UPHESC Assistant Professor Home Science 2025 PYQs

Concept: Extension texts give standard sizes for visual aids.

1. Flash cards (for a group): about 22 × 28 inches (i).
2. Flannel graph board: about 30 × 40 inches (ii).
3. Poster: about 20 × 30 inches (iii).
4. Film strip: single frame 24 × 18 mm (double frame 24 × 36 mm) (iv).

Short trick: Sizes rise in order: poster 20×30 < flash card 22×28 ... flannel board largest 30×40; film strip in mm.

Concept: Aristotle's (Rhetoric) model is the oldest linear model: Speaker → Speech → Audience (with occasion and effect).

1. Option B is the Shannon–Weaver (1949) model (source, transmitter, signal, receiver, destination).
2. Option A is the general sender–encoder–channel–decoder–receiver model (Berlo/Schramm style).

Short trick: Aristotle = public speaker: Speaker-Speech-Audience.

Concept: Tarabai Modak (1892–1973), a Montessori-trained educationist, started Shishu Vihar (Bombay, 1945) and the tribal anganwadi/balwadi experiments at Bordi and Kosbad.

1. She adapted Montessori ideas to Indian rural conditions and is called the 'Montessori mother' of India (Padma Bhushan 1962).
2. Anutai Wagh was her associate who continued the Kosbad project.
3. Gijubhai Badheka, her colleague, is called 'Muchhali Ma'.

Short trick: Tarabai = Montessori Mother; Gijubhai = Moustached Mother.

Concept: Communication methods by purpose and technology.

1. Traditional/folk media - fables, games, songs (3).
2. Modern - e-mail, fax, video-conferencing (4).
3. Development communication - community radio, run by and for the community on development issues (1).
4. Publicity - event management (2).

Short trick: Folk = old; ICT = modern; Community radio = development.

Concept: Extension methods are classified by the number of people contacted.

1. Personal letter - individual contact (iii), like farm/home visits.
2. Method demonstration - group contact (iv), shows 'how to do'.
3. Television - an audio-visual aid (i).
4. Campaign - an intensive drive reaching the masses (ii).

Short trick: Letter = 1 person; Demonstration = group; Campaign = masses.

Concept: Robert Chambers contrasted RRA, PRA and PLA by their key resource.

1. RRA (Rapid Rural Appraisal) - outsiders learn using local people's knowledge (iv).
2. PRA (Participatory Rural Appraisal) - local people's own analytical capabilities (iii).
3. PLA (Participatory Learning and Action) - spirit of decentralised empowerment and local creativity (i).
4. Time line - a PRA tool to visualise key historical events of the village (ii).

Short trick: RRA extracts knowledge; PRA uses local analysis; PLA empowers.

Concept: Shadow puppets are flat cut-outs (often leather) held against a back-lit translucent screen; the audience sees their shadows.

1. Indian examples: Tholu Bommalata (Andhra), Togalu Gombeyata (Karnataka), Ravanachhaya (Odisha).
2. Rod puppets are moved by rods, string puppets (marionettes) by strings, glove puppets fit on the hand.

Short trick: Screen + light behind = shadow.

Concept: These are dates attached to well-known definitions of extension education.

1. Leagans – 1961 (extension education as an applied behavioural science) → a-iii.
2. Ensminger – 1957 ('extension is education…') → b-iv.
3. National Commission on Agriculture (Govt. of India) – its report came in 1976 → c-i. This is the decisive point: no option pairs c with i (1976) – A, B and C give c-ii (1995) and D gives c-iii (1961).
4. That leaves 1995 for Hassanullah (d-ii). Whatever date one takes for Hassanullah, the NCA cannot be matched with 1995, so as printed no option is correct and the question is treated as a bonus. (Option C, a-iii, b-iv, c-ii, d-i, is the nearest – it has c and d interchanged.)

Short trick: Ensminger 57 → Leagans 61 → NCA 76.

Concept: Edgar Dale (1946, 'Audio-Visual Methods in Teaching') arranged learning experiences from concrete to abstract as a cone.

1. Base: direct purposeful experience; then contrived experiences, dramatisation, demonstration, field trips, exhibits, TV/films, recordings, visual symbols.
2. Apex: verbal symbols (most abstract).

Short trick: Dale's cone: Doing at the base, Words at the tip.

Concept: Match each psychologist with the theory.

1. Albert Bandura - social cognitive (social learning) theory (iii).
2. Sandra Bem (1981) - gender-schema theory (iv).
3. Ivan Pavlov - classical conditioning (ii).
4. B.F. Skinner - operant conditioning (i).

Short trick: Pavlov's dog = classical; Skinner's box = operant.

Concept: Formative evaluation is done during a programme to improve it; summative evaluation is done at the end to judge its overall outcome/impact.

1. (A) is true - summative evaluation measures end results.
2. (R) is true and is the very purpose of measuring end results: to decide whether to continue, expand or discontinue the programme.

Short trick: Formative = Forming (during); Summative = Sum-up (end, go/no-go).

Concept: Kelsey & Hearne's steps of programme planning form a continuous cycle.

1. Collect facts (b) → analyse the situation (a) → identify problems (c).
2. Decide objectives and goals (e) → develop the plan of work and calendar (d).
3. Carry out the plan (f) → evaluate progress (g) → reconsider and revise (h).

Short trick: Facts first, then analysis; Goals before plan.

Concept: The null hypothesis (H₀, 'no difference') is set up precisely so that it can be tested for possible rejection (R.A. Fisher).

1. Statement I - true.
2. Rejection at 5% means p < 0.05; p could be, say, 0.03, which is not below 0.01 - so it need not be rejected at 1%.
3. The reverse holds: rejected at 1% ⇒ rejected at 5%. Statement II is false.

Short trick: Stricter level (1%) is harder to reject: 1% reject ⇒ 5% reject, not vice versa.

Concept: Questionnaire design (Malhotra) proceeds from information needs to a tested, final form.

1. Specify the information needed from research objectives (b) → decide the method of administration (d).
2. Decide question content (a) → overcome inability/unwillingness, motivate respondents (c).
3. Choose question type/structure (f) → wording/design criteria (e) → order and overall structure (g).
4. Form, layout and physical presentation (i) → pre-test (h) → standardise the final questionnaire (j).

Short trick: Start with 'what info' (b), end with pretest then standardise (h, j).

Concept: Sampling techniques differ in randomness and composition.

1. Stratified random sampling - a probability method (1).
2. Snowball sampling - respondents refer others; a non-probability method (2).
3. Cluster sampling - each cluster is internally heterogeneous, a mini-population (3).
4. Convenience sampling - whoever is easily available; gives quick information (4).

Short trick: Strata are homogeneous inside; clusters are heterogeneous inside.

Concept: In research, the population (universe) is the aggregate of all units/objects about which information is sought.

1. A sample is a representative part drawn from the population.
2. Group and specimen are not technical terms for the whole universe.

Short trick: Population = whole; Sample = part.

Concept: A pilot study is a small trial run to test tools and procedures, so quick, inexpensive non-probability samples (convenience, purposive) are commonly used.

1. (A) is true.
2. (R) is false: non-probability samples carry selection bias and cannot be generalised; more accurate (representative) results come from probability sampling.

Short trick: Pilot = quick check (non-probability); accuracy = probability sampling.

Concept: Common statistical notation.

1. md (Md) - median (iv).
2. $\sum$ (capital sigma) - 'sum of' (iii).
3. ${\chi }^2$ - chi-square (i).
4. $\overline{X}$ (X-bar) - arithmetic mean (ii).

Short trick: Sigma sums, bar averages, chi squares.

Concept: ${\chi }^2=\sum \frac{(O-E{)}^2}{E}$ compares observed and expected frequencies (counts).

1. It is a non-parametric test for frequency/count data - goodness of fit and independence of attributes in contingency tables.
2. Comparing two group means uses the t-test; three or more groups use ANOVA (F-test).

Short trick: Counts → chi-square; two means → t; three+ means → ANOVA.

Concept: Descriptive statistics summarise and describe the main features of a data set - measures of central tendency, dispersion, tables, graphs.

1. Describing the important characteristics of the group studied is the job of descriptive statistics.
2. Inferential statistics go further - they draw conclusions/generalisations about a population from a sample (estimation, hypothesis testing).

Short trick: Describe = Descriptive; Infer/generalise = Inferential.