UGC NET Questions (Paper – 1)

Statements A, B and D present genuine functions of teaching: diagnosing and remedying difficulties, supporting holistic development and motivating learners. C is wrong because information transmission is only one function; teaching also nurtures understanding, skills, values and attitudes. E is wrong because teaching contributes to socialisation by introducing learners to cultural norms and social values. Therefore C and E are the wrong statements and C and E only is the correct combination.

Option A:
Option A selects C only and ignores E, even though E also misrepresents the socialising role of teaching. Since both C and E are incorrect, C only does not capture the full set of wrong statements.

Option B:
Option B correctly identifies C and E as the two statements that reduce or deny important functions of teaching. It recognises that teaching goes beyond information delivery and that socialisation is a key educational function. Hence C and E only is the correct option.

Option C:
Option C treats E only as wrong and overlooks C, which unrealistically narrows teaching to a single function. Because it fails to include all incorrect statements, E only is not a valid answer.

Option D:
Option D adds B to C and E, but B is a true statement describing the developmental function of teaching. Including this correct statement among the wrong ones makes the combination logically inconsistent.

Option E combines A, C and E, but A is correct because diagnostic and remedial roles are widely recognised in teaching. Treating A as wrong along with C and E leads to an inaccurate classification.

Option C – diagnostic function The diagnostic function of teaching is concerned with finding out learners’ prior knowledge, misconceptions and specific areas of difficulty. It is usually carried out before or at the beginning of instruction on a topic so that teaching can be tailored appropriately. By diagnosing strengths and weaknesses, the teacher can decide who needs enrichment and who needs extra support. Thus, the process described in the stem clearly corresponds to the diagnostic function of teaching.

Option A:
Option A, evaluative function, focuses on judging the extent of learning after instruction has taken place, often for grading or certification purposes. While evaluation provides an overall picture of achievement, it may not give the detailed analysis of particular difficulties needed for planning remedial work in advance. Therefore, it does not precisely match the idea of identifying strengths and weaknesses before instruction.

Option B:
Option B, remedial function, is concerned with providing corrective teaching and support after difficulties have been diagnosed. It involves designing extra practice, alternative explanations or individualized help. Although closely related, remediation is the step that follows diagnosis, not the diagnostic process itself. Hence, it is not the best completion for the stem.

Option C:
Option C, diagnostic function, emphasizes systematic probing of learner performance to detect specific areas of misunderstanding or lack of prerequisite skills. Once these issues are identified, the teacher can plan suitable remedial measures, which is exactly what the question describes. For this reason, the diagnostic function is the correct answer.

Option D:
Option D, administrative function, relates to non-instructional activities such as recording attendance, maintaining registers or organizing resources. These tasks support the overall running of the institution but do not focus on analysing learners’ strengths and weaknesses for instructional improvement. Consequently, administrative function cannot be the correct alternative here.

Teaching in universities is expected to go beyond immediate exam preparation. A central function is to help learners develop the ability to think independently, learn on their own and adapt to new situations. Intellectual autonomy enables graduates to handle complex and changing demands in professional and social life; promoting such autonomy and lifelong learning skills is therefore a key function of higher education teaching.

Option A:
This option describes a very narrow and authoritarian view of teaching. Transmission without questioning stops students from engaging critically with knowledge. It contradicts the spirit of academic inquiry and does not represent a key function of modern teaching.

Option B:
This option correctly emphasizes long term intellectual growth rather than short term performance. It reflects the idea that students should become self directed learners who can continue learning after formal education ends.

Option C:
This option stresses obedience to rules as the main function, which reduces teaching to control. While some regulation is necessary to maintain order, it is only a means to create a conducive climate, not the primary function of university teaching.

Option D:
This option focuses only on examinations, which are one form of evaluation. If teaching is reduced to exam coaching, it neglects broader cognitive, affective and social development, so it cannot be considered the central function of higher education.

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.