Chapter II
REVIEW OF RELATED LITERATURE FOREIGN REFERENCE
The questions which teachers ask during class periods constitute a concrete expression of the educational objectives which they are day by day setting for their students. The questions of the final examinations should, therefore, be representatives of the types of educational objectives set in the different school subjects. The emphasis upon memory and some of the simpler types suggests a need for a modification in emphasis in most of the school subject.
Frequently all questions are considered as belonging to one of two groups, “thought questions” or “memory questions”. Such a definite classification is not, however, always possible. The character of the mental process involved in answering depends upon the person replying as well as upon the form of the question asked. Those questions calling for definite facts are almost certain to be based upon memory; on the other hand, those requiring classification, evaluation, contrast, etc. are likely to demand thought on the part of most students. If, however, such classification or evaluations have been made in a previous class exercise some students may easily remember the answers and, in such a case, a thought question for one student becomes a memory question for another. (Monroe, 1923)
Hence, the academic performance of a student mostly depend on his/her evaluation in exam. Students excel on either one of the two types or both. But oftentimes, examinees encounter problems in answering either one of the said types. Competitive/ Objectives exams are very much different than the board exams. As a result success in competitive exams requires a different approach .In fact there are many toppers of different boards who fail to perform well in competitive exams. Let us analyse that how the competitive exams are different from board exams. In board exams