PAPER-II

EDUCATION
Signature and Name of Invigilator
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(Name) ____________________________ (In figures as per admission card)
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J 09 1 4 (In words)

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

Number of Pages in this Booklet : 12 Number of Questions in this Booklet : 50
Instructions for the Candidates ¯Ö¸üßõÖÖÙ£ÖµÖÖë Ûêú ×»Ö‹ ×®Ö¤ìü¿Ö
1. Write your roll number in the space provided on the top of 1. ‡ÃÖ ¯Öéšü Ûêú ‰ú¯Ö¸ü ×®ÖµÖŸÖ Ã£ÖÖ®Ö ¯Ö¸ü †¯Ö®ÖÖ ¸üÖê»Ö ®Ö´²Ö¸ü ×»Ö×ÜÖ‹ …
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2. This paper consists of fifty multiple-choice type of questions. 3. ¯Ö¸üßõÖÖ ¯ÖÏÖ¸ü´³Ö ÆüÖê®Öê ¯Ö¸ü, ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ †Ö¯ÖÛúÖê ¤êü ¤üß •ÖÖµÖêÝÖß … ¯ÖÆü»Öê
3. At the commencement of examination, the question booklet ¯ÖÖÑ“Ö ×´Ö®Ö™ü †Ö¯ÖÛúÖê ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ÜÖÖê»Ö®Öê ŸÖ£ÖÖ ˆÃÖÛúß ×®Ö´®Ö×»Ö×ÜÖŸÖ
will be given to you. In the first 5 minutes, you are requested •ÖÖÑ“Ö Ûêú ×»Ö‹ פüµÖê •ÖÖµÖëÝÖê, וÖÃÖÛúß •ÖÖÑ“Ö †Ö¯ÖÛúÖê †¾Ö¿µÖ Ûú¸ü®Öß Æîü :
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(ii) Tally the number of pages and number of questions
in the booklet with the information printed on the Æïü … ¤üÖÂê Ö¯ÖæÞÖÔ ¯Öã×ßÖÛúÖ ×•Ö®Ö´Öë ¯Öéšü/¯ÖÏ¿®Ö Ûú´Ö ÆüÖë µÖÖ ¤ãü²ÖÖ¸üÖ †Ö
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missing or duplicate or not in serial order or any ¡Öã×™ü¯ÖæÞÖÔ ¯Öã×ßÖÛúÖ Ã¾ÖßÛúÖ¸ü ®Ö Ûú¸ëü ŸÖ£ÖÖ ˆÃÖß ÃÖ´ÖµÖ ˆÃÖê
other discrepancy should be got replaced immediately »ÖÖî™üÖÛú¸ü ˆÃÖÛêú ãÖÖ®Ö ¯Ö¸ü ¤æüÃÖ¸üß ÃÖÆüß ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ »Öê »Öë …
by a correct booklet from the invigilator within the ‡ÃÖÛêú ×»Ö‹ †Ö¯ÖÛúÖê ¯ÖÖÑ“Ö ×´Ö®Ö™ü פüµÖê •ÖÖµÖëÝÖê … ˆÃÖÛêú ²ÖÖ¤ü ®Ö
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should be entered on this Test Booklet. 4. ¯ÖÏŸµÖêÛú ¯ÖÏ¿®Ö Ûêú ×»Ö‹ “ÖÖ¸ü ˆ¢Ö¸ü ×¾ÖÛú»¯Ö (A), (B), (C) ŸÖ£ÖÖ (D) פüµÖê
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and (D). You have to darken the circle as indicated below on •ÖîÃÖÖ ×Ûú ®Öß“Öê פüÜÖÖµÖÖ ÝÖµÖÖ Æîü …
the correct response against each item. ˆ¤üÖÆü¸üÞÖ :
Example : •Ö²Ö×Ûúú(C) ÃÖÆüß ˆ¢Ö¸ü Æîü …
where (C) is the correct response. 5. ¯ÖÏ¿®ÖÖë Ûêú ˆ¢Ö¸ü Ûêú¾Ö»Ö ¯ÖÏ¿®Ö ¯Ö¡Ö I Ûêú †®¤ü¸ü פüµÖê ÝÖµÖê OMR ¯Ö¡ÖÛú ¯Ö¸ü Æüß
5. Your responses to the items are to be indicated in the OMR †Ó×ÛúŸÖ Ûú¸ü®Öê Æïü … µÖפü †Ö¯Ö OMR ¯Ö¡ÖÛú ¯Ö¸ü פüµÖê ÝÖµÖê ¾Öé¢Ö Ûêú †»ÖÖ¾ÖÖ
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at any place other than in the circle in the OMR Sheet, it will
not be evaluated.
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7. Rough Work is to be done in the end of this booklet. 7. Ûú““ÖÖ ÛúÖ´Ö (Rough Work) ‡ÃÖ ¯Öã×ßÖÛúÖ Ûêú †×®ŸÖ´Ö ¯Öéšü ¯Ö¸ü Ûú¸ëü …
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any mark on any part of the OMR Sheet, except for the space ®Ö´²Ö¸ü, ±úÖê®Ö ®Ö´²Ö¸ü µÖÖ ÛúÖê‡Ô ³Öß ‹êÃÖÖ ×“ÖÅ®Ö ×•ÖÃÖÃÖê †Ö¯ÖÛúß ¯ÖÆü“ÖÖ®Ö ÆüÖê
allotted for the relevant entries, which may disclose your ÃÖÛêú, †Ó×ÛúŸÖ Ûú¸üŸÖê Æïü †£Ö¾ÖÖ †³Ö¦ü ³ÖÖÂÖÖ ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê Æïü, µÖÖ ÛúÖê‡Ô
identity, or use abusive language or employ any other unfair †®µÖ †®Öã×“ÖŸÖ ÃÖÖ¬Ö®Ö ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê Æïü, •ÖîÃÖê ×Ûú †Ó×ÛúŸÖ ×ÛúµÖê ÝÖµÖê
means such as change of response by scratching or using ˆ¢Ö¸ü ÛúÖê ×´Ö™üÖ®ÖÖ µÖÖ ÃÖ±êú¤ü õÖÖÆüß ÃÖê ²Ö¤ü»Ö®ÖÖ ŸÖÖê ¯Ö¸üßõÖÖ Ûêú ×»ÖµÖê
white fluid, you will render yourself liable to disqualification. †µÖÖêÝµÖ ‘ÖÖê×ÂÖŸÖ ×ÛúµÖê •ÖÖ ÃÖÛúŸÖê Æïü …
9. You have to return the test question booklet and Original 9. †Ö¯ÖÛúÖê ¯Ö¸üßõÖÖ ÃÖ´ÖÖ¯ŸÖ ÆüÖê®Öê ¯Ö¸ü ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ‹¾ÖÓ ´Öæ»Ö OMR ¯Ö¡ÖÛú
OMR Sheet to the invigilators at the end of the examination ×®Ö¸üßõÖÛú ´ÖÆüÖê¤üµÖ ÛúÖê »ÖÖî™üÖ®ÖÖ †Ö¾Ö¿µÖÛú Æîü †Öî¸ü ¯Ö¸üßõÖÖ ÃÖ´ÖÖׯŸÖ Ûêú ²ÖÖ¤ü
compulsorily and must not carry it with you outside the ˆÃÖê †¯Ö®Öê ÃÖÖ£Ö ¯Ö¸üßõÖÖ ³Ö¾Ö®Ö ÃÖê ²ÖÖÆü¸ü ®Ö »ÖêÛú¸ü •ÖÖµÖë … ÆüÖ»ÖÖÓ×Ûú †Ö¯Ö
Examination Hall. You are, however, allowed to carry original ¯Ö¸üßõÖÖ ÃÖ´ÖÖׯŸÖ ¯Ö¸ü ´Öæ»Ö ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ŸÖ£ÖÖ OMR ¯Ö¡ÖÛú Ûúß ›ãü¯»ÖßÛêú™ü
question booklet and duplicate copy of OMR Sheet on ¯ÖÏ×ŸÖ †¯Ö®Öê ÃÖÖ£Ö »Öê •ÖÖ ÃÖÛúŸÖê Æïü …
conclusion of examination. 10. Ûêú¾Ö»Ö ®Öß»Öê/ÛúÖ»Öê ²ÖÖ»Ö ¯¾ÖÖ‡Õ™ü ¯Öê®Ö ÛúÖ Æüß ‡ÃŸÖê´ÖÖ»Ö Ûú¸ëü …
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11. Use of any calculator or log table etc., is prohibited.
12. There is no negative marks for incorrect answers.
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English version will be taken as final. 13. µÖפü †ÓÝÖÏê•Öß µÖÖ ØÆü¤üß ×¾Ö¾Ö¸üÞÖ ´Öë ÛúÖê‡Ô ×¾ÖÃÖÓÝÖ×ŸÖ ÆüÖê, ŸÖÖê †ÓÝÖÏê•Öß ×¾Ö¾Ö¸üÞÖ
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J-09-14 1 P.T.O.
 EDUCATION
Paper – II
Note : This paper contains fifty (50) objective type questions of two (2) marks each. All
questions are compulsory.
1. Which of the following is not the 4. The teaching of Froebel grew out of
purpose of educational philosophy ? his belief that
(A) To professionalize the job of (A) aim of education was self
realization.
teaching
(B) spiritual meaning lay behind all
(B) To increase the teachers love of phenomena even play.
and control over the students (C) the method of education should
(C) To critically examine be self-activity.
(D) All the above answers are
assumptions behind correct.
educational practice
(D) To clarify values and aims in 5. In the Dewey theory of how we think
(A) the experimental method is
teaching.
used exclusively.
(B) the logical method of inquiry is
2. The phrase “equal educational used exclusively.
opportunities” in India means (C) the ideas produced by any
method must be tested in
(A) equal opportunities for all experience.
children to have access to (D) none of the above.
higher education.
6. From the angle of epistemology
(B) equalities of educational (A) the naturalist says truth must be
opportunities for each child. obtained through objective
(C) equality of the type of rather than subjective means.
(B) the idealist rejects dualism of
education available for each
man and nature by making man
child. a part of nature.
(D) equal opportunities to have the (C) the realist maintains that truth
type of education for which one is arrived at through logical
is suited. contemplation and revelation.
(D) the pragmatist says man is a
product of biological evolution.
3. To educate according to ‘nature’
7. Madhyama Pratipada is a cardinal
means principle of
(A) to return to the natural as (A) Jainism
opposed to the artificial in life. (B) Buddhism
(C) Vedanta Philosophy
(B) to educate according to the (D) Sankhya
natural laws of human
development 8. Integral education is a concept given by
(A) Aurobindo
(C) to study natural laws and apply (B) J. Krishnamurthy
them to the educational process (C) M.A. Kalam Azad
(D) All the above are correct. (D) Annie Beasant
Paper-II 2 J-09-14
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J-09-14 3 Paper-II
9. The Jain epistemology considers a 14. Life skill education is needed
five stage hierarchy of knowledge. (A) to adopt to one’s own culture
Which of the following is the proper (B) to enhance vocational
order of different levels of efficiency
knowledge ? (C) to promote cultural integration
(A) Mati, Shruti, Manahparyava, (D) to face the challenges in life
Avadhi, Kaivalya effectively
(B) Shruti, Mati, Avadhi,
Manahparyava, Kaivalya 15. Sanskritization is a process related
(C) Mati, Shruti, Avadhi, with
Manahparyava, Kaivalya (A) Social Control
(B) Social Stratification
(D) Kaivalya, Avadhi,
(C) Social Mobility
Manahparyava, Shruti, Mati
(D) Social Change
10. Match the following : 16. Critically judge the following :
List – I List – II Assertion (A) : Education
a. Kaivalya i. Panchkosh promotes peace and harmony.
b. Jivan Mukti ii. Buddhism Reason (R) : Democratic
c. Nirvana iii. Jainism principles are practised in the
d. Anand iv. Vedanta classrooms.
v. Islamic traditions Codes :
Codes : (A) Both (A) and (R) are true.
a b c d (B) Both (A) and (R) are false.
(C) Only (A) is true.
(A) ii iii i v (D) Only (R) is true.
(B) iii v ii iv
(C) v iii ii i 17. Enculturation is the process of
(D) iii iv ii i (A) adopting the values of
significant to others.
11. Pedagogy of the oppressed is (B) imbibing one’s own culture in
one’s personality.
authored by
(C) integrating the culture and
(A) Paulo Freire traditions.
(B) Bertrand Russell (D) accepting the customs and
(C) J. Krishnamurthy values of other cultures.
(D) John Dewey
18. Critically judge the following :
12. Ivan Illich is renowned for Assertion (A) : Education is the
(A) Life Long Learning key that unlocks the door to
(B) Life Skill Education modernization.
Reason (R) : Development of
(C) De Schooling Society
technology facilitates
(D) Distance Education interaction among people.
Codes :
13. Culture is not (A) Both (A) and (R) are true.
(A) Constant flux (B) Both (A) and (R) are false.
(B) Cummulative (C) Only (A) is true but (R) is
(C) Primarily Materialistic false.
(D) Uneven in development (D) Only (R) is true.
Paper-II 4 J-09-14
9. •Öî®Ö –ÖÖ®Ö-´Öß´ÖÖÓÃÖÖ ´Öë –ÖÖ®Ö Ûúß ¯ÖÖÑ“Ö †¾ÖãÖÖ†Öë 14. •Öß¾Ö®Ö ÛúÖî¿Ö»Ö ׿ÖõÖÖ Ûúß †Ö¾Ö¿µÖÛúŸÖÖ ×ÛúÃÖ ×»Ö‹
Ûêú ¯Ö¤üÖ®ÖãÛÎú´Ö ¯Ö¸ü ×¾Ö“ÖÖ¸ü ×ÛúµÖÖ ÝÖµÖÖ Æîü, –ÖÖ®Ö Ûêú Æîü ?
×¾Ö׳֮®Ö ßָüÖë ÛúÖ ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ (A) †¯Ö®Öß ÃÖÓÃÛéú×ŸÖ ÃÖê †®ÖãÛæú»Ö®Ö
ˆ¯ÖµÖãŒŸÖ ÛÎú´Ö Æîü ? (B) ¾µÖÖ¾ÖÃÖÖ×µÖÛú ÛúÖµÖÔõÖ´ÖŸÖÖ ²ÖœÌüÖ®ÖÖ
(A) ´ÖןÖ, ÁÖãןÖ, ´Ö®Ö:¯ÖµÖÖÔ¾Ö, †¾Ö׬Ö, Ûîú¾Ö»µÖ (C) ÃÖÖÓÃÛéúןÖÛú ‹ÛúŸÖÖ ÛúÖê ²ÖœÌüÖ¾ÖÖ ¤êü®ÖÖ
(B) ÁÖãןÖ, ´ÖןÖ, †¾Ö׬Ö, ´Ö®Ö:¯ÖµÖÖÔ¾Ö, Ûîú¾Ö»µÖ (D) •Öß¾Ö®Ö ´Öë “Öã®ÖÖîןֵÖÖë ÛúÖ ¯ÖϳÖÖ¾Ö¿ÖÖ»Öß ºþ¯Ö
(C) ´ÖןÖ, ÁÖãןÖ, †¾Ö׬Ö, ´Ö®Ö:¯ÖµÖÖÔ¾Ö, Ûîú¾Ö»µÖ ´Öë ÃÖÖ´Ö®ÖÖ Ûú¸ü®ÖÖ
(D) Ûîú¾Ö»µÖ, †¾Ö׬Ö, ´Ö®Ö:¯ÖµÖÖÔ¾Ö, ÁÖãןÖ, ´Ö×ŸÖ 15. ÃÖÓÃÛéúŸÖßÛú¸üÞÖ Ûúß ¯ÖÏ×ÛÎúµÖÖ ×ÛúÃÖÃÖê ÃÖÓ²ÖÓ×¬ÖŸÖ Æîü ?
(A) ÃÖÖ´ÖÖוÖÛú ×®ÖµÖÓ¡ÖÞÖ
10. ÃÖæ“Öß - I Ûúß ´Ö¤üÖë ÛúÖê ÃÖæ“Öß - II Ûúß ´Ö¤üÖë ÃÖê (B) ÃÖÖ´ÖÖוÖÛú ßָüßÛú¸üÞÖ
ÃÖã´Öê×»ÖŸÖ Ûúßו֋ : (C) ÃÖÖ´ÖÖוÖÛú ÝÖןֿÖ߻֟ÖÖ
ÃÖæ“Öß – I ÃÖæ“Öß – II (D) ÃÖÖ´ÖÖוÖÛú ¯Ö׸ü¾ÖŸÖÔ®Ö
a. Ûîú¾Ö»µÖ i. ¯ÖÓ“ÖÛúÖê¿Ö
b. •Öß¾Ö®Ö ´Öã׌ŸÖ ii. ²ÖÖî¨ü ¤ü¿ÖÔ®Ö
16. ×®Ö´®Ö×»Ö×ÜÖŸÖ ÛúÖ ×¾Ö¾Öê“Ö®ÖÖŸ´ÖÛú †ÖÛú»Ö®Ö Ûúßו֋ :
†×³ÖÛú£Ö®Ö (A) : ׿ÖõÖÖ ¿ÖÖÓ×ŸÖ ‹¾ÖÓ ÃÖÖîÆüÖ¦Ôü ÛúÖê
c. ×®Ö¾ÖÖÔÞÖ iii. •Öî®Ö ¤ü¿ÖÔ®Ö ²ÖœÌüÖ¾ÖÖ ¤êüŸÖß Æîü …
d. †Ö®Ö®¤ü iv. ¾Öê¤üÖ®ŸÖ ÛúÖ¸üÞÖ (R) : ÛúõÖÖ ´Öë •Ö®ÖŸÖÖÓסÖÛú ×ÃÖ¨üÖÓŸÖÖë ÛúÖ
v. ‡Ã»ÖÖ´Ö ¯Ö¸ü´¯Ö¸üÖ ¯ÖÖ»Ö®Ö ×ÛúµÖÖ •ÖÖŸÖÖ Æîü …
Ûæú™ü : ÛúÖê›ü :
(A) (A) ŸÖ£ÖÖ (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü …
a b c d
(B) (A) ŸÖ£ÖÖ (R) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
(A) ii iii i v (C) Ûêú¾Ö»Ö (A) ÃÖÆüß Æîü …
(B) iii v ii iv (D) Ûêú¾Ö»Ö (R) ÃÖÆüß Æîü …
(C) v iii ii i
(D) iii iv ii i 17. ÃÖÓÃÛéúןÖÝÖÏÆüÞÖ ×ÛúÃÖÛúß ¯ÖÏ×ÛÎúµÖÖ Æîü ?
(A) ´ÖÆü¢¾Ö¯ÖæÞÖÔ »ÖÖêÝÖÖë Ûúß ÃÖÓÃÛéú×ŸÖ ÛúÖê
†¯Ö®ÖÖ®ÖÖ …
11. ‘¯Öê›üÖÝÖÖê•Öß †Öò±ú †Öò¯ÖÏêÛü’ ÛúÖ »ÖêÜÖÛú ÛúÖî®Ö Æïü ? (B) †¯Ö®Öê ¾µÖ׌ŸÖŸ¾Ö ´Öë †¯Ö®Öß ÃÖÓÃÛéú×ŸÖ ÛúÖê
(A) ¯ÖÖò»ÖÖê ±Ïú߸êü (B) ²Ö™ÒìüÞ›ü ¸üÃÖê»Ö Çü¤üµÖÓÝÖ´Ö Ûú¸ü®ÖÖ …
(C) •Öê. ÛéúÂÞÖÖ´ÖæÙ¢Ö (D) •ÖÖò®Ö ›üß¾Öß (C) ÃÖÓÃÛéú×ŸÖ †Öî¸ü ¯Ö¸ü´¯Ö¸üÖ†Öë ÛúÖ ‹ÛúßÛú¸üÞÖ
Ûú¸ü®ÖÖ …
(D) †®µÖ ÃÖÓÃÛéúןֵÖÖë Ûúß ¯ÖÏ£ÖÖ†Öë †Öî¸ü ´Ö滵ÖÖë
12. ‡¾ÖÖ®Ö ‡×»Ö“Ö ×ÛúÃÖÛêú ×»Ö‹ ×¾ÖܵÖÖŸÖ Æïü ? ÛúÖê þÖßÛúÖ¸ü Ûú¸ü®ÖÖ …
(A) †Ö•Öß¾Ö®Ö †×¬ÖÝÖ´Ö
(B) •Öß¾Ö®Ö ÛúÖî¿Ö»Ö ׿ÖõÖÖ 18. ×®Ö´®Ö×»Ö×ÜÖŸÖ ÛúÖ ×¾Ö¾Öê“Ö®ÖÖ¯ÖæÞÖÔ †ÖÛú»Ö®Ö Ûúßו֋ :
(C) ×›ü-ÃÛæúØ»ÖÝÖ ÃÖÖêÃÖÖ‡™üß
†×³ÖÛú£Ö®Ö (A) : ׿ÖõÖÖ, †Ö¬Öã×®ÖÛúßÛú¸üÞÖ Ûêú
¤ü¸ü¾ÖÖ•Öê ÛúÖê ÜÖÖê»Ö®Öê Ûúß ÛãúÓ •Öß Æîü …
(D) ¤æü¸ü¾ÖŸÖá ׿ÖõÖÖ ÛúÖ¸üÞÖ (R) : ¯ÖÏÖîªÖê×ÝÖÛúß ÛúÖ ×¾ÖÛúÖÃÖ »ÖÖêÝÖÖë Ûêú
²Öß“Ö †®µÖÖꮵÖ×ÛÎúµÖÖ ÃÖãÝÖ´Ö ²Ö®ÖÖŸÖß Æîü …
13. ÃÖÓÃÛéú×ŸÖ ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ŒµÖÖ ®ÖÆüà Æîü ? ÛúÖê›ü :
(A) ×®Ö¸ü®ŸÖ¸ü ¯ÖϾÖÖÆü (A) (A) ŸÖ£ÖÖ (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü …
(B) ÃÖÓ“ÖµÖß (B) (A) ŸÖ£ÖÖ (R) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
(C) ¯ÖÏÖ£Ö×´ÖÛú ºþ¯Ö ÃÖê ³ÖÖîןÖÛú¾ÖÖ¤üß (C) Ûêú¾Ö»Ö (A) ÃÖÆüß Æîü , ¯Ö¸ü®ŸÖã (R) ÝÖ»ÖŸÖ Æîü …
(D) Ûêú¾Ö»Ö (R) ÃÖÆüß Æîü …
(D) ×¾ÖÛúÖÃÖ ´Öë †ÃÖ´ÖÖ®Ö
J-09-14 5 Paper-II
19. Names of the scholars are given 22. The determinants of individual
in List – I with the field of study in differences in human being relate to
List – II. Match them by arranging in (A) differences in their
the correct order : environment only.
(B) differences in their heredity
List – I List – II only.
a. Margret Mead i. Cultural Lag (C) differences in their heredity
b. William Ogburn ii. Culture and and environment.
Adolescence (D) an interaction between factors
of heredity and factors of
c. Verrier Elwin iii. Sanskritization environment.
d. M.N. Srinivas iv. Tribalism
v. Religion 23. Which of the following
characteristics is not true of divergent
Codes : thinking ?
a b c d (A) Flexibility of ideas
(A) i iv iii v (B) Novelty of ideas
(C) Correctness of ideas
(B) ii i iv iii (D) Fluency of ideas
(C) iii ii i iv
24. Research has constantly
(D) iv iii i v
demonstrated that the best single
index for readiness for a given
20. Education as a sub-system of society academic task is
helps (A) the IQ (Intelligence Quotient)
(B) the AQ (Achievement Quotient)
(A) to cater to the needs of (C) the EQ (Emotional Quotient)
knowledge society. (D) the MA (Mental Age)
(B) to preserve the social customs
and traditions. 25. Which of the following is the correct
sequence of motivational set ?
(C) to transform society through
(A) Goal directed behaviour,
scientific and technological
attainment of goal, drive,
advances. satisfaction
(D) all of the above (B) Drive, goal directed behaviour,
attainment of goal, satisfaction
(C) Drive, satisfaction, attainment
21. Psychogy’s major contribution to
of goal, goal directed behaviour
education lies in (D) None of the above.
(A) defining the goals for which
teacher should strive. 26. The basic reason why meaningful
(B) identifying potentially material is learned rapidly is that
successful methods and (A) the learner is less likely to be
procedures for teaching. bored
(B) it is related to previous
(C) providing scientific foundation experience of the learner
for the art of teaching. (C) it has continuity and meaning
(D) comparing the relative inherent in itself
effectiveness of various (D) it permits more effective
teaching procedures. transfer
Paper-II 6 J-09-14
19. ÃÖæ“Öß - I ´Öë ×¾Ö«üÖ®ÖÖë Ûêú ®ÖÖ´Ö ŸÖ£ÖÖ ÃÖæ“Öß - II ´Öë 22. ´Ö®ÖãµÖÖë ´Öë ¾µÖ׌ŸÖÝÖŸÖ ×³Ö®®ÖŸÖÖ†Öë Ûêú ×®Ö¬ÖÖÔ¸üÛú
†¬µÖµÖ®Ö Ûêú õÖê¡Ö פü‹ ÝÖ‹ Æïü … ‡®Æëü ÃÖã´Öê×»ÖŸÖ ŸÖ¢¾ÖÖë ÛúÖ ÃÖ´²Ö®¬Ö Æîü
Ûúßו֋ : (A) Ûêú¾Ö»Ö ˆ®ÖÛêú ¾ÖÖŸÖÖ¾Ö¸üÞÖ ´Öë †ÓŸÖ¸ü ÃÖê
ÃÖæ“Öß – I ÃÖæ“Öß – II (B) Ûêú¾Ö»Ö ˆ®ÖÛúß †Ö®Öã¾ÖÖÓ׿ÖÛúŸÖÖ ´Öë †®ŸÖ¸ü ÃÖê
(C) ˆ®ÖÛúß †Ö®Öã¾ÖÖÓ׿ÖÛúŸÖÖ ŸÖ£ÖÖ ¾ÖÖŸÖÖ¾Ö¸üÞÖ
a. ´ÖÖÝÖÏì™ü ´Öß›ü i. ÃÖÓÃÛéú×ŸÖ †ÓŸÖ¸üÖ»Ö
¤üÖê®ÖÖë ´Öë †®ŸÖ¸ü ÃÖê
b. ×¾Ö×»ÖµÖ´Ö †ÖêÝÖ²Ö®ÖÔ ii. ÃÖÓÃÛéú×ŸÖ ŸÖ£ÖÖ (D) †Ö®Öã¾ÖÖÓ׿ÖÛúŸÖÖ Ûêú ÛúÖ¸üÛúÖë ŸÖ£ÖÖ
×Ûú¿ÖÖê¸üÖ¾ÖãÖÖ ¾ÖÖŸÖÖ¾Ö¸üÞÖ Ûêú ÛúÖ¸üÛúÖë Ûêú ²Öß“Ö
c. ¾Öê׸üµÖ¸ü ‹×»¾Ö®Ö iii. ÃÖÓÃÛéúŸÖßÛú¸üÞÖ †®µÖÖꮵÖ×ÛÎúµÖÖ ÃÖê
d. ‹´Ö.‹®Ö. ÁÖß×®Ö¾ÖÖÃÖ iv. •Ö®Ö•ÖÖן־ÖÖ¤ü
23. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ †×³Ö»ÖõÖÞÖ †¯ÖÃÖÖ¸üß
v. ¬Ö´ÖÔ ×“Ö®ŸÖ®Ö Ûêú ×»ÖµÖê ˆ¯ÖµÖãŒŸÖ ®ÖÆüà Æîü ?
Ûæú™ü : (A) ×¾Ö“ÖÖ¸üÖë ´Öë ®Ö´Ö®ÖßµÖŸÖÖ
a b c d (B) ×¾Ö“ÖÖ¸üÖë ´Öë ®Ö¾Ö߮֟ÖÖ
(A) i iv iii v (C) ×¾Ö“ÖÖ¸üÖë ´Öë ¿Öã¨üŸÖÖ
(B) ii i iv iii (D) ×¾Ö“ÖÖ¸üÖë ´Öë ¯ÖϾÖÖÆü
(C) iii ii i iv 24. †®ÖãÃÖ®¬ÖÖ®Ö ÃÖê µÖÆü ²ÖÖ¸ü-²ÖÖ¸ü ïÖ™ü Æãü†Ö Æîü ×Ûú
(D) iv iii i v ×ÛúÃÖß ×¤üµÖê ÝÖµÖê ¿Öî×õÖÛú ÛúÖµÖÔ ´Öë ŸÖŸ¯Ö¸üŸÖÖ ÛúÖ
ÃÖ¾ÖÖì¢Ö´Ö ‹Ûú»Ö ÃÖÓÃÖæ“ÖÛú Æîü
20. ÃÖ´ÖÖ•Ö Ûúß ‹Ûú ˆ¯Ö-¾µÖ¾ÖãÖÖ Ûêú ºþ¯Ö ´Öë ׿ÖõÖÖ (A) †Ö‡Ô.ŒµÖæ. (²Öãרü »Öײ¬Ö)
×ÛúÃÖ ¯ÖÏÛúÖ¸ü ÃÖÆüÖµÖŸÖÖ Ûú¸üŸÖß Æîü ? (B) ‹.ŒµÖæ. (ˆ¯Ö»Öײ¬Ö ÃÖæ“ÖÛúÖÓÛú)
(C) ‡Ô.ŒµÖæ. (³ÖÖ¾ÖãÛúŸÖÖ ÃÖæ“ÖÛúÖÓÛú)
(A) –ÖÖ®Ö-ÃÖ´ÖÖ•Ö Ûúß †Ö¾Ö¿µÖÛúŸÖÖ†Öë Ûúß ¯ÖæÙŸÖ
(D) ‹´Ö.‹. (´ÖÖ®Ö×ÃÖÛú †ÖµÖã)
´Öë
(B) ÃÖ´ÖÖוÖÛú ¸üßןÖ-׸ü¾ÖÖ•ÖÖë †Öî¸ü ¯Ö¸ü´¯Ö¸üÖ†Öë 25. †×³Ö¯ÖÏê¸üÞÖÖ-¯Ö¸üÛú ÃÖê™ü ÛúÖ ÃÖÆüß †®ÖãÛúÎ ´Ö ÛúÖî®Ö ÃÖÖ Æîü ?
ÛúÖê ÃÖÓ¸ü×õÖŸÖ Ûú¸ü®Öê ´Öë (A) »ÖõµÖ ×®Ö¤ìü×¿ÖŸÖ ¾µÖ¾ÖÆüÖ¸ü, »ÖõµÖ ¯ÖÏÖׯŸÖ,
(C) ¾Öî–ÖÖ×®ÖÛú ‹¾ÖÓ ¯ÖÏÖîªÖê×ÝÖÛúßµÖ ¯ÖÏÝÖ×ŸÖ Ûêú ÃÖÆü•Ö ¯ÖϾÖé×¢Ö, ÃÖÓŸÖã×™ü
´ÖÖ¬µÖ´Ö ÃÖê ÃÖ´ÖÖ•Ö Ûêú ºþ¯ÖÖ®ŸÖ¸üÞÖ ´Öë (B) ÃÖÆü•Ö ¯ÖϾÖé×¢Ö, »ÖõµÖ ×®Ö¤ìü×¿ÖŸÖ ¾µÖ¾ÖÆüÖ¸ü,
(D) ˆ¯ÖµÖãÔŒŸÖ ÃÖ³Öß
»ÖõµÖ ¯ÖÏÖׯŸÖ, ÃÖÓŸÖã×™ü
(C) ÃÖÆü•Ö ¯ÖϾÖé×¢Ö, ÃÖÓŸÖã×™ü, »ÖõµÖ ¯ÖÏÖׯŸÖ, »ÖõµÖ
×®Ö¤ìü×¿ÖŸÖ ¾µÖ¾ÖÆüÖ¸ü
21. ׿ÖõÖÖ ´Öë ´Ö®ÖÖê×¾Ö–ÖÖ®Ö ÛúÖ ´ÖãÜµÖ µÖÖêÝÖ¤üÖ®Ö ×ÛúÃÖ´Öë (D) ˆ¯ÖµÖãÔŒŸÖ ´Öë ÃÖê ÛúÖê‡Ô ®ÖÆüà
×®Ö×ÆüŸÖ Æîü ?
(A) ˆ®Ö »ÖõµÖÖë ÛúÖê ¯Ö׸ü³ÖÖ×ÂÖŸÖ Ûú¸ü®ÖÖ ×•Ö®ÖÛúß 26. ÃÖÖ£ÖÔÛú ÃÖÖ´ÖÝÖÏß ÛúÖê ¿Öß‘ÖПÖÖ ÃÖê ŒµÖÖë ÃÖßÜÖÖ •ÖÖ
¯ÖÏÖׯŸÖ Ûêú ×»ÖµÖê †¬µÖÖ¯ÖÛú ÛúÖê ¯ÖϵÖÖÃÖ ÃÖÛúŸÖÖ Æîü, ‡ÃÖÛúÖ ÛúÖ¸üÞÖ µÖÆü Æîü ×Ûú
Ûú¸ü®ÖÖ “ÖÖ×ÆüµÖê … (A) ׿ÖõÖÖ£Öá Ûêú ‰ú²Ö®Öê Ûúß ÃÖ´³ÖÖ¾Ö®ÖÖ Ûú´Ö
(B) †¬µÖÖ¯Ö®Ö Ûúß ÃÖ¿ÖŒŸÖ ºþ¯Ö ´Öë ÃÖ±ú»Ö ×¾Ö׬ֵÖÖë ÆüÖêŸÖß Æîü …
‹¾ÖÓ ¯ÖÏ×ÛÎúµÖÖ†Öë Ûúß ¯ÖÆü“ÖÖ®Ö Ûú¸ü®ÖÖ … (B) ‡ÃÖÛúÖ ÃÖ´²Ö®¬Ö ׿ÖõÖÖ£Öá Ûêú ¯Öæ¾ÖÔ †®Öã³Ö¾Ö
ÃÖê ÆüÖêŸÖÖ Æîü …
(C) †¬µÖÖ¯Ö®Ö Ûú»ÖÖ Ûêú ×»ÖµÖê ¾Öî–ÖÖ×®ÖÛú †Ö¬ÖÖ¸ü
(C) ‡ÃÖ´Öë †×¾Öד”û®®ÖŸÖÖ ÆüÖêŸÖß Æîü ŸÖ£ÖÖ †£ÖÔ
¯ÖϤüÖ®Ö Ûú¸ü®ÖÖ … †ÓŸÖ³ÖæÔŸÖ ÆüÖêŸÖÖ Æîü …
(D) ×¾Ö×¾Ö¬Ö ¿Öî×õÖÛú ¯ÖÏ×ÛÎúµÖÖ†Öë Ûúß ÃÖÖ¯Öê×õÖÛú (D) µÖÆü †×¬ÖÛú ¯ÖϳÖÖ¾Öß †ÓŸÖ¸üÞÖ ÛúÖ †¾ÖÃÖ¸ü
¯ÖϳÖÖ¾Ö¿Ö߻֟ÖÖ Ûúß ŸÖã»Ö®ÖÖ Ûú¸ü®ÖÖ … ¤êüŸÖÖ Æîü …
J-09-14 7 Paper-II
27. Assertion (A) : Training obtained 32. In the final analysis, the key to
in one situation A can be motivation in the classroom is
transferred to another situation (A) the interest inherent in the
B. subject matter.
Reason (R) : It is because the (B) the teacher’s personality and
two situation A and B are his/her communication skills.
meaningful. (C) the emotional climate of the
classroom.
Codes : (D) the suitability of the curricular
(A) The Assertion (A) is true. experiences.
(B) The Reason (R) is true.
(C) Both the Assertion (A) and 33. What is Rorschach’s projective test
Reason (R) are true. designed to measure ?
(D) The Assertion (A) is true but (A) Unconscious intentions
Reason (R) is not true. (B) Dreams
(C) Conscious desires
(D) All of the above
28. A problem child is one who has
(A) an unsolved problem 34. The concept of ‘Arche type’ was
(B) a poor heredity given by
(C) poor home environment (A) Freud (B) Arieti
(D) an over protective parent (C) Wallas (D) Jung
35. The theory of Level – I and Level – II
29. Latent learning is a concept intelligence was propounded by
enunciated by (A) Jenson (B) Guilford
(A) Hull (B) Piaget (C) Cattel (D) Eysenck
(C) Tolman (D) Skinner
36. A non-government organization
30. Punishment is a conducted a study in a Gram
(A) Negative reinforcer Panchayat to see the impacts of
campaign approach on enrolment and
(B) Positive reinforcer
retention of rural elementary school
(C) Not a reinforcer at all children. This is an example of
(D) None of the above (A) Descriptive Study
(B) Field Experiment
31. Assertion (A) : Sometimes the (C) Ex-post facto research
school children becomes (D) Historical Research
mischievous, explosive,
rebellious or apathetic. 37. An experimenter administered a pre-
Reason (R) : It is because of the test on both experimental and control
inappropriateness of work groups and found that the pre-test
assigned or demands made. mean scores of the groups differ.
Codes : Which of the following statistical
techniques can address this
(A) Only Assertion (A) is true.
difference in studying the impacts of
(B) Only the Reason (R) is true. independent variable ?
(C) The Assertion (A) is true but (A) Analysis of variance
the Reason (R) is false. (B) t-test
(D) Both the Assertion (A) and (C) Regression analysis
Reason (R) are true. (D) Analysis of co-variance
Paper-II 8 J-09-14
27. †×³ÖÛú£Ö®Ö (A) : ‹Ûú ×ãÖ×ŸÖ ‘†’ ´Öë ¯ÖÏÖ¯ŸÖ 32. †Ó×ŸÖ´Ö ×¾Ö¿»ÖêÂÖÞÖ Ûêú ºþ¯Ö ´Öë ÛúõÖÖ ´Öë †×³Ö¯ÖÏê¸üÞÖÖ
¯ÖÏ׿ÖõÖÞÖ ÛúÖê ¤æüÃÖ¸üß ×ãÖ×ŸÖ ‘²Ö’ ´Öë Ûúß ÛãÓú•Öß ŒµÖÖ Æîü ?
†ÓŸÖ׸üŸÖ ×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü … (A) ×¾ÖÂÖµÖ¾ÖßÖã ´Öë †ÓŸÖÙ®Ö×ÆüŸÖ †×³ÖºþדÖ
ÛúÖ¸üÞÖ (R) : ŒµÖÖë×Ûú ¾Öê ¤üÖê ×ãÖןֵÖÖÑ ‘†’ ŸÖ£ÖÖ (B) †¬µÖÖ¯ÖÛú ÛúÖ ¾µÖ׌ŸÖŸ¾Ö ŸÖ£ÖÖ ˆÃÖÛúÖ
‘²Ö’ †£ÖÔ¯ÖæÞÖÔ Æïü … ÃÖ´¯ÖÏêÂÖÞÖ ÛúÖî¿Ö»Ö
ÛúÖê›ü : (C) ÛúõÖÖ ÛúÖ ÃÖÓ¾ÖêÝÖÖŸ´ÖÛú ¾ÖÖŸÖÖ¾Ö¸üÞÖ
(A) †×³ÖÛú£Ö®Ö (A) ÃÖÆüß Æîü … (D) ¯ÖÖšËüµÖ“ÖµÖÖÔ¯Ö¸üÛú †®Öã³Ö¾ÖÖë ÛúÖ †Öîד֟µÖ
(B) ÛúÖ¸üÞÖ (R) ÃÖÆüß Æîü …
(C) †×³ÖÛú£Ö®Ö (A) ŸÖ£ÖÖ ÛúÖ¸üÞÖ (R) ¤üÖê®ÖÖë 33. ¸üÖê¿ÖÖ ÛúÖ ‘¯ÖÏõÖê¯Öß ¯Ö¸üßõÖÞÖ’ ×ÛúÃÖÛêú ´ÖÖ¯Ö®Ö ÆêüŸÖã
ÃÖÆüß Æïü … †×³ÖÛú×»¯ÖŸÖ Æîü ?
(D) †×³ÖÛú£Ö®Ö (A) ÃÖÆüß Æîü, ¯Ö¸ü®ŸÖã ÛúÖ¸üÞÖ (A) †“ÖêŸÖ ¯ÖϵÖÖê•Ö®Ö (B) þ֯®Ö
(R) ÃÖÆüß ®ÖÆüà Æîü … (C) ÃÖ“ÖêŸÖ †×³Ö»ÖÖÂÖÖ (D) ˆ¯ÖµÖãÔŒŸÖ ÃÖ³Öß

28. ‹Ûú ÃÖ´ÖõÖÖ ²ÖÖ»ÖÛú ¾ÖÆü Æîü 34. ‘†Öª ¯ÖϺþ¯Ö’ Ûúß ÃÖÓÛú»¯Ö®ÖÖ ×ÛúÃÖÛúß ¤êü®Ö Æîü ?
(A) וÖÃÖÛêú ¯ÖÖÃÖ ÛúÖê‡Ô ®Ö ÃÖã»Ö—Öß ÃÖ´ÖõÖÖ ÆüÖê … (A) ±ÏúÖòµÖ›ü (B) †¸üßןÖ
(B) וÖÃÖÛúß Ûú´Ö•ÖÖê¸ü †Ö®Öã¾ÖÓ׿ÖÛúŸÖÖ ÆüÖê … (C) ¾Öî»ÖêÃÖ (D) µÖãÓÝÖ
(C) וÖÃÖÛúÖ ÝÖéÆü-¾ÖÖŸÖÖ¾Ö¸üÞÖ Ûú´Ö•ÖÖê¸ü ÆüÖê …
(D) וÖÃÖÛêú †×³Ö³ÖÖ¾ÖÛú †×ŸÖ-ÃÖÓ¸üõÖÞÖÖŸ´ÖÛú ÆüÖê … 35. ßָü I ŸÖ£ÖÖ ÃŸÖ¸ü II Ûúß ²Öãרü´Ö¢ÖÖ Ûêú ×ÃÖ¨üÖÓŸÖ ÛúÖ
¯ÖÏן֯ÖÖ¤ü®Ö ×ÛúÃÖ®Öê ×ÛúµÖÖ £ÖÖ ?
29. ¯ÖÏ“”û®®Ö †×¬ÖÝÖ´Ö Ûúß ÃÖÓÛú»¯Ö®ÖÖ ÛúÖ ¯ÖÏן֯ÖÖ¤üÛú (A) •Öê®ÃÖê®Ö (B) ×ÝÖ»Ö±ú›Ôü
ÛúÖî®Ö Æïü ? (C) Ûîú™êü»Ö (D) †Ö‡ÃÖëÛú
(A) Æü»Ö (B) ׯֵÖÖ•Öê
(C) ™üÖò»Ö´Öî®Ö (D) ×ÃÛú®Ö¸ü 36. ‹Ûú ÝÖî¸ü-ÃÖ¸üÛúÖ¸üß ÃÖÓÝÖšü®Ö ®Öê, ÝÖÏÖ´Ö ¯ÖÓ“ÖÖµÖŸÖ ´Öë
¯ÖÏÖ£Ö×´ÖÛú ßָü Ûêú ×¾ÖªÖ»ÖµÖÖë ´Öë ®Ö‹ ”ûÖ¡ÖÖë Ûêú
30. ¤üÞ›ü ‹Ûú ®ÖÖ´ÖÖÓÛú®Ö ŸÖ£ÖÖ ¯Öã¸üÖ®Öê ”ûÖ¡ÖÖë Ûêú ×¾ÖªÖ»ÖµÖ-×¾Ö¸üŸÖ
(A) ®ÖÛúÖ¸üÖŸ´ÖÛú ¯ÖϲֻÖÛú Æîü … ®ÖÆüà ÆüÖê®Öê ¯Ö¸ü †×³ÖµÖÖ®Ö ˆ¯ÖÖÝÖ´Ö Ûêú ¯ÖϳÖÖ¾Ö ÛúÖ
(B) ÃÖÛúÖ¸üÖŸ´ÖÛú ¯ÖϲֻÖÛú Æîü … †¬µÖµÖ®Ö ×ÛúµÖÖ … µÖÆü ×ÛúÃÖÛúÖ ˆ¤üÖÆü¸üÞÖ Æîü ?
(C) ÛîúÃÖÖ ³Öß ¯ÖϲֻÖÛú ®ÖÆüà Æîü … (A) ¾ÖÞÖÔ®ÖÖŸ´ÖÛú †¬µÖµÖ®Ö
(D) ˆ¯ÖµÖãÔŒŸÖ ´Öë ÃÖê ÛúÖê‡Ô ®ÖÆüà Æîü … (B) õÖê¡Ö ¯ÖϵÖÖêÝÖ
(C) ÛúÖµÖÖì¢Ö¸ü †®ÖãÃÖÓ¬ÖÖ®Ö
31. †×³ÖÛú£Ö®Ö (A) : Ûú³Öß-Ûú³Öß ×¾ÖªÖ»ÖµÖ Ûêú ”ûÖ¡Ö (D) ‹êןÖÆüÖ×ÃÖÛú †®ÖãÃÖÓ¬ÖÖ®Ö
¿Ö¸üÖ¸üŸÖß, ˆ¯Ö¦ü¾Öß, ×¾Ö¦üÖêÆüß †£Ö¾ÖÖ ×¾Ö´ÖãÜÖ
ÆüÖê •ÖÖŸÖê Æïü … 37. ×ÛúÃÖß ¯ÖϵÖÖêÝÖÛúŸÖÖÔ ®Öê ¯ÖϵÖÖêÝÖ¯Ö¸üÛú ŸÖ£ÖÖ ×®ÖµÖÓ¡ÖÞÖ
ÛúÖ¸üÞÖ (R) : ‹êÃÖÖ ˆ®Æëü †®Öã¯ÖµÖãŒŸÖ ÛúÖµÖÔ ³ÖÖ¸ü ÃÖ´ÖæÆü ¤üÖê®ÖÖë ÛúÖ ¯Öæ¾ÖÔ-¯Ö¸üßõÖÞÖ ×ÛúµÖÖ ŸÖ£ÖÖ µÖÆü ¯ÖŸÖÖ
¤êü®Öê µÖÖ ˆ®ÖÃÖê †®Öã×“ÖŸÖ †¯ÖêõÖÖ‹Ñ ¸üÜÖ®Öê Ûêú »ÖÝÖÖµÖÖ ×Ûú ‡®Ö ÃÖ´ÖæÆüÖë Ûêú ¯Öæ¾ÖÔ-¯Ö¸üßõÖÞÖ Ûêú ´ÖÖ¬µÖ-
ÛúÖ¸üÞÖ ÆüÖêŸÖÖ Æîü … ¯ÖÏÖ¯ŸÖÖÓÛú ´Öë †ÓŸÖ¸ü Æîü … þ֟ÖÓ¡Ö “Ö¸üÖë Ûêú ¯ÖϳÖÖ¾Ö Ûêú
ÛúÖê›ü : †¬µÖµÖ®Ö ´Öë ‡ÃÖ †ÓŸÖ¸ü ÛúÖê •ÖÖÑ“Ö®Öê Ûêú ×»Ö‹
(A) Ûêú¾Ö»Ö †×³ÖÛú£Ö®Ö (A) ÃÖÆüß Æîü … ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖ ÃÖÖÓ×ܵÖÛúßµÖ ¯ÖÏ×¾Ö×¬Ö ÛúÖ
(B) Ûêú¾Ö»Ö ÛúÖ¸üÞÖ (R) ÃÖÆüß Æîü … ˆ¯ÖµÖÖêÝÖ ×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü ?
(C) †×³ÖÛú£Ö®Ö (A) ÃÖÆüß Æîü, ¯Ö¸ü®ŸÖã ÛúÖ¸üÞÖ (A) ¯ÖÏÃÖ¸üÞÖ ÛúÖ ×¾Ö¿»ÖêÂÖÞÖ
(R) ÝÖ»ÖŸÖ Æîü … (B) ™üß-™êüÙü
(D) †×³ÖÛú£Ö®Ö (A) ŸÖ£ÖÖ ÛúÖ¸üÞÖ (R) ¤üÖê®ÖÖë (C) ¯ÖÏןÖÝÖ´Ö®Ö ×¾Ö¿»ÖêÂÖÞÖ
ÃÖÆüß Æïü … (D) ÃÖÆü-¯ÖÏÃÖ¸üÞÖ ×¾Ö¿»ÖêÂÖÞÖ
J-09-14 9 Paper-II
38. Sampling error can not be estimated 45. Match the following :
when the researcher employs List – I List – II
(A) Simple random sampling a. Experimental i. Criticism
(B) Stratified random sampling b. Historical ii. Control
(C) Systematic sampling c. Case study iii. Interpretative
(D) Quota sampling d. Ethnography iv. Intensive
v. Intuitive
Codes :
39. Which of the following is not a non- a b c d
probability sampling technique ? (A) ii iii iv v
(A) Snow-ball sampling (B) i ii v iii
(B) Stratified random sampling (C) iii i iv v
(C) Incidental sampling (D) ii i iv iii
(D) Purposive sampling
46. Research conducted by classroom
40. Which of the following variables is teacher to improve spelling among
discrete ? students in English language is
categorized as
(A) Achievement
(A) Pure Research
(B) Intelligence (B) Qualitative Research
(C) Aptitude (C) Quantitative Research
(D) Attribute (D) Active Research

41. Which of the following is a non- 47. For conducting research in group
parametric test ? dynamics, which of the following
(A) t-test (B) F-test techniques can be used ?
2 (A) Anthropometry
(C) χ -test (D) z-test
(B) Biometry
(C) Geometry
42. The range of coefficient of (D) Sociometry
correlation between two variables is
(A) 0 to +1 48. A study of the causes and
(B) +1 to –1 consequences of India’s freedom
(C) 0 to –1 struggle movement falls under which
(D) none of the above of the following types of research ?
(A) Ex-post facto research
43. The most stable measure of (B) Historical Research
(C) Correlational Research
variability is
(D) Phenomenological Research
(A) Range
(B) Mean Deviation 49. Which of the following is a
(C) Standard Deviation positional average ?
(D) Quartile Deviation (A) Mean
(B) Median
44. Which of the following falls under (C) Mode
Inferential Statistics ? (D) None of the above
(A) Arithmetic Mean
(B) Standard Deviation 50. Test-retest is a method to determine
(C) Harmonic Mean (A) Validity (B) Reliability
(D) Analysis of Variance (C) Feasibility (D) Objectivity

Paper-II 10 J-09-14
38. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖ †¾ÖãÖÖ ´Öë ¯ÖÏ×ŸÖ“ÖµÖ®Ö 45. ×®Ö´®Ö×»Ö×ÜÖŸÖ ÛúÖê ÃÖã´Öê×»ÖŸÖ Ûúßו֋ :
¡Öã×™ü ÛúÖ †ÖÛú»Ö®Ö ®ÖÆüà ×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ ? ÃÖæ“Öß – I ÃÖæ“Öß – II
(A) ÃÖ¸ü»Ö µÖÖ¥üד”ûÛú ¯ÖÏ×ŸÖ“ÖµÖ®Ö a. ¯ÖϵÖÖêÝÖ´Öæ»ÖÛú i. †Ö»ÖÖê“Ö®ÖÖ
(B) ßָüßÛéúŸÖ µÖÖ¥üד”ûÛú ¯ÖÏ×ŸÖ“ÖµÖ®Ö b. ‹êןÖÆüÖ×ÃÖÛú ii. ×®ÖµÖÓ¡ÖÞÖ
(C) ¾µÖ¾Ö×Ã£ÖŸÖ ¯ÖÏ×ŸÖ“ÖµÖ®Ö c. ÛêúÃÖ †¬µÖµÖ®Ö iii. ¾µÖÖܵÖÖŸ´ÖÛú
(D) ÛúÖê™üÖ ¯ÖÏ×ŸÖ“ÖµÖ®Ö d. ®Öé•ÖÖןÖ-¾ÖÞÖÔ®Ö iv. ÝÖÆü®Ö
v. †ÓŸÖ:¯ÖÏ–ÖÖŸ´ÖÛú
39. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ‹Ûú †¯ÖÏÖ×µÖÛúŸÖÖ Ûæú™ü :
¯ÖÏ×ŸÖ“ÖµÖ®Ö ¯ÖÏ×¾Ö×¬Ö ®ÖÆüà Æîü ? a b c d
(A) îÖÖê²ÖÖò»Ö ÃÖï¯ÖØ»ÖÝÖ (A) ii iii iv v
(B) i ii v iii
(B) ßָüßÛéúŸÖ µÖÖ¥üד”ûÛú ¯ÖÏ×ŸÖ“ÖµÖ®Ö (C) iii i iv v
(C) ÃÖÖÓµÖÖê×ÝÖÛú ¯ÖÏ×ŸÖ“ÖµÖ®Ö (D) ii i iv iii
(D) ÃÖ¯ÖϵÖÖê•Ö®Ö ¯ÖÏןֵ֮֓Ö
46. ”ûÖ¡ÖÖë Ûúß ¾ÖŸÖÔ®Öß ´Öë ÃÖã¬ÖÖ¸ü ÆêüŸÖã ׿ÖõÖÛú «üÖ¸üÖ ÛúõÖÖ
40. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ “Ö¸ü ×¾Ö¿ÖêÂÖ ºþ¯Ö ÃÖê ´Öë ÃÖÓ“ÖÖ×»ÖŸÖ ¿ÖÖê¬Ö ×ÛúÃÖ ¾ÖÝÖÔ ´Öë †ÖŸÖÖ Æîü ?
†ÃÖŸÖŸÖ Æîü ? (A) ×¾Ö¿Öã¨ü ¿ÖÖê¬Ö/†®ÖãÃÖÓ¬ÖÖ®Ö
(A) ˆ¯Ö»Öײ¬Ö (B) ²Öãרü (B) ÝÖãÞÖÖŸ´ÖÛú ¿ÖÖê¬Ö/†®ÖãÃÖÓ¬ÖÖ®Ö
(C) †×³Ö¾Öé×¢Ö (D) »ÖõÖÞÖ (C) ¯Ö׸ü´ÖÖÞÖÖŸ´ÖÛú ¿ÖÖê¬Ö/†®ÖãÃÖÓ¬ÖÖ®Ö
(D) ×ÛÎúµÖÖ×®Öšü ¿ÖÖê¬Ö/†®ÖãÃÖÓ¬ÖÖ®Ö
41. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ‹Ûú †-¯ÖÏÖ“Ö×»ÖÛú •ÖÖÑ“Ö
Æîü ? 47. ÃÖ´ÖæÆü ÝÖןÖÛúß ´Öë †®ÖãÃÖÓ¬ÖÖ®Ö ÛúÖµÖÔ ÛúÖ ÃÖÓ“ÖÖ»Ö®Ö
(A) ™üß-™êüÙü (B) ‹±ú-™êüÙü
×ÛúÃÖÛêú †ÓŸÖÝÖÔŸÖ †Ö‹ÝÖÖ ?
(A) ´ÖÖ®Ö¾Ö×´Ö×ŸÖ (B) •Öß¾Ö×´ÖןÖ
(C) χ -™êüÙü
2 (D) z-™êüÙü
(C) •µÖÖ×´Ö×ŸÖ (D) ÃÖ´ÖÖ•Ö×´ÖןÖ
42. ¤üÖê “Ö¸üÖë Ûêú ²Öß“Ö ÃÖÆüÃÖÓ²ÖÓ¬Ö Ûêú ÝÖãÞÖÖÓÛú ÛúÖ ¯Ö׸üÃÖ¸ü 48. ³ÖÖ¸üŸÖßµÖ Ã¾ÖŸÖÓ¡ÖŸÖÖ †ÖÓ¤üÖê»Ö®Ö Ûêú ÛúÖ¸üÞÖÖë ŸÖ£ÖÖ
ŒµÖÖ Æîü ? ®ÖŸÖß•ÖÖë ÛúÖ †¬µÖµÖ®Ö ×ÛúÃÖ ¯ÖÏÛúÖ¸ü Ûêú †®ÖãÃÖÓ¬ÖÖ®Ö
(A) 0 ÃÖê +1 Ûêú †ÓŸÖÝÖÔŸÖ ¸üÜÖÖ •ÖÖ‹ÝÖÖ ?
(B) +1 ÃÖê –1 (A) ÛúÖµÖÖì¢Ö¸ü †®ÖãÃÖÓ¬ÖÖ®Ö
(C) 0 ÃÖê –1 (B) ‹êןÖÆüÖ×ÃÖÛú †®ÖãÃÖÓ¬ÖÖ®Ö
(D) ˆ¯ÖµÖãÔŒŸÖ ´Öë ÃÖê ÛúÖê‡Ô ®ÖÆüà (C) ÃÖÆüÃÖÓ²ÖÓ¬Ö¯Ö¸üÛú †¬µÖµÖ®Ö
(D) ‘Ö™ü®ÖÖ×¾Ö–ÖÖ®Ö ÃÖÓ²ÖÓ¬Öß †¬µÖµÖ®Ö
43. ¯ÖÏÃÖ¸üÞÖ ÛúÖ ÃÖ¾ÖÖÔ׬ÖÛú ãÖÖµÖß ´ÖÖ¯Ö ŒµÖÖ Æîü ?
(A) ¸ëü•Ö 49. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ãÖÖ®ÖÖ×ÁÖŸÖ †ÖîÃÖŸÖ Æîü ?
(B) ´ÖÖ¬µÖ ×¾Ö“Ö»Ö®Ö (A) ´ÖÖ¬µÖ
(C) ´ÖÖ®ÖÛú ×¾Ö“Ö»Ö®Ö (B) ´ÖÖ׬µÖÛúÖ
(D) “ÖŸÖã£ÖÔÛú ×¾Ö“Ö»Ö®Ö (C) ²ÖÆãü»ÖÛú
(D) ˆ¯ÖµÖãÔŒŸÖ ´Öë ÃÖê ÛúÖê‡Ô ®ÖÆüà
44. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ‹Ûú †Ö®Öã´ÖÖ×®ÖÛú
ÃÖÖÓ×ܵÖÛúß Æîü ? 50. ™êüÙü-¸üß™êüÙü ×ÛúÃÖÛêú ×®Ö¬ÖÖÔ¸üÞÖ Ûúß ×¾Ö×¬Ö Æîü ?
(A) †ÓÛúÝÖ×ÞÖŸÖßµÖ ´ÖÖ¬µÖ (A) ¾Öî¬ÖŸÖÖ
(B) ´ÖÖ®ÖÛú ×¾Ö“Ö»Ö®Ö (B) ×¾Ö¿¾ÖÃÖ®ÖßµÖŸÖÖ
(C) Æü¸üÖŸ´ÖÛú ´ÖÖ¬µÖ (C) ¾µÖ¾ÖÆüÖµÖÔŸÖÖ
(D) †®ÖÖê¾ÖÖ (D) ¾ÖßÖã×®ÖšüŸÖÖ

J-09-14 11 Paper-II
 Space For Rough Work

Paper-II 12 J-09-14