UGC NET Questions (Paper – 1)

Cognitive objectives target mental processes such as remembering, understanding and applying information. Interpreting graphs involves comprehension of data, recognising patterns and drawing conclusions, all of which are cognitive activities. The verb “interpret” clearly implies mental processing rather than physical or emotional change. Therefore, the objective in the stem belongs to the cognitive domain.

Option A:
Affective objectives focus on attitudes, values and feelings, such as developing appreciation for art or positive attitudes toward science. Interpreting graphs is not primarily about changing attitudes, so affective is not appropriate here.

Option B:
Psychomotor objectives deal with physical skills and coordination, for example handling instruments or performing lab techniques. Graph interpretation does not require specialised motor skills beyond basic reading, so it does not fit this domain.

Option C:
Cognitive objectives include tasks like explaining, interpreting and analysing, which match the wording of the stem. Hence, classifying the statement as a cognitive objective is correct.

Option D:
Social is not one of the three classic domains used here and usually refers to interpersonal skills, not specific mental operations on information.

Bloom and other educational theorists classify objectives into cognitive, affective and psychomotor domains. The affective domain specifically concerns emotions, attitudes, values and dispositions. When teachers seek to foster interest, appreciation or commitment in students, they are working in this domain. Thus, the objectives mentioned in the stem clearly belong to the affective domain.

Option A:
Cognitive objectives focus on mental skills such as remembering, understanding and problem-solving. While beliefs and values may influence cognition, the cognitive domain does not primarily target attitudes and feelings. Therefore, it does not match the emphasis of the stem.

Option B:
Affective objectives include outcomes like developing positive attitudes toward science, respecting diversity or valuing academic honesty. Since the stem lists interests, attitudes and values, affective is the correct label and fits well with teaching aptitude theory.

Option C:
Psychomotor objectives involve physical skills and coordination, such as handwriting, lab techniques or sports skills. These objectives are important but relate to movement rather than emotional development.

Option D:
Social is a broader term that may involve interaction skills, but in the taxonomy of educational objectives the recognised domain for attitudes and values is affective, not simply social.

In Bloom’s revised cognitive taxonomy, the evaluating category involves making judgments about the value or quality of ideas, solutions or methods. Learners at this level use criteria and standards to critique, justify or choose among alternatives. It is considered a higher-order thinking process above applying and analysing in some interpretations. Therefore, objectives involving judgments based on criteria belong to the evaluating category.

Option A:
Remembering is the lowest level, concerned with recalling facts, terms or basic concepts without necessarily understanding them. It does not require the learner to apply criteria or make value judgments. Hence, it is not appropriate for the type of objective described in the stem.

Option B:
Understanding involves explaining ideas, summarizing information and interpreting messages. While it reflects meaningful comprehension, it stops short of evaluative judgment. As a result, it does not match objectives that require explicit use of criteria and standards.

Option C:
Evaluating requires learners to assess the merits of information or arguments using explicit or implicit benchmarks. Tasks such as critiquing a research report, judging the quality of an essay or defending a choice with reasons exemplify this level. Because the stem stresses making judgments based on criteria, this option correctly identifies the relevant category.

Option D:
Applying focuses on using learned material in new but concrete situations, such as solving routine problems. It does not necessarily involve critical judgment about the worth or validity of ideas. Thus, it is not the best description of objectives centred on evaluative decision-making.

Teaching is planned and organised rather than left to chance, so it is best described as a systematic activity. A systematic approach allows the teacher to align objectives, content, methods and evaluation in a coherent way. This coherence increases the likelihood that learners will achieve desired outcomes. Therefore, among the options given, systematic correctly captures the nature of teaching in formal institutions.

Option A:
Describing teaching as systematic highlights that it follows a sequence such as planning, implementation and evaluation. Lessons are designed with clear goals and structured learning experiences, not improvised without thought. Because the stem refers to a deliberate attempt to bring about desirable behavioural change, systematic is the most accurate term.

Option B:
Casual suggests that teaching is carried out informally without serious planning, which would reduce effectiveness and accountability. While some flexibility is necessary, professional teaching cannot be left to casual decisions. Thus, this option does not match the planned and organised nature implied in the stem.

Option C:
Impulsive implies acting on sudden feelings without reflection or preparation. If teaching were impulsive, learners would receive confusing and fragmented experiences. This contradicts the idea of deliberate, goal-oriented behaviour change.

Option D:
Random would mean that teaching activities occur without order or pattern, making it unlikely that learners could progress systematically through content. Such randomness is incompatible with curriculum requirements and educational accountability, so it is not an appropriate description.

Bloom and his colleagues classified educational objectives into cognitive, affective and psychomotor domains. The affective domain deals with emotions, attitudes, interests, appreciation and value systems. Objectives in this domain focus on how learners feel about or respond to phenomena. Therefore, goals related to feelings, values and attitudes belong to the affective domain.

Option A:
Psychomotor domain involves physical skills, coordination and manipulation of objects. It is concerned with performance tasks such as handwriting or laboratory skills. Since the stem refers to feelings and values, this domain is not appropriate.

Option B:
Cognitive domain covers mental skills related to knowledge and intellectual abilities like remembering, understanding and applying. While important, it does not directly address emotional or value-based objectives. Thus, it does not fit the description.

Option C:
Interpersonal is not one of the original three domains proposed by Bloom, although social skills can be considered in broader classifications. The question specifically invokes Bloom’s taxonomy, which uses affective as the category for attitudes and values.

Option D:
Affective domain includes levels such as receiving, responding, valuing, organization and characterization by a value complex. It is explicitly associated with emotional and value-related learning. Hence, affective is the correct term to complete the statement.

Option C – cognitive domain The cognitive domain deals with mental processes such as remembering, understanding and applying knowledge. When students are asked to list the steps of a procedure, they must recall and organize information in a logical sequence. This objective clearly targets intellectual activity rather than physical performance or emotional response. Hence, it belongs to the cognitive domain.

Option A:
Psychomotor domain refers to objectives that involve physical skills and coordination, such as operating equipment or performing a dance. Listing steps does not require bodily movement or manipulation of tools, so it does not fall under the psychomotor domain.

Option B:
Affective domain is concerned with feelings, attitudes, interests and values, focusing on how learners respond emotionally to phenomena. While attitudes may influence willingness to learn procedures, the objective of listing steps is about knowledge recall, not emotional reaction, so affective is not correct here.

Option C:
Cognitive domain encompasses objectives like naming, listing, describing and explaining, all of which involve knowledge and thinking. Asking students to list procedural steps fits squarely within this category because it requires them to retrieve and sequence information, making this option the correct one.

Option D:
Social domain, when used, usually deals with interpersonal skills and social behaviour such as cooperation or leadership. It is not part of Bloom’s original three-domain classification and does not specifically address recalling procedural information. Therefore, it is not the right domain for the objective in the question.

Psychomotor domain involves physical movement,coordination and the use of motor skills. Handwriting,lab manipulations or sports skills are classic examples. The stem describes development of muscular coordination,which is central to psychomotor learning. Thus,psychomotor is the appropriate domain.

Option A:
Cognitive domain focuses on mental processes like remembering and reasoning,not on physical coordination.

Option B:
Affective domain deals with feelings and attitudes rather than motor skills.

Option C:
Social is a broad term for interpersonal skills but is not one of the three primary domains in Bloom’s framework.

Option D:
Psychomotor objectives specify the precision,speed or technique of physical actions,which matches the description in the question,making option C correct.

The affective domain concerns feelings,attitudes,values and emotional responses. Objectives about appreciating social justice or developing respect and empathy clearly lie in this domain. The stem emphasises attitudes and values,so affective is the correct choice.

Option A:
Cognitive domain deals with knowledge and intellectual skills rather than emotional orientations.

Option B:
Affective objectives often involve internalisation of values over time,making them central to value education; hence option B fits well.

Option C:
Psychomotor domain focuses on physical skills and coordination,which are not mentioned in the stem.

Option D:
Vocational domain is not one of Bloom’s classic three domains and usually refers to job-related training,not specifically to attitudes.

Statements A, B and C correctly define the cognitive, affective and psychomotor domains as mental, attitudinal and physical skill areas. Statement E is also true because objectives can be framed across domains to promote balanced development. Statement D is false since focusing only on cognitive outcomes ignores attitudinal and skill aspects of holistic education. Hence, A, B, C and E only is the correct combination of statements.

Option A:
Option A includes A, B and C but omits E, overlooking the important point that objectives can and should be distributed across domains for balance. Since E is also correct, A, B and C only is incomplete.

Option B:
Option B groups B, C and E, leaving out A, which provides the central idea of cognitive objectives. Without A, the account of domains is not comprehensive, so B, C and E only cannot be accepted.

Option C:
Option C brings together A, B, C and E, which together describe the domains and the possibility of integrating them in planning. It correctly excludes D, which claims cognitive objectives alone are sufficient. Therefore, this is the correct option.

Option D:
Option D selects A, C and E, but omits B, ignoring the affective domain, which is a key part of the tripartite classification. As a result, A, C and E only does not fully represent the domains.

Option D – applying level In Bloom’s taxonomy, the applying level involves using learned information, rules or methods in new but concrete situations. When students take a formula they have previously studied and use it to solve fresh numerical problems, they are demonstrating this application. The task requires more than recalling the formula; it demands correct selection and operational use in a given context. Thus, the activity described in the stem corresponds primarily to the applying level.

Option A:
Remembering level is limited to recognizing or recalling facts, terms or simple procedures without necessarily using them. A student who can recite a formula from memory but cannot solve problems with it is only at this level. Since the stem explicitly focuses on solving new problems, remembering is not sufficient.

Option B:
Understanding level includes explaining ideas, interpreting information or summarizing in one’s own words. A learner might understand what the formula represents or how it was derived yet still struggle to apply it to actual numerical tasks. Therefore, understanding alone does not capture the practical problem-solving required by the question.

Option C:
Creating level, at the top of the taxonomy, involves putting elements together to form a novel product, plan or hypothesis. Designing a new formula or model would illustrate this level. In the question, students are not creating something new but using an existing formula, so the creating level is not the best match.

Option D:
Applying level is specifically concerned with carrying out or using a procedure in a given situation, such as performing calculations using a formula in different word problems. Because the stem clearly states that students must use a learned formula to solve a new numerical problem, applying level is the correct answer.

Statement A correctly presents teaching as a planned and purposeful activity leading to desirable changes in learner behaviour. Statement C is also true because teaching not only transmits information but also facilitates learning through guidance, support and motivation. Statement D is correct as teaching is organised around predetermined instructional objectives. Statement B is wrong because teaching by itself does not guarantee learning and learning also depends on learner characteristics, learning environment and engagement. Therefore the only wrong statement is B, so the correct combination is B only.

Option A:
Option A assumes that statement A is wrong, but this statement actually reflects the accepted definition of teaching as a planned and purposeful activity. Because statement A is true, treating it as the only wrong statement contradicts the nature of teaching. Therefore the combination A only does not correctly identify the wrong statement and is an invalid answer.

Option B:
Option B correctly identifies statement B as the only wrong statement because it claims that teaching always ensures learning regardless of context. This ignores the role of learner motivation, prior knowledge and classroom environment in determining learning outcomes. Since statements A, C and D are all true descriptions of teaching, the combination B only accurately captures the set of wrong statements required by the question.

Option C:
Option C groups B and C as wrong, but while B is indeed incorrect, statement C is a valid description of the instructional and facilitating roles of teaching. By misclassifying a true statement as wrong, this combination becomes logically inconsistent. Hence B and C only cannot be the correct answer.

Option D:
Option D treats A, B and C as wrong statements, but both A and C are correct descriptions of the nature and functions of teaching. Including true statements with the single false statement B makes the combination unacceptable. Therefore A, B and C only is not the right answer.

The psychomotor domain is associated with motor skills, physical coordination and the manipulation of tools or objects. Objectives in this domain involve activities such as drawing, performing laboratory experiments or operating machines. These tasks rely heavily on muscular control and bodily movement. Hence, learning outcomes that involve muscular coordination and physical skills are classified under the psychomotor domain.

Option A:
Psychomotor domain emphasizes practice, demonstration and performance to develop skillful action. It is distinct from domains that focus primarily on thinking or feelings. Because the stem explicitly mentions muscular coordination and physical skills, this option matches the definition exactly.

Option B:
Cognitive domain deals with mental processes like remembering, understanding, applying and evaluating information. While some cognitive planning may support physical skills, the domain itself does not primarily describe muscular coordination.

Option C:
Affective domain focuses on interests, attitudes, values and emotional responses. It does not directly encompass physical performance, although feelings may influence willingness to practice. Therefore, it is not the correct domain for physical skills.

Option D:
Social domain, though sometimes discussed, is not part of the classic threefold classification by Bloom and his colleagues. It deals with interpersonal relations rather than motor skills. Consequently, it does not correctly complete the statement.

The psychomotor domain concerns physical movement,coordination and the use of motor skills. Objectives in this domain focus on performing tasks such as laboratory experiments,craft activities or sports techniques. They involve practise and precision as learners gain control over muscular movements. Therefore,objectives dealing with coordination and manipulative abilities are classified under the psychomotor domain.

Option A:
Cognitive objectives relate to mental processes such as remembering,understanding and analysing information. While cognitive understanding can support skill performance,it is not the same as the physical execution of tasks described in the stem.

Option B:
Affective objectives deal with attitudes,values and feelings,for example developing appreciation for art or positive attitudes toward study. They do not primarily address coordination and manipulative skills.

Option C:
Psychomotor objectives involve observable actions like assembling equipment,typing or playing an instrument. Because the stem explicitly mentions coordination and practical skills,this domain is the correct choice.

Option D:
Social is not one of the three classic domains in Bloom’s framework and usually refers to interaction patterns,not specifically to motor skills.

Statements A, B and C correctly define the cognitive, affective and psychomotor domains. Statement E is also true because teachers can and should formulate objectives in more than one domain to promote holistic development. Statement D is false since restricting objectives to cognition alone neglects values and skills, and F is false because affective and psychomotor outcomes can be assessed through suitable tools. Hence, the correct set of statements is A, B, C and E only.

Option A:
Option A contains A, B, C and E, bringing together accurate descriptions of all three domains and the idea of combining them in planning. It deliberately excludes D and F, which either restrict objectives or deny evaluation possibilities, so this option is correct.

Option B:
Option B lists A, B and C but omits E, overlooking the important point that objectives can simultaneously span multiple domains. Because E is also true, A, B and C only is an incomplete combination.

Option C:
Option C includes F, which wrongly states that affective and psychomotor objectives cannot be evaluated, even though attitude scales and skill tests are widely used. Therefore B, C, E and F only mixes true and false statements and cannot be accepted.

Option D:
Option D brings F into a set with A and C, again accepting the false claim that non-cognitive objectives cannot be evaluated. As it includes a wrong statement and omits the affective definition in B, A, C, E and F only is not a valid answer.

Option D – psychomotor domain The psychomotor domain focuses on skillful bodily movement and coordination, often requiring practice and demonstration. Performing a laboratory experiment involves handling apparatus, following procedural steps and controlling fine motor actions. These tasks depend heavily on motor skills in addition to conceptual understanding. Therefore, the objective in the stem belongs mainly to the psychomotor domain.

Option A:
Cognitive domain covers mental skills involving knowledge, comprehension and reasoning. While understanding the theory behind an experiment is cognitive, the act of physically carrying it out is primarily psychomotor. Thus, cognitive domain alone does not best describe the performance objective.

Option B:
Affective domain deals with attitudes, interests and values, such as developing appreciation for scientific inquiry. Although a positive attitude may encourage careful lab work, the core demand of the objective is accurate performance, which is skill-based rather than emotional. Hence, affective is not the correct domain here.

Option C:
Social domain, when emphasized, relates to how learners interact with others and function in groups. Group work may occur in laboratories, but the stated objective is to perform the experiment accurately, not to cooperate with peers. Consequently, the social domain does not capture the main focus of the objective.

Option D:
Psychomotor domain includes objectives like assembling equipment, manipulating instruments and executing procedures precisely, all of which are central to laboratory performance. Because the stem stresses accurate performance of an experiment, this option correctly identifies the relevant learning domain.