Maharashtra MBA/MMS CET 2020 - Paper Pattern and Analysis

Analysis of Maharashtra MBA/MMS CET 2020 Slot 2

Maharashtra MBA/MMS CET 2020 Details

• Date : 14^th March 2020 (Saturday)
• Slot : 14:00 to 16:30
• 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 2020 Paper Pattern

Section wise Analysis

Section : Logical and Critical Reasoning:

Students reported that amongst all the sections, this was most time consuming. Based on the student feedback the overall difficulty level of this section could be described as moderate. However, they felt that one could have skipped a few difficult questions, and thereby utilized that time in attempting the other sections. According to them an attempt of 40-42 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.

Most of the set were from Data Arrangements. There were 38 questions on Arrangement in 7 different sets. This is on similar lines as in 2019. The sets were time consuming. Apart from data arrangement, there was one set on blood relation and one set on direction sense. 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. The students have recollected that the combination of questions in this section was as follows.

Analytical Puzzles:

This area had the maximum number of questions. There were many regular type questions like Linear Arrangement, Circular Arrangement, Distribution and Vertical Arrangement. One sets on comparisons and one on 8 persons and 8 months distribution were on the easy side and should have been attempted. Along with them, the sets on floor arrangement and one set on distribution should also have been attempted. The Other 3 sets should have been left alone. Thus, 22 out of the 48 questions were doable. However, attempting all 48 questions could have consumed a lot of time. Instead of that, one could have attempted analytical reasoning first and then utilized the remaining time for tackling analytical puzzles. 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 our students.

Section 1: Analytical Reasoning:

Deductions: These questions contained four statements and three conclusions. There were conclusions involving possibility. The chances of commiting error in interpreting the term ‘only a few’ is very high.

Symbols and Notations:There were 5 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.

Miscellaneous: There were three individual questions. Very Easy!

Critical/Verbal Reasoning :

There were a total of 10 Q, which covered the following.

• Assumption
• Strenghthening, weakening Argument
• Inference
• Not covered in the study
• Finding the reason.

With the exception of the Reason questions, the others were very easy to solve. The Reason questions were moderately difficult as options were very close and hence were difficult to eliminate. There was a question that had a small paragraph with five options : one each on Conclusion, Assumption, Strengthening, Weakening and Reason. This was Moderately easy. There was a new question type wherein a study had been given and the option that wouldn’t be covered as part of the study had to be identified. This was also moderately difficult.

He/she could have got around 7-8 correct out of 10 Q in around 10-15 minutes.

Section 2 : Abstract Reasoning

Students found this section moderate as compared to other sections. There were no Surprises in this section. The difficulty level of this section was similar to that of CET 2019. One could have easily attempted around 17-19 questions in 20 minutes. The students have recollected that the combination of questions in this section was as follows.

Section 3: Quantitative Aptitude:

Students felt that the difficulty level of this section ranged from easy to moderate. They said that the DI sets were of mixed difficulty level. More than a few quant questions were moderately lengthy and should have been skipped. A good student would be able to solve around 32-35 questions in 45 mins.The students have recollected that the combination of questions in this section was as follows.

Quantitative Ability

Quite surprisingly, there were only three sets on Data Interpretation. And most of the questions are in easy to moderate difficulty category. There was no set on pie chart. Students reported that most of the questions in Quantitative Ability were from the Arithmetic section. The questions on arithmetic are moderate to slightly difficult. 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 & with a high accuracy. One should have attempted the DI and Quantitative comparison questions before attempting the Quantitative Ability questions.

Quantitative Comparison:

There were 10 questions on Quantitative comparison (Arithmetic - 5 questions, Quadratic equations - 5 questions). These Quadratic Equations could have been factorized easily.

Number Series :

There were 5 questions, out of which 4 questions were doable. In each question a series was given with one wrong number which had to be identified.

Students reported that Verbal Ability had easy, but time consuming questions. There were 2 passages with 15 Q (1P*8Q, 1P*7Q). One of them had easy content, but tricky questions. In the other one, both the content and the questions were tricky.

Under Vocabulary, there were a variety of Fill in the Blanks questions. There was a new question type wherein 3 sentences were given, with 2 words in bold in each. They had to be interchanged to create grammatically complete sentences.This had been predicted by TIME as part of the Expected Models handout. There was a Cloze Passage with 6 blanks. There were both word and phrases in the options.

In Grammar, Probable starters and finding the correct/incorrect sentence questions were there. Some students had the 4 correct/incorrect sentences together, but each was asked alternately. There were questions on Sentence Jumbles wherein 4 parts were out of order and the 5^th was a blank. The options had a phrase and a combination of the remaining options. The right order had to be chosen. There was a new question type wherein two portions and a phrase were given, which had to be arranged correctly.

The difficulty level ranged from easy to moderate. The questions were time consuming as there was a lot of data in each. In most of the questions, 3 options A, B and C were given. Then there were 5 answer choices like only A, A and B, etc leading to reading of more data. A good student could have attempted around 30-35 questions in 35-40 minutes.

The students have recollected that the combination of questions in this section was as follows.

Based on the student feedback on the overall, the paper can be classified as moderately difficult. From what the students have reported, 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 choice would have ensured a comfortable number of attempts with a good accuracy. A good student should have attempted around 120-125 questions. However, students aiming for the top colleges should have attempted around 128-133 questions.