UGC NET Questions (Paper – 1)

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 D correctly describe key functions of communication, whereas C and E are incorrect. A is true because communication enables the flow of information needed for work to proceed. B is true since influencing and persuading are recognised purposes of organisational messages. D is true as communication provides the basis for coordinated decisions and actions. C is false because communication influences morale and motivation, and E is false because communication is not confined to downward orders; therefore A, B and D only is the correct combination.

Option A:
Option A includes A, B and D, bringing together information sharing, persuasion and coordination, all of which are genuine functions of organisational communication. It rightly excludes C, which wrongly denies the motivational role of communication, and E, which restricts it to downward orders. Because it contains all and only the true statements, this option is correct.

Option B:
Option B contains A and B only, both of which are correct, but it omits D, failing to acknowledge the role of communication in decision making and coordination. Since an important true statement is missing, A and B only does not represent the full set of correct statements in the item.

Option C:
Option C combines B, C and D, but C is false because communication clearly contributes to employee motivation through recognition, feedback and support. Including C among true statements makes this combination incorrect even though B and D are accurate.

Option D:
Option D brings together A, D and E, but E incorrectly restricts communication to downward orders, ignoring lateral, upward and informal flows. The presence of E as if it were correct invalidates this combination, so A, D and E only cannot be accepted as the answer.

Simulation method places learners in structured situations that mimic real-life contexts, such as business games, role plays or model environments. Within these simulations, students must make decisions, experience consequences and reflect on outcomes in a safe setting. This approach develops practical judgment and problem-solving skills without the risks of real-world errors. Thus, using role plays or model situations as described in the stem is a classic example of the simulation method.

Option A:
Expository method usually involves detailed explanation and description by the teacher, focusing on clear transmission of information. It does not require students to act out scenarios or make decisions within model situations. Therefore, it does not fit the particular technique mentioned in the question.

Option B:
Simulation method deliberately imitates aspects of reality to let learners practise roles and decisions, such as acting as administrators or negotiators. Students experience the complexity of real-life situations but with the opportunity to experiment and learn from mistakes. Since the stem highlights imitation of real-life conditions through role play, this option correctly names the method.

Option C:
Note making refers to the skill of recording key ideas from lectures, readings or discussions in concise written form. While important for study, it is not itself a teaching method based on model situations. Consequently, it cannot be the correct answer here.

Option D:
Copying suggests reproducing material exactly as it is given, often without deep understanding. It is a low-level activity and does not encompass the interactive, decision-focused nature of simulations. Hence, copying is not an appropriate completion for the stem.

EIA is a planning tool used to anticipate how a project might affect air, water, land, ecosystems and people. By examining alternatives and suggesting mitigation measures, it helps decision makers weigh environmental costs alongside economic and social benefits. Effective EIAs include public consultation and can lead to project redesign, conditions or even rejection.

Option A:
Option A is incorrect because EIA is not meant to rubber-stamp all projects; it can recommend modifications or cancellation.

Option B:
Option B is correct as it summarises the predictive and evaluative role of EIA prior to project approval.

Option C:
Option C is incorrect; EIA complements, not replaces, economic analyses. Both are needed for balanced appraisal.

Option D:
Option D is incorrect since private and community actors can also propose projects, which may still require EIA depending on regulations.

Impact prediction is the stage of EIA where analysts estimate the type,extent and significance of environmental changes likely to result from a proposed project. It uses baseline data,models and expert judgement to forecast impacts. These predictions guide the development of mitigation measures and inform decision makers. Therefore the description in the question clearly refers to impact prediction.

Option A:
Screening is the initial step to decide whether a project requires a full EIA or not. It does not involve detailed estimation of environmental changes. Hence it does not match the stage described in the stem.

Option B:
Scoping identifies the key issues,impacts and alternatives that need detailed study in the EIA. It determines the boundaries and focus of the assessment. While important,it precedes the actual quantification and evaluation of impacts.

Option C:
Public hearing is a participatory step where affected communities and stakeholders express their views on the proposed project and its impacts. It provides qualitative input but is not the technical phase of estimating magnitude and significance. Therefore it is not the correct answer.

Option D:
Impact prediction produces scenarios of how air,water,soil,flora,fauna and socio economic conditions may change if a project proceeds. These results are essential for deciding whether to approve,modify or reject the project. This aligns exactly with the description given in the question.

Evaluation research systematically collects and analyses information about a programme’s activities, characteristics and outcomes to judge its effectiveness and efficiency. Its primary purpose is to inform decisions about continuation, modification or termination. It is highly applied and context-specific. Hence, research that judges the value of a programme for decision-making is correctly termed evaluation research.

Option A:
Basic research aims to expand theoretical understanding without immediate concern for practical decision-making. It is not focused on assessing the value of a specific programme or policy. Therefore, it does not fit the description.

Option B:
Option B, evaluation research, uses indicators such as goal attainment, cost-effectiveness and stakeholder satisfaction to assess merit and worth. It is directly linked to policy or administrative decisions. This matches the stem, so this option is correct.

Option C:
Historical research studies past events through documents and records to understand how and why they occurred. It does not usually evaluate current programmes for decision-making. Hence, it is not appropriate here.

Option D:
Ethnographic research tries to understand cultural patterns and meanings through immersion and observation. While it may inform judgments, it is not primarily about formal evaluation of programme effectiveness. So it is not the best option.

Statements A, B and D are correct because EIA is a predictive tool carried out before project approval, incorporates public inputs and proposes mitigation and monitoring plans. It helps decision makers anticipate and reduce negative environmental impacts. Statement C is incorrect since post-construction studies are more in the nature of monitoring or audits, not the core EIA itself. Hence, A, B and D together form the correct combination.

Option A:
Option A is incomplete as it lists only A and B and omits D. Without recognising the role of mitigation and monitoring in EIA reports, the description of the process is not full. Therefore, this option fails to capture all correct statements.

Option B:
Option B is correct because it includes the predictive, participatory and planning dimensions of EIA and excludes C, which misplaces the timing of EIA after construction. This reflects the standard definition and use of EIA in environmental management.

Option C:
Option C is incorrect since it includes C along with B and D. Accepting C would wrongly redefine EIA as a post-construction activity, which contradicts its preventive character.

Option D:
Option D is incorrect because it combines A and D with C and omits B. While A and D are true, including C and leaving out public consultation fails to represent EIA accurately and ignores its participatory dimension.

Group communication occurs when a small number of people interact to achieve a shared goal. The committee of six teachers must discuss and decide the test schedule together. Their interaction is organised,face to face and task oriented,which fits group communication.

Option A:
Interpersonal communication focuses on two or a few people but usually highlights dyadic relationships rather than formal committees.

Option B:
Group communication involves coordinated interaction among several members (like a committee) to decide and plan together,so it matches the situation.

Option C:
Mass communication involves institutions addressing very large audiences through media,not a small meeting.

Option D:
Intrapersonal communication would involve each teacher thinking individually without interacting,which does not match the scenario.

The Executive Council generally functions as the chief executive authority in a university. It considers matters related to appointments, budgets, contracts and overall administration. University Acts often name this body explicitly as the main executive organ. Hence, “Executive” Council is the correct completion of the statement.

Option A:
The Academic Council mainly deals with academic matters such as syllabus, examinations and programmes. It does not ordinarily take final calls on financial or administrative decisions. Therefore, this option does not match the stem.

Option B:
The Executive Council is specifically constituted to handle executive powers in the institution. It acts on behalf of the university in many statutory and administrative matters. This makes it the right answer to the question.

Option C:
A Student Council represents students’ interests and organises student activities but is not a statutory body for high-level administrative decisions. Thus, this option is not suitable here.

Option D:
A Cultural Council looks after cultural events and co-curricular activities rather than overall university governance. It cannot be the body described in the stem.

Statement D is wrong because evaluative research necessarily uses explicit criteria and standards to judge merit or worth; it cannot be value-free in the sense of having no criteria. Statements A, B, C and E accurately describe evaluative research as effectiveness oriented, methodologically plural, attentive to stakeholder views and useful for decision making. Thus, D alone misrepresents the nature of evaluation by denying the use of explicit standards.

Option A:
Option A is correct because it isolates D as the only statement that conflicts with the accepted definition of evaluative research. It recognises that value judgments based on clear criteria are central to evaluative work, whereas the other statements truthfully capture purposes, methods and uses of evaluation.

Option B:
Option B is incorrect because it also labels A as a wrong statement, even though A correctly states that evaluation judges the value or effectiveness of programmes and policies. By treating A as wrong, this option denies the central function of evaluative research.

Option C:
Option C is wrong because it groups C with D as wrong, despite C being a true statement about the importance of stakeholder perspectives in many evaluation models. Misclassifying C as incorrect ignores participatory and responsive approaches to evaluation.

Option D:
Option D is also incorrect because it treats B, which correctly describes the use of qualitative and quantitative data in evaluation, as if it were wrong. Evaluative research often benefits from mixed methods, so including B among wrong statements is unjustified.

Statements A, B and C set out the commonly accepted hierarchy from data to information to knowledge, while D is incorrect. Raw data must be organised, processed and interpreted to become information, and knowledge adds the element of understanding and application. Treating all three terms as identical ignores these conceptual differences. Consequently, the correct combination is A, B and C only.

Option A:
Option A is incomplete because it includes only A and B and omits C. While A and B describe the transition from data to information, recognising knowledge as a higher level is also essential in ICT and information science.

Option B:
Option B is incomplete because it lists B and C only and excludes A. Statement A defines what counts as raw data, which is the essential starting point for the hierarchy, so leaving it out weakens the explanation.

Option C:
Option C is correct because it collects all three true statements that describe successive stages of transformation, from unprocessed data to usable knowledge. It excludes D, which ignores the conceptual distinctions that underpin ICT-based information systems.

Option D:
Option D is incorrect because it accepts all four statements, thereby endorsing D. Since D denies the widely accepted distinctions between data, information and knowledge, this option cannot be accurate.

Applied research is undertaken to address concrete problems in real-life settings, such as improving a particular teaching strategy, developing a new counselling technique or refining an organisational practice. Its outcomes are intended to be directly useful for decision-makers and practitioners. While it may rely on theories and findings from basic research, the central motivation is to produce actionable solutions. Therefore, research that aims primarily at solving an immediate practical problem is correctly termed applied research.

Option A:
Basic research aims to extend theoretical knowledge without necessarily focusing on an immediate practical issue, even though its results may later influence practice. It asks “why” questions at a fundamental level more than “how to fix this problem now.” Because the stem emphasises practical solutions in a specific context, basic research does not fit as the best answer.

Option B:
Applied research directly targets specific problems and is often commissioned by organisations or agencies that need guidance for action. For example, a college might sponsor a study to identify reasons for student dropout and recommend interventions. Such problem-focused orientation aligns exactly with the stem, so applied research is the appropriate completion.

Option C:
Fundamental research is another term commonly used for basic research that pursues knowledge for its own sake rather than to solve immediate practical issues. In this question, however, the emphasis lies on finding solutions for a particular problem, so fundamental research is not the correct choice.

Option D:
Historical research investigates past events, documents and trends to interpret how and why they occurred. Although historical insights can inform present decisions, the method is not specifically about solving a current practical problem in a defined context. Hence, historical research does not match the scenario described.

Environmental impact assessment is a formal process to identify,predict and evaluate potential environmental impacts of proposed projects. It helps decision makers consider environmental consequences alongside economic and technical factors. By doing so,it aims to avoid,reduce or compensate for adverse impacts before they occur. Therefore the definition in the question clearly refers to environmental impact assessment.

Option A:
A social audit evaluates the social performance and accountability of institutions,especially in governance and welfare schemes. While it may touch on environmental issues,it is not primarily about predicting environmental impacts of projects. Hence it does not match the process described in the stem.

Option B:
Environmental impact assessment is designed to be conducted before project approval. It involves baseline studies,impact prediction,mitigation planning and public consultation. This systematic approach fits perfectly with the description given in the question.

Option C:
Resource mapping involves identifying and documenting the distribution of various resources in a region. It is a useful planning tool but does not itself evaluate the impacts of a proposed project. Therefore it is not the best answer here.

Option D:
Performance appraisal usually refers to evaluation of employees in an organisation. It focuses on productivity and work behaviour rather than environmental effects of projects. Thus it is unrelated to the concept defined in the question.

The Executive Council (or its equivalent) is the statutory authority that handles major administrative, financial and executive decisions in a university. Because the stem refers to such executive and administrative approvals, the appropriate completion is “Executive” Council.

Option A:
Option A is correct since “Executive Council” is the recognised name for the body empowered to approve appointments, budgets and major policy decisions under most university Acts.

Option B:
Option B is incorrect as a Hostel Council would focus narrowly on residential facilities and student accommodation, not overall university governance.

Option C:
Option C is wrong because a Library Council, if it exists, deals with library policies, collections and services and does not serve as the main executive authority.

Option D:
Option D is incorrect since a Games or Sports Council concerns athletic activities and student sports, which is outside the broad executive and administrative mandate described in the question.

The Executive Council (or Executive Body) in a university typically handles major administrative, financial and executive decisions. It approves appointments, budgets and policy matters and functions as the main executive authority under the university Act. The stem clearly points to a statutory body handling executive and administrative decisions, which is best described as the Executive Council. Hence, Option B is correct.

Option A:
The Academic Council focuses primarily on academic matters such as courses, examinations and results, not on all executive and administrative decisions. Therefore, Option A does not fit the description given in the question.

Option B:
“Executive” directly matches the statutory body that takes key administrative/financial decisions in many Indian universities, hence it correctly completes the blank.

Option C:
A Student Council represents student interests and organises activities but does not usually exercise formal statutory authority over university administration. Thus, Option C is not an appropriate completion for the stem.

Option D:
A Cultural Council’s mandate is usually limited to promoting arts, culture and student talent on campus. It does not approve budgets, make senior appointments or decide on institutional policies. Because the stem refers to the core executive authority of the university, linking this role to the Cultural Council would be a misunderstanding, so this option is incorrect.