UGCNET Questions

Psychological barriers arise from internal states such as fear, anxiety, prejudice or lack of interest that interfere with message reception. When students are unmotivated or hold negative attitudes toward a subject, they are less likely to pay attention, process information deeply, or respond actively. This weakens the impact of even well delivered messages. Thus, such attitudes are significant psychological obstacles in classroom communication.

Option A:
Option A, physical distance between teacher and students, is primarily a physical barrier affecting audibility or visibility. While it can hinder communication, it does not directly describe an internal psychological state of learners.

Option B:
Option B correctly reflects a psychological barrier because it is rooted in students’ internal attitudes and motivation. Even if physical conditions and technology are good, lack of interest can block effective understanding and participation. Addressing this requires motivational strategies and a supportive classroom climate.

Option C:
Option C, poor quality of chalkboard and markers, represents a technical or physical barrier related to instructional aids. It may make visuals less clear, but it is not itself a psychological obstacle in the minds of learners.

Option D:
Option D, use of multimedia presentations by the teacher, is generally intended to enhance clarity and motivation. If designed poorly it could distract, but in principle it is not a psychological barrier; it is a teaching aid.

Context includes all background conditions that influence how messages are produced and understood. In a classroom, this involves physical setting, institutional norms, cultural expectations and prior relationships between teacher and students. These elements shape the meaning of words and nonverbal cues and help participants interpret each other’s intentions correctly.

Option A:
Option A reduces context to mere physical distance. Distance is one small part of the situation, but by itself it does not capture the social and cultural factors that strongly affect meaning.

Option B:
Option B is correct because it recognises context as the broader situational, social and cultural environment in which communication occurs and messages are interpreted.

Option C:
Option C focuses only on grammatical structure, which belongs to language form rather than the surrounding conditions in which messages are exchanged.

Option D:
Option D restricts context to the use of nonverbal gestures, but gestures are only one type of message, not the entire environment that frames communication.