UGC NET Questions (Paper – 1)

Statement E is the only wrong statement because random assignment actually strengthens internal validity by equalising groups on extraneous variables. History, maturation, testing and instrumentation are all recognised threats that can introduce alternative explanations for observed changes if not controlled. Thus, A, B, C and D accurately name and describe typical threats, while E reverses the protective role of random assignment.

Option A:
Option A is incorrect because it groups A with E as wrong, even though A correctly defines history as external events occurring during the study period. Misclassifying A undermines the standard taxonomy of threats.

Option B:
Option B is also wrong because it treats B along with E as incorrect, even though B adequately describes maturation as internal changes over time. Including B among wrong statements disrupts the understanding of developmental influences on participants.

Option C:
Option C is correct because it isolates E, the statement that conflicts with experimental logic, and implicitly affirms the accuracy of A, B, C and D. It recognises that random assignment is a remedy, not a threat.

Option D:
Option D is incorrect because it pairs C with E, even though C correctly identifies testing effects. By labelling C as wrong, this option denies a well-acknowledged validity threat.

Statements A, B and D are correct: risk is seen as hazard–exposure–vulnerability, the Sendai Framework stresses prevention and resilience, and integrating DRR into development planning reduces future losses. Statement C is incorrect because non-structural measures like education, land-use planning and early warning are crucial complements to structural measures. Therefore, the option that includes A, B and D and excludes C is correct.

Option A:
Option A is incomplete as it omits D, which correctly notes the importance of integrating DRR into development planning. Without D, the answer does not fully capture contemporary DRR practice.

Option B:
Option B is incorrect since it includes C along with A and B, treating structural measures as sufficient and dismissing non-structural measures. This contradicts modern DRR frameworks.

Option C:
Option C is incorrect because, while A and D are true, it omits B which highlights the Sendai Framework, a key part of the syllabus. The set of correct statements is therefore not complete.

Option D:
Option D is correct as it groups all three true statements and excludes the false one. It presents a holistic understanding of disaster risk reduction, combining conceptual, institutional and policy aspects.

Statements A, B and C are in fact correct as they describe how environmental accounting and green GDP attempt to incorporate environmental factors into economic assessment. Traditional GDP does ignore many environmental costs, and green GDP seeks to correct for these. Statement D is incorrect because environmental accounting provides important information for policy and planning. Since option C includes B, C and D and leaves out A while accepting D, it cannot be the correct answer. The correct combination must include A, B and C only.

Option A:
Option A is correct because it lists A, B and C and excludes D. It highlights the conceptual and practical significance of environmental accounting and green GDP in making development assessments more environmentally informed. Thus, it matches the intent of the question.

Option B:
Option B is incorrect because it omits C, which explicitly refers to green GDP adjustments, an important part of the concept. Leaving out such a central statement makes the combination incomplete.

Option C:
Option C is incorrect as it includes D, which wrongly asserts that environmental accounting is irrelevant for decision making. This contradicts the rationale behind developing such accounting systems.

Option D:
Option D is incorrect because it pairs A and C with D and omits B. It again accepts D, the incorrect statement, and fails to acknowledge the limitations of traditional GDP captured in B.

In the systems approach to teaching, feedback refers to information about the outputs—such as learner performance—that is fed back into the system to guide improvement. Teachers use test scores, observations and student comments as feedback to modify objectives, materials or strategies. This loop helps maintain or enhance the effectiveness of instruction. Therefore, the information about learner performance used to modify future teaching is called feedback.

Option A:
Input in a teaching system includes elements like student characteristics, resources and objectives that enter before instruction begins. While important, input does not describe information generated after instruction. Hence, it is not the term for performance information used to adjust future teaching.

Option B:
Throughput (or process) refers to the actual teaching–learning activities that transform inputs into outputs. It encompasses classroom interaction and instructional strategies. The stem, however, focuses on information used after observing outputs, which is different from throughput.

Option C:
Output denotes the results of the system, such as test scores, skills acquired or changed attitudes. Although feedback is based on outputs, the term “output” alone does not capture the idea of using this information to modify the system. Thus, it incompletely represents the concept described.

Option D:
Feedback is the flow of information from the output back to the system to indicate how well objectives are being met. In teaching, this includes exam results and other evidence of learning, which guide the teacher in revising plans and methods. Because the stem emphasizes using learner performance information to change future instruction, “feedback” is the correct term.

Statements A, B, C, E and F summarise sound practices for participating in educational video conferences, while D is unnecessarily restrictive. Muting, making connectivity stable, protecting meeting links, using headsets and checking video setup all support clear and secure communication. Chat features are often encouraged for questions, especially in large webinars where voice interruptions can be disruptive. Therefore D is not correct, and the set of true statements is A, B, C, E and F.

Option A:
Option A is incorrect because it omits F, which highlights the importance of camera framing and lighting. While A, B, C and E are true, ignoring visual presentation overlooks a key aspect of professional online presence. Hence this combination does not include all correct statements.

Option B:
Option B is incorrect because it excludes C, thereby failing to acknowledge risks of posting meeting links publicly. Without C, the combination does not address security threats such as unwanted intrusions into educational sessions. As a result, it is incomplete.

Option C:
Option C is correct because it includes A, B, C, E and F, all of which promote effective and secure participation. It explicitly excludes D, which wrongly discourages the constructive use of chat for questions. This makes Option C the only set that aligns with recommended etiquette for educational video conferencing.

Option D:
Option D is incorrect because it leaves out A, which recommends muting microphones when not speaking. Although B, C, E and F are true, omitting A neglects a basic practice for maintaining audio clarity in group calls. Therefore this option cannot be the correct answer.

Climate policy distinguishes between mitigation, which tackles the causes of climate change by reducing greenhouse gas emissions, and adaptation, which helps people and ecosystems cope with the impacts that still occur.

Option A:
Incorrect, because it reverses the roles of mitigation and adaptation; adjusting to impacts is adaptation, and reducing emissions is mitigation.

Option B:
Incorrect; using the terms interchangeably hides an important conceptual and policy distinction.

Option C:
Correct; it clearly states that mitigation reduces the magnitude of climate change while adaptation adjusts systems to its effects.

Option D:
Incorrect; adaptation cannot fully substitute for mitigation, because unchecked emissions could create impacts beyond the capacity to adapt.

Mass communication occurs when a single source sends messages to large,diverse and geographically dispersed audiences through media such as TV or radio. A national educational telecast reaches millions at the same time. This fits the one to many pattern of mass communication.

Option A:
Interpersonal communication usually involves direct interaction between a small number of people,not millions.

Option B:
Intrapersonal communication is inner self talk and does not involve TV broadcasts.

Option C:
Therefore mass is the most accurate description of the situation.

Option D:
Group communication involves face to face interaction within a small group,rather than using mass media.

A counterbalanced design systematically varies the order in which treatments are administered so that each treatment appears in each position equally often across participants. This procedure helps control for order and carryover effects that could confound the results of repeated-measures experiments. By distributing potential order effects evenly, researchers can attribute observed differences more confidently to the treatments themselves. Because the stem describes using every possible order of treatments equally often, counterbalanced design is the correct answer.

Option A:
Matched-groups designs involve pairing participants on certain characteristics and then assigning members of each pair to different groups, reducing variability between groups but not directly addressing order effects in repeated measures. Thus, matched groups is not the appropriate completion.

Option B:
Counterbalancing ensures that practice, fatigue or other sequence-related influences are not confounded with specific treatments. It is especially valuable when the same participants receive multiple conditions. The stem’s emphasis on controlling order effects by using all possible orders aligns exactly with this strategy, confirming counterbalanced as the right term.

Option C:
Factorial designs study the effects of two or more independent variables simultaneously, examining both main effects and interactions. They concern the structure of independent variables rather than the order of administration in repeated measures. Hence, factorial design is not suitable here.

Option D:
Single-subject designs focus on repeated observations of a small number of participants, often using AB or ABA patterns, and may or may not involve counterbalancing. The term single-subject alone does not capture the systematic variation in treatment order described in the stem. Therefore, single-subject is not the correct answer.

A screenshot records exactly what appears on the screen at a given moment, preserving the arrangement of windows and content. It is useful for documenting errors, creating tutorials or saving visual information. Most operating systems provide built in shortcuts or tools for taking screenshots. Hence, the captured display image is called a screenshot.

Option A:
Option A, bookmark, saves the address of a web page for later access and does not capture its visual appearance.

Option B:
Option B is correct because screenshot is the widely used term for an image of the screen taken by software rather than a camera.

Option C:
Option C, hyperlink, refers to a clickable reference that navigates to another resource, which is unrelated to image capture.

Option D:
Option D, wallpaper, is the background image displayed on the desktop, not a capture of current screen contents.

Statements A, B, D and F accurately depict guidance and counselling roles. A is true because guidance assists in educational and career choices. B is true as counselling supports learners facing personal or social difficulties. D is true since serious cases may require specialist intervention, and F is true because trust encourages students to share concerns. C is false because teachers have important guidance responsibilities, and E is false since confidentiality is central to effective counselling; thus A, B, D and F only is the correct combination.

Option A:
Option A includes A, B and D but omits F, ignoring the importance of a trusting classroom climate for informal guidance. Consequently A, B and D only is incomplete.

Option B:
Option B assembles A, B, D and F, combining academic, personal support, referral and trust, while excluding C and E, which deny teacher roles and confidentiality. Hence A, B, D and F only is correct.

Option C:
Option C accepts E, which incorrectly minimises confidentiality, so B, D, E and F only cannot be valid.

Option D:
Option D contains C, which wrongly removes teachers from guidance, making A, C, D and F only inconsistent with school practices.

Statements A and C correctly highlight how higher education supports social cohesion. Statement A is true because campuses bring together learners from different regions, cultures and communities, creating opportunities for interaction and integration. Statement C is also true since extension and outreach activities connect institutions with communities and strengthen social bonds. Statements B and D are false; institutions explicitly promote constitutional values and engage with social issues through teaching, research and outreach. Therefore, the combination that includes A and C only is correct.

Option A:
Option A is correct because it selects the two statements that genuinely reflect the integrative and community-oriented role of higher education. It correctly excludes B and D, which wrongly suggest that institutions have no role in values or societal engagement. This option matches the accepted functions of higher education in building social cohesion.

Option B:
Option B is incorrect because, although it includes the correct statements A and C, it also includes B, which claims that institutions play no role in promoting constitutional values. That claim is clearly wrong, as many courses, activities and codes explicitly support such values. Including a false statement makes the combination invalid.

Option C:
Option C is incorrect because it includes B, which is false, and omits A, which is true. By ignoring the integrative role of diverse student populations while accepting that institutions play no role in constitutional values, this option contradicts the broader educational mandate.

Option D:
Option D is incorrect because it treats all four statements as correct. This would imply that higher education both supports and disconnects from social issues at the same time, which is logically inconsistent and factually wrong.

The Indian Council of Social Science Research (ICSSR) is a key national body dedicated to promoting research in disciplines such as education, sociology, economics and political science. It provides project grants, fellowships and support for research infrastructure. ICSSR also encourages publication and dissemination of social science findings. Hence, the agency described in the stem is ICSSR.

Option A:
AICTE primarily regulates and supports technical and management education institutions rather than focusing specifically on funding social science research projects through competitive grants. While it may support some initiatives, it is not the main social science funding body mentioned.

Option B:
ISRO is India’s space research organisation and funds projects related to space science and technology, not general social science research. Therefore, it does not match the description.

Option C:
ICMR is concerned with medical and health-related research, including public health, and while it funds many important projects, its core mandate is not social science in general.

Option D:
ICSSR specifically provides financial assistance and guidance to social science researchers, making it the correct answer for a question about national-level support for this field.

Urban green spaces moderate temperatures through shade and evapotranspiration, reducing heat-stress risks. Trees and vegetation can also trap some pollutants and improve local air quality. Parks and green corridors provide recreational areas that support physical and mental health, particularly when they are accessible to all socio-economic groups. As such, they contribute to multiple SDG targets related to health, cities and climate action.

Option A:
This option is incorrect because properly designed green spaces tend to lower, not raise, local temperatures and can help manage stormwater.

Option B:
This option correctly highlights the range of environmental and social benefits associated with urban greening.

Option C:
Urban biodiversity is not something to eliminate entirely; many strategies aim to integrate nature into cities in safe and beneficial ways.

Option D:
Limiting access to green spaces to gated communities reduces equity and contradicts inclusive urban-development goals.

The groups descend in blocks of three letters: XYZ (24–26), UVW (21–23), RST (18–20) and OPQ (15–17). Each starting letter reduces by 3 positions (24, 21, 18, 15). The next starting position should be 12, corresponding to L, and the next block is LMN (12–14). Hence LMN is the only group that continues the pattern of moving each block three letters earlier in the alphabet.

Option A:
Option A, LMN, is correct because it begins at L, which is 3 letters before O, and forms the next three-letter block in descending order. It respects the length of the groups and the step size of −3 for the starting letter. This makes LMN a perfect fit for the series.

Option B:
Option B, KLM, starts too early at K, corresponding to a step of −4 from O, not −3. This over-adjustment does not match the observed behaviour of the series. As such, KLM cannot be considered correct.

Option C:
Option C, NOP, reverses the direction by moving forward after OPQ instead of backward. It also overlaps with OPQ by reusing O and P in a way that contradicts the blockwise descent. Therefore NOP does not align with the series rule.

Option D:
Option D, MNO, starts at M, which is 2 letters before O, not 3 letters before O. It breaks the fixed interval between the initial letters of successive blocks. Because it ignores the −3 step pattern, MNO is not a valid continuation.

Rankings often use quantifiable indicators like research output, citations or infrastructure, which may not fully capture ethical commitments, value education or community engagement. As a result, institutions might neglect broader ethical and educational goals that are harder to measure but central to their mission. The stem highlights this criticism by pointing to a shift away from such goals, so “ethical and educational” fits the blank best. Therefore, Option A is correct.

Option A:
Ethical and educational goals include fostering critical thinking, social responsibility and integrity, which may not be well represented in ranking metrics. Overemphasis on measurable indicators can distort priorities and narrow institutional agendas, matching the concern expressed in the question.

Option B:
Purely decorative goals would relate to superficial appearances, which is not the serious category of objectives the criticism refers to. The issue is not about decoration but about substantive educational values, so Option B is inappropriate.

Option C:
Random and vague goals suggest lack of clarity, whereas universities often have very clear but complex educational missions. The criticism is that these missions are sidelined, not that they are random, making Option C incorrect.

Option D:
Secret and hidden goals do not capture the idea that institutions publicly commit to educational values but may underinvest in them when chasing rankings. Thus, Option D does not accurately complete the sentence.