M Phil, Ph D Education/E.T/2017

ñÑ**WiZ�DQg�z-Eg;2017 8ZÝe~)Z�m(ZÚ÷<X / Z*X�

M Phil/Ph D (Education) Entrance Test - 2017

Question Paper Booklet Â+@î EF06,<îF0ÎZÑ]

100 �Z]: :�z] z�Ü

QyzZgzVÆa@Zc*]OMR Zzg;w]�KXZkÆ´z{Âa~ËÌÔ6,;w]�Ô OMR Zz6,�ÛZëÅ�(6,ZyzZgZC .1

�c*ZC**x:KX

Æa�XZ¤/ZkÂa~,]Á Rough Work Ô3 ,]6,�ìXWy%Æ 16 t6,<îF0ÎZÑ]À .2

�Vc*ZkÅF,KM~Ãðt�Â�Z!*]�Ь�ôZy»gÐZÐps�zZBX

�Z!*]�b��XÎZw (A) (B) (C) (D) ��w 4 czèÎZÑ]�XCÙÎZwÆn 100 ZkÂa~] .3

Blue/Black Ball �Z!Òn~ZLÉ��{�Z[Æ�Z],}ÃÜs OMR Æ9�Z[»ZN[ÙXQÐ�ZÙX Point Pen

�Z!Òn~9�Z[�¶6,�bYNÐXZ¤/ZkÂa~ZyzZgä�Z[6,¶Ky OMR ZyzZgÃ�Z]Üs .4

~�Z],}Ã�Z:H�ÂZ+ßg]~ZyzZgÃÃð�7AÇX OMR Îc*�p

Z¤/Zq-Ðic*�{�Z],zVÃ�ZH�H�ÂQkÎZwÆ�7�ÐX .5

7ìX Negative Marks ß�Z[6,Ãð .6

ZÚ÷<ÆZ!x6,ZyzZgÂ^6,pYÎZÑ]ZL�B�Mh�X .7

///

�\ôZy»g

Booklet Serial No.

OMR Serial No.

Hall Ticket No.

(Part - A) zZzw

Æfg=qÝ�@*ìXZkìw (Inductive Approach) �*~ZKyZLZ§Zs0*ñYäzZáqÑ]»DãC�~îg6,Z`Zð§ig�ð .1

Ã7�äzZÑ®: (Aristotle) ZgT (B) (Sacrates) cZo (A)

Kerlinger (D) (Francis Bacon) Z1"5½è EGE �Û (C)

qÝ�äÆa¬Z·¹%:È~Æfg=¼æZgkÃqÝHóQZyæZgk~ÐCÙægÐ (Sample) Zq-[äZKÎM!*�~Ð%: .2

ÐP)oV»Z·¹%:È~Æfg=ZN[HZzgQZy)ÂVÐCYÅZq-ºm®Z�ÃZ·¹%:È~ÃZC�qÝHX%:È~»t§iB@*ì:

Stage Sampling (B) Clauster Sampling (A)

Random Stratified Sampling (D) Multiphase Sampling (C)

Ðì: Qualitative Research qgzfs§i;ñï»m .3

Corretional Research Zzg Historical, Ethnographic Research (A)

Causal-Comparative Research Zzg Historical Research, Corretional Research (B)

Case Studies zg Z Ethnographic Research, Historical Research (C)

Correlational Research Zzg Historical Research, Case Studies (D)

Åz{nT»�úòt�@*ì�ËïƳ~qÝx@Z]~0*c*YäzZÑ�Ût¡%:È~Æ%³~ñ�� (Hypothesis) Gz£ .4

ÅzzÐ�@*ì: (Chance Error in the Sampling Process) Z·¹�Ûz¦/Z�& Research Hypothesis (B) Null Hypothesis (A)

Directional Hypothesis (D) Scientific Hypothesis (C)

Ë(ïÆe~[Î(Z�Zg}~',u»g%�zpZ&6,zWkóZÎÃL6,zWkóZk6,zWkZzgZ2ËkÅ®Z�ZzgZyÅ .5

Z�Zg}~/0*È~q¢~ZzgCYÅ(Æ}ò6,ZyÅZW,M�Û´�gc*Ä�**eLìXZkßg]~z{qgzfsÑgc*C&½5ë GE»ZEw�}Ç:

ANCOVA (D) t-test (C) þChi-Square Test(B) Correlation (A)

Ëï~�zc*�zÐic*�{Zñg¥â]Z��äƧhV»ZEwHY@*�Ât¿B@*ì: .6

Repeated Measures Design (B) Cross-Cultural Validity (A)

Triangulation (D) Positivism (C)

Ð%Z�: (Perfect Positive Correlation) »ïµëg$�Àö EY

.7

Zq-o~Z»ðZ���zu}o~pÐ�&Z»ðZ��»!*)�@*ìX (A)

Zq-o~Z»ðZ���zu}o~pÐ�&Z»ð¶»!*)�@*ìX (B)

ÃðoË�zu}oÃȨ̈bOW,7�@* (C)

Zq-o~Z»ð¶�zu}o~pÐ�&Z»ðZ��Åf)�Zg�CìX (D)

2

M Phil, Ph D Education/E.T/2017

Æ!*g}~¥â]qÝ�äÆaÙz{e:T~À�äc*ZkÐic*�{ (Attitude) ËñçqÆ0Z�ÛZ�ÆZ0+Zi� .8

Ò**]�g`�D�Î�xÈù]Ã7HY@*ìZzgz{ZyÒ**]Ã�Hg{i%zV~F,KM�ï�TÃïÆaZEwHY@*ìX Thurstone Technique (B) Likert Method (A)

Interview (D) Semantic Differential (C)

ÅZq-Vw: (Secondary Sources) ~Zñg¥â]ÆU*â~fgZù (Historical Research) @*g]ï .9

eJ�óÏgó]kó',@z){ (B) Îñµ6,ñ���Û�ä�k,H� (Documents) �*zm,Z] (A)

@*gõÅ»!à (D) zZµ6,ñ��Z�ÛZ�»i!*ãÒy (C)

ÃqgzfsZ�bÐÌY**Y@*ìX Ethnolography .10

Palentology (B) Anthropology (A)

Entemology (D) Philosophical Study (C)

»¿�gc*¢ïEGL�ëÅZknÐmg�rì? (Census) %�xÑg~ .11

Evaluation (B) Assessment (A)

Ex Post Facto Research (D) Correlational Studies (C)

LÓxÇDÅãC�8göO�!*]�D�ZzgTÃx@{Zzg�/Æfg=MÐ(,Jc*YYìóZko{»mZk��Ðì: .12

Positivism (B) Realism (A)

Interactionism (D) Determinism (C)

Â0*vZV°�H�ÇXZzgZkqª(~ 10 Zzg 9,8,7 ìZzgZy0*õZ°Z�~ÐegZ°Z�� 25 Z¤/M\йY@*ì�0*õZ°Z�»ù· .13

H�VÐ: Degrees of Freedom (D.F) M\Æ;Vd.f. 3 Zzg 5 (B) d.f. 5 Zzg 9 (A)

d.f. 4 XZzg 9 (D) d.f. 4 Zzg 5 (C)

Ë*y~CYÆqÝ��{¶K**]qgzfs].zw~�g`�X .14

81 80 82 88 86 83 82 84 85 79

�ÇX (Standard Deviation) Zy¶K**]»£g~Z�Zs

3.19 (B) 2.65 (A)

2.12 (D) 10.77 (C)

Ðm7g�rX Descriptive Research .15

Correlational Research (B) Survey Method (A)

Philosophical Research (D) Causal Comparative Research (C)

ÅVw: Non-parametric Data .16

(C) Zzg (A) (D) Ordinal Data (C) Ratio Data (B) Internal Data (A)

3

M Phil, Ph D Education/E.T/2017

Ãð[»ÒÆCYÆÎ�zc*ÆÃZ+}Zzgv**]Æ!*g}~gD**]Z��**eLìZzg{Zk¾nÐ�k»Ò»ZN[�@*ìXZk .17

H�Ç? Sampling Unit ï~z�&~�áïCÙZq-»Ò (B) »Ò»¤(DZÐZ�~îg6, (A)

»ÒÅËRÐmgppzZáÓxC (D) z{à�V6,ïÅYg�� (C)

êCÙ�CìX Line of Best Fit~ Linear Regression .18

g0*c*Y@*ì (Negative) �zoZ]ÆâÎtc*wk (B) �zoZ]~µZzgkm0*c*Y@*ì (A)

�zoZ]Zq-�zu}ÆZW,ÐÞZc*MiZ��D� (D) g0*c*Y@*ì (Positive) �zoZ]~µ (C)

Åßg]~0*ñYNÂZkqª(~qgzfsëg$�Àö EY

Ratio Scale c*Interval ó(Continuous Variables) Z#�zÚoZ] .19

eö»ZEwHY@*ìXPearson Product Moment Correlation (B) Rank Order Correlation (A)

Correlation Ratio (D) Biserial Correlation (C)

Ð00*ñYäzZá¬xÂø]c*ß�VÃ�zg�äÆaZq-eZY!2.çEH~��3@*ìX��3ä AIDS Zq-�b»ægkCY~ .20

Ð0¥â]ZzgìÑ]Y+ÆaZq-ZJyÂ�@*ìZzgQ�Ã�3äÆ�Zq-ZzgZJyt AIDS Æ Ð¬ægkZyCYY+žnÐÂ�@*ì��»CYÅ¥â]ZzgìÑ]6,¾uJ-µZW,�ZXZkn»�!*Có{�B@*ì:

The One Group Pre Test Posttest Design (B) The Static Group Comparison Design (A)

The Pretest - Posttest Equivalent Groups Design (D) The One-shot Case Study Design (C)

Æ!*g}~97ìX Narrative Analysis .21

�zâVÐ�@*ì Non-verbal Material Zzg Verbal Zk»m (B) Ð�@*ì Verbal Material Zk»mÜs (A)

Zk2»ZEwZ�ÛZ�ó¤/z�Vc*�d$zpÄÆ_·~HY@*ì (D) Zk~¹EVc*fZC�!*]Åu¦/�&ÅZÌ�Cì (C)

Å~ (Normal Probability Curve) Zq-gc*èÆåäCYÆqÝ��{¶K**]ä/ZsÅ~»gHX¤/ZsÀòZkãÈ .22

0*ð�XZ+ßg] (1) Å7Zq- (Standard Deviation) Zzg£g~Z�Zs 45 Å7 (Mean) qÝ�ðXZk~Zz��ÔÅ7�Ï: Mode Zzg Median~

45 Zzg 50 (B) 40 Zzg 50 (A)

45 Zzg 45 (D) 50 Zzg 50 (C)

qÝ�ä»z{�:ÂxTÆ_.â**Y@*ì�z�DÇD�@*ìT»jZkÆfg=Z�gZuH (Knowledge) �ëÅ�lc*D .23

Ync*&x@{Zzg�/Æfg=MÐ(,Jc*Yn:Naturalism (B) Positivism (A)

Symbolic Interactionism (D) Post Positivism(C)

BD�: Data Bases Ã&Ò

ø

J

Æ? Web Page .24

World Wide Web (B) Search Engine (A)

Spiders (D) Internet (C)

4

M Phil, Ph D Education/E.T/2017

ÅVwì: discrete Variable .25

Z�ÛZ�Å/ (B) Z�ÛZ�ÅMæã (A)

Z�ÛZ�Ž (D) �(C)

ÅS¤7ì: Qualitative Research .26

HY@*ìX (Exploratory) ãC�~îg6,)czs´�»_· (A)

¥â]Z��äÆax@{ZzgZÚz-»ZEwHY@*ìX (B)

öz��@*ì / !*<mgN* (Sample Size) ï~%: (C)

»ZEw�Æ�ëÅúÅYCìX Data Zk~�.Þeö (D)

Å7H�ÏX (Median) CYÆ!¶K**]Ãn�ðF,KM~g3�HXZy�Z]~�gx: 70 ZJy~ Ë .27

50th Percential Rank (B) 38th Percentile Rank (A)

36.5th Percentile Rank (D) 99th Percentile Rank (C)

ZzgZkÐÁ Large Sample »�,qgzfs°�гHY@*ì�Zk°�Ðic*�{� (Selected Sample) ï~Î%: Ë .28

z{°�ì: Small Sample �Â100 (B) 50 (A)

30 (D) 1000 (C)

~�áï7�@*: Threats Æa0*ñYäzZá Internal Experimental Validity .29

Maturation (B) (History) @*gõ (A)

(Interference of Prior Treatment) ��D+göÆZW,Z] (D) Pre Testing (C)

&Zk¾nÐF,KM�c*Y@*ì�Ë�Z],{»gc*»g��Ï~Z�ÛZ�Åáµ+B{5ÐöG

G&¢AH�ÏX (Test) {ZJy z .30

(Aptitude Test) gDã< (B) (Achievement Test)+B{5Ð

ö

G

GZJy (A)

(Personality Inventory) ,eð�Ûz (D) (Attitude Test) gztYC< (C)

Æ!*g}~97ìX Parametric Statistical Tests .31

ZÏÅ~�X Ratio Zzg Interval ÜsZzgÜs Data À�Z+ßg]~ZEw�D�Z# Tests t (A)

ZÏÅßg]~�ZEw�D� Ordinal ZÏc* Ratio ZÏó Interval � Data Z( Testst (B)

»ZEw�@*ì Tests :Ì�VÂZy (Normally Distributed) Z#!��5éG] (C)

�.Þeö�X DataZ# (D)

�Ç: (Research Design) Ë�!*Cï~ÐZq-ÐiZZ+MiZ�oZ]�áw�VÂZkqª(~ó{� Z# .32

Counter Balanced Design (B) Factorial Design (A)

The Static Group Comparison Design (D) The Solomon Four Groups Design (C)

5

M Phil, Ph D Education/E.T/2017

»Z:t�ÇX Two Tailed Test of Significance Åßg]~ Null Hypothesis gzfs q .33

Ðic*�{7�CX I.Q )îh-V)¬xâ�ZâV(Å I.Q îh-VÅ (A)

~Ãð�Ût70*c*Y@* I.Qs îh-VZzg)îh-VÅZz� (B)

ÐÁ7�CX I.Q )îh-VÅ I.Q îh-VÅ (C)

'C' Zzg 'A' (D)

�Ç: Skewness» Distribution **gï�ÂZkßg]~Zk (Distribution) »¤/Zs6,;� Scores Z#Ëï~qÝ .34

Zq- (B) 50 (A)

3 (D) # (C)

q-[ZKïÆaÎM!*�~Ð�g»g%:qÝ�äÆ%³6,ik,_·M!*�~Æ�Z�ÛZ�ÅúÒÏÁZzg�Z�ÛZ�ÅúÒÏ¢zg] Z .35

B@*ì: (Sample) Ðic*�{�©8ìXZkn»%:Biased Sample (B) Representative Sample (A)

Inaccurte Sample (D) Inadequate Sample (C)

Ã�gc*Ä�仧i: (Internal Reliability) ZJã6,pÅZ0+gzãZO�e$ Ë .36

Inter Rater Reliability (B) Test-Retest Method (A)

'B' zg Z'A' (D) Split Half Method (C)

q-ïƳ~qgzfs©qÝ�NX Z .37

S12=39.40 x1=87.43 N1-32 �!*C¤/z{

S22 = 40.80 x2=82.58 N2=34 Nzw¤/z{

Å7�ÏX 't' ZyÐqÝ�äzZà4.12 (D) 2.56 (C) 1.96 (B) 3.11 (A)

ÒÆCYÆZJ**]~}òÆZq-_·~t0*c*�H�Í4+Ñ$k,+Å�ø7!ZzgCYÆZJy~»g��Ï»À�gZ�&m0*c*Y@* » .38

ìpCYÅ�pZzg7,JðÅY+$~yZq-Zëo0*c*�H�ZkÃ~gZ�&mÃtîg6,OW,�@*ìZk§bÆoZ]BD�:Moderating Variables (B) Intervening Variables (A)Dependent Variables (D) Confounding Variables (C)

Ã9ây©8ìXZ#�z{97�@*Zk§boZ] Null Hypothesis Æ%³6,Z#Ãð[ Statistical Hypothesis Testing .39

�ä~**»òqgzfsZ%ŶK0+��CìX Detect ÆÇmÃType-II Error (B) Type-I Error (A)

Type - IV Error (D) Type-III Error (C)

(Å�Zzg�]êCÙ�@*ì: Correlation/ {°���zoZ]~ëg$�Àö EY

)ëg_5Àö IGY

z .40

Cofficient of Correlation (B) Coefficient of Determination (A)

Z- Score (D) Effect Size (C

6

M Phil, Ph D Education/E.T/2017

�E+{Æfg=g3YäzZÑgkge�CYƺmqÑ]~',@*�»�ZðÐx@{�ÆôpHY@*ì@*�ZyÆfg=CÅ,Æ Z .41

ZU�V~p~Zzg%»_·HYnZzgZyCYÆaZyúÒ{U�V6,ZÐZ�~îg6,SàÂz�~YnXAnecdotal Record (B) Scholastic Achievement Record (A)

Observation Record (D) Case Study Record (C)

$4-Bï

EG

E�@*ì�ZkÆ�Ûd$0*ñYD�Zzgt¿z{Zkz�Ü (Sample) T~[Z7Z�ÛZ�Ã�g%: Sampling Technique +Z .42

qÝ:�YñX Sample Size J-Yg~g�rìZ#J-�³��{Snowball Sampling (B) Convience Sampling (A)

Purposive Sampling (D) Quota Sampling (C)

ÅS:]~�áï7�@*X Descriptive Statistics .43

ÃÒy�ä»Zq-fg=�@*ì Data t (A)

Æ0 Data ÆZEwÆfg= Measures of Spread Zzg Measues of Central Tendency Zk~�zZëÑgc*] (B)

}òqÝKYD�XÐMÐZzgZ:t7HYYX Data ZkÐqÝ�}zZá}òÃqÝ�{ (C)

ÐqÝ�äzZáÑgc*C}òÆZEwÐM!*�~ÅS:]ÃZ~.HY@*ìX (Sample) Î%: (D)

ìc*7�gc*Ä�**�ÂqgzfsÑgc*C (Significant) ~�Ût�.ÞÒp (Means) ÆZz��Ô Samples Ð�zÐic*�{ Z# .44

2ZEwHY@*ìXANCOVA (D) Correlation (C) ANOVA (B) 't' Test (A)

Âz»%�/t�@*ì�Z�ÛZ�ËzZµ»�/¾§bqÝ�D�ZzgZk�/»¾§bÈZ~.�D�: / ï»z{§iT~[»æ¬ .45

Demography (D) Anthropology (C) Positivism (B) Phenomenology (A)

Zk¤(D» -5 åZzg£g~Z�Zs 62 (x) �Z]qÝKZ#�ZkÅ)®)»Zz� 67 ~Ð 100 h+ä�bÆZJy~ i .46

Zjg(�Ç: 'Z') ]À)éY

Zjg+ 2.5 (D) - 1.00 (C) - 1.50 (B) + 1.00 (A)

~: (Normal Probability Curve) òZkãÈ À .47

�D�X Scores 6,'Y ' axis Zzg Frequencies6,'X' - axis (A)

�D� Frequencies 6,'Y' - axis Zzg Score6,'X' - axis (B)

�C�X Cummulative Frequencies 6,'Y' - axis Zzg Frequences 6,'X'-axis (C)

�D�X Cummulative Frequencies 6,'Y' - axis Zzg Scores6,'X' - axis (D)

c*ËZzgãC�6,ú�}©8ìZzgQCÙ�h~ÆZq-�Û�Ã�!*C¤/z\Zzg�zu}�Û�ÃNzw I.Q �!*Cï~[CYÅ�hc*VZyÅ Ë .48

¤/z\~�áï��êìXZk§bqÝ�äzZá�z¤/z:BD�XCorrelated Groups (B) Non-independent Samples (A)

'B' Zzg 'A' (D) Independent Samples (C)

7

M Phil, Ph D Education/E.T/2017

Å®Z��Ï: Degrees of Freedom~ Between three groups ANOVA TestË .49

# (D) Zq- (C) & (B) �z (A)

�Z�ÛZ�ó°z){Ãð�¢8�@* (Units) qÝ�äÆaZkM!*�~ÅZyÓxZ»ÇV (Sample) Ìï~£/M!*�~Ð%: Ë .50

ìXZ»ÇVÅtz�&ù¦îg6,BCìXSampling Frame (D) Random Sample (C) Sampling Unit (B) Sample (A)

(Part - B) z�zx»t@s�Óxa�ZkRÅ/Ðmgnp�V''�w (Rashtriya Madhyamik Shiksha Abhiyan) ¸òU*â~(î .51

J-U*â~Zjw~�Z4�`�V:2030 (D) 2019 (C) 2017 (B) 2020 (A)

Ʀg»!*ã: Pedagogical Content Knowledge (PCK) g+yZy~ D+ .52

Bruner (D) Shulman (C) Doyle (B) Gage (A)

Æo}: Steering Committee ÅNational Curriculum Framework - 2005 .53

g�BæZ (D) 6,zWgógZX (C) 6,zWgZxñgC (B) 6,zWÍw (A)

Å»g~~ZCñYäzZáZZ�Zâ]ÅF,KM: (Achievement Test) Ë(+B{5Ð

ö

G

GZJy .54

ZzgZJy»ZZ� Blue Print ZJyŵ/È~óÎZà6,pÅ»g~ó (A)

Å»g~ Blue Print µ/È~ó6,pÅ»g~óZJy»ZZ�óZzg (B)

óµ/È~óÎZà6,póZJy»ZZ� Blue Print (C)

óÎZà6,póZJy»ZZ� Blue Print µ/È~ (D)

ÅãC�Zk®Æ,6,FFìX Critical Pedagogy .55

(John Dewey) Yye-~ (B) åY¾gzÎ (A)

(John Lock) yÑu Y (D) (Paulo Freire) 0*zß9~g} (C)

Æ%ZiÅF,KM Curriculum EvaluationÆ Rolph Tyler .56

ç��{£�Æ�wÆaZõ!u¤/ñV»ZZ� (ii Zõ!�/Æ£�»ç (i

ç��{£�Æ�wÆaZõ!u¤/ñVÅÙ|# (iv Zõ!�!*]ÅeöZzgç�g (iii

iii Zzg i, ii, iv (B) ii Zzg iv, iii, i (A)

ii Zzg iii, i, iv (D) iii Zzg ii, iv, i (C)

T~Zk!*]»Z0+Zi{³HY@*ì�CYÅ®Z�»HÚ�&ZjàRÅ�Æ�Zd (Approach) (µ/È~Åz{§ig�ð .57

½~�Z4�ÇXSocial Demand Approach (B) Man-power Approach (A)

Social Justice Approach (D) Rate of Return Approach (C)

8

M Phil, Ph D Education/E.T/2017

Bc*�H: 'India's Educational Plan' øg}o»z{F@�!µ/� .58

�Hg�ZVµ/ (B) g�ZVµ/ !* (A)

�Zµ/ (D) �ÎZVµ/ (C)

ÅZqÐi~S:]~�áï7: Liberal Education .59

t�bógc*è�Y_°]�p}Æ_·Æfg=Z�ÛZ�~f;�Zzgi&6V»�Ûzr�CìX (A)

ÃJw�äÆçn~p�Û�{�CìX (Ideas) tZ�ÛZ�Ã6ìÑ] (B)

tZ�ÛZ�~i0+ÏÅë7VÃKZzgZyÐÎ�Miâ�äÅ&¢AaZ�CìX (C)

ZKy~ËçnÆ9c*ß�äÆ0Z�c*CU�VÅãC�6,ZqÐi�äÅ&¢AaZ�CìX (D)

ÆÃtÆqò®: Homeostasis ZKã�CÙ�Z0+gzãîg6,ÂZiy�ìgpp~Ú~лx�@*gLìXZk .60

(Lewin) yC (B) (Clark Hull) guI ¯ (A)

(Vygotski) Zc$hÀöG

z (D) (Tolman) w} N*(C)

,Ðm7�@*: (Sankhya)E .61

ZkÆ_.D�ZKyÅ�]»fg=�@*ì (B) (Atheistic) t,Ëè<ØÃ7â} (A)

�Cì Dhyana Yoga ZkÅãC� (D) �DjZkÆ�Z],{Ð!*CÙ�ZЪkÆfg=qÝHY@*ìX (C)

Ð%1o�Æ|xqÝ�D� (Cognitive Structure) Z�gZÅ�|# / z{Zõ!§ig�ðT~CYik,Zõ[ñZ�)6ñZ�(»ZKf6 .62

(Heuristic Approach) ZÏ°§ig�ð (B) (Deductive Approach) Z5ZY§ig�ð (A)

(Inductive Approach) `Zð§ig�ð Z (D) (Constructive Approach) y~§ig�ð (C)

2gy»z{MgçTÆ�ÃðÌ(Z�Zg{�Ó#ÖÆik,ZOx�c*�Ó#ÖÅâàZæZ�Ð`c*Y@*�Ëà~Ãè<ØófZ]ói!*yc*Zy~ � .63

ÐËÌãC�6,�Z¼ÆhÐøzx7HYY:29- Mgç (D) 16 - Mgç (C) 17 - Mgç (B) (3) 15 - Mgç (A)

ÃZkÆZ�ÛZ�ZCfe�Zzgz{p�Zk�`ÆúÒ{0YD�X (Norms) Zzg£gZ] (Values) z{¿T~Ë�`ÆZ�Zg .64

Socialization (B) Acculturation (A)

Enculturation (D) Civilization (C)

»'''''�½Æa�ì: GDP øg}o~ñ��{�zg~ .65

� 2.9 (D) � 3.8 (C) �z� (B) b� (A)

Æ_.ZKã�zúÆ%ZiÅF,KM: Kolb .66

Integration zg Z Specialisation, Acquisition (B) Integration Zzg Acquisition, Pre-operational (A)

Self-actualization Zzg Integration, Acquisition (D) Specialisation Zzg Acquisition, Reception (C)

9

M Phil, Ph D Education/E.T/2017

Æ£�~�áï7ìX SWOT Analysis ÆK~ Self-Development .67

ÃÙ|#�**Zzgik,gµ/Ð�Sn�Zg�Y** (Threats) p�ÃÑhçZ] (B) ZKÂVÃ6,zZym%J** (A)

»½7gZ.�{�**X (Opportunities) p�ÃxñZµ (D) ZK$zg-V6,ÃgZzgZy~¶�äÅ6,izgÃÒ~µY** (C)

Æb�Zg� Objective Idealism .68

(Aristotle) ZgT (D) (Berkeley)µ',(C) (Kant) ±3ïEH (B) (Plato). (A)

Æ_.: Berliner �E+{~'g]qÝ�äÆZ%ZiÅF,KM Z .69

Competent and Expert, Proficient, Novice, Advance Beginner (A)

Proficient, Expert, Competent, Advanced Beinnger, Novice (B)

Competent, Expert, Proficent, Novice, Advanced Beginner (C)

Expert, Proficient, Competent, Advanced Beginner, Novice (D)

»Ãt: Gestalt Psychology ÆK~ (Transfer of Learning) õ!n�! Z .70

Transposition (B) Mental Discipline (A)

Identical Elements (D) Generalization of Experience (C)

ZqÑ]~ZKyÆ_.!*]Z§bЪCÙ�D�XZ#ZKy×~�@*ìc*p�Û�{c*pl�ÂZkÅ!*]�A~ZÖp»ZN[ .71

ÅZknÃ''¹ (Communication) F,­ / ZzgZ�Z5ÌZW,Z0+Zi�CìZzg#¥&óE�ã�Y@*ì�ZkÐH¹Yg;ì?#�3ïEGY@*ì?

Cloistered Communication (D) Para Verbal (C) Non-verbal (B) Verbal (A)

ZZlxÆ�D�ÎZ�E+{D+gözZõ[Æ¿ÃñW,¯äÆaZEw�D (Learning Experiences) õ!�!*] Z .72

äZyZ�!*]ÃZq-%zoÅ~7HXZk%zo~Z#�°{ÐgZkÅY+$(,JY@*ìÂZy�!*]ÅZW, Edgar Dale �XM�Û´6,�äzZàp~:

Zzg�k,0*Zõ[ Concrete �!*]Z5ZYó (B) Zzg�k,0*Zõ[ Abstract �!*]Z`Zðó (A)

ZzgZõ[¾æC Concrete �!*]Z`Zð (D) ZzgZõ[¾æC Abstract �!*]Z5ZYþ (C)

~�ë6,FFDc*9DÆaÙZ�b: Yoga .73

Pratyaksa (D) Pratibha (C) Pratyaya (B) Pramana (A)

(Social Functions) ½Æ�YZdw .74

(Transmission) Z�ZgÅà (ii (Preservation) �d$zpÄ»D (i

(Conservation) M!*zZ].Z�Æ&»� (iv (Evoluation) �d$zÕy»Zg» (iii

(Indoctrination) çÙwÅ è<ØófZ]0*]Zzg (v YV~v�** (Promotion) �Y�|#ƦgÃZ� (v

iv Zzg iii, ii (B) iii Zzg ii, i (A)

iv Zzg iii, ii (D) v Zzg iii, ii (C)

10

M Phil, Ph D Education/E.T/2017

ÅZ�b»ZºZq�äzZÑ: Banking Concept ½~ .75

Aristotle (D) Sam Pitroda (C) Dilor(B) Paulo Freire (A)

Version »yz*ã MOOCS .76

SWAYAM (D) E-Yanta (C) NPTEL (B) RUSA (A)

o~Zjà»[»ç�äzZáÁÜÐ_�7g�r: ¾ .77

�2gMMÆ_.Z�Zg (B) oÆzWF,Z@Zs (A)

ZjàCYÅM!*�~ (D) (Quantum of Knowledge) »fí{ D(C)

̹Y@*ì: Deductive Teaching à (Teaching Strategy) ZknÅD+g+Õi .78

Participatory (B) Expository (A)

Peer Coaching (D) Collaborative (C)

TÆ_.Z�E+{ÅÌ»[ŵ/È~~Ëq�CìZzgz{D+z+»[~Zq-Zë��Zg (Model) %: / D+z#èGEL»[»z{{� .79

�D�X The Tyler Model (B) The Taba Model (A)

The Alexander Model (D) The Sylor Model (C)

~qgzfsÃwÆÑÇ¿Æîg6,ZCc*�H: (World Education Forum) 2000 ¬@(¯gx .80

World Declaration on Education for All (B) The Dakar Framework for Action (A)

Brundtland Report on our Common Future (D) Dunkel Plan (C)

Ë#Ò)®)»Z(Zõ!âjwT~ægkCYÃZZõ!Z0+ZiÆñZµ�ÛZë�@*ìT~CYÃZ½¦»xc*ZÐZ�~_·ÅMiZ�~ .81

qÝgSìX@*�CY4îg6,¦gZ]»ûqÝ�Ã:Flipped Learning (B) Gamification (A)

Programmed Learning (D) Blended Learning (C)

Knowledge of Mathematics �**ec:�¡ Mathematisation ÅD+gö»ZëÑ (Mathematics) LæZgk~gc*è .82

qÝ�**óóZk!*]Ãqgzfs�*zm,~g3�Hå:NCTE - 2014 (B) 1993 - ÷0*wwg7g^ (A)

2004 - g�BæZzg7g^ (D) NFC - 2005 (C)

Z&++u"3©5½3ï HGE

GGHMs²g~Z�m»ZZ��äzZÑòZ�Zg{: .83

NVS (D) NCERT (C) CISCE (B) CBSE (A)

: (Guiding Principles) Æ¿~ZëgÉc*:Zßw Universalisation øg}o~U*â~½Æ .84

Equality and Social Justice (B) Universal Access(A)

qgz!*ÑX (D) Relevance and Development (C)

M Phil, Ph D Education/E.T/2017

11

ÅS:]~�áï7ìX Neo-Liberalism .85

(Globalisation of Education ½»¬K�** (A)

(Commodification of Higher Education) Zd½�g�âÈ�g] (B)

Zd½CÙ�Û�Å(Að FXõ~�ÒpçÙw (C)

Zd(Z�ZgzV»�gCZ�ZgzVÅwZ(g�** (D)

qgzfsÒ**]~ÐtÒy97ì: .86

B@*ì Curriculum Framwork z{µ/�(Z@ZsÃZjàR6,Zõ!�!*]Æfg=qÝ�äÅ!*"$gÉð�@*ì»!ãC� (A)

Y~ÍwwÅú�~�¶X 1990 6,ÃU*ã�äZzgg7g7�äÆa 1986 (0*� (B)

~D**ÒzÅú�~�¶ 2005 zik,ZWyýó�bZzg)ßYz){6,0*�ZzggZ�&Z&q]Æ0xzg]Æa (C)

Y~',u¬xMð¶X 1968 MiZ�y~«ò(0*� (D)

»;�: ECTLT .87

Educational Communication Tools of Learning Technology (A)

Electronic Communication Tools for Teaching (B)

Electronic Comprehensive Teaching Learning Tools (C)

Evaluation of Collaboration Teaching-Learning Tools (D)

D+g+�bÆ_.#Ò)®)~Z�E+{ÃF,KMzZgPZßßV6,¿cZ�**ecXZyZßßVÅF,KMZk§b�Ï: .88

F,(óu¤/òÅ�ó=ôóW (B) F,(ó=ô)Òy(óu¤/òÅ�óW (A)

u¤/òÅ�ó=ôóF,(óW (D) =ôóF,(óu¤/òÅ�óW (C)

Æ�£�Åz�&: (Psychomotor Domain) ewÅ´� .89

Characterizing Zzg Responding, Precision, Analysis (A)

Naturlization, Articulation, Precision, Manipulation (B)

Characterization, Manipulating, Organizing, Responding (C)

Articulation, Precision, Organisation, Manipulation (D)

»¦g7�äzZÑ: (Human Development Index) ZKãF,¹ú .90

(Paul Streeten) 0*w7� (B) (Amartyasen) Z%� (A)

(Keith Griffin) ´4-ôGG¤/® (D) 8[Z/ (C)

ÅZqÐi~S¤7ì: Behaviourism .91

Æ_.DZ�ÛZ�Æu¤/x¿',@*�ÐqÝHY@*ìX Behaviourism (A)

Æ_.D+g+¿Æfg=D�c*Y@*ìX Behaviourism (B)

ZkÆ_.Zõ[DqÝ�ä»Zq-Z(¿ìT~�Û�Ú~Æ�Bu¤/x¿gLìX (C)

Æ¿~Zq-çzyÅwg�rìX (Construction of Knowledge) Æ_.D+göyD Behaviourism (D)

M Phil, Ph D Education/E.T/2017

12

Æ_.½Æ£�: Pragmatism .92

�d$zpÄ»Dó�ÛzrZzgMäzZàYV~à (A)

½Z+��CYÅ¡]Zzg,Å�zú�} (B)

Z�ÛZ�Ã�`»Zq-»ë»gÁ¯**ec@*�z{ZK¡~pZ÷]Ã�Y#bÆa�Û!*y��} (C)

CYÃZq-p¥wZzg»x[i0+Ϧ/ZgäÆÑë¯** (D)

½Åf)�Zg~qgzfs�wJ-åîg6,gc*4Ó#ÖÆ�0*ðYC¶X .93

1964 (B) 1976 (A)

2009 (D) 2005 (C)

�Cì: Range Å I.Q **gïc*Zz�RÅf;-$gppzZáZ�ÛZ�Å .94

119 @* 110 (B) 139 @* 120 (A)

89 @* 80 (D) 109 @*90 (C)

ìTÆZZb%Z�D�: (System) ½Zq-Âx .95

CYZ�E+{óæg�»âjwZzg£� (B) CYóZ�E+{ó»[L£�Zzg£�»ç�g (A)

CYóZ�E+{ó»[óZJ**]Zzgº (D) CYóZ�E+{ó�gæg�óº»o (C)

�仿Z�7éSB@*ìX (Start) Zq-ÛR,�È�ZkÃÅ% .96

Warm Boot (B) Cold Boot (A)

'C' Zzg 'A' (D) Hard Boot (C)

Æi%}~MCìX Productive Skills Ëi!*yÆI~egZb%ZYú7ó1Üó7,­Zzgr�áï�XZy~ .97

ú7Zzg1Ü (B) 1ÜZzgG (A)

7,­Zzgr (D) ú7Zzgr (C)

D+g+u¤/ò~Z�E+{»z{¿TÆfg=D+göÑzq�äÐIZ�E+{CYÅ$zg-Vó1!Vó¥â]Zzg'gÂV»DqÝ�äÆ .98

aZ�x�êìTÅãC�6,z{ZKD+g+u¤/òÃgc�êìX(Diagnostic Assessment) �eö (B) (Motivation) F,( (A)

(Formative Assessment) 7eö (D) (Synoptic Assessment) (C)

Ð%Z�: Axiology .99

|ÆãC�~¦g»_· (B) ÃtZ�Zg / _Å�î0Z�Zg (A)

ZÖpÆJZY»_· (D) Ãt!D (C)

�w/(T»ZëÑZy±YV»´tó¡ó½ì: 18 @*11) Ó#ÖyÅZYTÆ�!*Ú±YV .100

(KGBV) Åg!*Ç0+S!*_dz�c*ZY (B) X�óe6,J�ZY e(A)

6,t�gÝ (D) (KSY) g~'Ë-» í (C)

M Phil, Ph D Education/E.T/2017

13

Rough Work

M Phil, Ph D Education/E.T/2017

14

Rough Work

M Phil, Ph D Education/E.T/2017

15

Rough Work

M Phil, Ph D Education/E.T/2017

16