UGC NET Questions (Paper – 1)

Statements A, B and C are correct, while D is the only wrong statement. A is correct because open-ended questions encourage learners to think beyond simple facts and explore higher-order responses. B is correct as an exclusive focus on recall questions can limit development of analytical skills. C is correct because providing wait-time after posing a question allows more learners to formulate thoughtful responses. D is wrong since teachers should usually resist answering their own questions immediately; instead they should allow students time to respond.

Option A:
Option A is incorrect because it identifies A and B as the wrong statements. In fact both A and B are sound recommendations: open-ended questions do stimulate higher-order thinking, and reliance only on recall questions is indeed limiting. Since neither A nor B is wrong, this combination cannot represent the set of wrong statements.

Option B:
Option B is correct because it singles out D only as the wrong statement. D suggests that teachers should always answer their own questions immediately, which contradicts the idea of giving learners time to think and respond. By excluding A, B and C, which are all true, this option correctly captures the single wrong strategy described in the list.

Option C:
Option C is incorrect because it lists B and D as wrong statements. While D is indeed wrong, B accurately warns that exclusive use of recall questions can limit higher-order thinking. Treating B as wrong misrepresents the effects of such questioning, so this combination is not acceptable.

Option D:
Option D is incorrect because it treats A, B and D as a set of wrong statements. As explained, A and B are true statements about the value of open questions and the limits of recall-only questioning. Including these correct statements alongside D in the supposed wrong set makes this option overinclusive.

Statements A, B and D are correct, while C is incorrect. A is true because teachers often use questions at the start of a lesson to assess what students already know. B is true since well-designed questions can promote analysis, synthesis and evaluation rather than mere recall. D is true as student answers to questions provide feedback that helps teachers gauge comprehension and adjust instruction. C is false because using questions only as a disciplinary tool narrows their pedagogic value and may discourage participation.

Option A:
Option A is incorrect because it includes only A and B and omits D, which is also a correct statement about feedback. Although A and B are valid purposes, leaving out D means this option does not represent the complete range of functions mentioned. Therefore it cannot be the correct answer.

Option B:
Option B is incorrect because it groups B and D only and excludes A. While B and D are accurate, ignoring the diagnostic use of questions to probe prior knowledge makes the set incomplete. Hence this option is not adequate.

Option C:
Option C is correct because it combines A, B and D, the three statements that collectively describe major purposes of classroom questioning. It captures diagnostic, higher-order and feedback functions while excluding C, which misuses questioning as a purely disciplinary tool. Thus this option fully matches the set of correct statements.

Option D:
Option D is incorrect because it treats all four statements as correct, including C. As C promotes a narrow and somewhat punitive view of questioning, it contradicts the broader educational purposes of classroom questions. Therefore an option that includes C cannot be accepted.

Statements A, B and D are correct, while C and E are incorrect. A is true because closed questions are typically structured for brief, specific answers. B is true as open questions invite elaboration and reasoning. D is true since wait-time allows students to think and formulate better responses. C is false because relying only on recall questions limits deeper processing, and E is false because encouraging student questions fosters engagement. Thus, A, B and D only is the correct combination.

Option A:
Option A includes A and B but omits D, overlooking the important role of wait-time in eliciting thoughtful responses. As a result, A and B only does not represent all the correct statements in the set.

Option B:
Option B pairs B and D but leaves out A, failing to acknowledge how closed questions function in checking specific knowledge. Therefore, B and D only offers a partial view of classroom questioning.

Option C:
Option C groups A, D and E, but E is incorrect in discouraging student-generated questions, which are valuable for learning. Including E among supposed correct statements makes A, D and E only invalid.

Option D:
Option D combines A, B and D, capturing factual checking, higher-order questioning and the value of wait-time, while excluding C and E, which promote shallow questioning and suppression of student inquiries. Hence, A, B and D only is the correct option.

Statements A, C, D and F correctly describe productive questioning practices. A is true because open-ended questions invite analysis and explanation. C is true as distributing questions broadens engagement, and D is true since probing helps uncover misconceptions. F is true because inviting student questions promotes dialogue. B is false because eliminating wait time reduces thoughtful responses, and E is false since focusing only on high achievers narrows participation; therefore A, C, D and F only is the correct combination.

Option A:
Option A includes A, C and D but omits F, ignoring the value of students framing their own questions. Hence A, C and D only is incomplete.

Option B:
Option B groups A, D and F but leaves out C, which stresses equitable distribution of questions. Without C, A, D and F only does not fully address participation.

Option C:
Option C collects C, D and F but omits A, failing to recognise the role of open-ended questions in stimulating thinking. Thus C, D and F only cannot be accepted.

Option D:
Option D gathers A, C, D and F, combining open questions, broad participation, probing and student questioning while excluding B and E, which discourage wait time and equitable access. This makes A, C, D and F only the correct answer.

Statements A and B correctly distinguish convergent and divergent questions by the number of acceptable answers. C is true because higher-order questions often require analysis and synthesis that allow varied responses. E is true since debates and projects are rich contexts for divergent questioning. D is false because creativity development requires more than only convergent questions; it needs open-ended tasks and divergent thinking opportunities. Therefore, A, B, C and E only is the correct combination.

Option A:
Option A includes A, B and C but omits E, neglecting the practical classroom contexts where divergent questions are applied. Because E is also true, A, B and C only is incomplete.

Option B:
Option B groups B, C and E but leaves out A, which defines convergent questions and is essential for a full comparison. Hence B, C and E only cannot be accepted.

Option C:
Option C lists A, C and E but omits B, failing to spell out the multi-response nature of divergent questions. As a result, A, C and E only is not a complete description.

Option D:
Option D gathers A, B, C and E, capturing definitional and practical aspects of convergent and divergent questions while excluding the misleading claim in D. Thus A, B, C and E only is the correct answer.

Statements A, B, D and E are correct, whereas C and F are incorrect. Open questions encourage analysis and synthesis, and giving wait-time helps more students participate thoughtfully. Redirecting questions to peers supports collaborative dialogue, and a balanced mix of question types serves learners at different levels. However, relying only on recall questions does not develop deep understanding, and rhetorical questions do not necessarily increase participation because they often do not expect an answer. Therefore A, B, D and E form the correct set of statements.

Option A:
Option A is incomplete because it omits E, disregarding the importance of mixing lower- and higher-order questions. Although A, B and D are right about thinking, wait-time and peer interaction, lacking E means the strategy set is not fully described. Thus A, B and D only cannot be accepted.

Option B:
Option B is correct as it includes the four statements that align with good questioning practice and excludes the two that oversimplify or misrepresent. It acknowledges higher-order thinking, participation, peer interaction and differentiation through varied questions. This combination matches the intended set of correct statements.

Option C:
Option C is wrong since it treats C as correct, claiming that recall-only questioning promotes deep understanding, which contradicts Bloom’s taxonomy. It also inflates the set by including E along with C, making the option internally inconsistent. Hence A, B, C, D and E only cannot be chosen.

Option D:
Option D is incorrect because it omits A and adds F. Without A, the option loses the link between open questions and higher-order thinking, and F wrongly suggests that rhetorical questions automatically raise participation. Consequently B, D, E and F only is not a valid answer.

Statements A, C and D are correct because good questions must be clear, stimulate higher-order thinking and be accompanied by adequate wait time to allow processing. B is false since a mix of cognitive levels is desirable within a lesson to build from simple to complex learning. E is false because concentrating questions on a few students reduces participation and opportunities for learning. Therefore, A, C and D only is the correct combination.

Option A:
Option A lists A and C but omits D, ignoring the evidence that wait time improves both the quantity and quality of responses. As D is also true, A and C only is incomplete.

Option B:
Option B groups C and D but leaves out A, which identifies clarity as a basic feature of good questions. Without A, C and D only fails to capture the full picture of quality questioning.

Option C:
Option C adds B to A, C and D, but B wrongly insists on a single cognitive level throughout a lesson. Including B therefore makes A, B, C and D only an invalid option.

Option D:
Option D correctly combines A, C and D, highlighting clarity, thought stimulation and wait time, while excluding the unhelpful ideas in B and E. Hence A, C and D only is the correct answer.