32. For enhancing personal effectiveness, which of the aspects of ‘Johary Window’ should
be expanded ?
(1) Arena with reduced size of B
(2) Arena with reduced size of C
(3) Arena with reduced size of D
(4) Arena with reduced size of B, C and D

33. Who is an arch advocate of trait theory of personality ?

(1) Sheldon (2) Kretschmer
(3) Jung (4) Allport

34. A student is rebuked by his/her class teacher for negligence in studies. When he/she
comes back to his/her home, he/she ill-treats the pets/toys etc. This is a case of
(1) Aggression (2) Rationalization
(3) Denial (4) Displacement

35. Which of the following is intimately associated with mental health ?

(1) Absence of anxiety.
(2) Keeping one’s desires in abeyance.
(3) Resources for gratifying needs.
(4) Ability to defer gratification of needs.
Paper-II 14 J-09-16

[Link]
30. †×³ÖÛ £Ö®Ö (A) : ÃÖ³Öß ¯ÖÏןֳÖÖ¿ÖÖ»Öß ²ÖÖ»ÖÛ ÃÖé•Ö®Ö¿Öᯙ ³Öß ÆÖêŸÖê Æï …
Û Ö¸ÞÖ (R) : ÃÖé•Ö®Ö¿Ö߻֟ÖÖ ¯ÖÏןֳÖÖÃÖ´¯Ö®®ÖŸÖÖ ÃÖê †Ö¾Ö¿µÖÛ º ¯Ö ´Öë ÃÖ´²Ö×®¬ÖŸÖ ®ÖÆà Æï …
×®Ö´®ÖÖÓ×Û ŸÖ ´Öë ÃÖê Û Öî®Ö ÃÖÖ ×¾ÖÛ »¯Ö ÃÖÆß Æî :
(1) (A) ŸÖ£ÖÖ (R) ¤Öê®ÖÖë ÃÖŸµÖ Æï , ¯Ö¸®ŸÖã (R), (A) Û Ö ÃÖÆß Û Ö¸ÞÖ ®ÖÆà Æî …
(2) (A) ŸÖ£ÖÖ (R) ¤Öê®ÖÖë ÃÖŸµÖ Æï ŸÖ£ÖÖ (R), (A) Û ß ÃÖÆß Û Ö¸ÞÖ Æî …
(3) (A) ŸÖ£ÖÖ (R) ¤Öê®ÖÖë †ÃÖŸµÖ Æï …
(4) (R) ÃÖÆß Æî , ¯Ö¸®ŸÖã (A) Û Ö Û Ö¸ÞÖ ®ÖÆà ÆÖêŸÖÖ …

31. ×®Ö´®ÖÖÓ×Û ŸÖ ²ÖÖ»ÖÛ Öë Ûê ×Û ÃÖ ÃÖÓ¾ÖÝÖÔ Ûê ×»Ö‹ “ÃÖÖ´ÖÖוÖÛ ®µÖÖµÖ Û ß †¯ÖêõÖÖ” ´ÖÆ¢¾Ö¯ÖæÞÖÔ ²Ö®Ö •ÖÖŸÖß Æî ?
(1) ¯ÖÏןֳÖÖ¿ÖÖ»Öß ²ÖÖ»ÖÛ
(2) ׯ֔›Ìê ²ÖÖ»ÖÛ
(3) ´Ö×®¤ŸÖ´Ö®ÖÖ ²ÖÖ»ÖÛ
(4) ÃÖé•Ö®Ö¿Öᯙ ²ÖÖ»ÖÛ

32. ¾µÖ׌ŸÖÝÖŸÖ ¯ÖϳÖÖ×¾ÖŸÖÖ ÃÖÓ¾ÖÙ¬ÖŸÖ Û ¸®Öê Æê ŸÖã, ‘•ÖÖîÆ ¸ß ×ÜÖ›Ì Û ß’ Ûê ×Û ÃÖ ³ÖÖÝÖ Û Öê ×¾ÖßÖÖ׸ŸÖ Û ¸®ÖÖ “ÖÖ×Æ‹ ?
(1) ‘²Öß’ Û Öê Û ´Ö Û ¸Ûê ¯ÖÖ¸¤Ù¿ÖŸÖÖ »ÖÖ®ÖÖ
(2) ‘ÃÖß’ Û Öê Û ´Ö Û ¸Ûê ¯ÖÖ¸¤Ù¿ÖŸÖÖ »ÖÖ®ÖÖ
(3) ‘›ß’ Û Öê Û ´Ö Û ¸Ûê ¯ÖÖ¸¤Ù¿ÖŸÖÖ »ÖÖ®ÖÖ
(4) ²Öß, ÃÖß ŸÖ£ÖÖ ›ß ŸÖß®ÖÖë Û Öê Û ´Ö Û ¸Ûê ¯ÖÖ¸¤Ù¿ÖŸÖÖ »ÖÖ®ÖÖ

33. ¾µÖ׌ŸÖŸ¾Ö Ûê ×¾Ö¿ÖêÂÖÛ ×ÃÖ¨Ö®ŸÖ Ûê ¯ÖÏ²Ö»Ö ÃÖ´Ö£ÖÔÛ Û Öî®Ö Æï ?

(1) ¿Öê»›®Ö
(2) ÛÎê ™¿ÖË´Ö¸
(3) µÖãÓÝÖ
(4) †Ö»Ö¯ÖÖê™Ô

34. ×Û ÃÖß ”Ö¡Ö/”Ö¡ÖÖ Û Öê †¬µÖµÖ®Ö ´Öë »ÖÖ¯Ö¸¾ÖÖÆß Æê ŸÖã ׿ÖõÖÛ «Ö¸Ö ›ÖÑ™ ¯Ö›Ì ŸÖß Æî … •Ö²Ö ¾ÖÆ ‘Ö¸ †ÖŸÖÖ Æî ŸÖÖê ¾ÖÆ †¯Ö®Öê
¯ÖÖ»ÖŸÖæ •ÖÖ®Ö¾Ö¸ / ×ÜÖ»ÖÖî®Öê †Öפ Ûê ÃÖÖ£Ö ¤ã ¾µÖÔ¾ÖÆÖ¸ Û ¸ŸÖÖ Æî … ‡ÃÖê Û ÆÖ •ÖÖ‹ÝÖÖ
(1) †ÖÛÎ Ö´ÖÛ ŸÖÖ
(2) †Öîד֟µÖ ãÖÖ¯Ö®Ö
(3) †Ã¾ÖßÛé ןÖ
(4) ×¾ÖãÖÖ¯Ö®Ö

35. ×®Ö´®ÖÖÓ×Û ŸÖ ´Öë ÃÖê Û Öî®Ö ÃÖÖ ´ÖÖ®Ö×ÃÖÛ Ã¾ÖÖãµÖ ÃÖê ‘Ö×®Öš º ¯Ö ´Öë •Öã›Ì Ö ÆÖêŸÖÖ Æî ?
(1) ד֮ŸÖÖ Û Ö †³ÖÖ¾Ö
(2) †¯Ö®Öß ‡“”Ö†Öë Û Öê ãÖÝÖ®Ö ´Öë ¸ÜÖ®ÖÖ
(3) †Ö¾Ö¿µÖÛ ŸÖÖ†Öë Û ß ŸÖã×™ Ûê ÃÖÓÃÖÖ¬Ö®Ö
(4) †Ö¾Ö¿µÖÛ ŸÖÖ†Öë Û ß ÃÖÓŸÖã×™ Û Öê ãÖÝÖ®Ö ´Öë ¸ÜÖ®Öê Û ß µÖÖêݵ֟ÖÖ

J-09-16 15 Paper-II

[Link]
36. In a study regarding two types of video games and their relation to play way method of
teaching, four types of conclusions can be arrived at, as listed below. Identify which of the
statements can be treated as Type II error.
(1) Deciding the two types of video games are not related to play way method of
teaching and they really are not.
(2) Deciding the two types of video games are related to play way method of teaching
and they really are not.
(3) Deciding the two types of video games are related to play way method of teaching
and they really are.
(4) Deciding the two types of video games are not related to play way method of
teaching and they really are.

37. Match the criterion for evaluation study from Set-I with the description in Set-II. For
answer use the appropriate code.
Set – I Set – II
(Criterion for Evaluation (Description)
Study)
(a) Feasibility Standard (i) Evaluation will be conducted legally, ethically
giving due regard for the welfare of those involved.
(b) Propriety Standard (ii) Evaluation should state and convey technically
adequate information about the practice studied.
(c) Utility Standard (iii) Ensure that evaluation will offer practical and timely
information.
(d) Accuracy Standard (iv) Evaluation will be realistic, economical and
diplomatic.
(v) Evaluation will be based on context analysis and
procedure.
(vi) Evaluation should be based on conceptual
framework and for self regulation.
Codes :
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (iv) (i) (iii) (ii)
(3) (iv) (ii) (i) (iii)
(4) (ii) (i) (iii) (iv)
Paper-II 16 J-09-16

[Link]
36. ×Û ÃÖß †¬µÖµÖ®Ö ´Öë ¤Öê ¯ÖÏÛ Ö¸ Ûê “¾Öß×›µÖÖê-ÝÖê´•ÖÌ” ŸÖ£ÖÖ ˆ®ÖÛ Ö ÜÖê»Ö-ÜÖê»Ö ´Öë ׿ÖõÖÖ ÃÖê ÃÖ´²Ö®¬Ö ¤ê ÜÖ®Öê Ûê ÛÎ ´Ö ´Öë “ÖÖ¸
¯ÖÏÛ Ö¸ Ûê ×®ÖÂÛ ÂÖÖí ¯Ö¸ ¯ÖÆãÑ “ÖÖ •ÖÖ ÃÖÛ ŸÖÖ Æî ו֮Æë ®Öß“Öê ¤¿ÖÖÔµÖÖ ÝÖµÖÖ Æî … ²ÖŸÖÖ‡‹ ×Û ‡®Ö´Öë ÃÖê Û Öî®Ö ÃÖÖ ×®ÖÂÛ ÂÖÔ º ¯Ö
Û £Ö®Ö ׫ŸÖßµÖ ¯ÖÏÛ Ö¸ Û ß ¡Öã×™ Ûê º ¯Ö ´Öë ×»ÖµÖÖ •ÖÖ ÃÖÛ ŸÖÖ Æî :
(1) µÖÆ ×®ÖÞÖÔµÖ »Öê®ÖÖ ×Û ¤Öê®ÖÖë ¯ÖÏÛ Ö¸ Ûê ‘¾Öß×›µÖÖê-ÝÖê´•ÖÌ’ ÜÖê»Ö ×¾Ö×¬Ö ÃÖê ׿ÖõÖÞÖ ÃÖê ÃÖ´²Ö×®¬ÖŸÖ ®ÖÆà Æï , ‹êÃÖÖ
¾ÖÖßÖ×¾ÖÛ º ¯Ö ´Öë ®ÖÆà Æî …
(2) µÖÆ ×®ÖÞÖÔµÖ »Öê®ÖÖ ×Û ¤Öê ×¾Ö׬ֵÖÖë ¯Ö¸ †Ö¬ÖÖ׸ŸÖ ‘¾Öß×›µÖÖê-ÝÖê´•ÖÌ’ ÜÖê»Ö «Ö¸Ö ׿ÖõÖÞÖ ×¾Ö×¬Ö ÃÖê ÃÖ´²Ö×®¬ÖŸÖ Æï ŸÖ£ÖÖ
‹êÃÖÖ ®ÖÆà Æî …
(3) µÖÆ ×®ÖÞÖÔµÖ »Öê®ÖÖ ×Û ¤Öê®ÖÖë ¯ÖÏÛ Ö¸ Ûê ‘¾Öß×›µÖÖê-ÝÖê´•Ö ÜÖê»Ö ×¾Ö×¬Ö ÃÖê ׿ÖõÖÞÖ ÃÖê ÃÖ´²Ö×®¬ÖŸÖ Æî ŸÖ£ÖÖ ‹êÃÖÖ Æî …
(4) µÖÆ ×®ÖÞÖÔµÖ »Öê®ÖÖ ×Û ¤Öê®ÖÖë ¯ÖÏÛ Ö¸ Ûê ‘¾Öß×›µÖÖê-ÝÖê´•ÖÌ’ ÜÖê»Ö ×¾Ö×¬Ö «Ö¸Ö ׿ÖõÖÞÖ ÃÖê ÃÖ´²Ö×®¬ÖŸÖ ®ÖÆà Æï ŸÖ£ÖÖ ‹êÃÖÖ
Æî …

37. ¯ÖÆ»Öê ÃÖ´Öã““ÖµÖ (Set-I) ´Öë ¯ÖϤ ¢Ö ´Ö滵ÖÖÓÛ ®Ö¯Ö¸Û †¬µÖµÖ®Ö Ûê ×»Ö‹ ×®ÖÛ ÂÖ Û Öê ¤æ ÃÖ¸ê ÃÖ´Öã““ÖµÖ (Set-II) ´Öë פ‹ ÝÖ‹
×¾Ö¾Ö¸ÞÖ ÃÖê ×´Ö»ÖÖ®Ö Û ßו֋ … ˆ¢Ö¸ Ûê ×»Ö‹ ˆ¯ÖµÖãŒŸÖ Û Öê› Û Ö ¯ÖϵÖÖêÝÖ Û ßו֋ …
ÃÖ´Öã““ÖµÖ– I ÃÖ´Öã““ÖµÖ – II
(´Ö滵ÖÖÓÛ ®Ö¯Ö¸Û †¬µÖµÖ®Ö (×¾Ö¾Ö¸ÞÖ)
Ûê ×»Ö‹ ×®ÖÛ ÂÖ)
(a) ÃÖãÛ ÖµÖÔŸÖÖ ÃŸÖ¸ (i) ´Ö滵ÖÖÓÛ ®Ö ×¾Ö׬ÖÛ ‹¾ÖÓ ®ÖîןÖÛ º ¯Ö ´Öë ÃÖ´¯Ö®®Ö ÆÖêÝÖÖ ×•ÖÃÖ´Öë ¯ÖÏןֳÖÖÝÖ Û ¸®Öê
¾ÖÖ»Öê ÃÖ³Öß Ûê ×ÆŸÖ ¯Ö¸ ¬µÖÖ®Ö ×¤µÖÖ •ÖÖ‹ÝÖÖ …
(b) †Öîד֟µÖ ßָ (ii) ´Ö滵ÖÖÓÛ ®Ö ´Öë וÖÃÖ ¾µÖ¾ÖÆÖ¸ (¸ßןÖ) Û Ö †¬µÖµÖ®Ö ×Û µÖÖ •ÖÖ ¸ÆÖ Æî , ˆÃÖÃÖê
ÃÖ´²Ö×®¬ÖŸÖ ¯ÖµÖÖÔ¯ŸÖ ÃÖæ“Ö®ÖÖ ¤¿ÖÖÔµÖß ‹¾ÖÓ ÃÖ´¯ÖÏê×ÂÖŸÖ Û ß •ÖÖ®Öß “ÖÖ×Æ‹ •ÖÖê
ŸÖÛ ®ÖßÛ ß œÑ ÝÖ ÃÖê ÆÖê …
(c) ˆ¯ÖµÖÖê×ÝÖŸÖÖ ÃŸÖ¸ (iii) µÖÆ ÃÖã×®Ö׿“ÖŸÖ Û ¸®ÖÖ ×Û ´Ö滵ÖÖÓÛ ®Ö ¾µÖÖ¾ÖÆÖ×¸Û ‹¾ÖÓ ÃÖ´ÖµÖÖ®ÖãÛæ »Ö ÃÖæ“Ö®ÖÖ
ˆ¯Ö»Ö²¬Ö Û ¸Ö‹ÝÖÖ …
(d) ¯Ö׸¿Ö㨠ŸÖÖ ÃŸÖ¸ (iv) ´Ö滵ÖÖÓÛ ®Ö µÖ£ÖÖ£ÖÔ¯ÖæÞÖÔ, ×´ÖŸÖ¾µÖµÖß ‹¾ÖÓ ®Ößן֯ÖæÞÖÔ ÆÖêÝÖÖ …
(v) ´Ö滵ÖÖÓÛ ®Ö Û Öê ÃÖÓ¤ ³ÖÔ ×¾Ö¿»ÖêÂÖÞÖ ‹¾ÖÓ ¯Ö¨×ŸÖ ¯Ö¸ †Ö¬ÖÖ׸ŸÖ ×Û µÖÖ •ÖÖ‹ÝÖÖ …
(vi) ´Ö滵ÖÖÓÛ ®Ö Û Öê ÃÖ´¯ÖÏŸµÖµÖÖŸ´ÖÛ ¯Ö׸¯ÖÏêõµÖ ŸÖ£ÖÖ Ã¾Ö-ÃÖÓµÖ´Ö®Ö ¯Ö¸ †Ö¬ÖÖ׸ŸÖ
Û ¸®ÖÖ “ÖÖ×Æ‹ …
Ûæ ™ :
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (iv) (i) (iii) (ii)
(3) (iv) (ii) (i) (iii)
(4) (ii) (i) (iii) (iv)
J-09-16 17 Paper-II

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38. Match the items in Set – I with the items in Set – II and use the correct code as answer.
Set – I Set – II
(Variable) (Scale of measurement)
(a) Intelligence scores on a Verbal test (i) Ratio scale
(b) Ranks of the students in a musical test (ii) Interval scale
(c) Number of children in tribal families (iii) Ordinal scale
(d) Length and breadth of classroom (iv) Nominal scale
Codes :
(a) (b) (c) (d)
(1) (ii) (iii) (iv) (i)
(2) (ii) (iv) (iii) (i)
(3) (i) (ii) (iii) (iv)
(4) (iv) (iii) (i) (ii)

39. In using inferential statistics, which one of the following will be considered as relevant
information ?
(1) Information about the tool of research.
(2) Information about the research design.
(3) Nature of the aggregate (population).
(4) Sampling procedure used.

40. In calculating an ‘F’ value from a research data, which of the following is required at the
end of operation ?
(1) Finding out the total sum of squares.
(2) Finding out the ratio of total sum of squares and between sum of squares.
(3) Finding out the ratio of Between sum of squares and within sum of squares.
(4) Finding out the ratio of within sum of squares and total sum of squares.

41. In a study, a researcher wants to eliminate the effect of one variable in a bid to find out the
pure relationship between two variables of his/her interest. He/She should be advised to
use which of the following methods of computing coefficient of correlation ?
(1) Multiple correlation
(2) Point Biserial correlation
(3) Contingency coefficient via Chi-square
(4) Partial correlation

Paper-II 18 J-09-16

[Link]
38. ¯ÖÏ£Ö´Ö ÃÖ´Öã““ÖµÖ Ûê ¯Ö¤Öë Û Ö ¤æ ÃÖ¸ê ÃÖ´Öã““ÖµÖ Ûê ¯Ö¤Öë ÃÖê ×´Ö»ÖÖ®Ö Û ßו֋ ŸÖ£ÖÖ ˆ¢Ö¸ ¤ê ®Öê Ûê ×»Ö‹ ÃÖÆß Ûæ ™ (Code) Û Ö
¯ÖϵÖÖêÝÖ Û ßו֋ :
ÃÖ´Öã““ÖµÖ – I ÃÖ´Öã““ÖµÖ – II
(“Ö¸) (´ÖÖ¯Ö®Ö Æê ŸÖã ´ÖÖ¯Ö®Öß)
(a) ×Û ÃÖß ¿ÖÖײ¤Û ¯Ö¸ßõÖÞÖ «Ö¸Ö ¯ÖÏÖ¯ŸÖ ²Öãר Ûê ¯ÖÏÖ¯ŸÖÖÓÛ (i) †®Öã¯ÖÖŸÖ ´ÖÖ¯Ö®Öß
(b) ÃÖÓÝÖßŸÖ ¯Ö¸ßõÖÞÖ ´Öë ”Ö¡ÖÖë Û ß †®Öã×ãÖןֵÖÖÑ (ii) †®ŸÖ¸Ö»Ö ´ÖÖ¯Ö®Öß
(c) •Ö®Ö•ÖÖŸÖßµÖ ¯Ö׸¾ÖÖ¸Öë ´Öë ²Ö““ÖÖë Û ß ÃÖÓܵÖÖ (iii) ÛÎ ×´ÖÛ ´ÖÖ¯Ö®Öß
(d) Û õÖÖ-ÝÖéÆ Û ß »Ö´²ÖÖ‡Ô ‹¾ÖÓ “ÖÖî›Ì Ö‡Ô (iv) ®ÖÖ×´ÖŸÖ ´ÖÖ¯Ö®Öß
Ûæ ™ :
(a) (b) (c) (d)
(1) (ii) (iii) (iv) (i)
(2) (ii) (iv) (iii) (i)
(3) (i) (ii) (iii) (iv)
(4) (iv) (iii) (i) (ii)

39. †®Öã´ÖÖ®Ö¯Ö¸Û ÃÖÖÓܵÖÛ ß Ûê †®Öã¯ÖϵÖÖêÝÖ ´Öë ×®Ö´®ÖÖÓ×Û ŸÖ ´Öë ÃÖê Û Öî®Ö ÃÖß ÃÖæ“Ö®ÖÖ ÃÖÓÝÖŸÖ ´ÖÖ®Öß •ÖÖ‹ÝÖß ?
(1) ¿ÖÖê¬Ö ˆ¯ÖÛ ¸ÞÖ Ûê ²ÖÖ¸ê ´Öë ÃÖæ“Ö®ÖÖ
(2) ¿ÖÖê¬Ö †×³ÖÛ »¯Ö Ûê ²ÖÖ¸ê ´Öë ÃÖæ“Ö®ÖÖ
(3) ÃÖ´ÖÝÖÏ (Ûã »Ö †³Öß™ ÃÖ´ÖæÆ ) Û ß ¯ÖÏÛé ןÖ
(4) ¯ÖϵÖãŒŸÖ ¯ÖÏ×ŸÖ“ÖµÖ®Ö ×¾Ö׬Ö

40. ×Û ÃÖß ¿ÖÖê¬Ö ¯ÖϤ ¢Ö ÃÖê ‘F’ Û Ö ´ÖÖ®Ö ¯Ö׸ÝÖ×ÞÖŸÖ Û ¸®Öê Ûê ×»Ö‹ ×®Ö´®ÖÖÓ×Û ŸÖ ´Öë ÃÖê Û Öî®Ö ÃÖß †×®ŸÖ´Ö ÃÖÓ×ÛÎ µÖÖ †¯Öê×õÖŸÖ Æî ?
(1) Ûã »Ö ¾ÖÝÖÖí Û Ö ÃÖ´¯ÖæÞÖÔ µÖÖêÝÖ –ÖÖŸÖ Û ¸®ÖÖ …
(2) Ûã »Ö ¾ÖÝÖÖí Ûê ÃÖ´¯ÖæÞÖÔ µÖÖêÝÖ ŸÖ£ÖÖ ´Ö¬µÖ Ûã »Ö ¾ÖÝÖÖí Û Ö †®Öã¯ÖÖŸÖ –ÖÖŸÖ Û ¸®ÖÖ …
(3) ´Ö¬µÖ Ûã »Ö ¾ÖÝÖÖí ‹¾ÖÓ †®ŸÖ: Ûã »Ö ¾ÖÝÖÖí Û Ö †®Öã¯ÖÖŸÖ –ÖÖŸÖ Û ¸®ÖÖ …
(4) †®ŸÖ: Ûã »Ö ¾ÖÝÖÖí ŸÖ£ÖÖ Ûã »Ö ¾ÖÝÖÖí Û Ö †®Öã¯ÖÖŸÖ –ÖÖŸÖ Û ¸®ÖÖ …

41. ×Û ÃÖß †¬µÖµÖ®Ö ´Öë ‹Û ¿ÖÖê¬ÖÛ ŸÖÖÔ ¤Öê ‹êÃÖê “Ö¸Öë Ûê ´Ö¬µÖ ×¾Ö¿Ö㨠ÃÖ´²Ö®¬Ö Û Ö ¯ÖŸÖÖ »ÖÝÖÖ®ÖÖ “ÖÖÆŸÖÖ Æî •ÖÖê ˆÃÖÛê †¬µÖµÖ®Ö
Ûê ¯ÖϵÖÖê•Ö®Ö ÃÖê ÃÖ´²Ö¨ Æî … ¾ÖÆ ‹Û “Ö¸ Ûê ¯ÖϳÖÖ¾Ö Û Ö ×®Ö¸ÃÖ®Ö Û ¸®ÖÖ “ÖÖÆŸÖÖ Æî … ÃÖÆÃÖ´²Ö®¬Ö –ÖÖŸÖ Û ¸®Öê Æê ŸÖã
×®Ö´®ÖÖÓ×Û ŸÖ ´Öë ÃÖê ×Û ÃÖ ×¾Ö×¬Ö Ûê ¯ÖϵÖÖêÝÖ Æê ŸÖã ¯Ö¸Ö´Ö¿ÖÔ ×¤µÖÖ •ÖÖ®ÖÖ “ÖÖ×Æ‹ ?
(1) ²ÖÆã »Ö ÃÖ´²Ö®¬Ö ÃÖæ“ÖÛ ÃÖÆÃÖ´²Ö®¬Ö
(2) ײ֮¤ã ׫ÛÎ ×´ÖÛ ÃÖÆÃÖ´²Ö®¬Ö
(3) ‘Û Ö‡Ô ÃÛê †¸ ’ Ûê ´ÖÖ¬µÖ´Ö ÃÖê ¯Ö¸Ã¯Ö¸ ×®Ö³ÖÔ¸ ŸÖÖ ÝÖãÞÖÛ
(4) †ÖÓ׿ÖÛ ÃÖÆÃÖ´²Ö®¬Ö ÝÖãÞÖÛ

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42. In rejecting a null hypothesis (H0), a researcher is likely to commit which type of error ?
(1) Type I error
(2) Type II error
(3) Both Type I and II errors
(4) Neither Type I or Type II errors

43. Which of the following is not a limitation of Educational Research ?

(1) Complexity of Research problems.
(2) Methodological difficulties.
(3) Public nature of education.
(4) Mental discomfort of subjects.

44. In meta analysis of literature reviews

(1) are narrative syntheses of prior research.
(2) can be applied in every study.
(3) require little or no researcher decisions in the process.
(4) consider in average statistical terms the results of prior research.

45. Which of the following will be the standard error of mean when standard deviation is 8.00
and N = 100 ?
(1) 8.00 (2) 0.80
(3) 0.08 (4) 0.008

46. Match the items of List – I with the items in List – II and use the correct code to indicate
your answer.
List – I List – II
(Types of reliability) (Procedure)
(a) Stability (i) Administer one test and correlate the items to
each other.
(b) Equivalence (ii) Administer different tests to the same
individuals over a period of time.
(c) Equivalence and Stability (iii) Administer the same test to the same
individuals over a period of time.
(d) Internal consistency (iv) Administer different tests to the same
individuals at about the same time.
Codes :
(a) (b) (c) (d)
(1) (iii) (ii) (iv) (i)
(2) (ii) (iii) (i) (iv)
(3) (iii) (iv) (ii) (i)
(4) (iv) (iii) (i) (ii)
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42. ×Û ÃÖß ¿Öæ®µÖ ¯Ö׸Œ»Ö¯Ö®ÖÖ (H0)Û Öê †Ã¾ÖßÛ Ö¸ Û ¸®Öê ´Öë ¿ÖÖê¬ÖÛ ŸÖÖÔ ×Û ÃÖ ¯ÖÏÛ Ö¸ Û ß ¡Öã×™ Û ß ÃÖ´³ÖÖ¾Ö®ÖÖ ¯ÖÏŸµÖÖ×¿ÖŸÖ Û ¸ê ÝÖÖ ?
(1) ¯ÖÏ£Ö´Ö (Type-I) ¯ÖÏÛ Ö¸ Û ß ¡Öã×™
(2) ׫ŸÖßµÖ ¯ÖÏÛ Ö¸ Û ß ¡Öã×™
(3) ¤Öê®ÖÖë (¯ÖÏ£Ö´Ö+׫ŸÖßµÖ) ¯ÖÏÛ Ö¸ Û ß ¡Öã×™µÖÖÑ
(4) ®Ö ¯ÖÏ£Ö´Ö ¯ÖÏÛ Ö¸ Û ß, ®Ö ׫ŸÖßµÖ ¯ÖÏÛ Ö¸ Û ß ¡Öã×™µÖÖÑ

43. †¬ÖÖê×»Ö×ÜÖŸÖ ´Öë ÃÖê ×Û ÃÖê ¿Öî×õÖÛ †®ÖãÃÖ®¬ÖÖ®Ö Û ß ÃÖß´ÖÖ ®ÖÆà Û ÆÖ •ÖÖ‹ÝÖÖ ?
(1) ¿ÖÖê¬Ö ÃÖ´ÖõÖÖ†Öë Û ß •Ö×™»ÖŸÖÖ
(2) ¿ÖÖê¬Ö ¯ÖÏ×ÛÎ µÖÖ ×¾Ö×¬Ö ÃÖê ÃÖ´²Ö¨ Û ×š®ÖÖ‡µÖÖÑ
(3) ׿ÖõÖÖ Û ß †Ö´Ö ¯ÖÏÛé ןÖ
(4) ¯ÖϵÖÖꕵÖÖë Û ß ´ÖÖ®Ö×ÃÖÛ †ÃÖÆ•ÖŸÖÖ

44. ¯Ö¸Ö ×¾Ö¿»ÖêÂÖÞÖ Ûê †®ŸÖÝÖÔŸÖ ¿ÖÖê¬Ö ÃÖÖ×ÆŸµÖ Û Ö ÃÖ¾ÖìõÖÞÖ ÆÖêŸÖÖ Æî

(1) ¯Öæ¾ÖÔ ´Öë Ûé ŸÖ ¿ÖÖê¬ÖÖë Û Ö †ÖܵÖÖŸ´ÖÛ ×¾Ö¿»ÖêÂÖÞÖ …
(2) ¯ÖÏŸµÖêÛ †¬µÖµÖ®Ö ´Öë ¾µÖ¾ÖÆÖ¸ ´Öë »ÖÖ®ÖÖ …
(3) ¿ÖÖê¬ÖÛ ŸÖÖÔ ÃÖê ¿ÖÖê¬Ö-¯ÖÏ×ÛÎ µÖÖ Ûê †®ŸÖÝÖÔŸÖ ‘Û ´Ö’ †£Ö¾ÖÖ ‘®ÖÆà’ Ûê ²Ö¸Ö²Ö¸ ×®ÖÞÖÔµÖ …
(4) ¯Öæ¾ÖÔ ¿ÖÖê¬ÖÖë Ûê ¯Ö׸ÞÖÖ´ÖÖë Û Ö †ÖîÃÖŸÖ ÃÖÖÓ×ܵÖÛ ßµÖ º ¯ÖÖë ´Öë »Öê®ÖÖ …

45. ´Ö¬µÖ´ÖÖ®Ö Û ß ´ÖÖ®ÖÛ ¡Öã×™ –ÖÖŸÖ Û ßו֋ •Ö²Ö×Û ´ÖÖ®ÖÛ ×¾Ö“Ö»Ö®Ö = 8.00 ŸÖ£ÖÖ ÃÖ´ÖæÆ Û ß ÃÖÓܵÖÖ ÃÖÖî (N = 100) Æî …
(1) 8.00
(2) 0.80
(3) 0.08
(4) 0.008

46. ÃÖæ“Öß – I Ûê ¯Ö¤Öë Û Ö ÃÖæ“Öß – II ´Öë פ‹ ÝÖ‹ ¯Ö¤Öë ÃÖê ×´Ö»ÖÖ®Ö Û ßו֋ ŸÖ£ÖÖ †¯Ö®ÖÖ ˆ¢Ö¸ ¤ê ®Öê Ûê ×»Ö‹ ÃÖÆß Ûæ ™ Û Ö
¯ÖϵÖÖêÝÖ Û ßו֋ …
ÃÖæ“Öß – I ÃÖæ“Öß – II
(×¾Ö¿¾ÖÃÖ®ÖßµÖŸÖÖ Ûê ¯ÖÏÛ Ö¸) (×¾Ö׬Ö)
(a) ×ãָŸÖÖ (i) ¯Ö¸ßõÖÖ ‹Û ²ÖÖ¸ ¤ê Û ¸ ¯Ö¤Öë Ûê ´Ö¬µÖ ¯Ö¸Ã¯Ö¸ ÃÖ´²Ö®¬Ö ¤ê ÜÖ®ÖÖ …
(b) ÃÖ´ÖŸÖ㻵֟ÖÖ (ii) ‹Û ×¾Ö׿Ö™ †¾Ö×¬Ö ´Öë ˆ®Æà ¾µÖ׌ŸÖµÖÖë Û Öê ׳֮®Ö ¯ÖÏÛ Ö¸ Û ß ¯Ö¸ßõÖÖ‹Ñ
¤ê ®ÖÖ …
(c) ÃÖ´ÖŸÖ㻵֟ÖÖ ‹¾ÖÓ ×ãָŸÖÖ (iii) ˆÃÖß ¯Ö¸ßõÖÖ Û Öê ‹Û ×¾Ö׿Ö™ †¾Ö×¬Ö ´Öë ˆ®Æà ¾µÖ׌ŸÖµÖÖë Û Öê ¤ê ®ÖÖ …
(d) †Ö®ŸÖ×¸Û ÃÖ´Öº ¯ÖŸÖÖ (iv) ˆ®Æà ¾µÖ׌ŸÖµÖÖë Û Öê »ÖÝÖ³ÖÝÖ ˆÃÖß ÃÖ´ÖµÖ ×³Ö®®Ö ¯ÖÏÛ Ö¸ Û ß ¯Ö¸ßõÖÖ‹Ñ ¤ê ®ÖÖ …
Ûæ ™ :
(a) (b) (c) (d)
(1) (iii) (ii) (iv) (i)
(2) (ii) (iii) (i) (iv)
(3) (iii) (iv) (ii) (i)
(4) (iv) (iii) (i) (ii)

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47. Which of the following is not included in ethnographic contributions to research ?
(1) Exploratory or discovery oriented approach.
(2) Generalizability to different settings and populations.
(3) Preponderance of evidence of many case studies.
(4) Evaluation research through formative method.

48. In the formation of research problems for educational studies using quantitative paradigms
a sequence of logical steps has to be followed usually in a particular order.
From the list given below, select an appropriate sequence from the code.
List of steps :
(i) Deciding the specific problem.
(ii) Determining the field of study.
(iii) Identifying the variables involved.
(iv) Defining and delimiting the scope of the problem.
(v) Evaluating on the basis of personal and academic suitability of the problem.
Codes :
(1) (i), (ii), (iv), (iii), (v)
(2) (v), (iii), (iv), (ii), (i)
(3) (ii), (iv), (v), (iii), (i)
(4) (ii), (i), (iii), (iv), (v)

49. Standard deviation of a sampling distribution of a statistic is termed as,

(1) Standard variance (2) Sampling variance
(3) Sampling error (4) Standard error

50. For conducting action research, reviewing of related literature is done to

(1) classify the design of the study.
(2) ascertain the quantitative or qualitative nature of the situation.
(3) ensure the contribution of the study to existing literature.
(4) identify the effective ideas and practices.
_____________

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47. ¿ÖÖê¬Ö ´Öë ®Öé-•ÖÖŸÖßµÖ ³Öæ×´ÖÛ Ö ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×Û ÃÖ´Öë ÃÖ´ÖÖ×¾Ö™ ®ÖÆà ÆÖêÝÖß ?
(1) ÜÖÖê•Ö-²Öß®Ö †£Ö¾ÖÖ †®¾ÖêÂÖÞÖ-ˆ®´ÖãÜÖ ˆ¯ÖÖÝÖ´Ö …
(2) ׳֮®Ö ¯Ö׸×ãÖןֵÖÖë ‹¾ÖÓ ÃÖ´ÖÝÖÏ ¯Ö¸ ÃÖÖ´ÖÖ®µÖßÛ ¸ÞÖ Û ß ÃÖ´³ÖÖ¾Ö®ÖÖ …
(3) Û ‡Ô ¾µÖ×™-†¬µÖµÖ®ÖÖë Û ß ¯ÖÏ“Ö㸠ŸÖÖ¯Öæ¾ÖÔÛ ÃÖÖõµÖ …
(4) ¸“Ö®ÖÖŸ´ÖÛ ×¾Ö×¬Ö «Ö¸Ö ´Ö滵ÖÖÓÛ ®Ö ¿ÖÖê¬Ö …

48. ¿ÖÖê¬Ö Û ß ÃÖ´ÖõÖÖ Ûê ¯ÖÏן֯ÖÖ¤®Ö ´Öë •ÖÖê ¯ÖÏÖµÖ: ¯Ö׸´ÖÖÞÖÖŸ´ÖÛ ¯ÖÏןִÖÖ®Ö ¯Ö¸ †Ö¬ÖÖ׸ŸÖ †¬µÖµÖ®Ö ÆÖêŸÖê Æï , Û ×ŸÖ¯ÖµÖ ŸÖÖÙÛ Û
ÃÖÖê¯ÖÖ®ÖÖë Û Öê †®ÖãÛÎ ×´ÖŸÖ º ¯Ö ´Öë †®Öã¯ÖÖ×»ÖŸÖ ×Û µÖÖ •ÖÖŸÖÖ Æî … ®Öß“Öê ¤ß ÝÖ‡Ô ÃÖæ“Öß ÃÖê ‹Û ˆ¯ÖµÖãŒŸÖ †®ÖãÛÎ ´Ö Û Öê “Öã×®Ö‹ :
ÃÖÖê¯ÖÖ®Ö-ÃÖæ“Öß
(i) ×¾Ö׿Ö™ ÃÖ´ÖõÖÖ Ûê ²ÖÖ¸ê ´Öë ×®ÖÞÖÔµÖ
(ii) ¿ÖÖê¬Ö Ûê †®ÖãõÖê¡Ö Û Ö ×®Ö¬ÖÖÔ¸ ÞÖ
(iii) ¿ÖÖê¬Ö ´Öë ×®Ö×ÆŸÖ “Ö¸Öë Û ß ¯ÖÆ“ÖÖ®Ö Û ¸®ÖÖ
(iv) ÃÖ´ÖõÖÖ Ûê õÖê¡Ö Û Ö ¯Ö׸³ÖÖÂÖßÛ ¸ÞÖ ‹¾ÖÓ ÃÖß´ÖÖÓÛ ®Ö
(v) ÃÖ´ÖõÖÖ Û ß ×®Ö•Öß ‹¾ÖÓ ¿Öî×õÖÛ ¥×™ ÃÖê ˆ¯ÖµÖ㌟֟ÖÖ Ûê †Ö¬ÖÖ¸ ¯Ö¸ ´Ö滵ÖÖÓÛ ®Ö
Ûæ ™ :
(1) (i), (ii), (iv), (iii), (v)
(2) (v), (iii), (iv), (ii), (i)
(3) (ii), (iv), (v), (iii), (i)
(4) (ii), (i), (iii), (iv), (v)

49. ×Û ÃÖß ÃÖÖÓ×ܵÖÛ ß ´Öë ¯ÖÏן֤¿ÖÔ ×¾ÖŸÖ¸ÞÖ Ûê ¯ÖÏÖ´ÖÖ×ÞÖÛ ×¾Ö“Ö»Ö®Ö Û Öê Û ÆÖ •ÖÖŸÖÖ Æî ,

(1) ¯ÖÏÖ´ÖÖ×ÞÖÛ “Ö¸ŸÖÖ
(2) ¯ÖÏן֤¿ÖÔ “Ö¸ŸÖÖ
(3) ¯ÖÏן֤¿ÖÔ ¡Öã×™
(4) ¯ÖÏÖ´ÖÖ×ÞÖÛ ¡Öã×™

50. ×ÛÎ µÖÖŸ´ÖÛ †®ÖãÃÖÓ¬ÖÖ®Ö Ûê ¯Ö׸“ÖÖ»Ö®Ö ´Öë ¿ÖÖê¬Ö ÃÖÖ×ÆŸµÖ Û Ö ÃÖ¾ÖìõÖÞÖ ×®Ö´®ÖÖÓ×Û ŸÖ ´Öë ÃÖê ×Û ÃÖ ˆ§ê ¿µÖ ÃÖê ×Û µÖÖ •ÖÖŸÖÖ Æî ?
(1) ¿ÖÖê¬Ö Ûê †×³ÖÛ »¯Ö Ûê ¾ÖÝÖáÛ ¸ÞÖ Æê ŸÖã
(2) ¯Ö׸×ãÖ×ŸÖ Û ß ¯Ö׸´ÖÖÞÖÖŸ´ÖÛ ‹¾ÖÓ ÝÖãÞÖÖŸ´ÖÛ ¯ÖÏÛé ×ŸÖ ÃÖã×®Ö׿“ÖŸÖ Û ¸®Öê Æê ŸÖã
(3) ˆ¯Ö»Ö²¬Ö ÃÖÖ×ÆŸµÖ ´Öë ¯ÖÏßÖÖ×¾ÖŸÖ †¬µÖµÖ®Ö Û ß ³Öæ×´ÖÛ Ö •ÖÖ®Ö®Öê Æê ŸÖã
(4) ¯ÖϳÖÖ¾Öß ×¾Ö“ÖÖ¸Öë ‹¾ÖÓ ¾µÖ¾ÖÆÖ¸Öë Û ß ¯ÖÆ“ÖÖ®Ö Û ¸®Öê Æê ŸÖã
___________

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 Space For Rough Work

Paper-II 24 J-09-16

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