UGC NET Questions (Paper – 1)

Statement B is the only wrong statement because ex post facto research does not randomly assign participants to treatment and control groups; it studies groups that already differ on the variable of interest. Statements A, C, D and E correctly distinguish experimental designs from ex post facto designs. Experimental work manipulates the independent variable and controls extraneous factors, whereas ex post facto designs rely on existing differences and require cautious causal interpretation. The phrase “after the fact” correctly captures that the critical events have already occurred in ex post facto research.

Option A:
Option A is correct because it identifies B alone as the wrong statement and leaves A, C, D and E as correct descriptions. It acknowledges that random assignment is a feature of true experiments, not ex post facto designs, and correctly treats all other statements as conceptually sound.

Option B:
Option B is incorrect because it treats A as if it were also wrong, even though A correctly characterises experimental research as involving manipulation and control. By misclassifying a true statement as wrong, this option fails to isolate the actual source of error.

Option C:
Option C wrongly groups D with B, even though D correctly notes that causal claims from ex post facto studies must be cautious. While B is indeed false, D is a prudent caution and should not be listed as wrong, so this option presents an inaccurate combination.

Option D:
Option D adds E to B as if both were wrong, but E accurately explains the meaning of “after the fact” in ex post facto research. Because it treats a true explanatory statement as incorrect, this option cannot be accepted.

Option E is also incorrect because it includes A and C, both of which are true, among the wrong statements. This shows confusion between features of experiments and ex post facto designs and leads to an invalid set of “wrong” statements.

B, C, D and E are correct; A is false. The negation of “All S are P” is “Some S are not P”, not “No S are P”. B gives the correct negation of “Some S are P”. C and D are De Morgan’s laws. E is true about exam utility.

Option A:
Option A is incomplete because it omits E (which is true and relevant), so it does not include all correct statements.

Option B:
Option B is incorrect because it includes A, which gives the wrong negation of “All S are P”.

Option C:
Option C is correct because it includes all true statements (B, C, D, E) and excludes A (false).

Option D:
Option D is incorrect because it includes A, which is false, so it cannot be the correct set.

Statements A, B and D are correct, while C is the only wrong statement. A is true because mass communication typically targets large, diverse audiences through media channels. B is true as feedback to mass messages tends to be indirect, aggregated or delayed rather than immediate and personalised. D is true since educational TV, radio and MOOCs disseminate content to many learners simultaneously and are widely treated as mass communication forms. C is false because interactive technologies such as live chats, polls or discussion forums can be integrated into mass media platforms, even if interaction is differently scaled.

Option A:
Option A labels A and C as wrong, misclassifying A which accurately describes the broad reach of mass communication. Since A is a correct statement, this option does not match the pattern of wrong statements. Therefore A and C only is not acceptable.

Option B:
Option B groups B and C as wrong and thereby misrepresents B, which correctly notes the delayed or indirect nature of feedback in mass communication. Treating B as wrong contradicts standard descriptions of mass media processes. Hence B and C only is invalid.

Option C:
Option C lists C and D as wrong, but D correctly identifies educational broadcasts and MOOCs as examples of mass communication. Including D among wrong statements conflicts with common educational media classifications. Consequently C and D only cannot be the right answer.

Option D:
Option D correctly isolates C only as the wrong statement. It recognises that interactive technologies can coexist with mass media, even if the interaction is mediated through digital platforms. By leaving A, B and D outside the wrong set as correct statements, this option accurately answers the question.

Statements A, B, C and E are correct, whereas D and F are false. Diagrams and symbolic notations are widely recommended for arrangement problems because they externalise information and constraints. When a trial placement yields a contradiction, it signals that assumptions must be changed, and elimination is a powerful strategy when several possibilities exist. D is wrong because some puzzles may have multiple valid configurations, and F is wrong because disorganised reading usually makes problems harder, not easier. Hence A, B, C and E only is the correct combination.

Option A:
Option A is correct because it collects the main effective strategies for arrangement problems and excludes unrealistic claims about uniqueness and the effect of random reading. It reflects both reasoning principles and practical exam techniques. Therefore this option best represents the correct statements.

Option B:
Option B is incomplete since it omits E, the explicit mention of elimination as a useful tool. While A, B and C describe diagramming and revision, they leave out an important problem-solving technique. Thus A, B and C only cannot be accepted.

Option C:
Option C is wrong because it includes F, which wrongly asserts that random order reading has no impact on difficulty. In fact, organising conditions often simplifies reasoning. This option also omits A, removing an important recommendation about drawing diagrams.

Option D:
Option D is incorrect because it accepts F and omits B. Without B, the benefit of formalising clues is lost, and including F contradicts widely shared problem-solving advice. Therefore A, C, E and F only is not a valid answer.

Just transition aims to make the move away from fossil fuels fair by providing alternative jobs,social protection and retraining for affected workers and regions. The endpoint of this shift is a low carbon or carbon neutral economy. The stem refers to communities dependent on fossil fuels not being left behind in the shift to a different type of economy,which is clearly a low carbon economy. Hence Option C is correct.

Option A:
Carbon intensive economy describes the current pattern that relies heavily on fossil fuels and is precisely what the transition seeks to move away from. Therefore Option A cannot fit the blank.

Option B:
Conflict ridden economy refers to social conditions rather than emissions intensity. While unmanaged transitions can create conflict,the core idea of just transition is about moving toward low carbon systems fairly.

Option C:
Low carbon economies minimise greenhouse gas emissions through clean energy,efficiency and sustainable practices. Ensuring that this transformation is socially just is the heart of the just transition concept described in the stem.

Option D:
Speculative economy suggests dependence on unstable financial speculation and is not central to climate policy debates. It does not accurately complete the phrase in the question.

Statements A, C and D are correct, whereas B is incorrect. A is true because television can show laboratory experiments, field situations or animations that are difficult to arrange in ordinary classrooms. C is true since radio can deliver lessons to geographically remote learners who lack regular access to teachers. D is true because learners need critical media literacy to evaluate the quality and bias of messages. B is false because mass media usually provide limited, indirect or delayed feedback rather than immediate personalised responses from each learner.

Option A:
Option A correctly gathers A, C and D, presenting a balanced view of how media supplement classroom work and why critical viewing is needed. It rejects B, which exaggerates feedback possibilities in mass communication. As it includes all and only the accurate statements, A, C and D only is the correct answer.

Option B:
Option B lists A and C only and omits D, failing to acknowledge the crucial role of critical viewing skills in educational media use. Although A and C are correct, leaving out D makes the description incomplete. Therefore A and C only cannot be accepted.

Option C:
Option C combines C and D, leaving out A and thus ignoring the valuable contribution of television demonstrations. Since A is also a correct statement, C and D only does not contain the full set of correct statements. This option is therefore not valid.

Option D:
Option D treats A, B, C and D as all correct, but B wrongly claims that mass media always allow immediate personalised feedback. Including this false assertion alongside the true statements makes the whole combination unacceptable.

The National Green Hydrogen Mission seeks to use renewable energy to produce hydrogen with very low lifecycle emissions. By scaling this technology, India aims to decarbonise hard-to-abate sectors such as steel, fertilisers and shipping while reducing dependence on imported fossil fuels. Policy documents explicitly describe the goal of making India a global hub for green hydrogen production, usage and export, backed by significant budget allocations and standards for what counts as “green”. This mission is linked to the net-zero 2070 target and to industrial competitiveness in emerging clean-energy markets. (Ministry of New and Renewable Energy)

Option A:
Phasing out renewable sources is the opposite of what the mission aims for; green hydrogen relies on abundant renewable electricity like solar and wind. This option misrepresents both the technology and the policy direction.

Option B:
Promoting hydrogen produced from coal without emission controls would perpetuate high greenhouse gas and local pollutant emissions. The mission instead emphasises “green” hydrogen produced from renewable energy, with defined emission thresholds.

Option C:
Focusing on natural gas exports does not describe this mission, which targets hydrogen and its derivatives (like green ammonia). While energy trade is relevant, natural gas is a fossil fuel and not the centre of this initiative.

Option D:
This option accurately summarises the mission’s stated objective to position India as a global green hydrogen hub. It links domestic decarbonisation with export opportunities and energy security, reflecting multiple official articulations of the mission’s purpose.

NEP 2020 emphasises that states will adapt the National Curriculum Framework to their own contexts. SCERTs are tasked with developing State Curriculum Frameworks and textbooks consistent with NCFSE. This ensures local relevance while maintaining national learning outcomes. Hence SCERTs are central at the state level.

Option A:
SCERTs work closely with NCERT and state education departments to contextualise curriculum. They bring in regional languages, local examples and state priorities, which is exactly what NEP recommends.

Option B:
The Central Board of Direct Taxes deals with taxation, not education.

Option C:
The Reserve Bank of India is the central bank and has no direct role in curriculum design.

Option D:
The National Crime Records Bureau compiles crime statistics; it is unrelated to curriculum work.

NEP 2020 notes that frequent and arbitrary transfers hurt student learning and teacher morale, so it recommends stable postings with transparent criteria and minimum movement, particularly to support continuity in rural and disadvantaged schools.

Option A:
This option describes the arbitrary and frequent transfers that the policy identifies as harmful to school functioning.

Option B:
This option matches NEP recommendations for stable, criteria-based postings that allow teachers to build long-term relationships with students and communities.

Option C:
Monthly rotations would be highly disruptive and make it impossible for teachers or students to settle into a school environment.

Option D:
Always moving teachers from rural to urban schools would worsen rural teacher shortages and runs counter to the equity focus of NEP.

Statements A, B and C give core rules for relative speed questions. A is correct because approaching objects in opposite directions effectively close the distance at the combined speed. B is true since when moving in the same direction, the faster gains on the slower at the difference of their speeds. C is also correct because when trains cross each other completely, the total length to be covered relative to one another is the sum of their lengths. D is false because inconsistent units for speed and distance must be converted before using formulas, and E is false since on a circular track the time of meeting depends on relative speed, which involves differences for same-direction motion. Thus, A, B and C only are correct.

Option A:
Option A is incomplete as it lists only A and B and omits C, thereby failing to mention the specific structure of train-crossing problems where lengths are added.

Option B:
Option B is also incomplete since it includes only A and C and omits B, so it does not explicitly state how same-direction relative speed is computed.

Option C:
Option C is incomplete as it contains only B and C and omits A, losing the rule for opposite-direction motion.

Option D:
Option D is correct because it collects all three true statements about relative speeds and excludes D and E, which misrepresent unit conversion requirements and the nature of circular-track meetings.

Statements A, B, D and E describe central features of modern student information systems. They manage key records, enforce role-based access, integrate with LMSs for enrolment and maintain audit trails for accountability. Statement C is false because all critical databases require backups to guard against corruption or hardware failure. Statement F is false since sharing credentials undermines security and traceability, so the correct combination retains A, B, D and E only.

Option A:
Option A is incomplete because it omits E and so does not mention audit trails, which are important for monitoring changes and investigating errors. A, B and D are true but do not fully describe how SIS ensures accountability.

Option B:
Option B is incorrect because it includes F, which approves sharing credentials among staff. This practice weakens security and makes it difficult to attribute actions to specific users, so the presence of F invalidates the option.

Option C:
Option C is incorrect because it includes F and omits A. Excluding A ignores the basic storage role of SIS, and accepting F recommends insecure behaviour, so B, D, E and F cannot be correct.

Option D:
Option D is correct because it unites data management, access control, system integration and auditability in one set. It correctly rejects the idea that backups are unnecessary and that credential sharing is acceptable, providing a realistic view of SIS use.

Quantitative research is characterised by the collection of numerical data that can be analysed using statistical techniques. It often begins with clearly stated hypotheses and variables that can be measured and tested. The goal is usually to examine relationships, differences or trends that can be generalised to a larger population. Because the stem describes numerical data and statistical hypothesis testing, it clearly refers to quantitative research.

Option A:
Qualitative research typically focuses on understanding meanings, experiences and processes through non-numerical data such as interviews, observations and documents. While it may use some counting, it does not primarily rely on statistical procedures to test predefined hypotheses. Therefore, qualitative research does not match the description in the stem.

Option B:
Historical research investigates past events and developments using records, documents and artefacts to interpret what happened and why. It may occasionally use numerical data, but its main emphasis is on chronological analysis and interpretation, not on hypothesis testing with statistical procedures. Thus, historical research is not the best fit here.

Option C:
Quantitative research designs, such as surveys or experiments, are built around measurement and statistical analysis. Researchers specify hypotheses, operationalise variables and collect data in a structured way to allow for statistical inference. Since the stem highlights these very features, quantitative research is the correct completion.

Option D:
Ethnographic research is a qualitative approach that involves prolonged immersion in a cultural or social setting to understand practices and meanings from the participants’ perspective. It usually produces rich descriptive narratives rather than primarily numerical, hypothesis-testing data. Consequently, ethnographic research is not what the question describes.

Snowball sampling is a non-probability method used especially when the population is hard to identify or reach, such as hidden or stigmatised groups. In this technique, the researcher first accesses a few participants and then asks them to refer others they know who fit the criteria. The sample thus grows like a snowball rolling and accumulating more snow. Because the stem describes existing participants recruiting future participants from their acquaintances, it refers to snowball sampling.

Option A:
Quota sampling involves setting quotas for specific subgroups in the population and then selecting participants, often conveniently, until each quota is filled. It does not rely on participants recruiting one another. Therefore, quota sampling does not match the chain-referral process described in the stem.

Option B:
Convenience sampling selects participants who are easily available to the researcher, such as students in a particular class or people in a nearby location. It does not depend on referrals from current participants and lacks the network-based growth characteristic of snowball sampling. Hence, convenience is not the correct answer.

Option C:
Purposive sampling is based on the researcher’s judgment about which cases are most informative, not primarily on referrals from existing participants. Although snowball sampling may start with purposively chosen initial participants, its defining feature is the subsequent chain referral. Thus, purposive sampling is not what the stem is describing.

Option D:
Snowball sampling is particularly useful for accessing populations that lack complete sampling frames, as participants’ social networks become pathways into otherwise inaccessible communities. This network-based, participant-recruited expansion is exactly what the question outlines, confirming snowball as the appropriate completion.

NEP 2020 respects the RTE Act as the main legal instrument guaranteeing free and compulsory education, and suggests reviewing it so that its coverage can extend from the current 6–14 range to ages 3–18 in line with the policy vision.

Option A:
The policy does not propose repealing the RTE Act; instead, it stresses its importance and calls for better implementation and possible extension.

Option B:
NEP 2020 does not ignore the RTE Act; it explicitly refers to it and seeks to align policy goals with this existing legal framework.

Option C:
This option correctly captures NEP’s stance that policy and law must work together: NEP sets the vision of universal schooling from ages 3 to 18, while the RTE Act may need to be updated to match that vision.

Option D:
Limiting the RTE Act only to private schools would contradict its core purpose, which focuses strongly on government and aided schools as well as obligations for private schools.

Noise is any unwanted interference that distorts or masks the message as it travels through the channel. A sudden thunder sound temporarily makes it hard to hear the teacher’s words. This is a classic instance of physical noise,not a permanent structural barrier.

Option A:
Permanent barriers would involve long lasting obstacles,whereas thunder is brief.

Option B:
Noise does not change the message content but hides it,forcing listeners to reconstruct or ask for repetition,making option B correct.

Option C:
Decoding is the receiver’s act of interpreting messages,not the interference itself.

Option D:
Redundancy might be used later to repeat the missed statement,but is not the thunder.