UGC NET 20th June 2019 (Paper 1) Q 5

1) Which one of the following is the main feature of qualitative research? (1) Avoids positivist assumptions and data analysis. (2) Subscribes to preexisting categories. (3) Collects data in numerical form. (4) Uses empirical method of data analysis. A. 1 B. 2 C. 3 D. 4

ANSWER-A...Quantitative vs. Qualitative: Quantitative research is based on the measurement of quantity or amount. It is applicable to phenomena that can be expressed in terms of quantity. Qualitative research, on the other hand, is concerned with qualitative phenomenon, i.e., phenomena relating to or involving quality or kind. For instance, when we are interested in investigating the reasons for human behaviour (i.e., why people think or do certain things), we quite often talk of ‘Motivation Research’, an important type of qualitative research. This type of research aims at discovering the underlying motives and desires, using in depth interviews for the purpose. Other techniques of such research are word association tests, sentence completion tests, story completion tests and similar other projective techniques. Attitude or opinion research i.e., research designed to find out how people feel or what they think about a particular subject or institution is also qualitative research. Qualitative research is specially important in the behavioural sciences where the aim is to discover the underlying motives of human behaviour. Through such research we can analyse the various factors which motivate people to behave in a particular manner or which make people like or dislike a particular thing. It may be stated, however, that to apply qualitative research in practice is relatively a difficult job and therefore, while doing such research, one should seek guidance from experimental psychologists.

UGC NET 20th June 2019 (Paper 1) Q 4

1)A researcher fails to reject the null hypothesis (Ho) in his/her research. What implications will it carry for his/her principal research hypothesis? (1) Accepting the research hypothesis. (2) Rejecting the research hypothesis. (3) Not taking any decision on the research hypothesis. (4) Improving the research hypothesis. A. 1 B. 2 C. 3 D. 4 B

B...In inferential statistics, the null hypothesis (often denoted H0,) is a general statement or default position that there is no relationship between two measured phenomena or no association among groups.Testing (accepting, approving, rejecting, or disproving) the null hypothesis—and thus concluding that there are (or there are not) grounds for believing that there is a relationship between two phenomena (e.g., that a potential treatment has a measurable effect)—is a central task in the modern practice of science; the field of statistics, more specifically hypothesis testing, gives precise criteria for rejecting or accepting a null hypothesis within a confidence level. The null hypothesis is generally assumed to be true until evidence indicates otherwise (similar to the case that a defendant of a jury trial is presumed innocent until proven guilty). The concept of a null hypothesis is used differently in two approaches to statistical inference. In the significance testing approach of Ronald Fisher, a null hypothesis is rejected if the observed data is significantly unlikely to have occurred if the null hypothesis were true. In this case, the null hypothesis is rejected and an alternative hypothesis is accepted in its place. If the data is consistent with the null hypothesis, then the null hypothesis is not rejected. In neither case is the null hypothesis or its alternative proven; the null hypothesis is tested with data and a decision is made based on how likely or unlikely the data is. This is analogous to the legal principle of presumption of innocence, in which a suspect or defendant is assumed to be innocent (null is not rejected) until proven guilty (null is rejected) beyond a reasonable doubt (to a statistically significant degree). In the hypothesis testing approach of Jerzy Neyman and Egon Pearson, a null hypothesis is contrasted with an alternative hypothesis, and the two hypotheses are distinguished on the basis of data, with certain error rates. It is used in formulating answers in research. Statistical inference can be done without a null hypothesis, by specifying a statistical model corresponding to each candidate hypothesis, and by using model selection techniques to choose the most appropriate model. (The most common selection techniques are based on either Akaike information criterion or Bayes factor).

UGC NET 20th June 2019 (Paper 1) Q 3

1) ‘Cone of Experience’ related to teaching-learning was suggested by: (1) John Dewey (2) Kilpatrick (3) Froebel (4) Edgar Dale A. 1 B. 2 C. 3 D. 4 ANSWER D

D...Dale’s Cone of Experience is a model that incorporates several theories related to instructional design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed”. His research led to the development of the Cone of Experience. Today, this “learning by doing” has become known as “experiential learning” or “action learning”. The cone is diagramed and explained in the next sections.According to Dale’s research, the least effective method at the top, involves learning from information presented through verbal symbols, i.e., listening to spoken words. The most effective methods at the bottom, involves direct, purposeful learning experiences, such as hands-on or field experience. Direct purposeful experiences represents reality or the closet things to real, everyday life. The cone charts the average retention rate for various methods of teaching. The further you progress down the cone, the greater the learning and the more information is likely to be retained. It also suggests that when choosing an instructional method it is important to remember that involving students in the process strengthens knowledge retention. It reveals that “action-learning” techniques result in up to 90% retention. People learn best when they use perceptual learning styles. Perceptual learning styles are sensory based. The more sensory channels possible in interacting with a resource, the better chance that many students can learn from it. According to Dale, instructors should design instructional activities that build upon more real-life experiences.

UGC NET 20th June 2019 (Paper 1) Q 2

1) A good review of research literature aims at: (1) Subjective analysis of the content. (2) Provides information about the authors and their affiliations. (3) Generates research questions and validating those questions. (4) Conducts multiple task-based screening. A. 1 B. 2 C. 3 D. 4

C...Reviewing the literature: -Essential preliminary task in order to acquaint yourself with the available body of knowledge in your area of interest. -Literature review is integral part of entire research process and makes valuable contribution to every operational step. -Reviewing literature can be time-consuming, daunting and frustrating, but is also rewarding. Its functions are: a. Bring clarity and focus to your research problem; b. Improve your methodology; c. Broaden your knowledge; d. Contextualise your findings. a.Bring clarity and focus to your research problem; The process of reviewing the literature helps you to understand the subject area better and thus helps you to conceptualise your research problem clearly and precisely. It also helps you to understand the relationship between your research problem and the body of knowledge in the area. b.Improve your methodology: A literature review tells you if others have used procedures and methods similar to the ones that you are proposing, which procedures and methods have worked well for them, and what problems they have faced with them. Thus you will be better positioned to select a methodology that is capable of providing valid answer to your research questions. c.Broaden your knowledge base in your research area: It ensures you to read widely around the subject area in which you intend to conduct your research study. As you are expected to be an expert in your area of study, it helps fulfill this expectation. It also helps you to understand how the findings of your study fit into the existing body of knowledge. d..Contextualise your findings: How do answers to your research questions compare with what others have found? What contribution have you been able to make in to the existing body of knowledge? How are your findings different from those of others? For you to be able to answer these questions, you need to go back to your literature review. It is important to place your findings in the context of what is already known in your field of enquiry.

UGC NET 20th June 2019 (Paper 1) Q 1

1) Which of the following action sets best represent an action research cycle? (1) Reflect, act, plan and observe (2) Plan, act, observe and reflect (3) Observe, plan, reflect and act (4) Act, plan, observe and reflect.A. 1 B. 2 C. 3 D. 4 ANSWER:B

B...Action research is essentially research through action. It is usually a collaborative activity - involving input from people who are likely to be affected by the research - but this is not strictly necessary. Action research is about changing an environment, system, or practice, and learning about this context through changing it. To quote action research's instigator Kurt Lewin: "if you want truly to understand something, try to change it". This kind of work is not simply about changing, but also improving an environment. As John Elliott says, action research is “the study of a social situation with a view to improving the quality of action within it” (Elliott, p. 69).The Action Research Cycle The Clark County School District (CCSD) defines action research as a self-reflective process of researching one’s own educational practices with the purpose of understanding and improving the quality of instruction. Action research is systematic inquiry. Following specific steps insures quality data collection and analysis, which leads to valid outcomes. Action research is also iterative, meaning it is an ongoing cycle. While answering one question, others arise begging to be investigated. As one CCSD action researcher has said, “Action research is personal professional development.” A brief review of each part of the process is presented. For a complete description or more guidance, participate in our annual Action Research Project. The first step is to identify your goal, or your research question. This starts with identifying your area of concern, refining your focus to a specific problem, and possible solution strategy you want to try. Begin with one of your instructional practices that you would like to improve or change. Ask yourself, why are you concerned? What can you do about it? What are you willing to do about it? Research possible solutions: discuss solutions with peers or mentors, look up solutions in books, research journals, or online databases, such as ERIC. Select a strategy that you believe will be effective. Finally, plan how you will proceed. Decide: how much time will you need (6 weeks, 9 weeks, 7 months?), who will participate, will you have collaborators, what resources you need, any approvals that may be necessary. Write it all out. Second, implement your plan. Obtain approvals from administrators, parents or students. Obtain equipment or any materials you will need. If your action research question requires baseline measures, administer a pre-test or survey. We recommend that you keep a reflective journal during your action research. Writing out your progress or thoughts related to the action research will help you evaluate your action research question. Your reflective journal may be used also as a source of data. Be flexible, as you may need to revise your question or your new strategy along the way. The Action Research Cycle. The third step is to collect data. Consider data sources that provide evidence about your action research question. These may include photographs, interviews, surveys, discussions, observations, video recordings, field notes, student work, test scores, or reflective journals. One aspect of data collection is to insure your data meets methodological rigor. Rigor may be in collecting and triangulating different types of data. It may be in the form of quality survey questions or test data. Rigor may also come in the having participants or “critical friends” provide input into your data collection and analysis. Fourth, with data collected you will need to analyze it. Analysis consists of finding trends or patterns in the data. Numerical data needs summarizing, describing, and analyzing using statistical formulae. One may look for statistically significant correlations or differences between means. Textual, visual, or verbal data often is coded and organized into themes. Another approach may be to develop a concept map that explains your data. What were your findings? Did the intended effects appear? What were the unintended effects? What issues arose? Are there critical activities that need to occur first? Finally, share your results with other teachers, administrators and action researchers. Sharing your results is important to education. You have added to what is known about education. Your findings guide educators towards more effective instructional practices. You will find greater insight into your action research project as you share your findings with others. Discuss what you did and what you found out in faculty meetings, informal meetings, and online discussions. You can write your findings for an action research journal or website. As an Action Research Project participant, you could also present your findings at the CCSD Action Research Data Fair.

മലയാളത്തിന് ശ്രേഷ്ഠഭാഷാപദവി

2000 വർഷത്തിൽ കൂടുതൽ ചരിത്രമുള്ള ഭാഷകൾക്ക് ഇന്ത്യൻ ഭരണകൂടം നൽകുന്ന പ്രത്യേകാംഗീകാരമാണ് ശ്രേഷ്ഠഭാഷാപദവി.2013 മലയാളത്തിന് ശ്രേഷ്ഠഭാഷാപദവി.

READ MORE HTML FORMAT

1) QQQQQQQQQ ? BBBBBBBBBBB . CCCCCCCC

B...AAAAAAAAAAAAAAAA

NET MALAYALAM .02

14, കേരപദം പ്രയോഗിച്ച മഹാകവികൾ ? , വാത്മീകി , ഗുണാഢ്യൻ , കൗടില്യൻ , വ്യാസൻ പതഞ്ജലി 

15,പതഞ്ജലി കേരളരാജ്യത്തെ പരാമർശിച്ചത്? 

ചോഡ, കഡേര

16 , പ്ലിനി , ടോളമി , പെരിപ്ലസ് എന്നിവർ ഉപയോഗിച്ച് കേരളപദങ്ങൾ ? - 

കേരബാത്രോസ്‌,കേരോബത്രോസ്‌, കേലി ബത്രോസ്‌..

( ശബ്ദസാമ്യത്താൽ ഇൻഡോ - ആര്യൻ ഭാഷകളിൽ കാണുന്ന കേരള പുത്രൻ തന്നെയാണ് കേരബാത്രോസ്‌ - 

15 , പതഞ്ജലി കേരളരാജ്യത്തെ പരാമർശിച്ചത് ? ചോഡ , കസേര 

കേരബാസ് , കേരോബാസ് , കലിബാസ് ളപൂതൻ തന്നെയാണ് കേരബാസ് . ) 

17. കേരപദത്തിൽ ശ്രദ്ധിക്കേണ്ട വസ്തുത ? കകാരസാന്നിദ്ധ്യം 

18. കേരളപുത് എന്നതിന്റെ തമിഴ് രൂപം ? ചേരമാൻ ( നടുവട്ടം ഗോപാലകൃഷ്ണൻ ) 

19. സംഘസാഹിത്യത്തിൽ പ്രഖ്യാതമായ ദക്ഷിണേന്ത്യ ? ചേരം , ചോളം , പാണ്ഡ്യം 

20. ഏത് പദമാണ് ചേരമാൻ ആയി രൂപാന്തരപ്പെട്ടത് ? ചേരമകൻ

 21 , ചേരരാജധാനിയായി അംഗീകരിച്ച കേരളത്തിലെ സ്ഥലങ്ങൾ ? കരൂർ , തൃക്കാരിയൂർ 

22 , കേരളീയരായി സംഘസാഹിത്യത്തിൽ പരാമർശിക്കുന്ന കുറുനില മന്നന്മാർ ? അതിയൻ , തിതിയൻ , ചടയൻ , അണ്ടിലൻ

 23. കരൂരിനടുത്തുള്ള പുകളൂരിൽ നിന്ന് ലഭിച്ച തമിഴ് - ബാഹ്മി ലിഖിത ങ്ങളിൽ പരാമർശിക്കുന്ന ഭരണാധികാരികൾ ? ചെല്ലിരുമ്പോറൈ , പെരുങ്കടുങ്കോ , കടുങ്കോ 

24 , സംഘസാഹിത്യത്തിന്റെ കാലം നിശ്ചയിക്കാവുന്ന രേഖ ? എടയ്ക്കൽ രേഖ 

25 , കേരള ചരിത്രരചന ആരംഭിക്കേണ്ടത് ? എടയ്ക്കൽ ലിഖിതങ്ങളിൽനിന്ന് 

26. എടയ്ക്കൽ ഗുഹയിൽ നിന്ന് ലഭിച്ച മറ്റൊരു ലിഖിതം ? കോആതൻ

 27 , കേരളപദം - മഹാഭാരതത്തിലെ പരാമർശം ? പാണ്ഡ്യദ്രാവിഡരേയും താൻ ചോളകേരളരേയുമേ ...

 28 , രഘുവംശത്തിലെ കേരളപദത്തിനുള്ള തെളിവ് ? കേരളയോഷിതാം 

 

NET EXAM 01.മലയാളം

 1. സഹ്യനും അറേബ്യൻ സമുദ്രത്തിനുമിടയിൽ സ്ഥിതി ചെയ്യുന്ന നാട് - കേരളമെന്നും മലനാടെന്നും സൂചനയുള്ള പ്രാചീനകൃതികൾ ? വാത്മീകിരാമായണം , ബൃഹത്സംഹിത , അർത്ഥശാസ്ത്രം , മഹാ ഭാരതം , മഹാഭാഷ്യം 

2 . കേരള സൂചനയുള്ള ഏറ്റവും ആദ്യത്തെ പുരാതനരേഖ ? അശോകന്റെ രണ്ടാം ശാസനം . 

3 , കേരളം എന്ന പദത്തെ പരിചയപ്പെടുത്തിയ ആദ്യത്തെ വിദേശികൾ ? പ്ലിനി , ടോളമി , പെരിപ്ലസ് 

4. കേരളപദമില്ലാത്ത പ്രാചീനസാഹിത്യം ? 

സംഘസാഹിത്യം 

5 , പഴന്തമിഴ് പാട്ടുകളിൽ കേരളപദത്തിന് പകരം കാണുന്നത് ? ചേരപദം 

6. കേരളസംബന്ധികളായ പദങ്ങൾ ? ചേരം , ചേരലം , ചേറളം

 1. അശോകലിഖിതങ്ങളിൽ കാണുന്ന കേരള പരാമർശപദങ്ങൾ ? ചോള , പാണ്ഡ്യ , സതിയപുത - ബി.സി .300

 8. ചോള , പാണ്ഡ്യ , സതിയപുത - ബി.സി.300- എന്നിവയോടൊപ്പം കാണുന്ന പദം ? കതലപുത

9 , കേതലപുത പ്രയോഗത്തിന്റെ പാലിരൂപം ? കേതലപുത

 10 , അതിയമാന എന്ന പദം പിന്നീട് മാറിയത് ? സതിയപുത 

11, ചോഡ ? ചോളദേശം 

12 , പാണ്ഡ്യ ?പാണ്ഡ്യദേശം

 13. ചകാരവും കകാരവും ഉള്ള പ്രാചീനഭാഷകൾ ?

പ്രാകൃതം , പാലി , സംസ്കൃതം