Maharashtra MBA CET 2018 – Paper Pattern and Analysis

• Date: 11th March 2017 (Sunday)
• Slot: 2:00 am to 4:30 pm
• Total Number of Questions: 200
• Total Time allotted: 150 minutes
• No. of Choices per question: 5 choices
• No. of Sections: 4
• Negative Marks: No negative marking

CET 2018 Paper Pattern

	Area	No. of Questions
1	Logical Reasoning (Verbal/Critical)	75
2	Abstract Reasoning (Non-verbal)	25
3	Verbal Ability/RC	50
4	Quantitative Aptitude	50
	Total	200

Section wise Analysis

Section 1 : Logical and Critical Reasoning:

As far as the difficulty level of this section, the student feedback is the same as in case of the earlier three slots, that this was the most time-consuming section. The overall difficulty level of this section is described by students

as moderate to slightly difficult. However, one could have skipped a few difficult questions, and thereby utilized that time in attempting the other sections. An attempt of 40-45 questions in 70 mins would have been a good strategy. One could have decided to spend even less time in this section and utilize it in the other sections.

There were no questions asked from the areas of Decision Making, Clocks and Calendars. There were 30 questions from the area of Analytical puzzles. A good strategy would have been to use the pre-decided time for this section but one should have attempted questions in the following order: Analytical Reasoning, Critical/Verbal Reasoning and then the Analytical puzzles.

Logical Reasoning

Topic	No. of questions	Easy	Moderate	Difficult
Analytical Puzzles
Distribution	12		12
Linear Arrangement	12		6	6
Square Arrangement	6	6
Sub-Total	30	6	18	6
Analytical Reasoning
Input- Output	6		6
Deductions	6	6
Symbols & Notations	7	7
Coding & Decoding	5	5
Miscellaneous	5	4	1
Sub-Total	29	22	7
Data Sufficiency	6	2	4
Critical / Verbal Reasoning	10	2	8
TOTAL	75	32	37	6

Analytical Puzzles:

This area had the maximum number of questions. There were many regular type of questions such as Linear Arrangement, Square arrangement, Distribution, and Arrangement of people on different floors. There were 5 sets, each followed by 6 questions. The sets on distribution, square and boxes were easier and should have been attempted. The Other 2 sets should have been left. Thus, 18 out of the 30 questions were doable. Instead of solving other puzzles, one could have attempted analytical reasoning. Certain types of sets were predicted by T.I.M.E. & were included in our end course workshops and AMMCETs. This would have made life easier for T.I.M.E students.

Analytical Reasoning:

Input and Output: Logic involved was little different but manageable. Once one cracked the logic one had to write steps for the given input. After that one could answer all questions.

Data Sufficiency: Except a couple of easy questions, the remaining questions were moderate. They were based on areas like Direction Sense, Linear Arrangement, Blood Relations, and Comparisons, etc. As amount of data given was a lot, it was time consuming. Questions were manageable if one spends enough time for solving.

Deductions: There were 3 statements followed by 2 conclusions. There were also conclusions involving possibility. Any student who was well-versed with the basic concepts would have been able to answer all the questions accurately.

Symbols and Notations: There were 7 questions. In each question, the data was given in inequality format. There were two or three statements followed by two conclusions. These were must-attempt questions.

Coding – Decoding: These questions were different from what was asked in slot 1. T.I.M.E. had predicted such questions and these were included in our Handouts and AMMCETs. Those who had done a serious preparation for CET must be aware of such questions and could have solved them easily.

Miscellaneous: There were four individual questions. These were easy.

Critical/Verbal Reasoning:

This section was characterized by a mix of Verbal and Critical Reasoning questions. For Verbal Reasoning, there were questions on Statements and Conclusions, Statements and Inferences, Assertions and Reasons and Courses of Action. In Critical Reasoning, there were questions on Strengthening and Weakening of Arguments. These ranged from easy to moderate, with most questions being of moderate level of difficulty. One had to have clarity of concepts to solve these questions correctly. At least 6-7 questions out of the 10 questions could be done in 10 minutes.

Section 2: Abstract Reasoning

According to the students this was the easiest of all the sections. They haven’t come across any surprises in this section. Some students said that the difficulty level of this section was like CET 2017. One could have easily attempted around 18-20 questions in 20 minutes. However, certain options to a few questions were confusing. In a couple of questions of series there wasn’t a complete flow of series from figure 1 to 5. But with the help of the options one could have marked right answer.

Abstract Reasoning (Non-verbal Reasoning)

Topic	No. of questions	Easy	Moderate	Difficult
Series (Find Next Fig.)	15	10	2	3
Analogies	5	3	1	1
Similar pair	5	4	1	1
TOTAL	25	17	4	4

Section – 3 : Verbal Ability & Reading Comprehension

A well-prepared student could have attempted 32 questions in 32-35 minutes and answered 25-26 questions correctly. The test area was time consuming and required one to read the directions carefully.

Verbal Ability / RC

Topic	No of Questions	Easy	Moderate	Difficult
Reading Comprehension
Passage 1	8		4	4
Passage 2	7		3	4
Sub Total	15		7	8
Vocabulary
Word (Synonym & Antonym)	2	1	1
Fill in the Blanks	3	3
Sub Total	5	4	1
Grammar
Combining sentences using conjunctions	2	2
Identify the group with the 1stincorrect and 2ndcorrect sentence (New)	2		2
Phrase Replacement in a paragraph (New)	1		1
Match the columns (New)	5		5
Identify the correct sentence	2	2
Error Spotting	6	6
Identify the incorrect sentence (New)	5			5
Sub Total	23	10	8	5
Para Based Questions
Para Formation Questions (3 New Question Types)	5			5
Idea Restatement	2	2
Sub Total	7	2		5
Total	50	16	16	18

Reading Comprehension:

• Students said that the paragraphs were numbered. Questions were asked from particular paragraphs as well as the entire passage.
• According to the students the questions were a mix of high and moderate difficulty level with a mix of direct and indirect questions.
• Time consuming
• Students felt that one would need to read carefully and think critically to be able to solve these questions.

Vocabulary:

• There were 2 questions on Synonyms and Antonyms, which were on the easier side. The words were commonly used words and anyone with a decent vocabulary would have been able to solve these questions.
• There were 3 Fill in the Blanks questions. Instead of a sentence, a paragraph was given with a blank. This was easy too. However, one had to understand the context well to be able to choose the right words.

Grammar:

• There were some previously seen question types and a few new ones.
• Combining sentences using conjunctions and error spotting were repeated.
• The new question types included: Match the sentence parts, Identify the pair with the first correct and second incorrect sentence, Phrase replacement in a paragraph, etc.
• The new question types were on the difficult side as the directions and the lengths of the questions were longer.
• One needed to be good at deconstructing sentences to be able to solve these well.

Para Based Question:

• There was ONE set of Para Jumbles with 5 questions. While 2 were traditional question types, 3 were new question types. The traditional question types could be solved by getting the sequence right. However, the new question types needed one to think coolly and correctly. A bit of critical thinking was also needed.
• Idea Restatement made an appearance after a long time. There were 2 questions, with manageable difficulty. One had to understand the idea correctly so as not to go wrong with the options. The restatement options were a bit deceptive.

Section 4: Quantitative Aptitude:

The difficulty level of this section ranged from moderate to slightly difficult. The DI sets were quite comprehensible and could be solved easily. More than a few quant questions were moderately lengthy and should have been skipped. A good student would have been able to solve around 30-35 questions in 45 mins.

Quantitative Ability

Topic	No. of questions	Easy	Moderate	Difficult
Quantitative Ability
Time & Work	1		1
Time & Distance	1		1
Mensuration	2	1	1
Ages	1		1
Percentages	2	1		1
SICI	1		1
Partnership	1		1
Probability	1	1
Sub-total	10	3	6	1
Data Interpretation
Table	6	4	2
Pie Chart	5	3	2
Line Graph	6		6
Caselet	6		6
Sub-total	23	7	16
Data Sufficiency	5		3	2
Quant Comparison	6	6
Number Series	6	2	4
TOTAL	50	18	29	3

Quantitative Ability

Most of the questions in Quantitative Ability were from the Arithmetic section. The better the clarity of concepts, the easier a student would have found it to answer. Also, enough practice would have enabled a student answer the questions faster and with a high accuracy. Students who didn’t bother much with practicing would have found this section difficult. Also, the overall time taken per question in this section would have been slightly more. One should have attempted the DI, Number Series and Quantitative Comparison questions before attempting the Quantitative Ability questions.

Quantitative Comparison:

Data Comparison questions were based on only Quadratic Equations. These Quadratic Equations could have been factorized easily.

Data Sufficiency:

The Questions were moderate. All questions were thoughtfully designed.

Number Series:

There were 6 questions and all 6 questions were double. In each question a series was given with one wrong number which had to be identified.

Data Interpretation:

There were 4 sets covering all varieties like Table, Pie Chart, Line Graph and Caselets. All the sets were different in nature with two sets being very thoughtfully designed and the other two sets being regular sets where an understanding of data and calculations was required. Knowing the basic concepts of Percentage, Profit and Loss would have been helpful in solving all four sets. Considering the difficulty level and the amount of time required, one should have attempted DI questions before Quantitative Ability questions.

Overall, the paper can be classified as moderately difficult. The correct selection of questions is the key to a good score. Since there wasn’t any element of surprise in the type of questions, a judicious distribution of time and the correct choice of questions would have ensured a comfortable number of attempts with a good accuracy. A good student should have attempted around 115-120 questions. However, students aiming for the top colleges should score around 125-130.