CET Analysis

CET 2019 Analysis

MH-CET for MBA/MMS Institutes in Maharashtra was on 9th and 10th March 2019. There were two slots a day, in 36 centres inside Maharashtra and 13 centres outside.The test this year had 1,12,000 registrations, which was 7000 more than the CET-2018 registrations.

  

No. of Slots: 4

Negative Marking: NO

Total Duration: 150 mins

Quantitative Aptitude & Data Interpretation

There were four/five DI Sets with 20/25 questions. CET, even this year, had one DI set that was Math driven. Overall, the test setter ensured that questions from most chapters of math got covered in Data sufficiency, Quantitative comparisons and traditional Math questions. The section had lesser coverage on Basic Arithmetic and Algebra. Questions from Work and Time, Speed and Ratio were more this year. It’s normally the opposite in most other exams. The questions were all conventional, but calculation driven. The Q.A. section this year looked easier, may be because the L.R. was tougher.

Verbal Ability & Reading Comprehension

The passages were moderate and lengthy for the 5 questions that were associated with a passage. There were more inferential questions than factual. There was a surprise in the sentence correction part. CET did not have “Spot the error” in the form of ‘Part error’, but a 5-6 lines paragraph that had three places in the paragraph where the underlined parts were to be corrected. The options had different combinations of these three parts. Along with this, a novelty this year was Vocabulary, where students were asked to check correct usage. Students, especially voracious readers, found this interesting.

Abstract Reasoning

This section had a mix of easy to moderate questions. Most questions were of the series continuation type and needed some non-conventional approaches to wrap them up within a minute. Although there were no surprises this year, the logic needed to decode the pattern wasn’t easy. Yet a score of 15 in 20 is quite doable in this section.

Logical Reasoning

The Data-arrangement or the Puzzles were time consuming, although the other LR sets were manageable. A score of 55+ will be an achievable by students who did nothing but LR for the last two months. Lesser mortals, should be happy to settle for less. A student had to read a lot in the directions before she started the paper. The directions looked like legalese meant to pre-empt court cases. In a test of 150 minutes, with a higher level of competition this year, students who were slow in reading would have found it to be a big disadvantage. Some new sets were added in the second slot of day one. So an element of surprise was there for all students.

CET 2018 Analysis

Maharashtra-CET (MH-CET) is the state-level entrance test conducted for admissions to MBA and MMS Programs, offered by management colleges in Maharashtra. MH-CET 2018 is conducted on the 10th and 11th of March, by the Directorate of Technical Education, Maharashtra. After giving MH-CET, candidates have to go through a Common Admission Process (CAP).

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No. of Slots: 4

Negative Marking: NO

Total Duration: 150 mins

Quantitative Aptitude & Data Interpretation

This section was tough as compared to the previous year, where the section was pretty easy. Questions were tricky and were based on calculations. Arithmetic Questions were in majority. There were 4 sets of Data Interpretation. Out of these 4, two were easy, one was moderate and the other was calculation-intensive. The sets covered Tables, Line Graphs, Pie Charts and Caselets. No questions from Numbers this year. A few questions were asked along with Data Sufficiency. No new types in any of the questions. No reports of any errors in the questions. Very few Questions on Geometry and Modern Maths. Good Attempt: 35 questions and above with high accuracy

Verbal Ability & Reading Comprehension

This section was moderate but full of Surprises. No questions were on cloze test, parajumbles questions had a very different pattern, grammatical errors questions were easy, vocabulary very unique questions were there. Reading comprehension questions had numeric data and each passage had more questions like 6-7. Good Attempt: 40 questions and above with high accuracy

Logical Reasoning

This was the toughest section of the exam with a moderate difficulty level. Many surprises in this section. Arrangements questions dominated the section, Critical reasoning also had a great weightage with 15 questions. Questions were from Cause & Effect, Statement & Course of Action, Statement & Conclusions, Statement-Assumptions, Critical Reasoning and Syllogisms. Students found some questions on analytical puzzles to be a bit tough. Many questions included figures and diagrams. There were some basic questions, based on Coding-Decoding, Blood Relations and Directions which were not time consuming. To our surprise slot 1 didn’t have any input output questions, however that did appear in the slot 2. Good Attempt: 45 questions and above with high accuracy.

Abstract Reasoning

This was the easiest section for the students. Questions were standard and not something new. There were around 12 questions on Series and 13 questions on analogies.Good Attempt: 20 questions and above with high accuracy

CET 2017 Analysis

MH-CET for MBA/MMS Institutes in Maharashtra has again come in the limelight this year, not just for its increased competition but also for the surprises in the test. The test having 95000 aspirants this year saw an increase of about 20,000 applications compared to CET-2016. IBPS, the body designing Test for DTE, maintained the Test toughness up even this year with the sectional bifurcation same as the previous year. The test was performed on 4th and 5th March, with 2 slots a day.

The Test Pattern and an exhaustive analysis of different sections are given below:

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The main highlights of the test are:

No. of Slots: 4

Negative Marking: NO

Total Duration: 150 mins

Quantitative Aptitude:

There were four DI Sets with around 20 questions altogether. Most of these 20 questions were the easiest questions in the entire CET. The questions were typical conventional percentage calculation-based questions. Although the test setter ensured that question from every chapter of the Math gets asked, the section had the lesser inclusion of Basic Arithmetic and Algebra and a wider inclusion of questions from Work and Time, Speed and Ratio. It’s normally the opposite in the other exams. The questions were all conventional, but a bit calculation is driven. 35+ marks in 50 mins were possible.

Logical Reasoning:

As expected the data arrangement was the major part in this section. Two sets were data intense and needed some time to arrange it. In fact, one of the data arrangement set was also asked in the IBPS final (Bank Entrance). The other Non-verbal sets were made lengthy by stretching the directions to reach the final options. For example, the simple Symbol operations were twisted, to form a question that asks the candidates to pick the conclusions that were definitely false, followed by the options that asked them to check different combinations of those statements to reach the final option. All in all, getting above 50 corrects in 60 mins was not easy.

Verbal Reasoning:

The passages were moderate and sufficiently big for 5 questions and had implied questions more than the stated questions.The biggest surprise in this section was in the sentence correction part. CET did not have those “Spot the error” in the form of ‘Part error,’ but a 5-6 lines paragraph that had three places in the paragraph where the underlined parts were to be corrected, with different combinations of the three parts given below the passage and then followed by different combinations of those statements to pick the right option. That was indeed painful for 1 mark.

The Close passage with 5 questions did not have simple prepositions and easy verbs but had some phrases/compound words in the form of options. A well-prepared student should expect 20-25 in 30 mins.

Abstract Reasoning:

This section had a favorable surprise. Most of the questions were easy, unlike the previous year questions where more than two logical sequences were inserted in one question. The faster method that we practice in Bulls Eye was overwhelmingly used in it. It was possible to manage 25 questions in 10 mins.

CET 2016 Analysis

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. MH-CET 2016 was conducted on the 12th and 13th of March, by the Directorate of Technical Education, Maharashtra. After giving MH-CET, candidates had to go through a Common Admission Process (CAP).

[table “172” not found /]

No. of Slots: 4

Negative Marking: NO

Total Duration: 150 mins

Quantitative Aptitude & Data Interpretation

This section was tough as compared to the previous year, where the section was pretty easy. Questions were tricky and were based on calculations. Arithmetic Questions were in majority. There were 4 sets of Data Interpretation. Out of these 4, two were easy, one was moderate and the other was calculation-intensive. The sets covered Tables, Line Graphs, Pie Charts and Caselets. No questions from Numbers this year. A few questions were asked along with Data Sufficiency. No new types in any of the questions. No reports of any errors in the questions.Good Attempt  30 questions and above with high accuracy.

Verbal Ability & Reading Comprehension

This section was one of the easiest and the least time-consuming. Questions were on cloze test, para-jumbles, grammatical errors, spelling correction, synonyms and antonyms. There were 2 Reading Comprehension Passages with 5 questions each. There was rarely any question that could be termed ‘difficult’. Good Attempt 40 questions and above with high accuracy.

Logical Reasoning

This was the toughest section of the exam with a moderate difficulty level. No surprises in this section. Questions were from Cause & Effect, Statement & Course of Action, Statement & Conclusions, Statement-Assumptions, Critical Reasoning and Syllogisms. Students found some questions on analytical puzzles to be a bit tough. Many questions included figures and diagrams. There were some basic questions, based on Coding-Decoding, Blood Relations and Directions. Good Attempt 48 questions and above with high accuracy.

Abstract Reasoning 

This was the easiest section for the students 25 Questions were standard and not something new. There were around 17 questions on Completion of sentences and 8 questions on analogies. Good Attempt 20 questions and above with high accuracy

CET 2015 Analysis

MHCET, traditionally the last exam of the season was conducted over four slots in two days on 14th and 15th March 2015. Below is the entire CET 2015 Analysis Though the exam went online last year, the test this year had many issues, both in terms of the quality and correctness of questions as well as the exam interface. The biggest change in MH- CET compared with earlier editions was the change from standard five options to four options. CET 2015 Analysis While the overall breakup in terms of QA-LR-VA was as earlier, there were a lot of new question types while some common question types were missing.

[table “172” not found /]

No. of Slots: 4

Negative Marking: NO

Total Duration: 150 mins

1. Quantitative Aptitude and Data Interpretation:

While one slot had only 5 questions from DI (2 sets of 2 questions each along with a single question,day two slots had as many as 12 questions (3 sets with 3, 4 and 5 questions). A major feature across slots was that the DI sets were extremely simple in terms of understanding as well as calculations. Some of the questions could have been solved by just looking at the data.On the other hand, the QA questions were better in terms of quality as well as difficulty level. The biggest proportion was from Arithmetic and Modern Maths, though there were some questions from Numbers, Linear Equations, Geometry etc. A major difference compared to last year was none of the slots had grouped questions on geometry, or any other QA topic.There were no Data Sufficiency and Quantitative Comparison questions in any of the slots.

2. Logical Reasoning:

Visual Reasoning turned out to be the biggest surprise of this year’s MHCET. Typically, an MHCET exam has 25-30 Visual Reasoning questions with approximately 15-20 being based on completing the series, and the remaining od Odd Man Out and Analogy based questions.The LR questions saw a mix of some standard and new question types. However, some common questions types were missing. Over the four slots, the following question types were covered as group questions: Venn diagrams, cubes, linear arrangements, circular arrangements, directions, number series, alphanumeric series, coded inequalities and selection criteria. Barring 1 or 2 sets, the remaining sets were quite easy and could have been attempted very quickly. A major difference compared to last year was the absence of the Bank-exam style arrangement sets having 7-8 questions per set. This year, all the sets had 3 -5 questions. There were no questions on input-output tracing as well as complex arrangements. Apart from these, there were individual questions on directions, relationships, number and letter series, letter coding, sentence coding, venn diagrams, syllogisms, filling the missing number in a figure, rule-based odd man out etc. Most of these were very easy unlike typical MH-CET questions.

3. Verbal Ability and Reading Comprehension:

Like DI, RC saw a substantial swing in terms of number of questions per slot. A couple of slots had only one passage with 5 questions while the remaining slots had 2 passages with 9 questions each i.e. 18 questions in all. However, across all slots, the questions were more or less factual and easy to answer. Also, nearly 50% of the questions in the RCs were based on finding the synonym/antonym of words underlined in the passage. These were also easy as the options got eliminated directly. There was also the occasional inferential question as well as Title/Summary based question. Two slots had 2 close passages of 8 questions each, while the others didn’t have a single question of this type. Apart from this, all slots had 7-8 questions on finding the erroneous part in a given sentence.

Some stand-alone questions were typical to an MH-CET exam Fill in the blanks (single, double, preposition based), jumbled sentences, implicit assumptions, conclusions, strong and weak arguments, analogies etc. Some of the new questions types were: Find the odd man out (GK-based), word-association (GK-based), arrange four or five given words in a particular sequence (GK based), arrange the words to form a grammatically correct and meaningful sentence, identify the word that cannot be created from a given word, identify the word that can be attached to a given word to form a new meaningful word, etc

However, a problem in this section was that some questions were ambiguous in nature or did not have instructions. Hence, the student had to second-guess the examiner and try to solve them. On the whole, the test was simpler than earlier but more ambiguous and error-prone compared to earlier. There have been reports of students completing the test with approximately 15-20 minutes to spare – something that is unthinkable in a typical MHCET exam. The actual cut-offs will be very difficult to predict right now due to the number of errors in the test. Once DTE clarifies on this aspect, it may be possible to judge the cut-offs.

4. Abstract Reasoning 

This year, one slot had 25 consecutive questions on completing the series and nothing else while another slot had 25 scattered questions with no question on completing the series. In fact, there were a large number of questions that would have typically appeared in an SSC-CGL test: paper cutting, paper folding, mirror image of a word, counting number of geometrical figures, dot placement, forming groups of 3 from a set of 9 or 12 figures, identifying the figure in which a given shape could be fit, identifying the figure in which 6-7 given elements were all present etc. In short, the Visual Reasoning questions were completely unpredictable.

CET 2014 Analysis

After a gap of one year, MH-CET returned as the traditional last exam of the exam season. However, unlike earlier exams, there was a lot of anticipation in terms of the nature and difficulty level of the exam as it went online for the first time. The exam was conducted over a two-day period on 15 and 16 March in two slots per day. While the exam retained its distinctive flavour, there were some changes in terms of increased difficulty level of some question types, a couple of new types, change in approach required for online questions (in areas like Visual Reasoning etc).
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No. of Slots: 4

Negative Marking: NO

Total Duration: 150 mins

Quantitative Aptitude and Data Interpretation

Compared with earlier CETs, BODMAS and calculation based questions were missing in this paper. The focus this year was a lot more on Arithmetic and Geometry. The old CET exams often used had grouped questions on Probability or P & C. However, this year’s paper had grouped questions on Geometry in most slots. Also, the QA questions were interspersed between the questions from other sections. So, identifying them was difficult.There were 3-4 DI sets (basic bar, line, pie and table) in each slot. While the questions were conceptually simple, the challenge in answering them was created by the interface. Since a lot of questions were based on manipulation of total values across rows/columns, a paper-based set could have been solved much faster. Hence, these were relatively time consuming. There were also 5 questions on Data Sufficiency and Quantitative Comparison which were reasonably simple.On the whole, questions from this area were manageable and scoring.

 Logical Reasoning

Despite this being the most difficult and time consuming but it was also the most important; as approximately half the paper was from this area.Each slot had 3-4 arrangement based sets having 6-8 questions each. Not only were the sets complicated and time-consuming but the questions were also tricky. Identifying the easiest couple of sets was a challenge. Apart from this, the typical CET favourites like input-output tracing, family relationships, identifying the correct coded inequality that was valid, syllogisms etc were also asked and these were not very difficult. However, the questions based on Number Series and finding the odd number in the series were reasonably difficult.

Abstract Reasoning 

There were approximately 25-30 Visual Reasoning based questions. However, unlike earlier exams, there were not asked in bunches. These questions were scattered throughout the paper. So, it made sense to avoid them initially (unless the question was a sitter) and come back to them in the latter part of the exam. The common question types like Completing the Series, Finding the right Analogy, Finding the Odd Man Out were all covered. On the whole, this section was moderate to difficult and question selection here would have been critical in terms of performance in the entire exam.

Verbal Ability

This section was easy, not time consuming and scoring. Unlike earlier papers, two new question types (main idea and identify appropriate sentence starters) were introduced.

CET 2012 Analysis

MAH CET exam was last held in the year 2012. It is expected that the exam will follow a similar pattern to the last test. On the basis of the last exam, we will provide you the MAH CET Analysis. The MAH CET 2012 Analysis will give you an extensive detail of the exam pattern and the type of questions to expect for the exam. The following table will give you the basic structure of the MAH CET exam. This year the exam did not have any sections as all the question were jumbled up all over the whole 200 questions.

No. of Slots: 4

Negative Marking: NO

Total Duration: 150 mins

Analytical Puzzle

This area contained the maximum number of questions. The questions were on Tables and Circular Arrangements. The questions appeared in sets.

Analytical Reasoning

This section has 32 questions. The question types included direction sense, deductions, input-output, and Venn diagram were easy to attempt. The difficulty level of this area was moderate to tough.

Data Interpretation

This section was quite easy. The questions were set based. The difficulty level was quite easy. There were some sitter questions as well but they were not too difficult to crack.

Data Sufficiency

The difficulty level of this section was moderate. The logic-based questions were a bit tedious in nature.

Reasoning

There were 30 questions in this area with 9 questions on analogies which were manageable in nature. The rest of the 21 questions were on series.

Quantitative Ability

This section contained questions on pure math. The number of questions was 17. According to the experts, the difficulty level was very easy and the candidates could attempt all 17 questions in this section.

Quantitative Comparison

The difficulty level of this section was very easy. The number of questions was 6. All the questions were attemptable.

Reading Comprehension

This section saw a significant change in terms of the number of questions. Compared to MAH CET 2011, the number of questions reduced to 10 in MAH CET 2012. There were 2 passages with 5 questions each. The questions were both direct and indirect in nature, as well as inference based.

Verbal Ability

This section had 42 questions. The difficulty level was easy to moderate. The topics included cloze passages, vocabulary, which further included synonym, antonym and odd man out, jumbled paragraphs and grammar. While the grammar questions and jumbled paragraph questions were easy to solve, the other questions were of moderate difficulty level.

Verbal Reasoning

There were 7 questions in this area. The questions were of moderate difficulty level and it was possible to attempt all the questions of the area.

CET 2011 Analysis

MH-CET 2011 had 200 questions without any distinct sections. The CET 2011 paper that was held on 27th February 2011 was nothing short of traumatic for most of the students.The questions were from the following topics: Verbal Ability, Quantitative Ability, Logical Reasoning, Visual Reasoning, Data Interpretation, Quantitative Comparison and Data Sufficiency. The overall difficulty level of the paper was moderate to difficult; with a few sitters interspersed in between the other questions; which were difficult to spot.

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Negative Marking: NO

Total Duration: 150 mins

Verbal Ability 

Overall, the core Verbal ability questions were simple to moderate, though the Critical Reasoning was slightly difficult. There were conventional ‘Critical Reasoning’ type questions with one small paragraph followed by a single question on inference, conclusion etc. However, the new question type where a passage was followed by 5 statements and the student had to identify which statement was as inference or assumption or an effect etc. was quite a shocker.The ‘Reading Comprehension’ part was also quite unexpected since there were in all 32 questions which could not have been left out. Two of the passages were quite simple with direct questions. However, the other two were slightly lengthy and difficult to understand.‘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. This question type was simple and doable.

The ‘Close Passage’ was simple to understand. The theme of the passage was ‘Effect of rising prices on the poor’. However, the options were quite tricky. ‘Syllogisms’ questions were quite straightforward. They consisted of 3 statements,followed by 2 or 4 conclusions. However, the question stated that the conclusion should follow from all the 3 statements

Quantitative Aptitude & Data Interpretation

The questions on Quantitative Comparison and Data Sufficiency were simple and should have been attempted.Also the Geometry questions were easy.
The Arithmetic questions were of moderate difficulty level but at least 7 questions were manageable. 3 out of the 4 DI sets could have been solved easily. The set on Pie chart involved some amount of calculation and hence was time consuming. 11 Analysis

Logical Reasoning 

Analytical Reasoning This was the easiest section in the paper. There were no surprises at all as fas as the types of questions were concerned. However, the presence of Input Output questions prima-facie would have made the student to jump to attempt them but once into the questions they would have come across a surprise. The method used is quite different from the traditional methods. It would have taken the students a lot of time to understand the pattern. This was a high scoring area and a good score would have been around 26 marks. The students were stumped to see a set on circular arrangement in which the people were facing inside or outside. The other difficult set was the one in which the student had to consider blood relations when considering the circular arrangement. The smart thing to do was to leave these sets alone and focus on the others. A good score in this section would have been around 12 marks.

Visual Reasoning

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. The “Find the Missing Figure” and “Complete the Series” questions were also slightly difficult.

CET 2010 Analysis

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.

Negative Marking: NO

Total Duration: 150 mins

Verbal Ability

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.

Quantitative Aptitude & Data Interpretation

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. 10 Analysis

Logical Reasoning 

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 of percentage obtained in Standard XII, B.Com degree with a minimum percentage, work experience, score in entrance exam and selection interview and ability to pay a particular fee amount at the time of admission. The alternate conditions included; “if not 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. On the whole, 38 – 40 questions could have been solved quite easily in 30 – 35 minutes.

Visual Reasoning 

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. 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.CE T 2010 Analysis

CET 2009 Analysis

MH- CET 2009 was a lengthy as well as time consuming test. It was mostly on the same lines as previous year’s papers, but with a few new types of questions. The new question types increased the amount of time taken, and also reduced the confidence levels. But, for the well-prepared student, it was doable.

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Negative Marking: NO

Total Duration: 150 mins

Verbal Ability

The questions were on expected lines, except for one or two novel question types. The passages were extremely short, and one-third of the questions were vocabulary-based, as usual. Coming to specific question types, the multiple fill in the blank with ten questions was very simple, and one could expect to score of eight out of ten easily. Logical set theory with “either/or” as an answer option made it tricky. “Incomplete sentences” was a new question type. It was a low-speed, low-accuracy question type and hence avoidable. Questions on vocabulary were relatively doable.

Logical Reasoning

These questions were easier compared to last year. A few new types of questions were introduced and questions related to statements were reduced.

Visual Reasoning

The question paper had similar types of questions with respect to last year. A few questions on analogies were difficult.

Quantitative Ability & Data Interpretation

This time the number of quantitative ability questions was less. There were only 15 questions compared to previous years which had 25 questions. All the questions were doable and could have been solved in less than a minute on an average. The 5 questions were on probability and permutations and combination which were formula based. The 10 sets of ten questions on finding approximate and exact value were standard.

There were 5 data interpretation sets, each of them having 5 questions. All were calculation intensive and have application process like ratio, proportion, percentages and averages. Data Sufficiency There were 10 questions on data sufficiency. Most of them were very easy except  one on identifying the three digit number which should have been avoided. All others were doable in one minute per question.

3 things you will do wrong this CET