MBA Karo

CATQuantitative Aptitude

4.4

Great

20 comments

5-star

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3-star

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1-star

Review summary

Based on 20 comments, created with AI

Students overwhelmingly praise this teacher's teaching quality, teacher's experience, teacher personality. Many students highlight students consistently praise 'nice class', teache...

What students talk about most

Teaching Quality

Students consistently commend the teacher's clear and effective teaching methods, particularly their...

Teacher's Experience

The teacher demonstrates significant experience in CAT exam analysis and predictions, with students ...

Teacher Personality

The teacher fosters a positive and respectful learning environment, evident from the appreciative an...

Flexibility

Students perceive the teacher as highly flexible and responsive, actively requesting and expecting t...

Evaluation breakdown

Teaching Quality5.0

Students consistently praise 'Nice class'

Teacher uses a 'Very nice approach to solve questions'

Students demonstrate understanding and engagement with logic (e.g., 'square of odd number -1', 'n*2/3/5/7/11 + 2/3/5/7/11 too')

Teacher's Experience5.0

Students request rank predictions 'the same way you did last year!', indicating a track record

Students ask for percentile predictions and 'marks vs. percentile video', showing trust in expertise

Study Material4.0

Students refer to specific answers and questions (e.g., 'answers A 14, B 11, C 23', '19:30 question'), implying structured content is provided

No direct comments explicitly praising the quality or comprehensiveness of study materials

Doubt Support3.5

Students feel comfortable asking doubts ('Just one doubt in future continuous')

The only explicit doubt mentioned is for English Grammar, not Quantitative Aptitude, making it hard to assess Quant-specific support

No explicit confirmation of doubt resolution effectiveness

Tests & Practice4.0

Teacher assigns 'homework questions', indicating a component of practice

No specific feedback on the quality, relevance, or feedback mechanism for tests or practice sessions

Flexibility4.5

Students frequently request specific content (e.g., 'rank based on SRCC percentile', 'marks vs. percentile video', 'video on revision of grammar rules')

Requests imply the teacher is perceived as responsive to student needs

No direct confirmation that all requested content is delivered

Fees vs Value4.5

Overwhelmingly positive student sentiment and engagement suggest high perceived value

Absence of negative comments implies satisfaction with the overall offering

No direct comments regarding fees or explicit value for money

Teacher Personality5.0

Students use respectful and appreciative language ('Nice class, sir/ma'am', 'Thank you, sir', 'Thanks, sir')

Top Strengths

1. Effective Teaching Quality and Problem-Solving Approach

2. Extensive Experience in Exam Analysis and Predictions

3. Positive Teacher-Student Rapport and Perceived Flexibility

Areas to Improve

1. Clarify and demonstrate Quant-specific Doubt Support

2. Provide more explicit details or feedback on Study Material quality

3. Enhance information on Tests & Practice structure and feedback mechanisms

What students love

“Nice class, ma'am. Just one doubt in future continuous: will 'be' and 'being' both be used?”

2 likes

“Very nice approach to solve questions. (Referring to answers A 14, B 11, C 23 (20 std + 3 common))”

“Nice class, sir. Please tell the answers to the homework questions.”

1 likes

“Thank you, sir. (Referring to answers 13 and 6)”

“The logic for the 19:30 question is square of odd number -1.”

1 likes

“Sir, please make a rank based on SRCC percentile, the same way you did last year! Thanks, sir.”

“Sir, I am expecting around 150+ in CET slot 4. How much percentile can I get? Also, if you can make a marks vs. percentile video, it would be great.”

“The logic at 12:44 is n*2/3/5/7/11 + 2/3/5/7/11 too. Therefore, the answer should be 2?”

“The values between 9 and 4 are only 6. (Referring to 26-12-1=13 and 6)”

“Please make a video on revision of grammar rules and sentence correction, if possible.”

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