UGC NET Questions (Paper – 1)

Percentage is calculated by dividing the obtained marks by the maximum marks and then multiplying by 100. Here the student’s score is 40 out of 80, so the fraction is 40 ÷ 80 = 1/2. Converting this fraction to a percentage gives (1/2) × 100 = 50%. Therefore, the student has obtained half of the total marks, which is 50%.

Option A:
Option A, 40%, would be correct if the student had scored 40 out of 100, but the total here is only 80. It fails to account for the correct denominator in the percentage calculation.

Option B:
Option B, 45%, has no direct basis in the ratio 40 : 80 and likely arises from a guess or miscalculation. It does not correspond to any simple fraction equivalent of 1/2.

Option C:
Option C, 55%, would indicate that the student scored slightly more than half, but numerically 40 is exactly half of 80, not more. Thus, it is not consistent with the actual score.

Option D:
Option D matches the exact fraction of marks obtained relative to the total. By correctly applying the formula (obtained/total) × 100, we arrive at 50%, which accurately represents the student’s performance.

A’s marks are 72% of 750, which is (72/100) × 750 = 540. B’s marks are 84% of 750, which is (84/100) × 750 = 630. The ratio A:B is 540:630. Dividing both numbers by 90 gives 6:7. Hence, the ratio of A’s marks to B’s marks is 6:7.

Option A:
Option A is correct because it simplifies the raw scores 540 and 630 using their highest common factor. Dividing both by 90 yields exactly 6:7, which preserves the proportion while using smaller, more convenient numbers. This process directly matches standard ratio reduction techniques.

Option B:
Option B, 7:8, might be guessed from the numerical percentages 72% and 84%, but the percentages cannot be compared directly without considering the total marks. When we compute the actual scores, the ratio 540:630 does not simplify to 7:8, so this option is incorrect.

Option C:
Option C, 4:5, would require A’s marks to be four-fifths of B’s marks. If B had 630, then A would need to have 504, not 540. Since A’s actual score is higher than 504, the ratio 4:5 understates A’s relative performance and does not match the data.

Option D:
Option D, 9:10, suggests a nearly equal performance, but if we scale 540 and 630 to 9 and 10, we find that 540 × 10 ≠ 630 × 9. This shows that 9:10 is not equivalent to 540:630, so it cannot represent their actual mark ratio.

Statements A, B and D are correct, whereas C is incorrect. A is true because students’ perceptions of clarity and engagement provide valuable feedback for teachers. B is true since studying who speaks, for how long and in what patterns helps refine interaction strategies. D is true as peers can observe communication behaviours that the teacher may not notice. C is false because focusing only on exam scores ignores key process indicators of effective teaching, including communication quality.

Option A:
Option A groups A and B only and omits D, overlooking the role of peer observation in providing structured feedback on communication. Without D, the evaluation framework is narrower than it should be. Therefore A and B only cannot be accepted.

Option B:
Option B includes B and D only and leaves out A, ignoring the direct voice of students regarding clarity and effectiveness. Since A is also a correct statement, B and D only does not capture all relevant evidence sources. Hence this option is incomplete.

Option C:
Option C brings together A and D only but omits B, missing the analytical dimension of classroom interaction patterns. Because B is correct, A and D only does not present the full set of accurate statements. Thus it is not valid.

Option D:
Option D combines A, B and D and excludes C, which wrongly discounts communication evidence in teaching evaluation. This option recognises student feedback, interaction analysis and peer observation as complementary sources. As it contains all and only the correct statements, A, B and D only is the right answer.