UGC NET Questions (Paper – 1)

Statements A, C and E are consistent with constructivist views of teaching–learning. A is true because constructivism focuses on learners actively building meaning through experience and interaction. C is true since teachers must attend to prior conceptions to design tasks that challenge and extend them. E is true as group projects and inquiry tasks let learners explore and construct knowledge collaboratively. B, D and F are false because constructivist classrooms treat errors as learning opportunities, value real-life contexts and involve active teacher guidance rather than passivity; therefore A, C and E only is the correct combination.

Option A:
Option A includes A, C and E, accurately reflecting active construction, use of prior conceptions and inquiry-based group work. It rightly excludes B, D and F, which promote punishment of errors, rejection of real-life contexts and teacher passivity, so this option is correct.

Option B:
Option B groups A, E and F, but F incorrectly claims that teachers must be completely passive, ignoring the critical role of scaffolding and questioning in constructivist classrooms. Because of this false statement, A, E and F only cannot be accepted.

Option C:
Option C includes B and F, both of which misrepresent constructivism by advocating punishment and passivity. As a result, B, C, E and F only mixes true and false statements and is not valid.

Option D:
Option D adds D, which discourages real-life contexts, contradicting constructivist emphasis on authentic tasks. Consequently A, C, D and E only is not a correct combination.

Statements A, B and D correctly describe the pedagogical potential of wikis, while statement C is false. Wikis support co-authoring, record edits through revision histories and benefit from clear guidelines and rubrics. The claim that they can never be used for group projects contradicts widespread practice in higher education. Thus, the correct combination is A, B and D only.

Option A:
Option A is incomplete because it includes only A and B and omits D. Although collaborative editing and revision histories are core features, instructor guidance and assessment criteria are also crucial for productive wiki use. Without D, the description of wiki-based learning is partial.

Option B:
Option B is correct because it collects A, B and D, the three true statements about wikis in education, and excludes C, which wrongly denies their role in group projects. It recognises both technical affordances and necessary pedagogical supports.

Option C:
Option C includes B and D only and leaves out A, even though A states the central collaborative feature of wikis. Since A is fundamental to understanding why wikis are used in learning, this option does not provide a complete picture.

Option D:
Option D is incorrect because it accepts all four statements as correct, thereby endorsing C. As C incorrectly asserts that wikis cannot support group work, this combination cannot be considered accurate.

Statements A, B and C correctly describe how online collaboration tools support co-authoring, virtual classes and distributed group work, while D is false. Many tools support both synchronous and asynchronous interactions, such as editing documents at different times or leaving messages. The claim that asynchronous communication is impossible contradicts the design of most collaborative platforms. Therefore, the correct set is A, B and C only.

Option A:
Option A is correct because it captures all three true statements and excludes D, which misrepresents how collaboration tools work. It shows that ICT supports a blend of real-time and delayed interactions for educational purposes.

Option B:
Option B is incomplete because it lists only A and B as correct, leaving out C. Statement C emphasises the important affordance of collaboration across geographical distances, which is central to the idea of online group work.

Option C:
Option C is incomplete because it includes B and C but omits A. Statement A describes shared document editing, a core feature of modern collaboration suites, so leaving it out weakens the explanation.

Option D:
Option D is incorrect because it treats all four statements as correct and accepts D. Since D denies the possibility of asynchronous collaboration, which is common in practice, this option cannot be accepted.

Statements A, B and D accurately describe how online collaboration tools function, while statement C is false. Shared documents and wikis enable multiple users to co-author text, version histories show who changed what and commenting supports feedback. The claim that such tools cannot be used for group projects contradicts their widespread educational use. Thus, the combination A, B and D only is correct.

Option A:
Option A is incorrect because it includes only A and B and omits D. While A and B are true, D is also correct in highlighting the significance of commenting and annotation tools for feedback. Excluding D means the set is incomplete.

Option B:
Option B is incorrect because it groups A, B and C as correct statements. Including C is problematic because it denies the very purpose of collaboration tools in group work. Mixing a false statement with true ones prevents this option from being correct.

Option C:
Option C is incorrect because it lists B, C and D as correct. Statements B and D are accurate, but C is false, and any option that accepts C cannot be right. In addition, this combination leaves out statement A, which is also true.

Option D:
Option D is correct because it collects A, B and D, the three statements that fit real-world classroom use of collaboration platforms. It rejects C, which incorrectly restricts these tools, thereby giving a complete and accurate picture of their educational value.