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Section A [20 marks]

Instruction: Read the text below and answer Questions 1-5. Shade the best answer
on the answer sheet on page 15.

What Makes Life Worth Living?

1 There are many possible answers to this question, such as good health, a
comfortable home, plenty of friends or long holidays. These are things which
most people would like to have, but neither these, nor any other things, would
make life worth living, unless we were able to enjoy them. Whether or not we
enjoy things depends on the emotions those things arouse in us.

2 Emotion is the word which we use to describe feelings such as love, hate,
joy, sorrow, fear, hope, curiosity, wonder, pity, amusement, etc. These feelings
play a very important part in our lives: they not only influence our happiness,
but they also affect our health, our memory and our powers of reasoning and
perception. They give meaning to our experience. They enter into our judgments
about people and things and they influence our decisions and actions.

3 Any very strong emotion produces certain changes inside the body. For
example, when a person is very frightened or very angry, certain glands, known
as the adrenal glands, become more active than usual, and release into the
blood stream a substance called adrenalin. This makes the heart beat faster,
quickens the rate of breathing, stops the activity of the stomach, and causes an
extra supply of blood to be sent to the muscles. The effect of these changes is to
let loose reserves of energy. Therefore, as a result of being frightened or angry,
a person is often able to do things which he would not have believed possible. If
a man is being chased by a wild animal, his fear will enable him to run much
faster than he has ever run before, and if a tired person is made really angry
about something he will find himself possessed of renewed energy.

4 Although the emotions of fear and anger may be useful to us when we have
to deal with situations which demand physical strength and energy, yet they
can also be harmful. If a person is frequently frightened or frequently angry,
these changes will be taking place all the time: if this goes on for long his health
will be affected. A person who lives on his reserves of energy soon wears himself
out: he will begin to suffer from such things as tiredness, stomach trouble,
sleeplessness and loss of weight. People who suffer from these things for which
there appears to be no physical cause are sometimes described as suffering
from their nerves, but this description is incorrect. It is not their nerves which
are responsible for their suffering, but their emotions.
(Adapted from Tan, 2000)

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1 Which of the following is NOT directly related to emotion?

A Fright
B Happiness
C Performance
D Sadness

2 Which of the following is TRUE about emotion?

A leads to happiness.
B influences our perceptions.
C never affects our health at all.
D has little effect on our memory and sense of reasoning.

3 Which of the following is FALSE?

A Extreme fright produces certain changes in the body.
B Adrenalin is released into adrenal glands when a person becomes very angry.
C The adrenal glands become more active when a person experiences great anger.
D The release of adrenalin into the blood stream accelerates the heart beat and the
rate of breathing.

4 To let loose in paragraph 3 may be replaced by

A to free
B to create
C to conserve
D to stimulate

5 What happens when a tired person becomes very angry?

A He creates new energy.
B He experiences tiredness.
C He accumulates renewed energy.
D He draws upon his reserves of energy.

(10 marks)

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Instruction: Read the text below and answer Questions 6-10. Shade the best answer
on the answer sheet on page 15.

Quantitative Methods in Research

By Daniel Muijs

1 Research methods in education and the other social sciences are often
divided into two main types: quantitative and qualitative methods. This article
discusses one of these two main strands: quantitative methods, and what
distinguishes quantitative from qualitative methods.

2 When we think of quantitative methods, we will probably have specific

things in mind. We will probably be thinking of statistics, numbers, and many
of us may be feeling somewhat apprehensive because we often think that
quantitative methods are difficult. Apart from the last one, all these thoughts
capture some of the essence of quantitative methods. The following definition,
taken from Aliaga and Gunderson (2002, p. 55), describes what is meant by
quantitative research methods very well by stating that quantitative research
is an inquiry into a social problem, explain phenomena by gathering numerical
data that are analysed using mathematically based methods e.g. in particular
statistics. Let us go through this definition step by step. The first element is
explaining phenomena. This is a key element of all research, be it quantitative
or qualitative. When we set out to do some research, we are always looking to
explain something. In education, this could be questions like why do teachers
leave teaching?, what factors influence pupil achievement?, and so on.

3 The specificity of quantitative research lies in the next part of the

definition. In quantitative research, we collect numerical data. This is closely
connected to the final part of the definition: analysis using mathematically
based methods. In order to be able to use mathematically based methods, our
data have to be in numerical form. This is not the case for qualitative research.

4 Therefore, as quantitative research is essentially about collecting

numerical data to explain a particular phenomenon, particular questions seem
immediately suited to being answered using quantitative methods. How many
males get a first-class degree at university compared to females? What
percentage of teachers and school leaders belong to ethnic minority groups? Has
pupil achievement in English improved in our school district over time? These
are all questions we can look at quantitatively, as the data we need to collect
are already available to us in numerical form. Does this not severely limit the
usefulness of quantitative research though? There are many phenomena we
might want to look at, but which do not seem to produce any quantitative data.
In fact, there are very few phenomena in education that actually occur in the
form of quantitative data.

5 Fortunately, we are far less limited than might appear from the above.
Many data that do not naturally appear in quantitative form can be collected in
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a quantitative way. We do this by designing research instruments aimed

specifically at converting phenomena that do not naturally exist in quantitative
form into quantitative data, which we can analyse statistically. Examples of
this are attitudes and beliefs. We might want to collect data on pupils attitudes
to their school and their teachers. These attitudes obviously do not naturally
exist in quantitative form. Yet we can develop a questionnaire that asks pupils
to rate a number of statements (for example, I think school is boring) as either
agree strongly, agree, disagree or disagree strongly, and give the answers a
number (e.g. 1 for disagree strongly, 4 for agree strongly). Now we have
quantitative data on pupil attitudes to school. In the same way, we can collect
data on a wide number of phenomena, and make them quantitative through
data collection instruments such as questionnaires or tests. This is not to say
that all phenomena are best studied by quantitative methods. As we will see,
while quantitative methods have some notable advantages, they also have
disadvantages, which means that some phenomena are better studied by using
different (qualitative) methods.

6 The last part of the definition refers to the use of mathematically based
methods, in particular statistics, to analyse the data. This is what people
usually think about when they think of quantitative research, and is often seen
as the most important part of quantitative studies. This is a bit of a
misconception, as, while using the right data analysis tools obviously matters a
great deal, using the right research design and data collection instruments is
actually more crucial. The use of statistics to analyse the data is, however, the
element that puts a lot of people off doing quantitative research, as the
mathematics underlying the methods seems complicated and frightening. Most
researchers do not really have to be particularly expert in the mathematics
underlying
1 the methods, as computer software allows us to do the analyses
quickly and (relatively) easily.

(adapted from Muijs, 2011)

1. What is the first impression that quantitative methods usually give?

A. They are usually used by mathematicians.
B. They involve difficult data collection methods.
C. The inquiry process of social problems can be time-consuming.
D. They contain complicated calculations of numbers and statistics.

7. What is the main idea of Paragraph 5?

A. Quantitative methods have more advantages than disadvantages.
B. Quantitative data is very limited especially in the Social Sciences like
Education.
C. Since most phenomena in the Social Sciences are not numerical,
quantitative methods are impractical.
D. Quantitative methods become more applicable when qualitative
phenomena are converted into numerical data.

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8. Which of the following statements about quantitative methods is NOT true?

A. Quantitative methods can analyse non-numerical data.
B. Quantitative methods have advantages and disadvantages.
C. Questionnaires and tests are research tools used to explore phenomena
that do not occur in numerical forms.
D. Some phenomena can be studied using quantitative methods while
others are more suitable with qualitative methods.

9. How can a non-mathematician use quantitative methods despite the daunting

mathematical calculations?
A. Ask a statistician
B. Attend special statistical courses
C. Use statistical software to analyse the data
D. Simplify quantitative data before doing analysis

10. Listed below are types of quantitative data EXCEPT

A. Total number of students taking ARW course
B. Students experiences about plagiarism at UNIMAS
C. Percentage of male and female students in UNIMAS
D. Average increase in number of students scoring As in ARW

(10 marks)

End of Section A

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Section B [20 marks]

Instruction: The text below contains five (5) errors in citations. For Questions 11-15,
choose the option with the corrected citation and shade your answer on the answer
sheet on page 15.

The Impact of Music on Learning New Words

The pressure to transform our institutions of learning continues. 11Paul Olsen

(2014) stated that virtually every institution is grappling with the disruptions and
opportunities caused by web-enabled infrastructures and practices. Findings from
several studies 12(Weber, 2003; Jung & Carey, 2004; Kelvin, 2011) showed that by
using technologies that are already developed, best practices in knowledge sharing are
spreading rapidly. But institutions of learning are in a unique position to benefit from
providing leadership in e-knowledge.

E-knowledge is not just a digitised collection of knowledge. It consists of

knowledge objects and knowledge flows that combine content, context, and insights on
application 13(Davies, Andre, & Louise, 2008). E-knowledge also emerges from
interactivity within and among communities of practice that can be understood only
through conversations with knowledgeable practitioners 14 (Reiner & Bobson 2002, as
cited in Lopin, 2014).

E-knowledge commerce consists of the transactions based on the sharing of

knowledge. These transactions can involve the exchange of digital content and tacit
knowledge through interactivity 15(Weber, Carry, Jung, Robson, Angelson, King,
Johnson, & Franken, 2010). Transactable e-knowledge can be exchanged for free or for
fee. As stated by Rozario, Lee, and Suresh (2010), E-knowledge is enabling the
reinvention of the fundamental business models and strategies that exist for e-
learning.

11. A. Olsen (2014)

B. Olsen, P. (2014)
C. Paul (2014)
D. Paul, O. (2014)

12. A. (Carey & Jung, 2004; Kelvin, 2011; Weber, 2003)

B. (Carey & Jung, 2004; Kelvin, 2011; & Weber, 2003)
C. (Jung & Carey, 2004; Kelvin, 2011; Weber, 2003)
D. (Jung & Carey, 2004; Kelvin, 2011; & Weber, 2003)

13. A. (Davies, Andre, & Louise, 2008)

B. (Davies, Andre, & Louise, 2008, p. 158)
C. (Davies, Andre, & Louise, p. 158, 2008)
D. (Davies, Andre, & Louise, 2008, pp. 158)

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14. A. (Reiner & Bobson, cited in Lopin, 2014)

B. (Reiner & Bobson 2002 as cited in Lopin)
C. (Reiner & Bobson as cited in Lopin, 2014)
D. (Reiner & Bobson, as cited in Lopin, 2014)

15. A. (Weber et al., 2010)

B. (Weber, & Carry, et al., 2010)
C. (Weber & Franken et al., 2010)
D. (Weber, Carry, Jung, Robson, Angelson, King,Franken, 2010)

(10 marks)

Instruction: Each of the reference below contains one (1) error. For Questions 16-20,
choose the option with the identified error and shade your answer on the answer sheet
on page 15.

16. Gardner, H. (2012). The Art of Cultivating Multiple Intelligences. Mason, OH:
Thomson Higher Education.

A. (2012).
B. Gardner, H.
C. Mason, OH:
D. The Art of Cultivating Multiple Intelligences.

17. Simon, E., & Palmer, M. (2014). Learning environments of the future. In K. M.
Williams & P. Cohen (Eds.), Future learning (130-185). Cambridge, UK:
Cambridge University Press.

A. Simon, E., & Palmer, M.

B. Future learning (130-185).
C. In K. M. Williams & P. Cohen (Eds.),
D. Learning environments of the future.

18. Solomon, M., Long, A., & Kevin, S. (2010). The effects of crime rate on the
market demands of properties. Journal of International Economics,
14(2), 111-129.
A. 111-129.
B. Solomon, M., Long, A., & Kevin, S.
C. Journal of International Economics, 14(2),
D. The effects of crime rate on the market demands of properties.

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19. Ming, C., Lee, A. L., & Benson, H. (2014). An introduction to reversed
technology. China, Beijing: Panda Press.
A. Panda Press.
B. China, Beijing:
C. Ming, C., Lee, A. L., & Benson, H.
D. An introduction to reversed technology.

20. Doss, S. W. (January 8, 2013). Back to where it all began. The New Straits
Times, p. N7.
A. p. N7.
B. Doss, S. W.
C. (January 8, 2013)
D. Back to where it all began.

(10 marks)

End of Section B

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Section C [10 marks]

Instruction: The text below contains five (5) underlined sentences that will be
paraphrased. Answer Questions 21-25 and shade the best answer on the answer sheet
on page 15.

Friends are more important now than ever. 21We need to have close friends
that we can talk to about our feelings and problems in order to get empathetic and non-
judgmental hearings. Psychologists have demonstrated the crucial role that friends
play in everything from our development of self-identity to self-esteem, and 22 the
important role they play in mitigating the increasing stress in our lives. Unfortunately,
the state of friendship in our society is in trouble. Many people would say they are too
busy for friends, given the increasing demands of work, family and 23 compulsive
commitments to television and other activities at home.

Technology, especially the Internet may provide a solution. In the early 90s,
virtual pets such as the Tamagotchis and Furbies were introduced into the
marketplace. 24 These virtual pet devices provided sophisticated simulations of animal
pets which require some levels of care-taking. They were designed overtly to provoke
emotional responses from their users. However, with the onslaught of Internet in the
past ten years, these virtual pets were soon replaced with virtual friends. The Internet
has changed the fabric of our relationships and the ability to uphold long-term
friendships. 25 Users can now engage with friends by registering an account on diverse
friendship-making websites, widely known as social networking websites.

21. Select the best synonym to replace the word empathetic in sentence 21.
A. compassionate
B. energetic
C. hypercritical
D. lucrative

22. Select the best synonym to replace the word mitigating sentence 22.
A. announcing
B. influencing
C. migrating
D. reducing

23. Select the best synonym to replace the word compulsive sentence 23.
A. committed
B. explosive
C. uncontrolled
D. victorious

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24. Select the statement with the best change of structure for sentence 24 without
changing its original meaning.
A. The simulations of animal pets are provided by the electronic devices.
B. Some levels of care-taking is still needed for the virtual pet simulations.
C. The virtual pet devices allow some levels of care-taking, which requires
sophisticated simulations.
D. Advanced simulations of animal pets that embedded some levels of care-
taking is provided by the virtual pet devices.

25. Select the statement with the best change of structure for sentence 25 without
changing its original meaning.
A. Social networking websites are only meant for users who intend to have
friends.
B. By having an account on social networking websites, users can engage with
their friends.
C. Users are now able to register social networking websites in order to have
diverse friendship.
D. By registering an account on diverse friendship-making websites, known as
social networking websites, users are able to have better friends.

(10 marks)

End of Section C

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Section D [30 marks]

Instruction: Write a discussion essay on the topic:

Final examinations should be abolished

Your discussion should NOT be less than 300 words.

Your essay should have at least TWO (2) points for and TWO (2) points against
the topic.
Use this page for your draft and write your essay on the next page.

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Multiple-choice Answer Sheet for Sections A, B and C

Instruction: Shade the best answer according to the questions. Use pencil only.
Example: Ali ____ his teeth everyday.
A. brush
B. brushed
C. brushes
D. brushing
Answer: A B C D
Answer: A B C D
X

1. (A) (B) (C) (D) 14. (A) (B) (C) (D)

2. (A) (B) (C) (D) 15. (A) (B) (C) (D)

3. (A) (B) (C) (D) 16. (A) (B) (C) (D)

4. (A) (B) (C) (D) 17. (A) (B) (C) (D)

5. (A) (B) (C) (D) 18. (A) (B) (C) (D)

6. (A) (B) (C) (D) 19. (A) (B) (C) (D)

7. (A) (B) (C) (D) 20. (A) (B) (C) (D)

8. (A) (B) (C) (D) 21. (A) (B) (C) (D)

9. (A) (B) (C) (D) 22. (A) (B) (C) (D)

10. (A) (B) (C) (D) 23. (A) (B) (C) (D)

11. (A) (B) (C) (D) 24. (A) (B) (C) (D)

12. (A) (B) (C) (D) 25. (A) (B) (C) (D)

13. (A) (B) (C) (D)

End of Examination

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