Analysis of Maharashtra MBA CET 2018 Slot 1 and 2

Maharashtra MBA CET 2018 – Paper Pattern and Analysis


  • Date: 10th March 2017 (Saturday)
  • Slot: 10:00 am to 12:30 pm
  • Total Number of Questions: 200
  • Total Time allotted: 150 minutes
  • No. of Choices per question: 5 choices
  • No. of Sections: 4
  • Negative Marks: No negative marking

CET 2018 Paper Pattern

Area No. of Questions
1 Logical and Critical Reasoning 75
2 Abstract Reasoning 25
3 Verbal Ability & Reading Comprehension 50
4 Quantitative Aptitude 50
Total 200

Section wise Analysis

Section 1 : Logical and Critical Reasoning:

Students reported that amongst all the sections, this was most time consuming. Based on the student feedback the overall difficulty level of this section could be described as moderate to slightly difficult. However, they felt that one could have skipped a few difficult questions, and thereby utilized that time in attempting the other sections. According to them an attempt of 45-50 questions in 70 mins would have been a good strategy. One could have decided to spend even less time in this section and utilize it in the other sections.

They said there were no questions asked from areas like Blood Relations, Input Output, Decision Making, Data Sufficiency. This was compensated with additional questions in Analytical puzzles. There were more than 40 questions from Analytical puzzles. This is an all-time high in the past 15 years. A good strategy would have been to use the pre-decided time for this section but one should have attempted questions in the following order: Analytical Reasoning, Critical/Verbal Reasoning and then the Analytical puzzles. The students have recollected that the combination of questions in this section was as follows.

Logical Reasoning

Topic No. of questions Easy Moderate Difficult
Analytical Puzzles
Comparisons 3 3
Distribution 12 12
Linear Arrangement 23 11 12
Circular Arrangement 6 6
Sub-Total 44 3 23 18
Analytical Reasoning
Direction Sense 3 3
Deductions 6 6
Symbols & Notations 5 5
Coding & Decoding 5 5
Miscellaneous 2 2
Sub-Total 21 18 3
Critical / Verbal Reasoning 10 3 7
TOTAL 75 24 33 18

Analytical Puzzles:

This area had the maximum number of questions. There were many regular type questions like Linear Arrangement, Circular Arrangement, Distribution, and Arrangement of people on different floors. The silver lining was that there were no stand-alone questions. There were 8 sets with 6 sets followed by 6 questions each, one set with 5 questions and one set with 3 questions. The two sets on distribution were comparatively easier and should have been attempted. Along with them, the two sets on column arrangement and one set on comparison should also have been attempted. The Other 3 sets should have been left alone. Thus, 26 out of the 44 questions were doable. However, attempting all 26 questions could have consumed a lot of time. Instead of that, one could have attempted analytical reasoning first and then utilized the remaining time for tackling analytical puzzles. Certain types of sets were predicted by T.I.M.E. & were included in our end course workshops and AMMCETs. This would have made life easier for our students.

Analytical Reasoning:

Deductions: Various questions types were covered like two statements and 2 conclusions, 3 statements and 2 conclusions. There were also conclusions involving possibility. Any student who was well-versed with the basic concepts would have been able to answer all the questions accurately.

Symbols and Notations: There were 5 questions. In each question, the data was given in inequality format. There were two or three statements followed by two conclusions. These were must-attempt questions.

Direction Sense: This was a new question type that T.I.M.E. had correctly predicted & included in our study Material and AMMCETs. There were three questions based on common data given. But as there were additional conditions in each question, it was time consuming.

Coding – Decoding: In CET 2017, there was a new question type but this year they asked the usual type where four statements were given with their codes and by checking common word and common code, one could have answered them. These were the easiest questions in this section and one couldn’t have afforded to not attempted these questions.

Miscellaneous : There were two individual questions. Very Easy!

Critical/Verbal Reasoning :

This section had a mix of Verbal and Critical Reasoning. For Verbal Reasoning, there were questions on Statements and Conclusions and Statements and Inferences. In CR, there were questions on Conclusions, Reasons, Effects and Weakening of Arguments. These ranged from moderate to difficult, with some easy ones in between. If a student had clear concepts, these would have been double.

Section 2 : Abstract Reasoning

Students were very happy with this section as this was the easiest of all the sections. There were no Surprises in this section. The difficulty level of this section was similar to CET 2017. One could have easily attempted around 18-20 questions in 20 minutes. The students have recollected that the combination of questions in this section was as follows.

Abstract Reasoning (Non-verbal Reasoning)

Topic No. of questions Easy Moderate Difficult
Series (Find Next Fig.) 15 6 7 2
Analogies 5 2 3
Similar pair 5 5
TOTAL 25 13 10 2

Section – 3 : Verbal Ability & Reading Comprehension

Students have reported that the verbal section in this year’s paper sprung a few surprises when the question types is considered. However, the sub-areas in which the candidates were tested did not change. A well-prepared student should have attempted 35 questions in 35 minutes and answered 28 questions correctly. The students have recollected that the combination of questions in this section was as follows.

Verbal Ability and Reading Comprehension

Topic No of Questions Easy Moderate Difficult
Reading Comprehension
Passage 1 8 8
Passage 2 7 7
Sub Total 15 15
Synonyms / Antonyms 2 1 1
Fill in the Blanks 3 3
Sub Total 5 4 1
Combining sentences using conjunctions 2 2
Identify the group with the 1stincorrect and 2ndcorrect sentence (New) 2 2
Phrase Replacement in a paragraph (New) 1 1
Match the columns (New) 5 5
Identify the correct sentence 2 2
Error Spotting 6 6
Identify the incorrect sentence (New) 5 5
Sub Total 23 10 8 5
Para Based Questions
Para Formation Questions (3 New Question Types) 5 5
Idea Restatement 2 2
Sub Total 7 2 5
Total 50 16 24 10

Reading Comprehension:

  • Some students recollected that the passages were in a new format with paragraphs being numbered. Questions were asked from both, particular paragraphs and the whole passages.
  • The questions were of a moderate difficulty level with a good mix of direct and indirect questions.


  • There were 2 questions on Synonyms and Antonyms, which were on the easier side.
  • There were 3 Fill in the Blanks questions. Instead of a sentence, a paragraph was given with a blank. This was easy too.


  • There were some previously seen question types and a few new ones.
  • Combining sentences using conjunctions and error spotting were repeated.
  • The new question types included Match the sentence parts, Identify the pair with the first correct and second incorrect sentence, Phrase replacement in a paragraph, etc.
  • The new question types were on the difficult side as the directions and the lengths of the questions were longer.
  • But no new concepts were needed to solve them. A student with a strong command over grammar would have found them manageable

Para Based Question:

  • There was a set of Para Jumbles with 5 questions. While 2 were traditional, 3 were new.
  • Also, Idea Restatement made an appearance after a long time. There were 2 questions, with manageable difficulty.

Section 4: Quantitative Aptitude:

Students felt that the difficulty level of this section ranged from moderate to slightly difficult. They said that the DI sets were quite comprehendible and could be solved easily. More than a few quant questions were moderately lengthy and should have been skipped. A good student would be able to solve around 30-35 questions in 45 mins. The students have recollected that the combination of questions in this section was as follows.

Quantitative Ability

Topic No. of questions Easy Moderate Difficult
Quantitative Ability
Time & Work 1 1
Time & Distance 1 1
Mensuration 1 1
Ages 1 1
Percentages 2 1 1
SICI 1 1
Partnership 2 1 1
AMA 1 1
Probability 1 1
Sub-total 11 4 5 2
Data Interpretation
Table 6 4 2
Pie Chart 5 3 2
Bar Graph 6 6
Caselet 6 6
Sub-total 23 7 16
Data Sufficiency 5 5
Quant Comparison 5 5
Number Series 6 4 2
TOTAL 50 20 26 4

Quantitative Ability

Students reported that most of the questions in Quantitative Ability were from the Arithmetic section. However, the data was not straightforward. The better the clarity of concepts, the easier a student would have found it to answer! Also, enough practice would have enabled a student answer the questions faster & with a high accuracy. Students who didn’t bother much with practicing would have found this section difficult. Also, the overall time taken per question in this section would have been slightly more. One should have attempted the DI and Quantitative comparison questions before attempting the Quantitative Ability questions.

Quantitative Comparison:

According to the students Data Comparison questions were based on only Quadratic Equations. These Quadratic Equations could have been factorized easily.

Data Sufficiency:

The Questions were lengthy, quant-based & of moderate difficulty level.

Number Series :

There were 6 questions, out of which 4 questions were doable. In each question a series was given with one wrong. Number which had to be identified.

Data Interpretation:

There were 4 sets covering all varieties like Table, Pie Chart, Bar Graph and Case lets. All the sets were different in nature with two sets being very thoughtfully designed & the other two sets being regular sets where an understanding of data and calculations was required. Knowing the basic concepts of Percentage, profit and loss would have been helpful in solving all four sets. Considering the difficulty level and amount of time required, one should have attempted DI questions before Quantitative Ability questions.

Based on the student feedback on the overall, the paper can be classified as moderately difficult. From what the students have reported, the correct selection of questions is the key to a good score. Since there wasn’t any element of surprise in the type of questions, a judicious distribution of time and choice would have ensured a comfortable number of attempts with a good accuracy. A good student should have attempted around 125-130 questions. However, students aiming for the top colleges should have attempted around 135-140 questions.

SLOT 2 is similar to slot 1 with respect to difficulty levels. A good number of attempts for this section would also be 125 to 130.