UGC NET Questions (Paper – 1)

Statements A, B and D are correct in describing ICC roles and gender sensitisation. A is true because ICCs are mandated to receive and inquire into complaints of sexual harassment. B is true since awareness and sensitisation programmes aim to prevent harassment and promote respectful behaviour. D is also true as confidentiality and protection from retaliation are fundamental to fair handling of cases. Statement C is false; discouraging reporting undermines both justice and safety and violates policy and legal norms. Hence, A, B and D only form the correct set.

Option A:
Option A is incorrect because it restricts the combination to A and B and omits D, which highlights the procedural safeguards of confidentiality and non-retaliation that are crucial in complaint handling.

Option B:
Option B is incorrect because it selects B and D only and leaves out A, failing to state that the ICC is the primary institutional body tasked with dealing with harassment complaints.

Option C:
Option C is correct because it gathers all three true statements and excludes C, which wrongly prioritises institutional image over the rights and safety of complainants.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby validating C’s harmful suggestion to discourage reporting, which is contrary to law and ethics.

Statements A, B, D and E correctly outline the value of data and benchmarking. A is true because planning without reliable data risks poor decisions. B is true as standardisation allows meaningful comparison across units. D is true since benchmarking provides reference points to identify where improvement is needed. E is true as analytics can highlight at-risk groups and bottlenecks. C is false because regulators and stakeholders require access to key data, and F is false because avoiding data in quality decisions contradicts evidence-based management.

Option A:
Option A is correct because it includes the four true statements that emphasise reliable data, standardised collection, benchmarking and analytics, while excluding C and F, which wrongly promote secrecy and avoidance of data.

Option B:
Option B is incorrect because it adds C, which claims that institutional data must be kept secret from all stakeholders, contradicting transparency requirements.

Option C:
Option C is incorrect because it includes F, which advocates avoiding data for quality improvement, and omits A, thereby missing the fundamental point about the importance of reliable data.

Option D:
Option D is incorrect because it accepts C as part of the correct set, even though C conflicts with the need for reporting and accountability to regulators and stakeholders.

B.A., B.Sc. and B.Com are undergraduate degrees pursued after completing school education and are classified under higher (tertiary) education. The stem refers to these degree programmes, so “higher” education is the correct level.

Option A:
Option A is incorrect because school education covers primary to secondary/senior secondary stages before entry into degree programmes.

Option B:
Option B is correct as higher education includes all post-school programmes like undergraduate, postgraduate and research degrees offered by universities and colleges.

Option C:
Option C is wrong since primary education is the earliest stage of schooling and is far removed from degree-level study.

Option D:
Option D is incorrect because non-formal education refers to organised learning outside the formal system, whereas B.A., B.Sc. and B.Com are part of the formal higher education system.

The reflective level of teaching is the highest level in the classic hierarchy, where learners deal with complex, unfamiliar situations and must think critically. It demands that students analyse, synthesise and evaluate information rather than simply recall or comprehend it. At this level, teaching encourages problem-solving, hypothesis testing and independent judgment. Because the stem explicitly mentions problem-solving, critical thinking and original insight, it clearly corresponds to the reflective level of teaching.

Option A:
Memory level teaching is confined to rote recall of learned material and does not require learners to generate new ideas or solutions. It cannot account for the emphasis on problem-solving and original insight described in the stem. Hence, it is not the correct level here.

Option B:
Drill level, if used informally, would imply repeated practice of the same tasks to build accuracy and speed. Such practice rarely engages higher-order thinking or critical reflection. Therefore, this option does not match the complex cognitive demands highlighted in the question.

Option C:
Understanding level teaching ensures that learners grasp meanings and can explain relationships, but it may not always require them to tackle novel problems or critically evaluate alternatives. While it is more advanced than memory level, it stops short of the sustained problem-solving and insight typical of reflective level teaching. Thus, it does not fully fit the description given.

Option D:
Reflective level teaching invites learners to question assumptions, compare competing explanations and propose their own solutions. They must justify their reasoning and learn from errors in judgment. Since the stem focuses on these advanced cognitive activities, reflective level is the most appropriate completion.

Inclusive education seeks to ensure that learners with diverse abilities and needs can participate meaningfully in mainstream classrooms. ICT-based assistive technologies remove barriers by presenting content in alternative formats such as audio, Braille or subtitles. This aligns with the goal of inclusion rather than separation. Hence the tools described in the stem serve inclusive education.

Option A:
Option A is correct because international conventions and educational policies define inclusive education as adapting environments and resources so that all learners are accommodated. Assistive ICT devices are central to this adaptation.

Option B:
Option B, punitive, suggests punishment and is entirely opposed to the supportive philosophy behind assistive technologies. Such tools are designed to empower, not discipline, learners.

Option C:
Option C, competitive, may occur within educational settings but does not specifically relate to addressing disability or access barriers.

Option D:
Option D, segregated, implies educating learners with disabilities in separate institutions, whereas the technologies in the stem help integrate them into regular classrooms.

Statements A and C correctly describe aspects of value education. A is true because value education engages students with ethics, citizenship and integrity as part of holistic development. C is true since NSS, NCC and similar activities reinforce values like service, discipline and teamwork. Statement B is false because institutions are explicitly expected to promote constitutional values such as justice, liberty and equality. Statement D is false because environmental and social justice concerns are central themes within modern value education. Hence, A and C only form the correct combination.

Option A:
Option A is incorrect because it selects only A and ignores C, thus overlooking the important role of co-curricular programmes in translating value education into practical experiences.

Option B:
Option B is correct because it includes A and C, the two true statements, while excluding B and D, which deny institutional responsibility and disconnect environmental and social issues from value education.

Option C:
Option C is incorrect because it pairs C with D, accepting D’s false claim that environmental and social justice programmes are unrelated to values, which contradicts the integrated view of value education.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby accepting B and D, which directly oppose the normative expectations placed on higher education institutions.

Statements A, B and C accurately capture the design and objectives of RUSA. Statement A is true because RUSA is a centrally sponsored scheme meant specifically to support and reform state higher education systems. Statement B is correct, as the scheme seeks to improve access, equity and quality in state universities and colleges. Statement C is also true since funding is linked to performance and the preparation of comprehensive State Higher Education Plans, whereas statement D is false because RUSA does not focus exclusively on centrally funded institutions.

Option A:
Option A is incorrect because it recognises only A and B and leaves out C. Performance-linked funding and the requirement for State Higher Education Plans are key features of RUSA’s implementation strategy. Excluding C omits an essential part of the scheme’s design.

Option B:
Option B is correct because it combines A, B and C, presenting a comprehensive view of the scheme’s nature, goals and funding mechanism. It also correctly excludes D, which contradicts the scheme’s purpose of supporting state institutions. This makes it the only option consistent with policy documents.

Option C:
Option C is incorrect because it includes D along with B and C and ignores A. Statement D wrongly states that RUSA funds only centrally supported institutions, which is contrary to its focus on states. Hence this combination cannot be accepted.

Option D:
Option D is incorrect because it joins A and C but leaves out B. Omitting the explicit emphasis on access, equity and quality makes the description incomplete, as these are central aims of RUSA.

Statements A, B and D correctly represent key features of flipped classrooms, whereas statement C is incorrect. In the flipped model, students engage with content before class and then use class time for active learning supported by ICT tools. Collaborative work is often encouraged, rather than prohibited, so C misrepresents the pedagogy. Therefore, the combination A, B and D only is the correct set of statements.

Option A:
Option A is incomplete because it recognises pre-class content and active classroom use but omits the role of ICT platforms described in D. Without acknowledging video platforms and LMS, the picture of flipped classrooms is partial.

Option B:
Option B is incorrect because it includes C along with A and B as correct. Statement C conflicts with the collaborative and interactive nature of flipped classrooms; students frequently work together in class on higher-order tasks. Accepting this statement makes the combination invalid.

Option C:
Option C includes B and D only and omits A, even though A defines the fundamental idea of shifting content delivery to before class. Without A, the explanation of the flipped model is incomplete, so this option cannot be accepted.

Option D:
Option D is correct because it brings together A, B and D, which collectively capture pre-class engagement, in-class active learning and the supporting role of ICT. By excluding C, it avoids the misconception that flipped classrooms reject collaboration.

In most universities, the office that organises examinations, supervises evaluation and declares results is formally headed by the Controller of Examinations. The stem clearly points to this function, so “Examinations” correctly completes the title.

Option A:
Option A is incorrect because the Controller of Finance (or Finance Officer) would oversee budgets and financial transactions, not examination processes.

Option B:
Option B is correct as the Controller of Examinations manages scheduling, confidential question paper handling, evaluation and result publication, exactly as described in the stem.

Option C:
Option C is wrong since admissions offices handle applications and enrolments, not the conduct of exams or issue of mark sheets.

Option D:
Option D is incorrect because research offices coordinate research projects and funding rather than examination administration.

Diagnostic questions are used to identify students’ existing knowledge,misconceptions and learning needs. They provide information that helps the teacher plan or adjust instruction. In the stem,the teacher is explicitly trying to find out what students already know,which is a diagnostic function.

Option A:
Evaluative questions judge performance in terms of grades or marks,which is not the main purpose mentioned.

Option B:
Diagnostic communication seeks information to improve teaching strategies,making option B correct.

Option C:
Entertaining questions aim mainly to amuse,rather than assess understanding.

Option D:
Ceremonial communication involves rituals or formalities,such as opening remarks,not knowledge diagnosis.

Deductive reasoning starts from general premises, theories or principles and derives specific hypotheses or predictions that must follow if the premises are true. In research, this logic underlies many quantitative studies where hypotheses are formulated from existing theory and then tested against empirical data. If the data contradict the predictions, the theory may need revision. Thus, the movement from general to specific predictions described in the stem is characteristic of deductive reasoning.

Option A:
Inductive reasoning moves in the opposite direction, from specific observations to broader generalisations or theoretical propositions. It is more exploratory and does not begin with established general principles, so inductive reasoning does not match the description given in the question.

Option B:
Deductive reasoning provides a clear logical structure in which, if the premises are sound and the reasoning valid, the conclusion must be true. This feature makes it suitable for designing hypothesis-driven studies where empirical tests can potentially falsify theoretical claims. These aspects align closely with the stem.

Option C:
Abductive reasoning involves generating the most plausible explanation for a surprising observation, often using inference to the best explanation rather than strict logical deduction. It does not necessarily move from general laws to specific testable predictions in a formal way, so abductive reasoning is not the best answer.

Option D:
Analogical reasoning draws conclusions based on perceived similarities between two situations or domains, which may support speculation but not guarantee logical necessity. It is not the systematic general-to-specific logic described in the question, so analogical reasoning is not appropriate here.

The volume of a cube is proportional to the cube of its edge, so if V₁:V₂ = 27:64, then (a₁³):(a₂³) = 27:64. Taking cube roots gives a₁:a₂ = 3:4. Surface area is proportional to the square of the edge, so the surface area ratio is a₁²:a₂² = 3²:4² = 9:16. Thus, the required ratio of surface areas is 9:16.

Option A:
Option A, 3:4, is the ratio of the edges, not of the surface areas. While it correctly comes from the cube root of the volume ratio, it does not account for the fact that surface area scales with the square of the linear dimension rather than the first power.

Option B:
Option B, 4:3, reverses the correct edge ratio and therefore also reverses the implied surface area ratio. It would suggest that the cube with smaller volume has larger surface area, which contradicts the geometric relationships given by the volume ratio.

Option C:
Option C, 27:64, simply repeats the volume ratio and ignores the need to convert from a three-dimensional measure (volume) to a two-dimensional measure (surface area). Since these scale differently, the same ratio cannot apply to both.

Option D:
Option D is correct because it follows the sequence of taking the cube root to find the edge ratio and then squaring that to find the surface area ratio. This two-step transformation, from volume to side to area, is exactly what the geometry of similar cubes requires.

Institutions that focus on open and distance learning, offering flexible entry rules and multiple exit options, are called open universities. The stem describes exactly this distance- and online-oriented model, so “open” university is the correct completion.

Option A:
Option A is incorrect because a residential university is characterised mainly by on-campus accommodation and may still rely on conventional classroom teaching.

Option B:
Option B is wrong since an affiliating university’s defining feature is its network of affiliated colleges and examination functions, not distance delivery.

Option C:
Option C is correct as open universities are specifically established to expand access through flexible, largely non-campus-based modes.

Option D:
Option D is incorrect because deemed-to-be universities are recognised for academic excellence and granted university status; the term does not inherently imply distance or open learning.

Statements A, B and D correctly describe the functions and benefits of MIS in educational settings, while statement C is false. MIS integrates data from multiple subsystems, provides dashboards for key indicators and supports planning and evaluation. It clearly goes beyond storing paper records in cupboards, which is what C wrongly implies. Therefore, the combination A, B and D only is correct.

Option A:
Option A is incomplete because it recognises integration and decision-making but omits the planning and evaluation support mentioned in D. Without D, the description does not fully cover the strategic uses of MIS.

Option B:
Option B is incorrect because it includes A, B and C as correct and thereby accepts C. Statement C confuses MIS with purely manual storage and fails to recognise its digital processing role. Including this false statement invalidates the combination.

Option C:
Option C is incorrect because it lists B and D only, leaving out A. Integration of data from admissions, examinations and finance is a key reason institutions adopt MIS, so omitting A produces an incomplete account.

Option D:
Option D is correct because it groups A, B and D, the three true statements about MIS capabilities, and excludes C, which mischaracterises MIS as non-digital. It offers a coherent view of MIS supporting data-driven administration.

Statements A, B and C give core structural rules of valid categorical syllogisms, and E and F correctly name the fallacies arising from breaking the first two rules. D is false because two particular premises do not guarantee a valid conclusion in general. Therefore A, B, C, E and F only forms the correct combination of true statements.

Option A:
Option A is correct since it includes all the true rules and their associated fallacies, and excludes D.

Option B:
Option B is incomplete as it omits F, leaving out illicit major/minor.

Option C:
Option C is incomplete because it omits A (distribution of middle term).

Option D:
Option D is incorrect since it includes D, which is false.