MH- CET 2010 Analysis

mah-cet-2010

MH- CET 2010 Analysis

Overview:

MH-CET 2010 had 200 questions without any distinct sections. The questions were from the following topics: Verbal Ability, Quantitative Ability, Logical Reasoning, Visual Reasoning, Data Interpretation and Data Sufficiency.

The overall difficulty level of the paper was simple to moderate, but the difficulty lay in selecting the simpler questions first.

CET 2010 Analysis

MH-CET-2010

MH- CET 2010 Analysis

The topic-wise breakup of the entire paper was:

MH-CET-2010

Verbal Ability – 75 Questions
The concept wise breakup of the questions from this section is as given below.

MH-CET-2010

MH-CET-2010 MH-CET-2010

  •   Overall, the core Verbal ability questions were quite simple, though the Critical Reasoning was moderately difficult.
  •   The ‘Reading Comprehension’ passage was on “Brain Drain” with an approximate length of 750 words. To read the article on which the passage seems to be based, click here. There were 8 factual questions based on the passage. Though not difficult, most of these were time consuming since they were in the form of a direct question, followed by 3 statements and the options consisted of combinations of the statements. These were followed by 4 synonym and 3 antonym questions based on words highlighted in the passage. These were quite simple as long as the student understood the context in which the words had been used in the passage, rather than assuming the regular meanings.
  • ‘Jumbled Sentences’ comprised 6 statements in a single set. The five questions were based on identifying the first, second, fourth, fifth and last statement.
  •  ‘Fill in the Blanks’ were of the dual blank type, with 2 blanks in a sentence. These were quite simple as identification of even a single blank made elimination easy.
  • ‘Mark the Error’ questions consisted of a statement broken into 4 parts. The student had to mark the part which contained a grammatical error. The fifth option was to be selected in case of No Error.
  •    ‘Correct/Incorrect Sentences  consisted of correcting tense errors, wherein a sentence was given with the verb highlighted. The options consisted of different forms of the highlighted verb.
  •  The ‘Cloze Passage’ was extremely simple. The theme of the passage was Coastal Wetlands. Most words could have obtained simply by keeping the context of the passage in mind
  • ‘Critical Reasoning’ questions came in 3 sets. Each set comprised a paragraph, followed by 3 questions, one each on identifying an assumption, inference and conclusion based on the given paragraph. All the three paragraphs were from the field of Economics. There was also one single question on “Supporting argument” and one on“Contradicting the given argument”
  •  ‘Course of Action’ questions consisted of a statement followed by 3 possible courses of action. The options consisted of combinations of which course would be logically suitable.

QA – DS – DI – 45 Questions

The concept wise breakup of the questions from this section is as given below.

MH-CET-2010

MH-CET-2010MH-CET-2010

  •   While the QA-DI-DS questions were on more or less expected lines, there were a few surprises in either the question type or instructions.
  • While the calculations in the BODMAS questions were simple in most cases, the difficulty level went up because of the presence of “None of These” in a lot of answer options. This option may have lead to extra time being devoted to that question before marking the answer. However, most values were unambiguous and could have been easily obtained with intelligent approximation and use of smart calculation techniques.
  • The remaining 10 questions in QA were dominated by Arithmetic with a single question each from concepts such as Linear Equations, Circles and Permutations & Combinations. The key to solving these questions was appropriate selection of the simpler questions. Since only two to three questions were moderately difficult, they could have been marked and attempted later. A key feature of these questions was that most of them had either “None of These” or “Data Inadequate” or both in the options. These options made this question type slightly more difficult to tackle.
  •  While the Data Sufficiency questions were conceptually simple, the instructions were different in terms of order. Instead of the more common “The question can be answered using both the statements together” as option 4 and “The question cannot be answered on the basis of the two statements” as option 5, the paper interchanged these two options. As such, students could have solved the question correctly and marked the incorrect option.
  • 3 out of the 4 DI sets were extremely simple and should have been solved very quickly.The only set which was slightly more complicated and tedious was the set where two tables were given – the first with a breakup of students in various specializations in a management institute while the second with the ratio of males and females in the whole group. However, a student with a good grasp of the concepts of percentages and ratio and proportion could have solved this set faster using smart calculation techniques.
  • On the whole 38 – 40 questions could have been solved by students without too much guess work in around 35 – 40 minutes. CET 2010 Analysis

Logical Reasoning – 50 Questions

The concept wise breakup of the questions from this section is as given below.MH-CET-2010 MH-CET-2010 MH-CET-2010

  • Overall, the entire section was quite simple, except for the ‘Odd man out’ questions which were a little difficult and time consuming
  • The linear and circular arrangement questions were group questions and were extremely simple. As such, these could have been solved in a very short span of time.
  • The difficulty level of the ‘Find the conclusion’ questions went up marginally as they had 4 statements and 4 conclusions, unlike the more commonly asked ‘3 statements and 2 conclusions’.
  • Also, ‘Code mapping’ questions had only 3 conditions. The conditions were slightly different in the sense that one dealt with the first and fourth letter while the other concerned the second and last letter. This was different from the usual format of conditions being related to the first and last letters. However, the actual questions were quite simple.
  • Though the logical puzzles were simple, one or two of them were slightly time consuming and could have been attempted towards the latter part of the test.
  • The ‘Selection Criteria’ questions were straightforward. The criteria were on the lines ofpercentage obtained in Standard XII, B.Com degree with a minimum percentage, workexperience, score in entrance exam and selection interview and ability to pay aparticular fee amount at the time of admission. The alternate conditions included; “ifnot B.Com, but completed Cost Accountancy or Chartered Accountancy, then refer to Dean”; “if the candidate can pay a minimum of Rs 1,20,000 at the time of admission and the rest of the amount with 6 months, then refer to the Director”. Although the questions were simple, the options started with ‘Not Selected’ as the first option,followed by ‘Selected’. This could have confused some students who automatically mark option 1 for candidates who are to be selected. CET 2010 Analysis
  • On the whole, 38 – 40 questions could have been solved quite easily in 30 – 35 minutes.

Visual Reasoning – 30 Questions

The concept wise breakup of the questions from this section is as given below.

MH-CET-2010

  • The Visual Reasoning questions were on expected lines.The Analogy questions consisted of 5 figures in each question where only one followed a different pattern.These were generally on the easier side.
  • The Odd Man Out were the most difficult of all the Visual Reasoning questions asked and could have been attempted towards the end of the paper. CET 2010 Analysis
  • The “Find the Missing Figure” and “Complete the Series” questions could have been attempted early enough provided the selection of questions was appropriate. This is because both these types had 6-7 simple questions and only 3-4 questions were relatively tricky.
  • In general, MH-CET 2010 was similar to its predecessors and a well prepared student could have attempted around 175-180 questions in the first 2 hours and 20 minutes and then marked the rest through elimination/guesswork in the last 10 minutes.
  • The cut-off for JBIMS (for the general category) may be higher compared to last year and could be in the range of 185-190.  CE T 2010 Analysis

 

Related Links:

How to prepare for CET 2017 | GDPI experience at Chetana | MH-CET 2009 Analysis

MH-CET 2014 Analysis | MH CET 2011 Analysis

ntire MH-CET Analysis here : CET Analysis

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