Analysis of Maharashtra MBA CET 2025 Slot 1

Maharashtra MBA CET 2025 Slot 1 Details

Date : 1st April (Tuesday) 2025

Slot : 09:00 am to 11:30 am

Total Number of Questions : 200

Total Time Allotted : 150 minutes

No. of Choices per question : 5 choices

No. of Sections : 4 sections

Negative Marks : No negative marking

CET 2025 Paper Pattern

The MBA CET examination was structured in a section-wise format, featuring a convenient drop-down arrow on top of the screen on the right-hand side, allowing candidates to effortlessly select their desired area of focus. The allocation of questions and topics was meticulously detailed in the table provided below, offering a clear breakdown of the content covered.

Note : In the Logical Reasoning section there were 11 questions from Quantitative Ability area.

Section 1 : Logical Reasoning & Analytical Puzzles

Analytical Puzzles: This section comprised 24 questions across 7 sets, featuring common types such as Linear Arrangement, Circular Arrangement, Quantitative Reasoning, and Distribution problems.

Three sets were based on linear arrangements and were relatively straightforward. Two sets involved pentagon and rectangle arrangements; the pentagon set was easier, while the rectangle set was more challenging. One set was based on quantitative reasoning with minimal calculations, and another, involving the distribution of 7 individuals, was quite lengthy and perhaps best avoided. It is estimated that 10-12 questions could have been completed within 15-20 minutes. However, attempting all 24 questions may have been time-consuming. A more effective strategy might have been to address analytical reasoning questions first and then allocate the remaining time to analytical puzzles. Certain set types were predicted by T.I.M.E. and included in our end-course workshops and AMMCETs, which would have been beneficial for our students.

Logical Reasoning: According to student feedback, this area was the most time-consuming. The overall difficulty level was perceived as easy to moderate. Students suggested that skipping some of the more time-intensive analytical puzzle questions could have freed up time for other sections. They felt that attempting 30-35 questions in 50 minutes would have been a sound approach, with the option to spend even less time here to focus on other areas.

In addition, there were questions on topics such as Coding Decoding, Blood Relations, Direction Sense and Clocks. Questions based on Selection, Input Output, and Critical Reasoning were absent. Arithmetic-based questions were also included. A well-planned time management strategy would have been advantageous for this section. The combination of questions in this section, as recalled by students, is detailed in the following table:

Section 2 : Abstract Reasoning

In this section, there were 25 questions with good variety. Those who had practiced T.I.M.E. handouts would have found these question types familiar. Many students reported that the overall difficulty level was easy to moderate. A few questions were so easy that one could solve them without using pen and paper.

One could have easily attempted around 20 questions in 20 minutes.

Section 3 : Quantitative Ability

Student feedback suggests the difficulty level of this section ranged from easy to moderate, with only a small number of questions proving genuinely challenging for well-prepared students. The section comprised 39 Quantitative Ability questions, including one Data Sufficiency question, along with 9 Data Interpretation questions and 2 Number Series questions. There were no Quantitative Comparison or Approximation questions. Based on student accounts, the questions covered a range of topics, including percentages, profit and loss, simple and compound interest, time and work, time and distance, averages, mixtures and allegations, geometry, mensuration, and permutations and combinations. The majority of questions were from the numbers and arithmetic areas.

Many questions were straightforward, which would hav helped students build confidence for tackling more complex problems. However, some students reported encountering new topics such as heights and distances and algebraic identities. The Data Interpretation questions involved accessible numbers, meaning those with strong calculation skills could have achieved full marks efficiently. Some pie charts used percentages, and some questions involved analysing two pie charts. Following is the breakdown of the questions in this section based on student recollections.

Section 4: Verbal Ability and Reading Comprehension

The Verbal Ability and Reading Comprehension section was notably lengthy. Even the interface necessitated that students scroll to view the fifth sentence of the Parajumbles & out of context questions, which was time-consuming. This section was primarily composed of Reading Comprehension (RC) questions, accounting for nearly 50% of the total questions. A total of nine RC passages, each with varying lengths and numbers of questions, were included. Only one grammar question was present, focusing on identifying the correct sentence. Vocabulary questions presented a diverse range, featuring synonyms, antonyms, the meanings of idioms, and the meanings of phobias. There were no new question types introduced in this section.

Reading Comprehension:

• The topics covered included multitasking, the history of North American natives in textbooks, improvements in the service sector, and smoke detectors.
• Three passages, each accompanied by four questions, were provided. Out of the twelve questions, ten were rated as easy to moderate in difficulty, and students were able to answer them after reading the corresponding passages.
• Two passages, each with three questions, were included as well. Four out of six questions were considered moderate in difficulty and could be answered by students after reading the passages.
• Additionally, four passages each contained one question. Students were advised to attempt these questions only if time allowed, as the passages were over 200 words long and required significant reading to score just one mark.

Vocabulary:

• The 4 questions on Synonym 2 were somewhat challenging for students with an average vocabulary, as the answer choices were quite similar.
• In the 6 questions of antonyms, the words presented were not commonly used in everyday conversation; however, an avid reader would likely approach these questions with confidence.
• For Idioms, 3 questions were posed, consisting of 1 easy question and 2 of moderate difficulty.
• Regarding phobias, 2 questions were asked. Both were quite tricky for students who may not have explored various phobias.
• There were 2 questions focused on the correct spelling of words.

Grammar:

• Only 1 question about grammar was asked. Which was easy.

Verbal Ability:

• A total of four questions on Para-jumbles were presented, each consisting of five sentences that needed to be arranged in the correct sequence.
• Additionally, there was one question on identifying the out-of-context sentence, which required the selection of one sentence that did not fit with the other four.
• One sentence jumble question was included as well, which was straightforward to solve thanks to the provided options.
• Lastly, there was a letter-based odd-man-out question.

Overall, the difficulty level of the exam was moderate, and a student who had adequately prepared should have been able to successfully answer between 35 to 40 questions within the 40-minute time frame.

Based on the student feedback on the overall, the paper can be classified as easy to moderate difficult. From what the students have reported, the correct selection of questions along with speed 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 130 -140 questions. However, students aiming for the top colleges should have attempted around 145 - 150 questions.