dMAT General Academic Module
The dMAT General Academic Module is a 90-minute single-choice paper on short academic scenarios — passages, tables and figures — sat by every APS India applicant regardless of their bachelor’s subject. It tests careful reading of evidence rather than subject knowledge, and is scored 0–200 with a mean of 100.
- Time
- 90 min
- Who sits it
- Everyone
- Scored
- 0–200
What the General Academic Module is
The General Academic Module is the second half of the dMAT: 90 minutes, sat after a 30-minute break following the Core Module. It presents short academic scenarios — a passage, a table of results, a figure — and asks single-choice questions about them. Every APS India applicant sits this general module rather than a subject-specific one, whatever their bachelor’s was in, so an engineer and a commerce graduate answer the same paper. Nothing on it requires knowledge from your degree: what it tests is whether you can read evidence accurately and say exactly what it does and does not support.
It is half the exam. The Core Module and this module are 90 minutes each and both are scored 0–200 with a mean of 100; your total is the sum. Preparation tends to go almost entirely into Figure Sequences, Mathematical Equations and Latin Squares because those are the unfamiliar ones — which leaves half the marks to a paper nobody rehearsed.
g.a.s.t. publishes the module’s length but not how many items it holds, so there is no per-item pace to quote for this half of the paper — unlike the Core subtests, where 75 seconds an item comes straight from the published counts. Anyone giving you a number for this module is estimating.
What it asks you to do
Four kinds of reasoning come up, grouped here by what separates a right answer from a tempting one. This is our description of the documented format, not an official g.a.s.t. taxonomy — the exam does not label its items.
Reading what the data shows
A table or chart of results, with options describing a trend. Yield against temperature, response rate against dose, output against year.
The tell: The right option describes only what the numbers do. The wrong ones extend the trend past the last reading, describe it as proportional when the steps are uneven, or state a direction the data reverses.
Cause versus correlation
A study finds two things go together and someone concludes one caused the other. You are asked what would most weaken — or most support — that conclusion.
The tell: The answer almost always concerns whether the two groups were comparable to begin with. Options describing how the study was run, without touching the causal step, are the standard distractors.
What the passage actually claims
A short academic paragraph, then options paraphrasing it. One is the claim; the others overshoot, understate, or attach it to the wrong subject.
The tell: Words like every, only, never and always are load-bearing. An option that is right in spirit but stronger than the passage is wrong, and it is the one most people pick.
Drawing a conclusion that follows
Several stated findings, and options for what follows from them together. Nothing outside the scenario may be assumed.
The tell: A true statement is not automatically a supported one. If the scenario does not contain the step, the option fails, however sensible it reads.
How to approach the General Academic Module
There is no syllabus and no subject to revise, so preparation means having a routine you can run without thinking about it. This is the order that wastes the least time.
- 1
Read the question before the scenario
You will read the scenario either way; knowing what is being asked decides what you look for. On a table, the question tells you whether you need a direction, a turning point or a single value — and that is often the difference between one pass and three.
- 2
Answer from the scenario, never from what you know
Every applicant sits the same general module, so no item can depend on your degree. If a chemistry-flavoured scenario makes you reach for chemistry, you have left the evidence. What you know is not on the answer key.
- 3
Test each option against a specific line
Point at the row, the figure or the sentence that makes an option true. An option you cannot anchor is not eliminated by feel — it is eliminated because nothing in the scenario supports it, and being able to say which is what makes the choice fast.
- 4
Watch the quantifier
Most wrong options in the passage items are the right idea at the wrong strength: “rises” becomes “rises without limit”, “is associated with” becomes “causes”, “in this sample” becomes “in general”. Read the option twice at that one word.
- 5
Move on, and come back
You may not take notes and there is no calculator, so a hard item eats time in a way you cannot bank. The module is 90 minutes long and g.a.s.t. does not publish how many items it holds — which means you cannot pace by item number, only by how much of the paper is behind you.
General Academic Module practice questions
Eight worked items in the documented format, with the reasoning underneath each one — including why the tempting option fails, which is the part that transfers.
These are practice questions written by AdmitVerse to the format g.a.s.t. publishes. They are not official or past dMAT papers — no past papers exist for this exam, since the first sitting is on 26 September 2026.
- Q1 · Reading what the data shows
A laboratory records the yield of a reaction at four temperatures. Which statement does the data best support?
Temperature Yield 30 °C 41 % 40 °C 58 % 50 °C 66 % 60 °C 64 %
AYield rises without limit as temperature increasesBYield peaks somewhere between 50 °C and 60 °CCYield is directly proportional to temperatureDYield is unaffected by temperatureSolution: Yield climbs from 30 °C to 50 °C and then falls by 60 °C, so it must turn over between those last two readings — that is the only claim the four numbers force. It cannot rise without limit, because it already stopped rising. It is not proportional: the steps are 17, 8 and −2, nowhere near constant. And it plainly is affected by temperature. The module rewards saying exactly what the data shows and no more. - Q2 · Cause versus correlation
A department finds that students who attended an optional weekly tutorial scored on average 12 marks higher in the final exam, and concludes the tutorial raises marks. Which finding would most weaken that conclusion?
AStudents who chose to attend already had higher marks in the previous yearBThe tutorial was taught by the same lecturer as the courseCBoth groups sat the identical final examDAttendance was recorded electronicallySolution: If the attendees were already stronger, the 12-mark gap may reflect who chose to attend rather than any effect of the tutorial — the two groups were not comparable before the tutorial happened, which is exactly what a causal claim needs them to be. The other three describe how the study was set up without touching that step: the same lecturer, an identical exam and electronic registers are all consistent with the tutorial working perfectly. - Q3 · What the passage actually claims
A passage states: “In the sample studied, cities that expanded their tram networks after 2010 saw car use fall, though the decline was smaller in cities where parking remained cheap.” Which option best matches the passage?
AExpanding a tram network always reduces car useBCheap parking prevents any decline in car useCCar use fell in the sampled cities that expanded trams, by less where parking stayed cheapDCities should raise parking charges before expanding tram networksSolution: Option C is the passage with nothing added or removed — including “in the sample”, which the passage says and the others drop. A overshoots on two words: “always”, and the loss of the sample restriction. B contradicts the passage, which says the decline was smaller, not absent. D is a recommendation; the passage describes what happened and advises nothing. The whole item turns on quantifiers, which is where most marks in this question type are lost. - Q4 · Reading what the data shows
A university reports applications and offers for four years. Which statement is best supported?
Year Applications Offers 2022 4,200 1,050 2023 4,900 1,120 2024 6,100 1,180 2025 7,400 1,210
AThe number of offers fell over the periodBThe proportion of applicants receiving an offer fell over the periodCThe university became less popular over the periodDApplications and offers rose at the same rateSolution: Offers rose every year, so A is false on its face. But applications rose far faster — 25% of applicants got an offer in 2022 against about 16% in 2025 — so the proportion fell, which is B. C reverses what the applications column shows. D is the trap for anyone who notices both columns rise without checking by how much: applications grew about 76%, offers about 15%. Two columns moving the same direction is not two columns moving at the same rate. - Q5 · Drawing a conclusion that follows
A study reports: all participants who completed the programme improved their scores; some participants did not complete it; the participants who did not complete it were not tested again. Which conclusion follows?
AThe programme improves the scores of everyone who takes itBParticipants who did not complete the programme did not improveCEvery tested participant who completed the programme improvedDMost participants improved their scoresSolution: C restates the first finding and nothing else, which is the whole test here. A extends the result to non-completers, whom the study never tested. B asserts a result about those same untested people — absence of evidence stated as evidence of absence. D needs to know what share completed, and “some did not complete” does not tell you whether completers were most of the group. A conclusion follows only if every step of it is in the scenario. - Q6 · Cause versus correlation
A city introduces a cycle-hire scheme and reports that road accidents fell 8% in the following year. Which additional finding would most support the claim that the scheme reduced accidents?
AThe scheme was widely covered in the local pressBComparable cities without a scheme saw no change in accidents over the same yearCCycle-hire membership grew steadily through the yearDThe city had introduced a similar scheme once beforeSolution: The weakness in the claim is that something else about that year might explain an 8% fall — weather, fuel prices, a national road-safety campaign. A comparison group of similar cities that had no scheme and saw no change removes most of those explanations at once, which is why B supports the claim most. Press coverage and membership growth show the scheme existed and was used, not that it changed accident numbers. A previous scheme says nothing about this year. - Q7 · What the passage actually claims
A passage states: “Trials of the drug reported fewer side effects than the existing treatment, although the trials followed patients for only twelve weeks.” What does the final clause most likely indicate?
AThe drug is unsafeBThe trials found no side effects at allCLonger-term side effects would not have been detectedDThe existing treatment was tested for longerSolution: A twelve-week follow-up can only report what appears within twelve weeks, so the clause flags a limit on what the finding covers — C. A converts a limitation into a verdict the passage does not give. B contradicts “fewer side effects”, which is not the same as none. D compares trial lengths, and the passage states only this trial’s. Noticing that a qualifying clause bounds a claim rather than reversing it is one of the module’s recurring moves. - Q8 · Drawing a conclusion that follows
A survey of 360 graduates finds: 250 work in the field of their degree, and 60 of those 250 changed employer within two years; of the 110 who work outside their field, 40 changed employer within two years. What follows about graduates who changed employer within two years?
AThey are mostly working outside their fieldBThey number exactly 100CThey make up a third of all graduates surveyedDThey all moved to a job outside their fieldSolution: Every graduate is either inside their field or outside it, and the survey counts the movers in both groups: 60 and 40, so exactly 100 — option B. A has it backwards, since 60 of those 100 are inside their field. C is the trap for anyone who rounds: 100 of 360 is about 28%, not a third, and the total is 360 rather than the 300 the eye expects. D adds a claim about where they moved to, which the survey never records. Add up what is counted, and check the denominator you were actually given.
dMAT practice questions with answers — free PDF
A 30-question booklet covering the three Core subtests and the General Academic Module, each item with a full worked solution. Direct download, no email.
No email, no signup — it is a direct download
What costs people marks here
- Extending a trend past the last data point. If the table stops at 60 °C, nothing in it says what happens at 70 °C — and the option that tells you is there to be picked.
- Accepting a causal claim because the groups differ. That two groups differ says nothing about why until you know whether they were comparable before the thing being tested happened.
- Picking the option that is true rather than the one that is supported. Real-world knowledge is not evidence here; it is the most common reason a confident answer is wrong.
- Reading a strengthened paraphrase as a match. “Only”, “every” and “always” turn a correct statement into an incorrect option, and they are easy to skim past under time pressure.
- Treating the module as the easy half because the Core Module was harder. It carries the same 0–200 scale and the same weight in your total.
- Planning your pace around an item count. g.a.s.t. publishes 90 minutes but not how many items fill them, so anyone quoting you a per-item figure for this module is guessing.
The Core Module is where you can measure yourself.
This module has no published item count, so there is no pace to check against. The three Core subtests do — 75 seconds an item — and you can take a timed set right now, in your browser, with no signup.