Question Bank: Introduction to Learning Methods

Introduction to Learning Methods-I

Unit 3: Education as a bi polar and tri polar process

1. The bi polar process of education involves the educator and the ……………
a. Teacher
b. Pupil
c. Educant
d. Child
Answer: c

2. In the Bi-polar process one personality acts upon another to modify the development of
other’s …………….
a. Attitude
b. Personality
c. Interest
d. Aptitude
Answer: b

3. The key words in a unipolar process are………

a. Self-Expression
b. Self-motivation
c. Self-improvement
d. All of the above
Answer: d

4. The tri-polar process when applied to architectural practice involves the….

a. Architect, client, society
b. Architect, mason, plumber
c. Client, architect, electrician
d. None of the above
Answer: a
 5. The process of education has a psychological and a ……………. side.
a. Physical
b. Sociological
c. Amateur
d. None of the above
Answer: b

6. The function of the educator is to ………….the personality of the educand.

a. Justify
b. Unify
c. Modify
d. Clarify
Answer: c

7. As a builder of the educational environment, the educator provides ………………. to the

learner.
a. Suitable Experiences
b. Suitable materials
c. Suitable educational aids
d. All of the above
Answer: d

8. While building the character of the learner, the teacher’s …………… is very important
a. Attitude
b. Behaviour
c. Body Language
d. All of the above
Answer: d

9. Methods of teaching are based on the aims, objectives and ……….

a. Sports
b. Curriculum
c. Health
d. None of the above
Answer: b
 10. The school functions according to the needs and ………. background of the society.
a. Physical
b. Psychological
c. Cultural
d. None of the above
Answer: c

11. The …….forces provided by the social environment/Society supply the materials to the
teacher.
a. Social
b. Physical
c. Emotional
d. Aesthetical
Answer: a

12. The educational institutes are the main agents of …………..change.

a. Cultural
b. Social
c. Physical
d. Emotional
Answer: b

13. In the ……………process of education, one personality acts upon another to modify the
development of other personality.
a. Multi-polar
b. Uni-polar
c. Bi-polar
d. Tri-polar
Answer: c

14. In the tri-polar process of education, the third pole can be the…..…………
a. Curriculum
b. Society
c. Environment
d. All of the above
Answer: d
 15. The process of education goes on smoothly and efficiently due to active …………….
between the educator and educand
a. Disruption
b. Co-operation
c. Disengagement
d. Analysis
Answer: b

16. The ……….. of the educational process ceases to exist when the educator and the educand
both become one and the same person.
a. Multi-polarity
b. Tri-polarity
c. Uni-Polarity
d. Bi-polarity
Answer: d

17. Self-learning is a …………... process.

a. Uni-polar
b. Bi-polar
c. Tri-polar
d. Multi-polar
Answer: a

18. During the pandemic, the third pole of the tri-polar process was primarily the ……………
a. Black-board
b. Glass-board
c. White-Board
d. Media platform
Answer: d

19. In today’s society, educational processes need to be………..

a. Re-invented
b. Re-designed
c. Re-thought
d. All of the above
Answer: d
 20. “Education is a bi-polar process” was first proposed by………….
a. John Adams
b. Mahatma Gandhi
c. Maria Montessori
d. William Gordon
Answer: a

………………………………………………………………………………………………….

Unit 4: Blooms Taxonomy of objectives (original and revised)

1. Bloom’s Taxonomy of educational objectives was proposed after……………

a. World War I
b. World War II
c. Industrial Revolution
d. Renaissance
Answer: b

2. The taxonomy of Educational Objectives is framed through………..

a. The Affective Domain
b. The Cognitive Domain
c. The Psychomotor Domain
d. All of the above
Answer: d

3. The Higher Order Thinking Skills are ,,,,,,,,,,,,,,,,

a. Remembering, Understanding, Applying
b. Remembering, Applying, Evaluating
c. Analysing, Evaluating, Creating
d. Applying, Analysing, Understanding
Answer: c

4. The Affective Domain of Bloom’s Taxonomy deals with………..

a. Attitude and Feelings
b. Information Processing
c. Manipulate, manual skills
d. All of the above
Answer: a
 5. The highest level in the psychomotor domain is…………
a. Naturalization
b. Manipulation
c. Articulation
d. Imitation
Answer: a

6. Breaking information into parts to explore understandings and relationships is the process of
…………..
a. Applying
b. Evaluating
c. Analysing
d. Understanding
Answer: c

7. When a student is ready toobey, participate, or respond willingly when asked or directed to do
something, he is ………………
a. Receiving
b. Valuing
c. Characterizing
d. Responding
Answer: d

8. Learning cannot occur if the student does not………..information

a. Receive
b. Apply
c. Manipulate
d. Characterise
Answer: a

9. When accuracy, proportion and exactness in performance become significant, it is the stage of
……………
a. Imitation
b. Naturalisation
c. Precision
d. All of the above
Answer: c

10. Which level of the cognitive domain does the question “ What are the main building
elements?”
 address?

a. Remembering
b. Understanding
c. Appyling
d. Analysing
Answer: a

11. If an architect has to take a decision regarding the final design of a client, which of the levels
in the cognitive domain will be applied?
a. Analysing, Evaluating, Creating
b. Analysing, understanding, Applying
c. Remembering, understanding, applying
d. All of the above
Answer: a

12. Metacognition is …………

a. Thinking about oneself
b. Thinking about family
c. Thinking about thinking
d. Thinking about friends
Answer: c

13. The revised Bloom’s Taxonomy was proposed by………….

a. Froebel
b. Lorin Anderson
c. Jerome Bruner
d. None of the above
Answer: b

14. While making presentation drawings, which is the main psychomotor skill involved?
a. Precision
b. Articulation
c. Naturalisation
d. All of the above
Answer: d
 15. Who is the proponent of Mastery Learning?
a. Benjamin Bloom
b. Lorin Anderson
c. Jerome Bruner
d. David Asubel
Answer: a

16. Remembering, understanding and application are known as ……………….. thinking skills
a. Higher-Order
b. Lower-Order
c. Multi-order
d. None of the above
Answer: b

17. Higher-order thinking by students involves ………….of information and ideas

a. Recall
b. Synthesis
c. Comprehension
d. Transformation
Answer: d

18. In the revised Bloom’s Taxonomy, the names of six major categories were changed from
noun to …………. forms

a. Adjective
b. Verb
c. Adverb
d. All of the above
Answer: b

19. In the first cognitive level of Bloom’s Taxonomy learner is able to……., restate and
remember learned information.
a. Recall
b. Describe
c. Justify
d. Explain
Answer: a
 20. Solves, Calculates, Compiles, Constructs are the verbs used for ……………
a. Remembering
b. Evaluating
c. Creating
d. Applying
Answer: d

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Unit 5: Principles of teaching and learning

1. In the principle of Activity, the student learns through his/her own…………

a. Experience
b. Activity
c. Opportunity
d. None of the above
Ans: b
2. When the old experiences are to be connected with the new ones and vice versa, it is through
………..
a. The principle of linking with life.
b. The principle of interest.
c. The principle of selection.
d. The principle of division

Ans : a

3. In the principle of selection, the learner will naturally ……….that part of it which is rich and
useful for him/her.
a. Decide
b. Analyse
c. Compile
d. Select
Ans: d

4. In a class on construction, the teacher will use the …………. to make learning easier.
a. The principle of interest.
b. The principle of selection.
c. The principle of division.
d. All of the above
Ans: d
5. Presentation of the subject matter in graded steps is known as the principal of ………
a. Linking with life
b. Division
c. Selection
d. Democracy
Ans: b

6. The learner’s needs, interests, eagerness and curiosity have to be aroused through the
principle of …………
a. Selection
b. Motivation
c. Democracy
d. Activity.
Ans: b

7. Motivation can increase the spirit of ………… between learners

a. Collaboration
b. Co-operation
c. Competition
d. All of the above
Ans: d

8. When the teacher givesfreedom of thought and activity to the children, the principle of
………is being followed
a. Motivation
b. Selection
c. Division
d. Democracy
Ans:d

9. The learner’s interest and ……….is essential for the principle of interest to be adopted.
a. Decision
b. Motivation
c. Co-operation
d. None of the above
Ans: c
 10. The principles of teaching and learning are ……….
a. The principle of selection.
b. The principle of division.
c. The principle of revision.
d. All of the above
Ans: d

11. In the principle of Linking with life, the teacher sees that the linking is obtained through past
……….. and activity.
a. Incidents
b. Experiences
c. Decisions
d. Issues
Ans: b

12. While using the principle of selection, The teacher’s job is to make a judicious selection of
the ………..
a. Methodology
b. Content
c. Decisions taken
d. None of the above
Ans: b

13. While using the principle of Division, the teacher has to make a …………. order of the
sequence of content.
a. Haphazard
b. Criss-Cross
c. Logical
d. All of the above
Ans: c

14. Revision assists in assimilation of ………….

a. Content
b. Ideas
c. Decisions
d. Emotions
Ans: a
 15. When interesting learning situations are created in the classroom/studio, the students are
a. Motivated
b. Cooperative
c. Eager to learn
d. All of the above
Ans: d

16. While teaching a topic from the subject of structures, which principle of teaching is more
relevant?
a. Principle of Division
b. Principle of Selection
c. Principle of Revision
d. All of the above
Ans: d

17. The principles of teaching and learning help a teacher in ………..

a. Create an active learning environment
b. Provide timely feedback
c. Help students organize their knowledge
d. All of the above
Ans: d

18. Learning is both creative and …………. in nature.

a. Joyful
b. Recreative
c. Dull
d. Intelligent
Ans: b

19. When the principle of Democracy is used, opportunities of …………… stimulate thinking in
the students.
a. Free Expression
b. Decision Making
c. Problem Solving
d. None of the above
Ans: a
 20. Difficult subject matter can be presented through…………
a. Games
b. Puzzles
c. Group activity
d. All of the above
Ans: d

……………………………………………………..

Unit 6: Factors of learning behavioristic theory of conditioning, Levin’s field theory and Carl
Roger’s theory of experiential learning

1. Learning is defined as ……………. of behaviour as a result of experience.

a. Weakening
b. Strengthening
c. Modification
d. Creation
Ans: c

2. Learning is a ……………..
a. Decision
b. Process
c. Product
d. All of the above
Ans: b

3. In the learning curve, the learner moves from a state of unconscious incompetence to a state
of -------------------
a. Unconscious competence
b. Conscious incompetence
c. Conscious competence
d. All of the above
Ans: a
 4. In Behaviourism, Learning takes place as a result of response following a specific………
a. Response
b. Behaviour
c. Stimulus
d. All of the above
Ans: c

5. In Behaviourism, by repeating the S-R cycle the organism is …………

a. Adjusted
b. Un conditioned
c. Conditioned
d. Active
Ans: c

6. The theory of Classical Conditioning was developed by ………………..

a. B.F.Skinner
b. Thorndike
c. Aristotle
d. Ivan Pavlov
Ans: d

7. In Pavlov’s experiment, after conditioning, a conditioned stimulus evokes a…………………..

a. Conditioned Response
b. Unconditioned Response
c. Operational Response
d. All of the above
Ans: a

8. In Pavlov’s experiment, the conditioned response to a conditioned stimulus was………..

a. Barking
b. Salivation
c. Whining
d. All of the above
Ans: b
 9. In a behaviouristic learning event, the …….. is the authority and the center of the event
a. Educator
b. Educand
c. Administrator
d. Colleague
Ans: a

10. Common phenomena in classical conditioning is………

a. Generalization
b. Discrimination
c. Extinction
d. All of the above
Ans: d

11. Habit formation usually takes place through…………..

a. Operant Conditioning
b. Classical Conditioning
c. Generalised Conditioning
d. All of the above
Ans: b

12. The more frequently we have made a response to a specific stimulus, the more likely we are
to make that response to that stimulus again. This is known as …………
a. Recency Principle
b. Extinct Principle
c. Frequency Principle
d. All of the above
Ans: c

13. The theory of Connectionism is credited to…………….

a. Ivan Pavlov
b. B.F.Skinner
c. John Dewey
d. E.Thorndike
Ans: d
 14. A method of learning that occurs through rewards and punishments for behavior is …………
a. Classical Conditioning
b. Operant Conditioning
c. Multi-layered Conditioning
d. All of the above
Ans: b

15. In operant conditioning, the organism …………… the environment to initiate behaviour.
a. Adjusts
b. Manipulates
c. Accepts
d. Analyses
Ans: b

16. Initial experiments on Operant Conditioning were performed using the ………….
a. Skinner Box
b. Pavlov Box
c. Structured Box
d. None of the above
Ans: a

17. …………… the key element in Skinner's S-R theory.

a. Response
b. Reinforcement
c. Stimulus
d. All of the above
Ans: b

18. When a student is praised for asking a relevant question in the studio, it is known as………
a. Positive Reinforcement
b. Negative Reinforcement
c. Positive Punishment
d. Negative Punishment
Answer: a

19. Which of the following is a schedule of reinforcement?

a. Continuous Reinforcement
b. Variable Reinforcement
c. Fixed-Interval Reinforcement
d. All of the above
Ans: d

20. In classical conditioning the organism is ……….. and must wait for a stimulus to respond.
a. Active
b. Decisive
c. Passive
d. Hyperactive
Ans: c

21. Carl Roger’s theory describes ………. and ……………… learning.

a. Cognitive and Experiential
b. Affective and Experiential
c. Cognitive and Emotional
d . Cognitive and Affective
Ans: a

22. In experiential learning, the learner must be …………

a. Decisive
b. Self-initiated
c. Self-managed
d. All of the above
Ans: b

23. The main objective of experiential learning is ………….

a. Arranging a favorable and positive climate for learning
b. Helping the learners have clear objectives about their learning
c. Organizing learner resources and their availability to the learner
d. All of the above
Ans: d

24. In Experiential learning, ……….. to the self of the learner is minimum

a. Caution
b. Threat
c. Damage
d. None of the above
Ans: b
 25. The term …… refers to any pattern or organized whole.
a. Conditioning
b. Life space
c. Gestalt
d. All of the above
Ans: c

26. According to Kurt Lewin, Learning is a ………… of one’s life space.

a. Re-management
b. Re-thinking
c. Re-organization
d. Re-orientation
Ans: c

27. The type of conflict a person can encounter in his/her life space is ……………
a. Approach-Approach
b. Approach-Avoidance
c. Avoidance-Avoidance
d. All of the above
Ans: d

28. The term used in Lewin’s field theory is ……….

a. Life Space
b. Topology
c. Vector
d. All of the above
Ans: d

29. According to Lewin’s field theory, during reorganization, the regions and ……… are re-
structured/
a. Boundaries
b. Vectors
c. Lines
d. None of the above
Ans: a
 30. Space in which one lives psychologically involving one’s perception and view point is known
as ……………..
a. Topological space
b. Fluid space
c. Life space
d. All of the above
Ans: c

………………………………………………………….

Unit I Concept of education with reference to classical philosophies of education

1. The Main branches of Philosophy are Metaphysics, Epistemology, Ethics, Aesthetics and
………
a. Physiology
b. Psycholgy
c. Axiology
d. All of the above
Ans: c

2. Aesthetics is the study of ……..

a. Attitude
b. Aptitude
c. Beauty
d. Knowledge
Ans: c

3. To the idealist….……….is more important than matter and body

a. Matter and Body
b. Mind and Soul
c. Body and mind
d. Body and intellect
Ans: b

4. In Idealism, emphasis is on realization of the ……………….life

a. Material
b. Routine
c. Spiritual
d. Pleasurable
Ans: c
 5. Idealism believes that ……… are the only reliable form of reality.
a. Ideas
b. Beliefs
c. Changes
d. Rituals
Ans: a

6. The leader of idealism as a philosophy is …………

a. Plato
b. Socrates
c. Descartes
d. All of the above
Ans: d

7. The Socratic Method is the method of ……………….

a. Answering
b. Questioning
c. Reading
d. Writing
Ans: b

8. Immanuel Kant believed that…………..is the goal of education

a. Fulfilment
b. Entitlement
c. Enlightenment
d. Agrument
Ans: b

9. Naturalism believes that …………is the ultimate reality

a. Idea
b. Value
c. Nature
d. Truth
Ans: c
 10. Naturalism believes that …………. are identical.
a. Nature and Knowledge
b. Nature and Teaching
c. Nature and Values
d. Nature and Reality
Ans: d

11. According to Naturalism, ……………. is only an artificial structure.

a. Planet
b. Society
c. City
d. Town
Ans: b

12. The form of naturalism is………..

a. Physical
b. Mechanical
c. Biological
d. All of the above
Ans: d

13. The principle “Survival of the fittest” is a part of …………naturalism

a. Physical
b. Biological
c. Mechanical
d. None of the above
Ans: b

14. Naturalists are against the complex nature of ………..

a. Organization
b. Analysis
c. Civilization
d. The world
Ans: c
 15. Naturalism is against ………….. knowledge in education
a. Trivial
b. Bookish
c. General
d. None of the above
Ans: b

16. Naturalism does not believe in a ………………. Curriculum

a. Fixed and Rigid
b. Open and Flexible
c. Open and free flowing
d. Rigid and structured
Ans: a

17. Plato operated a school called the …………

a. Institution
b. Academy
c. Organization
d. Spaceframe
Ans: b

18. Naturalism is opposed to …………

a. Pragmatism
b. Realism
c. Existentialism
d. Idealism
Ans: d

19. The main aim of naturalism is ……….

a. Self-Expression
b. Struggle for existence
c. Development of Individuality
d. All of the above
Ans: d

20. While teaching subjects of architecture, which philosophy/theory is most applicable?

a. Bloom’s Taxonomy
b. Idealism
c. Naturalism
d. All of the above
Ans: d