"A STUDY ON THE STUDENT'S APTITUDE TRAINING AT NIIST

INSTITUTE"

Research project submitted to Submitted By:

PROF. RAJKIRAN BANJARE Parth Nagar (Pursuing

BBA)

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 INDEX

CHAPTER CONTENT PAGE No.

No.

I INTRODUCTION

II REVIEW OF LITERATURE

III ORGANISATION PROFILE

IV RESEARCH METHODOLOGY

V DATA INTERPRETATION AND

ANALYSIS

VI FINDINGS AND SUGGESTIONS

VII CONCLUSION AND

RECOMMENDATION

REFERENCES

ANNEXURE

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 LIST OF TABLES

TABL TABLES PAGE

E NO. NO.

1 DESCRIPTION OF DEMOGRAPHIC PROFILE

2 DESCRIPTION OF APTITUDE TEST BEFORE

TRAINING

3 DESCRIPTION OF RESPONSE ON LEARNING

EXPERIENCE

4 DESCRIPTION OF APTITUDE TEST AFTER

TRAINING

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S. No ANNEXURES

I APPENDIX 1- DEMOGRAPHIC PROFILE

II APPENDIX 2- APTITUDE TEST

III APPENDIX 3- QUESTIONS ON EXPERIENCE OF

STUDENTS

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 CHAPTER I
INTRODUCTION
Aptitude skills are very important component to measure the competence to do
a certain work at a certain level. Companies which come for the recruitment
takes aptitude test of the students which help them to understand the intelligence
quotient and working efficiency.

Aptitude is a natural talent which can be improved or developed by giving

proper training. An effective training program can enhance employee skills and
enable them to perform better in their job. Aptitude test are used to determine
which tasks that individual is more skilled at performing. It also helps in
determining which job roles is best fit for employee or applicant.

Aptitude tests inculcate many factors like Numerical reasoning, verbal

reasoning, abstract reasoning, speed, accuracy, and other such abilities. Through
Aptitude test various management skills are also tested such as Time
management, stress management, Decision making skills, ability to change etc.
Training on aptitude skills simply does not mean that a student has to be trained
on method of solving questions but also to train they about how and which
question should be attempted. Learning Aptitude skills also helps students in
building their mental ability. In India, student generally spend three or four
years in completing this graduation, which is nearly clearing more than 40
exam paper but still when it comes for the selection in campus they fails. The
reason being various skills which are required in the industry is not thought to
them in the college.

Padmini(2012) pointed out that if communication skills are not considered for
qualification/selection, the percentage of employable students will raise from 7
to 13%. In a major surprise, more than 80% of the students do not meet the
requirements on the problem solving skills. To fill this gap the study has been
conducted to understand the importance of Quantitative aptitude and logical
reasoning training on engineering and management student in campus
placement. The study helps us to understand how the training on quantitative
aptitude and logical reasoning

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to engineering and management students can increase their chances of getting
placed in the company.

Daggubati Vasanth Choudary (2015) defined skills as the proficiency of

being able to do something practically rather than just knowing theoretically
how to do it. For leaning and acquiring skills, knowledge tells how to do and
when to do. Skills are the capacities needed for doing a set of tasks.

The "skills gap" is the difference between skills that employers want and those
that are available from workers looking for a job.

Aptitude skills is important to engineering students as they are future engineers

who will face and will be required to solve various complex situations in which
a quick and complex decision is required.

The traditional method of teaching are still followed decision is required. The
traditional methods of teaching are still followed by many Aptitude trainers in
engineering colleges. In most cases, Aptitude trainer teaches only formula and
method to solve the question. Aptitude skills are tested in most of the
competitive exams conducted across the country. Online Aptitude test is one of
the most important sections in all the Competitive exams, Entrance exams and
Campus Interviews in order to grab Government jobs as well as IT Jobs.
Quantitative aptitude question are important for Merit listing and for Final
Selection in various exams like UPSC Competitive Exams, Railway
Competitive Exam, IBPS Exam, Bank Competitive Exams, GATE Exam,
Common Aptitude Test(CAT), MAT, GMAT, CSAT, CLAT, ICET, SSC
Competitive Exams, SNAP Test, KPSC, XAT, GRE, Defence Competitive
Exams, L.I.C/G.I.C Competitive Exams, TNPSC, University Grants
Commission (UGC), Career Aptitude Test (IT Companies) and etc. Inspite of
putting all the efforts by the trainers, many students are not able to clear the
written test in campus placement.

Aptitudes tests help reveal the natural talents, strengths, and limitations that we
all have the process of assessing people is very complex and involves many
different factors. Organizations are using aptitude testing increasingly
frequently to improve their recruitment and development processes. When you
test people's aptitudes, you look beyond what they've done in the past and you
assess what they have the potential to achieve in the future. These online
aptitude tests help you recognize your inherent strengths and talents, and
accordingly guide you to a career path or course that best suits you. And the
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prospect of you being content and successful in the career becomes high if you
have an inborn aptitude for it.(sonalidheri 2016)

Aptitude tests attempt to predict the degree of achievement that may be

expected from individuals in a particular activity. To the extent that they
measure past learning, they are similar to achievement tests. To the extent that
they measure non-deliberate or unplanned learning, they are different. Aptitude
tests attempt to predict an individual’s capacity to acquire improved
performance with additional training.

Aptitude refers to a natural or acquired capacity or ability especially a tendency,

capacity or inclination to learn or understand (Webster's Medical Dictionary,
2002). It refers to part of a person's mental equipment which gives him a special
fitness for any kind of endeavor. Such an aptitude may be the result of either an
innate endowment or of special training or both. The mental and physical
qualities giving rise to differences in aptitude are difficult to distinguish.

According to Thorndike, there are three types of aptitudes, viz., abstract or

mechanical, concrete and social. Aptitude is further classified as verbal,
numerical, spatial, motor, musical, social, intelligential, natural, mechanical,
teaching, academic, learning, etc. Aptitudes stabilize in the early years of life,
but there is no time of demarcation after which there is no effect on the
formation of aptitudes. Generally it is considered that aptitudes are formed up to
puberty. Aptitude is thus a present condition with a forward reference. It is a
condition or set of characteristics regarded as indication of potentialities, but we
can't be very sure that a person possessing a particular aptitude is going to
succeed later in a job or occupation calling for the use of aptitude, because,
aptitude asstated is a present condition and it may be influenced by other
factors.

The terms intelligence, ability, and aptitude are often used interchangeably to
refer to behavior that is used to predict future learning or performance.
However, subtle differences exist between the terms. The tests designed to
measure these attributes differ in several significant ways.

aptitude tests in contrast to intelligence tests and achievement tests. It also looks
at the value of aptitude tests and examines how the results of aptitude should be
used. Finally, this article discusses whether students can improve their scores on
these tests.

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Organizations globally invest on human capital for the day to day management
of their activities. Individual job knowledge and skills in every department is
critical for the ultimate success of any organization, be it a private entity,
government or even Non-profit making. Organizations need to get human
resource that fit the various aspects of a specific job. To succeed in this process,
all organizations insist on some pre-employment tests to determine knowledge,
integrity, cognitive ability, personality, emotional intelligence and physical
abilities before placement. That is the more reason why it is necessary to
critically review on literature on employment tests for an in-depth
understanding of the how, why the processes are designed and conducted for a
meaningful outcome in line with the objectives of any organization.

Selection Tests are defined as a sample of an individual’s behaviour

performance or attitude.

Cronbach, L. J., & Meehl, P. E. (1955), a test is a systematic procedure for

comparing the behaviour of two or more persons. While conducting tests, the
selection panel ensures the following are achieved; first, tests eliminate
incompetence and unsuitability of candidates, tests ensure psychological, mental
and analytical capacities of a person are identified.

Tests can also be used as a tool to understand the nature of a person and their
career development by providing analytical, rational and objective comparison
between the candidates, finally, tests ensure that accuracy and perfection in the
selection procedure is duly achieved. The above scenario is only possible by
determining tests types on the basis of methods of focus on either individual or
group objectives and aptitude.

Employee Selection can be defined as a process of putting right people on right

job. It involves matching the requirements of an organization with the right
skills and qualification. These qualifications should be relevant to ensure full
success of the organizations objectives and goals to achieve this while
conducting selection during recruitment process. It must identify the common
package of knowledge skills and abilities (KSA). This is according to F. John
Reh (2019), the acronym KSA is mostly used to define the requirements of job
opening and comparing of candidates when making a final selection. The
recruiter may therefore look for an applicants’ KSA profile to determine the
selection criteria. The use of KSA framework was associated with the United
States Federal Government Agencies and since then, the model (KSA) has

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expanded to include assessment of training and coaching needs in existing
workforce. However one of the criticisms of KSA, is that it’s easy to see the
three terms (knowledge, skill and ability) interchangeable or at the very list,
overlapping and yet they are distinctly different dimensions of an individual’s
qualification.

The challenge in selection of candidates lies on the fit element between what the
applicant can and wants to do against the organization’s needs. It is more
difficult to possibly tell exactly what the interviewee (applicant) really can and
wants to do. The fit between the two aspects of both on the side of the person
and the organization shall determine the willingness for both the employer and
the employee to accept placement.

APTITUDE TESTLike intelligence tests, aptitude tests measure a student's

overall performance across a broad range of mental capabilities. But aptitude
tests also often include items which measure more specialized abilities--such as
verbal and numerical skills--that predict scholastic performance in educational
programs. Compared to achievement tests, aptitude tests cover a broader area
and look at a wider range of experiences.

Achievement tests tend to measure recent learning and are closely tied to
particular school subjects.

Aptitude tests tell us what a student brings to the task regardless of the specific
curriculum that the student has already experienced. The difference between
aptitude and achievement tests is sometimes a matter of degree. Some aptitude
and achievement tests look a lot alike. In fact, the higher a student goes in levels
of education, the more the content of aptitude tests resembles achievement tests.
This is because the knowledge that a student has already accumulated is a good
predictor of success at advanced levels.

Research data show that individually administered aptitude tests have the
following qualities:

* They are excellent predictors of future scholastic achievement.

* They provide ways of comparing a child's performance with that of other

children in the same situation.

* They provide a profile of strengths and weaknesses.* They assess differences

among individuals.* They have uncovered hidden talents in some children, thus

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improving their educational opportunities.* They are valuable tools for working
with handicapped children.

In addition, group aptitude tests--usually given as part of a group achievement

battery of tests--can be given quickly and inexpensively to large numbers of
children. Children who obtain extreme scores can be easily identified to receive
further specialized attention. Aptitude tests are valuable in making program and
curricula decisions. They can also be used for grouping students as long as
grouping is flexible.

In general, aptitude test results have three major uses:

* Instructional teachers can use aptitude test results to adapt their curricula to
match the level of their students, or to design assignments for students who
differ widely. Aptitude test scores can also help teachers form realistic
expectations of students. Knowing something about the aptitude level of
students ina given class can help a teacher identify which students are not
learning as much as could be predicted on the basis of aptitude scores. For
instance, if a whole class were performing less well than would be predicted
from aptitude test results, then curriculum, objectives, teaching methods or
student characteristics might be investigated.* administrative

Aptitude test scores can identify the general aptitude level of a high school, for
example. This can be helpful in determining how much emphasis should be
given to college preparatory programs.

Aptitude tests can be used to help identify students to be accelerated or given

extra attention, for grouping, and in predicting job training performance.

* guidance

Guidance counselors use aptitude tests to help parents develop realistic

expectations for their

child's school performance and to help students understand their own strengths
and weaknesses CAN APTITUDE BE IMPROVED?

Although studies seem to suggest that aptitude test scores cannot be improved,
other research shows that that may not be the case. Tests such as the Scholastic
Aptitude Tests contain many questions that are content-specific, particularly in
math areas. Performance on these specific types of items is trainable.

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Some experts feel that short-term cramming might not affect aptitude test
scores. However, long-term instruction in broad cognitive skills might improve
general test performance. Cognitive theory and research suggest that learning
ability can be improved by training students in learning strategies. Improving
academic aptitude may be possible through a systematic curriculum that
complements direct training in learning strategies with both the development of
general thinking approaches and the application of those approaches over a
variety of different tasks and content areas. What has been learned about
training to improve aptitude can be summarized as follows:* Attempts to train
aptitude must go well beyond practice and feedback. What's needed is intensive
training in strategies involved in task performance along with higher level
monitoring and control strategies involved in guiding performance and in
transferring skills to new areas.

* Educational efforts to improve aptitude need to be long-term.* Abilities of

students and methods of training interact. Attempts to train strategies must fit
the tested aptitudes of students.* Practice and feedback can be effective when
students are already proficient in the ability to be trained.* Intrusive training
may be harmful to high aptitude students.* Training ability works best when
treatment utilizes some of the student's other strengths.* Some aspects of
intellectual aptitude may be more easily trained than others.

Vocational Aptitude Test:

This is an instrument designed to assess the abilities, interest, personality traits

and other factors deemed essential for success in a particular occupation namely
a test designed to test a person’s physical abilities needed for a particular job
such as police officer, army officer, national youth service graduates, fire
fighters among others. Such tests are often used to assess how well the
participants profile on these dimensions, matches the profile of the typical or
ideal person in the occupation.

Logical Aptitude Test:

This refers to a broad group of aptitude tests which test candidate’s problems
solving ability. These tests may be administered for any position at any level of
recruitment but they may be particularly common when recruiting for positions
which require significant problem solving ability or higher use of logic.
Practising logical reasoning tests is an ideal method of preparation as it allows
one to learn from self-mistakes, and this leading to improved performance with
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every subsequent trials. Furthermore it promotes experiencing time limits, the
tests layout and overall test norms that could ease worries and anxieties about
the test in terms of familiarization with such tests. The end effect of such
experience is that a candidate who has undertaken a logical test numerous times
and noted mistakes is likely to learn from them and hence develop less
nervousness than first time candidate. Therefore Aptitude tests focus on specific
areas namely vocational and logical aptitudes. These are used to measure
individuals attitude, interest and capacity to work, whereas group tests involve a
large number of people (candidates) tested together like terminal

examinations, police/military selection (physical), exercise. Tests are also

conducted on assessing leadership skills. Intelligence tests require to identify a
person’s mental ability, judgement capacity and learning skills to let the
imagination and visualization capacity to be well understood. For personality
tests, people are evaluated in terms of traits such as emotions, expressions,
confidence and courage. Trade tests identify how much a person is competent to
do a specific nature of job and level of understanding.

Finally, achievement tests practically checks people skills, abilities and

knowledge during the selection process in a practical manner. During an
interview process, candidates are exposed to an artificial environment to
stimulate their behaviour in one particular circumstance in a measureable way
since the selected candidate(s) will have to take up a lot of job responsibilities.
In future an assessment test becomes mandatory since this type of test is
conducted to extract the potential of the candidate to work in an authoritative
position. While selection process of candidates are administered, interviewers
need to understand the adaptability of them for the job allocated to that
person(s). It is necessary to find out how much they are receptive towards the
job they applied for and this can only be measured on the basis of aptitude
through vocational aptitude test approach. Some candidates apply their own
minds and ideas to make their work perfect and interesting by using their logical
capacity and innovation in a unique way. This category of employees are only
identifiable through logical aptitude tests.

There are a variety of tests that can determine your aptitudes. Some will test for
whether you have a combination of aptitudes that can indicate potential in a
certain field, and some test for individual aptitudes such as mechanical or
spatial. It is difficult to cheat in an aptitude test, therefore, they are considered

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reliable by most of the interviewers. These tests give the interviewer an idea of
the natural abilities, strength, and weaknesses of the interviewee.

Some companies may give you an aptitude test as part of the hiring process to
see if you have the necessary strengths to do the job. You can also take aptitude
tests on your own time or at a career center.

Here are some of the common aptitude tests:

Watson Glaser critical thinking test: This test assesses your critical thinking
skills. It will measure your ability to understand information and come to a
logical conclusion.

Logical reasoning tests: A logical reasoning test examines how you understand
relationships between shapes and patterns.

Situational judgment tests: These tests will measure your problem-solving

abilities with specific workplace scenarios.

Verbal reasoning tests: Verbal reasoning tests gauge how you gather
information from a paragraph or short passage.

Inductive reasoning tests: In an inductive reasoning test, you will have to look
at patterns and determine the next step in the pattern based on logic.

In-tray exercises: This test is also known as an e-tray exercise. It determines

your ability to prioritize work-related tasks.

I had prepared the test and conducted it online on the skill assess platform. Skill
assess is an online test platform build by one of the technical trainer of the
college. This online Test contains 45 questions and question are asked to check
the aptitude skills of students Some of the subject tested through this online test
are : arithmetic, algebraic, decision making, logical, verbal and non verbal
reasoning, spatial skill, intuition, general awareness, grammar, short term
memory, geometric, and Numerical ability.

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 CHAPTER II
REVIEW OF LITERATURE
Shalom Grace Sugano, Leo Mamlo(2021) research on Analysis of Student's
Aptitude and Academic Performance: Input to Curriculum Enhancement studied
need to assess and understand students' strengths in choosing their future careers
is essential. This study employed descriptive-correlational research, where
secondary data were used. The analysis of NCAE results and the academic
performance of Grade 10 students were performed in this study. An
Independent Sample T-test was also used to determine the significant difference
in the two aptitudes/tracks; Technical-Vocational (T.V.) and Academic Track
(AT). The study revealed that the majority of the students performed above
average and average levels across all domains. Natural Science, Spiritual
Vocation, and Science were the students' most preferred careers/occupations.
The results also showed a weak positive association between Mathematical
Ability and Math performance. However, an insignificant relationship was
observed on the two sets of variables; the Science Grade and Scientific Ability
scores, and the English Grade and Reading Comprehension and Verbal Ability
scores. The study revealed that students have higher AT scores than T.V. thus,
identified as the students' career strength. Evaluation and monitoring program
with provisions to motivate students to perform better in the National
Standardized Exams is recommended in the study.

Sood and Anand (2010) studied the level of professional commitment of

teacher educators serving in secondary teacher training institutions of Himachal
Pradesh. The data were gathered through 'Scale for Professional Commitment of
Teacher Educators' from 135 teacher educators of 25 B.Ed. colleges of
Himachal Pradesh. Results showed that the level of professional commitment of
B.Ed. teacher educators in Himachal Pradesh is moderate. Huge differences
were found in professional commitment of B. Ed. teacher educators with regard
to gender, conjugal status and teaching experience. However, NET qualified
and Non-NET qualified teacher educators were found to have comparative level
of commitment towards their profession. The paper discusses certain
suggestions for enhancing the professional commitment level of B. Ed. teacher
educators.

M.D.Usha Devi, (2008) conducted an investigation of B.Ed program in

Karnataka with the preamble of 'Pre-Service Secondary teacher education in the

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diverse education context'. This examination intended to analyze the current
teacher education program to assess its relevance and capacity to prepare
teachers for the emerging diverse educational context in the present age of
globalization, privatization and liberalization The objectives of the investigation
were to assess the existing teacher education curriculum in terms of its
relevance to the emerging diverse educational contexts, to contemplate whether
the existing practice of teacher education curriculum exchange equips the
trainees to meet their professional requirements to analyze the perception of
teacher educators and teacher trainees with regard to relevance and adequacy of
the existing professional preparation program of teachers, to evolve profile of
teacher educators so as to assess their competence in changing contexts and to
identify the holes between the continuous process of teacher preparation and the
intended objectives.

Patil and Deshmukh (1993) examined "the relationship between teaching

aptitude and teaching Efficiency among 238 understudy teacher at B.Ed. level.
Discoveries of the investigation reveal that (I) the male and female student
teacher differed essentially on their teaching aptitude for the female understudy
teachers. (ii) The graduate and postgraduate understudy teachers additionally
differed essentially on teaching aptitude for the postgraduate student teachers.
(iii) The experienced and in-experienced understudy teachers likewise differed
fundamentally on their teaching aptitude for the experienced student teachers.
(iv) Teaching aptitude of science and workmanship bunches didn't differ
essentially. (v) Teaching efficiency of craftsmanship and science student
teachers, male and female understudy teachers, male and female understudy
teacher, experienced and in-experienced understudy teachers didn't differ
fundamentally while the graduate and post-graduate understudy teacher
different altogether. (vi) It was discovered that the co-efficient of correlation
between the scores of aptitude in teaching and teaching efficiency were positive
and huge"

Kaneez and Syeda (2011) examined "teaching aptitude and academic

achievement of B.ed.trainee teachers. Based on discoveries it was concluded
that B.Ed. trainees have above average level teaching aptitude and high
academic achievement. The co-efficient of correlation between teaching
aptitude and academic achievement is positive and low. There is no noteworthy
difference between male and female B.Ed. trainees for both the
variables" ,Ekstorm (1978) studied "the relationship between teacher aptitude

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and knowledge, teaching behavior and student outcomes. It was discovered that
lone cognitive style and one aptitude component (level of desire) are discovered
related over both grade levels and subject. Great teacher's aptitude and high
knowledge are helpful in the positive student outcomes, for example, their
academic achievement"

Sharma (1984) conducted "an examination on teaching aptitude, intellectual

level and profound quality of prospective teachers. The sample of the
investigation included 412 student teachers who were studying in ten teachers
colleges of three universities of Rajasthan. The teaching aptitude test, bunch
mental capacity test and self-made teachers Morality test were used for data
collection. The discoveries were: (1) About 75% of student teachers were below
average in aptitude and intellectual capacity. (2) Animmaterial difference was
found in teaching aptitude capacity in sex wise and discipline wise compression
and (3)A positive correlation was found between teaching aptitude, intellectual
level and ethical quality of prospective teachers".

Donga (1987) found that "teacher aptitude isn't a factor to control the
adjustment behavior of the student teachers. The investigation suggests that
female teacher trainees have more teaching aptitude as compared to male
teacher trainees. The investigation additionally suggests that female teacher
trainees are more adjusted than male trainees. Trainees of different colleges
differed essentially in adjustment. Trainees originating from science staff have
the lowest adjustment.

Rai et.al.(2012) found that B.Ed.special students have higher teaching aptitude
than B.Ed.(Gen.).

Chugh (2012) found in her study that no statistically significant difference was
found in the teaching aptitudes of male and female student teachers trainees,
though the females mean was higher than that for males.

Raval et.al.(2012) found that there is no significant of sex on the score of

teaching aptitude test.

Kumari, et.al.(2011) found that female teachers possessed higher teaching

aptitude than male teachers.

Kumar (2007) found that there existed no significant difference between

teaching aptitude of male and female science teachers had the same capacity of
teaching aptitude.
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Kulshrestha et.al.(2006) found that prospective teacher of both the groups
(male and female) have higher aptitude for teaching and there is no significant
differences observed between these groups.

Sajan (1999) found no difference observed on the basis of sex.Adval (1952)

found that female teacher trainees have greater aptitude in teaching than male
teacher trainees.

Ganoje, (2011) found that there is significant difference in teaching aptitude

between male and female trainees.Female trainees have higher teaching aptitude
than male trainees.

Setiawati (2020) examined the Deferential Aptitude Test in terms of its

predictive validity for psychology programmes and found that the verbal and
numerical subtests are the most influential sections of the test to predict
students’ future Grade Point Average (GPA) – final total grade in every term or
last year. University admission tests clearly have significant implications for
policymakers with regard to supporting their decisions and for other
shareholders such as parents and applicants to raise their awareness of the
effectiveness of such tests. This study integrated the investigation of cross-
linguistic influence with examining the GAT in order to provide both theoretical
and practical perspectives.

NCA (2018), a correlation has been established between the GAT and other
measures (such as high school GPA and university first-year GPA) and
compared to similar standardised tests (such as the Standardised Achievement
Admission Test – another test by NCA). The report showed that there was a
moderate to moderate-high relationship among the variables.

Al Saud (2009) reported that the relationship between the GAT and first year's
GPA is moderate (0.45) or even more in some scientific majors.

Alshumrani's (2007) study, he examined the validity of the GAT score and
high school percentage in predicting the first-year GPA at different colleges for
Saudi undergraduate students. He found that there was a significant correlation
and predictive relationship between the predictors when weighted together and
the criterion variable, the GPA in different majors.

Alghamdi and Al-Hattami (2014) examined the predictive validity of the

GAT, the Scholastic Achievement Test and high school GPA as admission
criteria in three university colleges in Saudi Arabia. Their findings indicated
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that high school GPA was a strong predictor of college performance, whereas
the GAT score was not a strong predictor for students in humanities faculties.
However, when calculating the weighted scores of the predictors, the results
revealed a significant prediction. The predictability of the GAT was strong for
students in non-humanity colleges either when it is a sole or a weighted
predictor.

Alnahdi (2015) confirms that a weighted combination of the GAT score and
high school GPA shows a prediction power of performance in university.
Further, the GAT score in this study exhibited a stronger prediction when the
criterion is the graduation GPA.

Alanazi (2014) found that the GAT score can be a strong predictor for each of
its two sections, the numerical and verbal or as a total score, regardless of
student's major in high school, and that the GAT score explains 13.2% of
variances in first semester's GPA.

Althewini and Alkushi (2020) examined the relationship between the GAT's
sections' scores and performance of English for students majoring in Health
Sciences at a Saudi university. They found that the GAT along with other two
academic criteria predicted cumulatively 17.3% of performance in English for
this population of students. It is clear from the studies above that the
relationship between the GAT scores and university GPAs has been established
and that the changes in the GAT score determine the GPA.

CHAPTER III
ORGANIZATION PROFILE
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NRI Group of Institutions established in the year 2000 by Taramathi Education
society. It constitutes thirteen institutes with 45 diversified courses including
Engineering, Pharmacy, Management, Law, Nursing, Paramedical, Education,
Arts, Commerce & Science.

“Your Tomorrow Is Here Today”

At NRI we are passionate about learning in every sense and match our clear
focus on academic excellence with a strong commitment to personal, social &
emotional development.

NIIST

NRI Institute of Information Science and Technology is one of the best

engineering college in Bhopal. It is the first institute of the group which came
into being in 2000.

It is the configuration of knowledge and wisdom that provides a unique

opportunity to its students to gain insight into tomorrow’s technology.

It provides UG and PG courses both full time and part time for regular and
professionals.

NIIST is the only institute in central India to get the privilege of giving training
to SSB officers.

Vision

To attain global leadership in academics by exploring new frontiers of

technology through innovative research and grooming future leaders as well as
entrepreneurs.

Mission

The Institute mission is to build tomorrow of Indian Society by nurturing the

career and lives of our students.

The Institute is dedicated to providing quality education and focus on the

overall development of the student.

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The Institute agenda is to prepare our students to make a difference in society
and the world by being the best in whatever field they choose.

CHAPTER IV
METHODOLOGY

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Research methodology can be defined as blueprint to conduct a research study
which involves the description research approach, research design of study,
setting, population, sample and sampling techniques, data collection tool and
techniques, pilot study, plan for data collection and data analysis. This chapter
deals with methodology adopted for the study "A Study on the Student's
Aptitude Training at NIIIST Institute"

Most of the training given to the students on aptitude skills requires following
skills to be developed. Most of the students are confused as aptitude test looks
same as taken in various competitive exams but Students should be trained
properly and make them understand that aptitude test taken in campus
placement process in many ways different from those taken in competitive
examinations. Some of the points which makes these two test different are:

1) Competitive aptitude test is among thousands or millions of students

where competition is tough as compared to campus aptitude test as only
some hundreds or thousands students appear in this test.

2)In competitive aptitude test students from all regions with different
skills and background take test which makes the competition tough as
compare to campus aptitude test where mainly students from the college
or some particular area take place,.

3) Age group variation is much in competitive test as compared to

campus aptitude test.

4) In competitive aptitude test, the students had to score more to get good
college or position whereas in campus student had to score more than
cutoff to clear the round.

A training program was conducted to train 400 engineering and 100

management students to bridge the skill gap and to understand the impact of
training. The study was done in a private engineering college, in central India
from January 2020 to February 2020. The study was done on 400 engineering
students and 100 management students before their campus placement. 400
engineering students are divided into 4 batches of 100 each and 1 batch of
management of 100 students. Students were given training on aptitude skills on
five days a week for 1.5 hrs daily. Two aptitude tests were conducted to find the
difference in their performance before giving the training and after getting the
training.

21 | P a g e
All the students were trained to develop the following skills:

Theoretical Knowledge: Rigorous training was given to the students to

develop the concept and logics in the field of quantitative aptitude and Logical
reasoning. All the students gone through formula and practice questions. There
are 18 topics on quantitative aptitude and 10 topics on logical reasoning. Each
topic was thought in the class for about 1 hr and then 30 min was given on
practice question on same topic.

Time Management Skills: Students were thought to solve questions keeping

time in mind. In online test, questions are to be solved within time limit. Short
tricks and alternate method were thought to solve the questions, so that students
can save time on each question. Students were thought to spend how much time
should be spent on reading question and how much too solve it.

Stress Management Skills: Stress management skills are tested in aptitude

test. Students are given many questions to solve in a limited time. A kind of
stress is created to solve many questions in fixed time. Stress comes if the
students finds question difficult or lengthy. Students are thought how to tackle
such questions and solve them by applying various short tricks

Decision making skills: Students while solving questions has to take decision
regarding the selection of question or number of questions he can solve and
decision about which question should be solved first or rather which question
should not be attempted. Students are thought which question should be
attempted first and which should not be.

Smart Work: Students are trained to work smartly. In training, students are
trained about the purpose of taking the test. They are trained and make them
understand that all questions are not given to solve. The purpose is to clear the
test i.e. to clear the cutoff. Instead of solving all the questions, students should
focus on the question which he can solve easily.

SCOPE OF THE TOPIC:

22 | P a g e
Aptitude Tests are taken by the companies to eliminate the number of
candidates. Since there is way too much competition in India and each interview
is going to incur some cost to the company, the main goal of a company is to
interview only those candidates who are intelligent as well as serious.

OBJECTIVES OF THE STUDY:

 To assess the aptitude level of students.

 To assess the effect of aptitude training on students.

 To assess the difference after aptitude training.

RESEARCH APPROACH:

Quantitative

RESEARCH DESIGN:

Descriptive - Observational design

SITE:

NRI Group of Institutions (NGI) Bhopal, Madhya Pradesh

SETTING:

NRI Institute of Information Science and Technology(NIIST), NGI, Bhopal,

Madhya Pradesh

POPULATION:

Engineering students of NIIST

SAMPLE:

4th year students of Bachelor of Technology of following branches-

Computer Science

Information technology

SAMPLE SIZE:

200

23 | P a g e
INCLUSION CRITERIA:

 Undergraduate engineering students

 Engineering students of 4th year

 Engineering students of CS,

 Engineering students of who are willing to participate in study

 Engineering students who are available during the period of data

collection.

 Engineering students who are taking part in campus recruitment process.

EXCLUSION CRITERIA:

 Engineering students who have already had aptitude training.

 Engineering students who did not take part in aptitude training during
research process.

VARIABLES:

 Difference in curriculum

 Age

DATA COLLECTION TOOL:

The process of this study comprises aptitude test, classroom training, class
observation and written comments of students. The online test comprises of 30
questions on quantitative aptitude and 30 questions on logical reasoning. Total
time to solve the 60 questions was 60 min.

SOURCE OF DATA:

Published source- Books, previous researches

Unpublished source- people's experiences

Primary source- engineering students of the NIIST

Secondary source- Books, previous researches

24 | P a g e
RELIABILITY OF TOOL:

The reliability of the tool was established by pilot study and from the review of
literature.

TOOL VALIDITY:

Validity was established by experts.

Data collection procedure:

All the selected students were informed about the purpose of study and verbal
consent was taken.Convenient sampling was used for the study among
engineering students of NIIST.A sample of 200 was selected by purposive
sampling method. Initially the investigator established rapport with the study
subjects. The purpose of the interview was explained to each subject. The
investigator administered self administered questionnaire in English language.
A structured training program was designed and aptitude test was conducted for
all 200 engineering students before the training and after giving them training
on quantitative aptitude and logical reasoning skills.

Ethical consideration:

A written informed consent was taken from the study subjects after explaining
aims and objectives and the purpose of the study. The subjects was assured that
privacy will be maintained. Written permission was taken from the institutional
ethics committee to conduct the study.

Pilot study:

A pilot study was conducted on 20 samples on engineering students of NIIST.

These subjects were not included in the major study. On the basis of the results
of the pilot study the questionnaire was modified and refined. The validity and
reliability of the questionnaire was also established.

CHAPTER V
DATA INTERPRETATION AND ANALYSIS
Data Analysis

25 | P a g e
 Data from the online test and feedback from the students was analyzed both
quantitatively and qualitatively. Data was extracted from the 60 question asked
in the online test. The data has been presented in terms of percentage.

Table 1:

Students’ demographic information (total no. of students 200, NIIST Bhopal)

Gender Qualification number of Branches /Specialization

students

Male B.Tech 80 Computer science

Female B.Tech 20 Computer science

Male B.Tech 10 Information Technology

Female B. Tech 90 Information Technology

Table 2:

The following table.2 shows the result of Aptitude test taken before training for
Engineering and Management students.

Qualification number of Branches Average Marks in

students /Specialization Percentage

B.Tech(Mal 80 Computer science 31%

e)

B.Tech(Femal 20 Computer science 34%

e)

B.Tech 10 Information 27%

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(Male) technology

B.Tech 90 Information 29%

(Female) technology

Table 3:

The following Table 3 shows the Responses of students about their learning
experience in Training Sessions

Questionnaire Item agree (%) disagree (%) Indecisive (%)

Learnt new Concept 79.4 15.6 5

& logic

Confident to clear 87.5 6.5 6

aptitude test

Trained on Time 70 19 20
management skills

Improved on stress 69.3 23.2 7.5

management skills

Improved Decision 83 10.1 6.9

making skills

Aptitude skills were 97.5 1.1 1.4

sharpened

Table 4:

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The following table 4 shows the result of Aptitude test taken after training for
Engineering students

Qualification number of Branches Average Marks in

students /Specalization Percentge

B.Tech(Mal 80 Computerscience 81%

e)

B.Tech(Femal 20 Computerscience 88%

e)

B.Tech 10 Information 67%

(Male) technology

B.Tech 90 Information 69%

(Female) technology

CHAPTER VI
FINDINGS AND SUGGESTIONS

28 | P a g e
FINDINGS:

 Demographic information- There are 80 boy and 20 girls in computer

science branch and 10 boy and 90 girls in information technology branch
of NIIST.

 Aptitude test taken before training- students scored very less marks as
compared to information technology computer science students got more
marks.

 Aptitude test taken after training- There was a great improvement in

students aptitude after the training, computer science students had more
improvement than information technology branch students of NIIST.

SUGGESTIONS:

This study found that through proper training in aptitude skills student
performance in the written test of campus recruitment can be increased. Most of
the engineering college either do not provide such training or the college trainer
does not have knowledge about aptitude skills required to clear written test
asked in campus recruitment. Engineering student at their college level are not
trained properly to face this challenge. More specifically, the Aptitude trainer
need to be trained in training proper aptitude skills and they should be exposed
to the challenges faced by professionals in various industries. Teaching aptitude
just to solve the questions will not be able to bring in desired changes unless the
Aptitude trainers upgrade their teaching methodologies to bridge the gap
between the college and the workplace. Engineering College in India are more
focused in their traditional way of teaching and they are not changing as fast as
change required by the industries. College students and professor are even not
aware of the current skills required in the industry and if they know then also
they are not making sufficient efforts to bring the change in the society.
Students should be thought in more creative way. Importance and practical
usage of those skills should be thought to them. Aptitude Skills should be
developed in the college and to create awareness about the importance of
aptitude skills in written test and workplace activities, the aptitude trainer need
to provide a lot of information about company expectation and purpose of
taking written test. Students want to learn more about employability, it has
become obligatory for the trainer to read and share facts about aptitude skills
required by companies. As many students feel less confident about their

29 | P a g e
aptitude skills, unique methods of training must be introduced in classes to
boost self-confidence. Motivation and encouragement is the most important
things in the training sessions. Students who are weak in the numerical skills
should be taken more doubt clearing sessions. As, Written test in the campus
recruitment is very important round, more focus should be given to provide
proper training to the students. Most of the engineering college and even the
universities are not emphasizing on developing aptitude skills among students.
University had asked college to conduct soft skills classes to develop their skills
for campus recruitment process but only few of them are conducting the classes
to develop aptitude skills.

Until and unless students does not clear written test, he is not eligible to move
for further round, where his soft skills and other skills are tested. I feel this can
be one of the reasons that many students who are good in their communication
and technical skills are not able to clear their first round i.e. written test in their
campus recruitment process. College and universities should give equally
importance in developing aptitude skills among students. A proper and
systematic training program can increase the performance in the campus
recruitment process.

CHAPTER VII

30 | P a g e
 CONCLUSION

This study examined the importance of Aptitude skills required by the

engineering students studying in India and the impact of training on the
performance of students’ in Aptitude test. The findings pointed out that the big
gap between the training given and the performance levels of engineering
students can be reduced by giving proper training and how this can affects the
selection of thousands of engineering students in campus placement. In
addition, the study revealed the training need for Aptitude trainer to train the
engineering students for employability. Moreover, the trainer must work more
on developing different skills require to clear aptitude test and chart out an
effective methodology for aptitude training . The trainers must go beyond
traditional method to solve the questions and understand the difference in the
training given to the students preparing for campus as comparison with students
preparing for competitive exam.. If the proper Aptitude Training is given as per
the need, the gap between the students clearing written test could be reduced
and the employability skills of students will be enhanced.

Implication and Scope of the Study:

This study was conducted to streamline the aptitude training given to the
engineering students in colleges of India. This study was conducted in NIIST
Bhopal District, located in Madhya Pradesh India. The aspects looked into were
the quality of training, methods and strategies used in training, the students’
feedback, problems and proposed solutions to problems. Though the
engineering students are more concerned about their career but aptitude training
in the college should be more efficient and training should be given, taking
campus requirement in mind rather than taking it as a general aptitude test. To
improve the performance of the students, Further more innovative ways can be
found especially to clear aptitude test.
LIMITATIONS:

 Due to ongoing curriculum planning of the engineering students data

collection process was difficult.
 Campus recruitment process was going on so there was unavailability of
students.
 I have to submit the project on given deadline so faced time constraints.
 Limited access to data so i had to restructure my research in different
way.

31 | P a g e
  Prior research study that was relevant to the topics was limited.

Recommendations:

On the basis of the findings of the present study the following recommendations
are made:

o The study can be replicated in various settings.

o A similar study can be done on large population.
o An evaluative study can be conducted to investigate the effect of
educational programmes on knowledge and practice of engineering
students.

o A comparative study can be carried out to ascertain the knowledge

and change in the employability after the training.

o A study can be conducted to plan the curriculum effectively.

32 | P a g e
 REFERENCES
1) A. Clement1 & T. Murugavel: English for Employability: A Case Study
of the English Language Training Need Analysis for Engineering
Students in India English Language Teaching; Vol. 8, No. 2; ISSN 1916-
4742 E-ISSN 1916-4750 Published by Canadian Center of Science and
Education(2015)

2) Agarwal J.C. (1996). Educational Research Arya-Book Agra.

3) Best John W. & Kahn James (2011). Research in Education. 10th Edu.
Prentice Hall of India Pvt. Ltd. New Delhi.

4) Candiasa, I. Made, Nyoman Natajaya, and Ketut Widiartini. "Vocational

Aptitude Test." SHS Web of Conferences 42 (2018): 00044.
http://dx.doi.org/10.1051/shsconf/20184200044.

5) Chavhan S.S. (2004) Educational Psychology 6thEdu. Vikas Publishing

House Pvt. Ltd. New Delhi.

6) Daggubati Vasanth Choudary : THE IMPORTANCE OF SOFT-SKILLS

TRAINING FOR MBA STUDENTS AND MANAGERS Volume 4,
Issue 11 (November, 2015)

7) David F. Lohman : An Aptitude Perspective on Talent: Implications for

Identification of Academically Gifted Minority Students. Journal for the
Education of the Gifted. Vol. 28, No. 3/4, (2005)

8) Gupta, Himanshu. "Graduate pharmacy aptitude test." Journal of

Pharmacy And Bioallied Sciences 2, no. 1 (2010): 55.
http://dx.doi.org/10.4103/0975-7406.62715

9) Harris, Douglas H. "Prediction of Inspection Performance with a

Dynamic, Computer-Based, Multi-Aptitude Test." Proceedings of the
Human Factors and Ergonomics Society Annual Meeting 41, no. 1
(October 1997): 574–78.
http://dx.doi.org/10.1177/1071181397041001127

10) Lloyd, Bruce. "Test your own aptitude." Long Range Planning 24,
no. 2 (April 1991): 122. http://dx.doi.org/10.1016/0024-6301(91)90130-
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33 | P a g e
 11) McGuire, Joan M., and Sally S. Scott. "Book Review: Modern
Language Aptitude Test." Journal of Psychoeducational Assessment 23,
no. 1 (March 2005): 96–104.
http://dx.doi.org/10.1177/073428290502300109

12) Padmini: Education Vs Employability- the Need to Bridge the

Skills Gap among the Engineering and Management Graduates in Andhra
Pradesh. IJMBS Vol. 2, Issue 3(July - Sept 2012 )

13) Powers, Donald E., Mary Jo Clark, and Jerilee Grandy. "TEST
SCORE CHANGES ON THE GRE GENERAL (APTITUDE) TEST."
ETS Research Report Series 1985, no. 1 (June 1985): i—37.
http://dx.doi.org/10.1002/j.2330-8516.1985.tb00089.x.

14) Propp, Jim. "Self-Referential Aptitude Test." Math Horizons 12,

no. 3 (February 2005): 35.
http://dx.doi.org/10.1080/10724117.2005.12021810

15) S. EZHILAN: SOFT SKILLS TRAINING PROGRAMME:

EVALUATION OF ENGINEERING STUDENTS’ EXPECTATIONS
AND EXPERIENCE.Vol.1.Issue.3.(2013)

16) Sonalidheri ,How aptitude test can help in your career planning !
Retrieved from https://resume.naukri.com/articles/how-aptitude-tests-can-
help-in-your-career-planning/(2016)

17) [Online] Available https://www.udemy.com/course/aptitude-test-

all-competitive-exams-quantitative-aptitude/

[Online] Available https://www.indeed.com/career-advice/career-

development/what-is-aptitude

19) [Online] Available:

https://www.mindtools.com/pages/article/newTMM_43.htm

20) [Online] Available: https://targetstudy.com/articles/importance-of-an-

aptitude-test-in-education.html(2018)

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 ANNEXURE

APPENDIX 1 - DEMOGRAPHIC PROFILE

1. Branch of student:-

A) Computer Science

B) Information Technology

2. Gender:-

A) Male

B) Female

APPENDIX 2 - APPTITUDE TEST

APPTITUDE QUESTIONS

Q.1. A man swims 12 km downstream and 10 km upstream. If he takes 2 hours

each time, what is the speed of the stream?

(A) 1 km/hr. (B) 0.5 km/hr. (C) 1.5 km/hr. (D) 0.7 km/hr

Ans . B

Q.2. In how many years the simple interest on Rs. 6000 at 10% rate of interest
S.I will become Rs. 2000?

(A) 3 months. (B) 3.5 months. (C) 4 months. (D) 4.5 months

Ans . A

Q.3. In what time Rs. 6000 will give interest of Rs. 720 at the rate of 6% p.a.
S.I.?

(A) 1.5 years. (B) 2 years. (C) 2.5 years. (D) 3 years

Ans . B

Q.4. A jogger is running at a speed of 15 km/hr. In what time he will cross a

track of length 400 meters?

(A) 96 sec (B) 100 sec. (C) 104 sec. (D) 110 sec
35 | P a g e
Ans . A

Q.5. The number of employees is reduced in the ratio 3: 2 and the salary of each
employee are increased in the ratio 4: 5. By doing so, the company saves Rs.
12000. What was the initial expenditure on the salary?

(A) 62000. (B) 60000. (C) 50000. (D) 72000

Ans . D

Q.6. The ratio of income of two workers A and B are 3: 4. The ratio of
expenditure of A and B is 2: 3 and each saves Rs 200. Find the income of A and
B.

(A) 500, 600. (B) 600, 800. (C) 600, 900. (D) 800, 1000

Ans . C

Q.7. The day on 5th April of a year will be the same day on 5th of which month
of the same year?

(A) 5th July. (B) 5th August. (C) 5th June. (D) 5th October

Ans . A

Q.8. What is the HCF of 1095 and 1168?

(A) 37. (B) 73. (C) 43. (D) 83

Ans . B

Q.9. A shopkeeper bought a watch for Rs. 1200. At what price should he sell
the watch to earn a profit of 25% ?

(A) Rs. 1400. (B) Rs. 1450. (C) Rs. 1500. (D) Rs. 1550

Ans . C

36 | P a g e
Q.10. A train overtakes two persons who are walking in the same direction in
which the train is going, at the rate of 2 kmph and 4 kmph and passes them
completely in 9 and 10 seconds respectively. The length of the train is:

(A) 45 m. (B) 50 m. (C) 54 m. (D) 72 m

Ans . B

Q.11. Two stations A and B are 110 km apart on a straight line. One train starts
from A at 7 a.m. and travels towards B at 20 kmph. Another train starts from B
at 8 a.m. and travels towards A at a speed of 25 kmph. At what time will they
meet?

(A) 9 a.m. (B) 10 a.m. (C) 10.30 a.m. (D) 11. a.m.

Ans . B

Q.12. Robert is travelling on his cycle and has calculated to reach point A at 2
P.M. if he travels at 10 kmph, he will reach there at 12 noon if he travels at 15
kmph. At what speed must he travel to reach A at 1 P.M.?

(A) 8 kmph. (B) 11 kmph. (C) 12 kmph. (D) 14 kmph

Ans . C

Q.13. A farmer travelled a distance of 61 km in 9 hours. He travelled partly on

foot @ 4 km/hr and partly on bicycle @ 9 km/hr. The distance travelled on foot
is:

(A) 14 km. (B) 15 km. (C) 16 km. (D) 17 km

Ans . C

Q.14. A and B can do a work in 8 days, B and C can do the same work in 12
days. A, B and C together can finish it in 6 days. A and C together will do it in :

(A) 4 days. (B) 6 days. (C) 8 days (D) 12 days

Ans . C

Q.15. The cost price of 20 articles is the same as the selling price of x articles. If
the profit is 25%, then the value of x is:

(A) 15. (B) 16. (C) 18. (D) 25

37 | P a g e
Ans . B

Q.16. A vendor bought toffees at 6 for a rupee. How many for a rupee must he
sell to gain 20%?

(A) 3. (B) 4. (C) 5. (D) 6

Ans . C

Q.17. Three partners shared the profit in a business in the ratio 5 : 7 : 8. They
had partnered for 14 months, 8 months and 7 months respectively. What was the
ratio of their investments?

(A) 5 : 7 : 8. (B) 20 : 49 : 64. (C) 38 : 28 : 21. (D) None of these

Ans . B

Q.18. If A = x% of y and B = y% of x, then which of the following is true?

(A) A is smaller than B.

(B) A is greater than B

(C) Relationship between A and B cannot be determined.

(D) If x is smaller than y, then A is greater than B.

(E) None of these

Ans . E

Q.19. What least number must be added to 1056, so that the sum is completely
divisible by 23 ?

(A) 2. (B) 3. (C) 18. (D) 21.

Ans . A

Q.20. How many of the following numbers are divisible by 132 ?

264, 396, 462, 792, 968, 2178, 5184, 6336

(A) 4. (B) 5. (C) 6 (D) 7

38 | P a g e
Ans . A

Q.21. A boat covers 800 meters in 600 seconds against the stream and returns
downstream in 5 minutes. What is the speed of the boat in still water?

(A) 1 m/s. (B) 1.5 m/s. (C) 2 m/s. (D) 2.5 m/s

Ans . C

Q.22. Sohan has borrowed Rs. 5000 at the rate of 6% S.I. what amount he needs
to pay after 3 years to clear the debt?

(A) Rs. 5500. (B) Rs. 5900. (C) Rs. 6100. (D) Rs. 6300

Ans . B

Q.23. A car running at a speed of 140 km/hr reached its destination in 2 hours.
If the car wants to reach at its destination in 1 hour, at what speed it needs to
travel?

(A) 300 km/hr. (B) 280 km/hr. (C) 250 km/hr. (D) 240 km/hr

Ans . B

Q.24. A horse covers a distance of 1500 meters in 1 minute 20 seconds. At what

speed the horse is running?

(A) 67.2 km/hr. (B) 67.7 km/hr. (C) 67. 5 km/hr. (D) 67.9 km/hr

Ans . C

Q.25. The ratio of the salary of A and B, one year ago is 3: 2. The ratio of
original salary to the increased salary of A is 2: 3 and that of B is 3: 4. The total
present salary of A and B together is Rs. 21500. Find the salary of B.

(A) 6000. (B) 7000. (C) 8000. (D) 9000

Ans . C

Q.26. Which of the following years is not a leap year?

(A) 800. (B) 700. (C) 1600. (D) 2000

Ans . B

39 | P a g e
Q.27. It was Saturday on January 1, 2005. Find the day of the week on January
1, 2010.

(A) Tuesday. (B) Friday. (C) Wednesday. (D) Sunday

Ans . B

Q.28. Find the HCF of 210, 385, and 735.

(A) 7. (B) 14. (C) 21. (D) 35

Ans . D

Q.29. Mohan bought an article at 25% less of the marked price and sold it at
15% more than the marked price. Find the profit earned by him.

(A) 53.3 %. (B) 55%. (C) 57.3%. (D) 52.3 %

Ans . A

Q.30. A train overtakes two persons walking along a railway track. The first one
walks at 4.5 km/hr. The other one walks at 5.4 km/hr. The train needs 8.4 and
8.5 seconds respectively to overtake them. What is the speed of the train if both
the persons are walking in the same direction as the train?

(A) 66 km/hr. (B) 72 km/hr. (C) 78 km/h. (D) 81 km/hr

Ans . D

40 | P a g e
LOGICAL REASONING

Q1. Look at this series: 12, 11, 13, 12, 14, 13, … What number should come
next?

A. 10 B. 16 C. 13 D. 15

Answer: Option D. This is an alternating number of subtraction series. First, 1 is

subtracted, then 2 is added.

Q2. Look at this series: 36, 34, 30, 28, 24, … What number should come next?

A. 22 B. 26 C. 23 D. 20

Answer: Option A. This is an alternating number of subtraction series. First, 2 is

subtracted, then 4, then 2, and so on.

Q3. Look at this series: 7, 10, 8, 11, 9, 12, … What number should come next?

A. 7 B. 12 C. 10 D. 13

Answer: Option C. Its an alternating addition and subtraction series. 3 is added

in the first pattern, and then 2 is subtracted.

Q4. Look at this series: 2, 1, (1/2), (1/4), … What number should come next?

A. (1/3) B. (1/8) C. (2/8) D. (1/16)

Answer: Option B. It’s a division series. Every number is half of the previous
number. The number is divided by 2 successively to get the next result. 4/2 = 2.
2/2 = 1. 1/2 = ½. (1/2)/2 = ¼. (1/4)/2 = 1/8 and so on.

Q5. Look at this series: 80, 10, 70, 15, 60, … What number should come next?

A. 20 B. 25 C. 30 D. 50

Answer: Option A. This is an alternating addition and subtraction series. In the

first pattern, 10 is subtracted from each number to arrive at the next. In the
second, 5 is added to each number to arrive at the next.

Q6. Which word does NOT belong with the others?

A. index B. glossary C. chapter D. book

Answer: D. Book. Rest are all parts of a book.

41 | P a g e
Q7. Which word is the odd man out?

A. trivial B. unimportant C. important D. insignificant

Answer: C. Important. Remaining are synonyms of each other.

Q8. Which word does NOT belong with the others?

A. wing B. fin C. beak D. rudder

Answer: C. Beak. Rest are parts of an aero plane.

Q9. Which word is the odd man out?

A. hate B. fondness C. liking D. attachment

Answer: A. hate. Rest are positive emotions.

Q10. Pick the odd man out?

A. just B. fair C. equitable D. biased

Answer: D. Biased. The others signify honesty.

Q11. CUP : LIP :: BIRD : ?

A. GRASS B. FOREST C. BEAK D. BUSH

Answer: C. BEAK. You drink out of a cup with your lips. Similarly, birds bite
grass with their beaks.

Q12. Paw : Cat :: Hoof : ?

A. Lamb B. Horse C. Elephant D. Tiger

Answer: B. Horse. Cat’s feet are called paws and horse’s are called hoofs.

Q13. Safe : Secure :: Protect :

A. Lock B. Guard C. Sure D. Conserve

Answer: B. Guard

Q14. Melt : Liquid :: Freeze :

A. Ice B. Solid C. Condense .D. Push

Answer: B. Solid

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Q15. Parts : Strap :: Wolf :

A. Flow B. Animal C. Wood D. Fox

Answer: Flow

Q16. An Informal Gathering occurs when a group of people get together in a

casual, relaxed manner. Which situation below is the best example of an
Informal Gathering?

A. A debating club meets on the first Sunday morning of every month.

B. After finding out about his salary raise, Jay and a few colleagues go out for a
quick dinner after work.

C. Meena sends out 10 invitations for a bachelorette party she is giving for her
elder sister.

D. Whenever she eats at a Chinese restaurant, Roop seems to run into Dibya.

Answer: B.

Q17. A Tiebreaker is an additional contest carried out to establish a winner

among tied contestants. Choose one situation from the options below that best
represents a Tiebreaker.

A. At halftime, the score is tied at 2-2 in a football match.

B. Serena and Maria have each secured 1 set in the game.

C. The umpire tosses a coin to decide which team will have bat first.

D. RCB and KKR each finished at 140 all out.

Answer: D

Q18. The Sharks and the Bears each finished with 34 points, and they are now
battling it out in a five-minute overtime.

A. When he is offered a better paying position, Jacob leaves the restaurant he

manages to manage a new restaurant on the other side of town.

B. Catherine is spending her junior year of college studying abroad in France.

C. Malcolm is readjusting to civilian life after two years of overseas military

service.
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D. After several miserable months, Sharon decides that she can no longer share
an apartment with her roommate Hilary.

Answer: C

Q19. Reentry occurs when a person leaves his or her social system for a period
of time and then returns. Which situation below best describes Reentry?

A. When he is offered a better paying position, Javed leaves the hotel he

manages to manage another one in a neighboring city.

B. Charan is spending her final year of college studying abroad in China.

C. Manan is readjusting to civilian life after 2 years of overseas merchant navy

service.

D. After 5 miserable months, Sneha decides that she can no longer share her
room with roommate Hital.

Answer: C

Q20. Posthumous Award occurs when an award is given to someone, after their
death. Choose one situation below as the best example of Posthumous Award.

A. Late yesteryear actress Sridevi was awarded with a Lifetime Achievement

Award posthumously in Filmfare 2019.

B. Chitra never thought she’d live to receive a third booker prize for her novel.

C. Emanuel has been honored with a prestigious literary award for his writing
career and his daughter accepted the award on behalf of her deceased father.

D. Meenal’s publisher canceled her book contract after she failed to deliver the
manuscript on time.

Answer: A and C

Q21. The ‘A’ state government has chalked out a plan for the underdeveloped
‘B’ district where 66% of the funds will be placed in the hands of a committee
of local representatives.

Courses of action:

I. The ‘A’ state government should decide guidelines and norms for the
functioning of the committee.

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II. Other state government may follow similar plan if directed by the Central
government.

A. If only I follows B. If only II follows .C. If either I or II

follows

D. If neither I nor II follows E. If both I and II follow

Answer: A

Q22. The car dealer found that there was a tremendous response for the new
XYZ’s car booking with long queues of people complaining about the duration
of business hours and arrangements. Courses of action:

I. People should make their arrangement of lunch and snacks while going for
car XYZ’s booking and be ready to spend several hours.

II. Arrangement should be made for more booking desks and increase business
hours to serve more people in less time .

A. If only I follows B. If only II follows C. If either I or II

follows

D. If neither I nor II follows E. If both I and II follow

Answer: B

Q23. The ‘M’ state government has decided hence forth to award the road
construction contracts through open tenders only. Courses of action:

I. The ‘M’ state will not be able to get the work done swiftly as it will have to
go through tender and other procedures.

II. Hence forth the quality of roads constructed may be far better.

A. If only I follows B. If only II follows C. If either I or II

follows

D. If neither I nor II follows E. If both I and II follow

Answer: D

Q24. Alert villagers nabbed a group of bandits armed with murderous weapons.
Courses of action:

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I. The villagers should be provided sophisticated weapons.

II. The villagers should be rewarded for their courage and unity.

A. If only I follows B. If only II follows C. If either I or II

follows

D. If neither I nor II follows E. If both I and II follow

Answer: B

Q25. 10 coaches of a passenger train have got derailed and have blocked the
railway track from both ends. Courses of action:

I. The railway authorities should immediately send men and equipment and
clear the spot

II. All the trains running in both directions should be diverted immediately via
other routes.

A. If only I follows B. If only II follows C. If either I

or II follows

D. If neither I nor II follows E. If both I and II follow

Answer: E

Q26. If a legislature decides to fund agricultural subsidy programs, national

radio, and a small business loan program, what 2 other programs can they fund?

A. harbor improvements and school music program

B. harbor improvements and international airport

C. hurricane preparedness and international airport

D. hurricane preparedness and school music program

E. harbor improvements and hurricane preparedness

Answer: B

Q27. Kevin, Joseph, and Nicholas are 3 brothers. If the following statements are
all true, which of them is the youngest?

✓Kevin is the oldest.

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✓Nicholas is not the oldest.

✓Joseph is not the youngest.

A. Joseph B. Kevin

C. Nicholas D. Both Joseph and Nicholas

Answer: C

Questions 3-5 are based on the following information:

Mazzini, an Italian specialty restaurant stays open every Monday to Saturday

but is closed on all Sundays. On Mondays, only lunch is served, as well as on
Tuesdays and Thursdays. On Wednesdays, Fridays and Saturdays, just dinner is
served. The restaurant’s floors are polished and plants are watered only on days
that Quantum is open for business, according the following schedule:

✓Plants are watered two days each week, but never on consecutive days and
never on the same day that floors are polished.

✓Floors are polished on Monday and two other days each week, but never on
consecutive days and never on the same day that plants are watered.

Q28. According to a schedule, the restaurant’s floors are polished on either…

A. Tuesday or Wednesday B. Tuesday or Thursday C. Wednesday or

Thursday

D. Thursday or Friday E. Thursday or Saturday

Answer: C

Q29. If dinner is served on the same day as plants are watered, which of the
following is correct?A. Plants are watered on Tuesday. B. Floors are
polished on Thursday.

C. Plants are watered on Wednesday. D. Floors are polished on Wednesday.

E. Plants are watered on Saturday.

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Answer: B

Q30. Assume that floors are polished on consecutive days but all other
scheduling policies are untampered. For how many of the days can it be
determined whether plants are watered and floors are polished?

A. two B. three C. four

D. five E. six

Answer: E

APPENDIX 3 - QUESTIONS ON EXPERIENCE OF STUDENTS

Questionnaire Item agree (%) disagree (%) Indecisive (%)

Learnt new Concept

& logic

Confident to clear
aptitude test

Trained on Time
management skills

Improved on stress
management skills

Improved Decision
making skills

Aptitude skills were

sharpened

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