UGC NET Questions (Paper – 1)

The independent variable is the factor that the researcher systematically varies or manipulates to observe its impact on the dependent variable. It is considered the presumed cause in a cause–effect relationship tested in an experiment. By changing levels of the independent variable while controlling other influences, the researcher can examine how outcomes respond. Therefore, the variable that is deliberately manipulated is rightly termed the independent variable.

Option A:
The independent variable is chosen based on theoretical expectations that it will influence the outcome of interest, such as teaching method or training programme. It is under direct control of the researcher within the experimental setting. This makes independent variable the correct completion of the stem.

Option B:
The dependent variable is the outcome or response that is measured to assess the effect of the independent variable. It is not directly manipulated but observed for changes as conditions vary. Hence, dependent variable does not match the description of the variable that is deliberately manipulated.

Option C:
A control variable is an extraneous factor that the researcher holds constant to prevent it from confounding the relationship between independent and dependent variables. Although it is regulated, it is not the variable whose different levels are being intentionally varied to test effects. Thus, control variable is not the correct answer.

Option D:
Extraneous variables are unwanted factors that may influence the dependent variable and threaten internal validity if not controlled. They are usually not intentionally manipulated but need to be minimised or accounted for. Therefore, extraneous variable cannot complete the stem accurately.

Statements A, B, C and E are all correct descriptions of different roles that variables can play in research. The independent variable is manipulated, the dependent variable is the measured outcome, mediators explain the mechanism linking the two and extraneous variables can disturb this relationship if not managed. Statement D is false because control variables are not varied; they are held constant to minimise their influence. Thus the correct combination must include A, B, C and E while excluding D.

Option A:
Option A includes A, B and C but omits E, thereby ignoring the important influence of extraneous variables on internal validity. Without recognising the potential confounding effect of extraneous variables, the description of variable types remains incomplete.

Option B:
Option B is correct because it brings together all four accurate statements about independent, dependent, mediating and extraneous variables. It excludes D, which incorrectly suggests that control variables are deliberately varied rather than controlled.

Option C:
Option C wrongly includes D, the false statement about control variables, and omits B, which correctly defines the dependent variable. This combination therefore both adds an incorrect assertion and drops a key correct one.

Option D:
Option D contains D alongside B and E. Since D misrepresents control variables, this option becomes invalid even though it includes two true statements.

Option E offers only C and E, leaving out the basic definitions of independent and dependent variables provided in A and B. Because it fails to include all the true statements, it cannot be the correct answer.

The control group is included in an experiment to provide a baseline against which the effects of the experimental treatment can be judged. It either receives no treatment or a standard condition, while the experimental group receives the new or varied treatment. Any differences in outcomes between the groups can then be attributed more confidently to the manipulation of the independent variable. Thus, the group described in the stem is correctly called the control group.

Option A:
Control groups help isolate the effect of the independent variable by holding all other conditions as constant as possible. They strengthen internal validity by allowing researchers to rule out alternative explanations such as maturation or history. This critical comparison role matches the definition given in the question.

Option B:
The experimental group is the set of participants that receives the treatment or intervention under investigation. It does not serve as the baseline but rather as the group whose outcomes are compared with those of the control group. Hence, experimental group is not the correct completion.

Option C:
Random group is not a standard term in experimental design; randomness refers instead to the method of assigning participants to groups. While random assignment is important, it does not name the specific group that receives no or standard treatment. Therefore, random group is inappropriate here.

Option D:
A matched group refers to participants paired or grouped based on similar characteristics to control for confounding variables, but such groups may still be either experimental or control groups. The term does not by itself identify the no-treatment comparison group described in the stem.

Statements A, C, D and E together describe core features of experimental, non-experimental and quasi-experimental research. Statement A is true because experiments require manipulation of an independent variable and control of extraneous variables as far as possible. Statement C is correct since descriptive and correlational studies are non-experimental; they do not involve manipulation of variables. Statement D is true because random assignment is a hallmark of true experimental designs, and statement E is correct as quasi-experimental designs lack full control over randomisation or manipulation. Statement B is false because experimental research can be conducted in field settings as well as laboratories, so the complete set of correct statements is A, C, D and E.

Option A:
Option A includes A, C and D, which are all true statements about experimental and non-experimental research, but it omits E. Since E is also a correct statement about quasi-experimental designs lacking full control, leaving it out makes the combination incomplete. A correct option must include all the true statements specified in the list, so this option cannot be accepted.

Option B:
Option B selects A, D and E and ignores C. Although A, D and E are correct, C is also true because descriptive and correlational studies are classical examples of non-experimental research. By failing to include C, the option does not reflect the complete set of correct statements. Therefore Option B is not the right answer.

Option C:
Option C correctly groups A, C, D and E, all of which accurately characterise experimental, non-experimental and quasi-experimental designs. It excludes statement B, which is wrong because experiments can be conducted outside laboratories as field experiments. Since this choice contains all and only the true statements, it is the best answer to the question.

Option D:
Option D brings together C, D and E but leaves out A. While C, D and E are indeed true, excluding A ignores the essential feature that experiments involve manipulation of an independent variable and control of extraneous variables. Because it omits one of the key correct statements, this option is also incorrect.

In experimental terminology, the independent variable is the factor that the researcher manipulates or changes to observe its impact. In this case, the teaching method is deliberately varied to see how it influences achievement scores. The scores obtained by students are the dependent variable because they depend on the treatment given. Hence, teaching method is correctly identified as the independent variable.

Option A:
Option A labels teaching method as dependent variable, which is incorrect. The dependent variable is the outcome measure, here the achievement scores, not the instructional strategy itself.

Option B:
Option B rightly designates teaching method as the independent variable because it is under the control of the experimenter. The researcher decides which groups receive which method, and then measures the resulting performance. This fits the standard definition of independent variable.

Option C:
Option C calls it an extraneous variable, which refers to unwanted variables that may affect the dependent variable but are not of primary interest. Teaching method is actually central to the study, not extraneous.

Option D:
Option D treats it as an intervening variable, which usually refers to hypothetical internal states mediating between cause and effect. Teaching method is an externally manipulated condition, not an intervening construct.

The dependent variable is the outcome or response that researchers observe and measure to determine whether it has changed as a result of the treatment or manipulation. Its values are assumed to depend on the levels of the independent variable. By comparing the dependent variable across experimental conditions, researchers infer whether the treatment has had an effect. Since the stem mentions the variable measured to assess the effect of the treatment, it is defining the dependent variable.

Option A:
A control variable is one that the researcher holds constant or monitors to prevent it from influencing the results. It is not the primary outcome being measured for treatment effects. While control variables are important for internal validity, they are different from the variable described in the stem.

Option B:
The independent variable is the one that the researcher manipulates or varies deliberately to study its impact on another variable. It represents the presumed cause rather than the observed effect. Because the stem refers to the variable that is measured as an outcome, independent variable is not the correct answer.

Option C:
Dependent variable represents the effect or response side of the cause–effect relationship studied in experiments. Examples include test scores, reaction times or attitude ratings after exposure to different treatments. The stem’s focus on measuring the variable to assess treatment effect corresponds exactly to this concept, making dependent variable the right completion.

Option D:
An intervening variable is a hypothetical factor that helps explain how or why an independent variable affects a dependent variable, such as motivation or anxiety. It is not usually the primary variable measured to determine treatment effectiveness. Therefore, intervening variable does not fit the stem.

The independent variable is the one that the researcher systematically changes or manipulates to study its impact on another variable. It is considered the presumed cause in a cause–effect relationship. By varying the independent variable across groups or conditions, the researcher can observe differences in outcomes and infer potential causal effects. Therefore, the manipulated variable described in the stem is the independent variable.

Option A:
The dependent variable is the outcome that is measured to see how it responds to changes in the independent variable. It is not directly manipulated but observed. Because the stem emphasises deliberate manipulation, dependent does not fit.

Option B:
An intervening variable lies in the causal chain between independent and dependent variables and explains the process linking them. It is not usually under direct experimental control in basic designs.

Option C:
Extraneous variables are any uncontrolled factors that may influence the dependent variable and threaten internal validity. Researchers seek to eliminate or control them, but they are not the focus of deliberate manipulation.

Option D:
The independent variable is selected and manipulated according to the research design, such as using different teaching methods or time allocations. Observed differences in the dependent variable across conditions are then attributed, under proper controls, to this independent variable. This matches the description in the stem, making this option correct.

The independent variable is the factor that the researcher intentionally varies or manipulates in an experiment to determine its causal effect on the dependent variable. It represents the presumed cause in a cause–effect relationship. By changing the levels of the independent variable, researchers can observe corresponding changes in outcomes. Because the stem specifies the variable that is deliberately manipulated to examine its effect on another variable, it correctly refers to the independent variable.

Option A:
Control variables are held constant across conditions to prevent them from influencing the dependent variable, but they are not the primary variables being manipulated to test hypotheses. Their purpose is to strengthen internal validity rather than to represent the main cause under investigation. Thus, control is not the right term for the manipulated variable described in the question.

Option B:
Extraneous variables are any variables other than the independent variable that may affect the dependent variable if not controlled or randomised. They are potential sources of error or alternative explanations for observed effects. Since the stem describes a variable that is deliberately manipulated, extraneous does not fit.

Option C:
Independent variables are central to experimental design because manipulating them allows researchers to test causal hypotheses in a controlled way. For example, different teaching methods can serve as independent variables when studying their impact on achievement. This focus on deliberate manipulation matches the description in the stem, making independent the correct answer.

Option D:
A moderator variable is one that affects the strength or direction of the relationship between an independent and dependent variable, but it is not necessarily the variable being experimentally manipulated in the main design. Moderators help explain under what conditions a particular effect occurs. Therefore, moderator is not the term the stem is seeking.

Statement C is wrong because extraneous variables are not simply irrelevant; they may influence the dependent variable and therefore often need to be controlled or accounted for in the design or analysis. Statements A, B, D and E are correct: the independent variable is manipulated or selected, the dependent variable is the measured outcome, control variables are held constant, and moderator variables can change the strength or direction of relationships. Hence, C alone is the incorrect statement and must be isolated as such.

Option A:
Option A is incorrect because it groups A, B and D as wrong, even though these three statements correctly define independent, dependent and control variables. Treating them as wrong would overturn standard terminology used in research methodology.

Option B:
Option B is correct because it identifies C alone as the wrong statement and implicitly accepts that A, B, D and E accurately describe the different roles variables can play. It highlights that extraneous variables require attention rather than dismissal.

Option C:
Option C is wrong because it combines C with D and thereby mislabels D as incorrect. Statement D rightly explains that a control variable is intentionally held constant to remove its influence on the dependent variable.

Option D:
Option D is also incorrect since it pairs C with E, wrongly suggesting that moderator variables cannot influence the relationship between independent and dependent variables. Statement E is actually a correct description of moderator variables.

The independent variable is the factor that the researcher deliberately manipulates or varies in an experiment in order to examine its impact on a dependent variable. It is considered the presumed “cause” in a cause–effect relationship. By changing its levels while controlling other variables, the researcher can test specific hypotheses about its influence. Therefore, the manipulated variable described in the stem is correctly called the independent variable.

Option A:
Option A, independent variable, captures the idea of a variable that is “independent” of changes in other variables within the experimental framework, because it is set by the researcher. Different groups or conditions receive different levels of this variable. Since the stem emphasises manipulation to observe effects, this option is appropriate.

Option B:
The dependent variable represents the outcome or response that is measured to see whether it changes as a result of the manipulation. It is not itself manipulated, so it does not fit the description.

Option C:
A control variable is kept constant across conditions to prevent it from confounding the relationship between independent and dependent variables. While important, it is not the variable being manipulated.

Option D:
Extraneous variables are uncontrolled factors that may influence the dependent variable unintentionally and threaten internal validity. They are neither intentionally manipulated nor central to the experiment’s main hypothesis, so they are not the right answer.

Statements A, B, C and E correctly define important kinds of variables in research, while statement D is wrong. Statement A is true because the independent variable is manipulated or selected by the researcher to see its effect on the dependent variable. Statement B correctly identifies the dependent variable as the outcome that is expected to change when the independent variable is varied, and statement C accurately describes extraneous variables as influences on the dependent variable that are not of primary interest. Statement E is also correct since moderator variables interact with the independent and dependent variables to modify the strength or direction of their relationship, whereas statement D is false because control of extraneous variables is important irrespective of sample size.

Option A:
Option A treats both B and D as wrong, but this is not accurate. While D is indeed incorrect, B is a correct description of the dependent variable as the outcome that responds to changes in the independent variable. By misclassifying a true statement as wrong, this option fails to identify the wrong statement set properly and therefore cannot be the correct answer.

Option B:
Option B classifies C and D as wrong statements. Although D is wrong, C is correct because extraneous variables are exactly those variables that may unintentionally influence the dependent variable even though they are not the main focus of the study. Since this option marks a correct statement as wrong and omits the correct status of A, B and E, it is invalid.

Option C:
Option C combines A, B and D and implicitly treats all three as wrong. Both A and B are actually accurate definitions of independent and dependent variables, respectively. Including these correct statements with D, which is wrong, leads to an incorrect grouping of wrong statements, so this option cannot be chosen.

Option D:
Option D correctly identifies D as the only wrong statement. It recognises that even large samples cannot substitute for proper control of extraneous variables because uncontrolled influences can still bias results. By leaving A, B, C and E untouched as correct statements and singling out D, this option best answers the instruction to select the wrong statements.

Statement A is correct because regression distinguishes a response (dependent) variable from an explanatory (independent) variable. Statement C is true as the least squares criterion minimises the sum of squared vertical residuals. Statement D is also correct since regression is widely used to predict and to analyse how variables relate. Statement B is false because the regression of Y on X is primarily used to predict Y for given X, not the other way around. Statement E is false because a horizontal line means Y is constant and does not change with X. Consequently, A, C and D only are correct.

Option A:
Option A is correct as it collects the essential properties of simple linear regression and excludes B and E.

Option B:
Option B is incorrect because it includes B (wrong predictive direction).

Option C:
Option C is wrong as it includes E (false).

Option D:
Option D is incorrect because it retains B (false) and omits A (dependent/independent distinction).

Statement B is the only wrong statement because ex post facto research does not randomly assign participants to treatment and control groups; it studies groups that already differ on the variable of interest. Statements A, C, D and E correctly distinguish experimental designs from ex post facto designs. Experimental work manipulates the independent variable and controls extraneous factors, whereas ex post facto designs rely on existing differences and require cautious causal interpretation. The phrase “after the fact” correctly captures that the critical events have already occurred in ex post facto research.

Option A:
Option A is correct because it identifies B alone as the wrong statement and leaves A, C, D and E as correct descriptions. It acknowledges that random assignment is a feature of true experiments, not ex post facto designs, and correctly treats all other statements as conceptually sound.

Option B:
Option B is incorrect because it treats A as if it were also wrong, even though A correctly characterises experimental research as involving manipulation and control. By misclassifying a true statement as wrong, this option fails to isolate the actual source of error.

Option C:
Option C wrongly groups D with B, even though D correctly notes that causal claims from ex post facto studies must be cautious. While B is indeed false, D is a prudent caution and should not be listed as wrong, so this option presents an inaccurate combination.

Option D:
Option D adds E to B as if both were wrong, but E accurately explains the meaning of “after the fact” in ex post facto research. Because it treats a true explanatory statement as incorrect, this option cannot be accepted.

Option E is also incorrect because it includes A and C, both of which are true, among the wrong statements. This shows confusion between features of experiments and ex post facto designs and leads to an invalid set of “wrong” statements.