UGC NET Questions (Paper – 1)

Statements A, C and D correctly describe learner-centred strategies. A is true because such approaches emphasise students’ active involvement instead of passive reception. C is true since group work, projects and problem-solving tasks create opportunities for collaboration, inquiry and self-direction. D is true as learner-centred teaching demands attention to varied abilities, interests and learning styles. B is false because absolute teacher control and suppression of student choice contradict learner-centred principles, and E is false because, with careful planning, aspects of learner-centred teaching can be implemented even in large classes. Hence A, C and D only is the correct combination.

Option A:
Option A contains A, C and D and correctly excludes B and E. Therefore A, C and D only is the correct answer.

Option B:
Option B lists A and C but excludes D, which is also true. Thus A and C only is incomplete.

Option C:
Option C includes C and D but omits A, so it is incomplete.

Option D:
Option D includes B (false), so A, B, C and D only is not valid.

Option E includes E (false), so A, C, D and E only cannot be correct.

Statements A and E correctly highlight why learner characteristics are important for teaching. A is true because information about learners’ developmental level and interests enables appropriate content selection and pacing. E is true since recognising differences allows teachers to plan differentiated tasks and supports. B, C and D are false because learner characteristics do matter, are influenced by socio-cultural contexts and vary even within the same grade. F is false because motivation strongly affects engagement and learning; therefore A and E only is the correct combination.

Option A:
Option A unites A and E, both of which stress using learner information to shape instruction and activities. It excludes B, C, D and F, each of which denies or distorts the role of learner differences, so A and E only correctly represents the true statements.

Option B:
Option B includes F along with A and E, but F incorrectly claims that motivation plays no role, contradicting basic principles of educational psychology. Because it mixes a false statement with two true ones, A, E and F only cannot be accepted.

Option C:
Option C groups B, C, D and E, but B, C and D all deny essential aspects of learner variability and context. Even though E is correct, its presence with three false statements makes the combination invalid.

Option D:
Option D mixes A, D and E, but D wrongly states that all learners in a grade share identical characteristics. As this is clearly false, A, D and E only is not a valid set of correct statements.

Learner centred orientation places students’ needs,abilities and interests at the core of instructional decision-making. When a teacher modifies pace,methods and examples based on how learners respond,they are acting from this perspective. The focus is on optimising learning for diverse individuals rather than simply completing the syllabus. Thus,learner centred is the correct description.

Option A:
Teacher centred orientation keeps control and decisions with the teacher,with less concern for adapting to differences among learners. This does not fit the deliberate adjustments described in the stem.

Option B:
Subject centred orientation focuses mainly on the logical structure of the discipline,which may ignore learners’ readiness or context,so it is not the best match.

Option C:
Syllabus centred orientation concentrates on finishing prescribed topics,often at a uniform pace,regardless of learner variation,which contrasts with responsive adaptation.

Option D:
Learner centred teaching is associated with higher engagement and better conceptual understanding,making option B appropriate here.

A, B and D are correct because they show how knowledge of learners informs planning. A is true as understanding prior knowledge prevents repetition or gaps and helps set an appropriate entry level. B is true since socio-cultural background affects examples, metaphors and language that will be meaningful for students. D is true because knowing learners’ aspirations and goals helps in selecting strategies and tasks that are relevant and motivating. C is false because ability and pace differences are central to planning differentiation, and E is false because learner information is crucial throughout planning, teaching and evaluation; hence A, B and D only is the correct combination.

Option A:
Option A includes A and B but leaves out D, even though learners’ goals and aspirations significantly influence the design of tasks and activities. Omitting D means that an important dimension of learner characteristics is not considered, making this option incomplete.

Option B:
Option B correctly combines A, B and D, covering prior knowledge, socio-cultural context and learner aspirations as key planning inputs. It properly excludes C and E, which wrongly claim that individual differences and ongoing knowledge of learners are unimportant. Therefore A, B and D only is the correct answer.

Option C:
Option C groups B, D and E and treats E as though knowledge of learners is needed only at evaluation. Because E ignores the importance of learner data during planning and teaching, this option mixes true and false statements and cannot be accepted.

Option D:
Option D contains A, C and D, but C suggests that individual differences do not matter in planning, which contradicts learner-centred pedagogy. Including C as a correct statement makes this combination logically unsound.

Option E brings together A, B, D and E but again accepts E, which wrongly limits the use of learner information to evaluation. Since this denies the role of learner data in planning and instruction, A, B, D and E only cannot be considered correct.

Individual differences refer to variations among learners in prior knowledge, abilities, interests and learning pace. A teacher who modifies explanations based on what students already know is responding to these differences. This sensitivity helps avoid both boredom and frustration, making learning more effective. Thus, the behaviour described in the stem reflects awareness of individual differences.

Option A:
Attendance indicates whether students are present in class but does not directly guide how explanations should be adapted. Adjusting teaching only based on who is present would not address their diverse backgrounds and knowledge.

Option B:
Individual differences require teachers to vary their methods and examples so that all students can connect new content with what they already understand. Because the stem explicitly mentions adjusting explanations according to prior knowledge, this option fits best.

Option C:
Physical environment refers to classroom layout, lighting or seating, which are important but not the main factor when a teacher adapts explanations to different learners’ backgrounds.

Option D:
A timetable organises periods for subjects and classes; it does not describe responsiveness to learners’ prior knowledge or diversity.

Statement A is correct because understanding learners' socio economic background enables the teacher to choose contexts, examples and activities that are meaningful to them. Statement C is correct since knowledge of learners' prior learning is essential for deciding the starting point and sequence of new content. Statement B is false because individual differences in ability, interests and learning styles are central considerations in planning instruction. Statement D is also false as motivation strongly influences attention, effort and persistence in learning. Therefore the true statements are A and C only and A and C only is the correct combination.

Option A:
Option A selects only statement A as correct and omits C, even though C accurately highlights the importance of prior knowledge for planning teaching. Leaving out a true statement makes the combination incomplete. Consequently A only cannot be the correct answer.

Option B:
Option B focuses solely on C and ignores A, although awareness of learners' socio economic background is also an important learner characteristic for planning. Excluding A, which is true, results in an incomplete set of correct statements. Hence C only does not satisfy the requirement of the question.

Option C:
Option C brings together A and C, both of which correctly underline crucial learner related information for effective teaching. It excludes B and D, which wrongly deny the significance of individual differences and motivation. Because it contains all and only the true statements, A and C only is the correct combination.

Option D:
Option D includes all four statements A, B, C and D and treats them as correct. By accepting B and D, which underestimate the importance of individual differences and motivation, it fails to distinguish between accurate and inaccurate statements. Therefore A, B, C and D only cannot be considered the right answer.

Learning styles refer to preferred ways in which individuals take in and process information,such as visual,auditory or kinesthetic modes. A teacher who deliberately tailors explanations to these modes is responding to learning styles. This can help more students engage with content effectively. Therefore,learning is the appropriate word to complete the stem.

Option A:
Social styles concern interaction patterns and relationships,not directly how information is best received and processed.

Option B:
Economic background influences access to resources and opportunities but is not the main factor when choosing visual or auditory explanations.

Option C:
Cultural background shapes values and experiences,which teachers should respect,but the stem specifically mentions sensory modes that define learning styles.

Option D:
Attention to learning styles encourages varied use of examples,diagrams,demonstrations and discussions to reach a wider range of learners,matching the behaviour described in the question.

Differentiated instruction means varying content,process,products or learning environment based on learners’ readiness,interests and learning profiles. When teachers acknowledge individual differences,they cannot rely on a single uniform approach for all. Instead,they adapt tasks and supports so that each learner can progress. Hence,differentiated instruction is the appropriate response to learner diversity.

Option A:
Uniform instruction treats all learners as if they have the same prior knowledge,pace and style,ignoring individual differences. This can lead to boredom for some and frustration for others. Therefore,it contradicts the implication of the stem.

Option B:
Rigid instruction implies inflexibility in methods and expectations,leaving little room for adjusting to learners’ needs. Such rigidity undermines efforts to respond to diversity.

Option C:
Differentiated instruction allows teachers to modify questions,assignments and grouping patterns to suit various learners while keeping core objectives common. Because the stem stresses recognition of individual differences,this option best captures the required instructional response.

Option D:
Arbitrary instruction suggests decisions made without sound pedagogical reasoning. It does not guarantee that learners’ unique needs are addressed and may even create confusion.

Remedial teaching focuses on helping learners who have not achieved expected levels of performance due to specific gaps or misconceptions. It is based on prior diagnosis of their difficulties through tests or observation. The aim is to provide targeted instruction and practice to overcome these problems. Therefore, the specialised teaching described in the stem is correctly termed remedial teaching.

Option A:
Remedial teaching involves adapting content, method and pace to suit learners who need extra help. It often includes re-teaching, additional examples and close monitoring. Since the stem emphasises instruction after identifying difficulties, remedial is the precise label that fits.

Option B:
Formal teaching refers broadly to structured education within an institution and does not specifically denote corrective instruction after diagnosis. It includes both regular and remedial work.

Option C:
Incidental teaching happens informally as opportunities arise, without planned correction of diagnosed problems, so it does not capture the targeted nature of remediation.

Option D:
Mass teaching suggests instruction delivered to large groups without individualisation, which is the opposite of the focused, corrective approach used in remedial programmes.

Effective teaching requires understanding who the learners are and what they already know. Previous knowledge and cognitive level help the teacher decide the entry point, pace and complexity of content. Ignoring these characteristics can lead to lessons that are either too easy or too difficult. Therefore they are crucial considerations in instructional planning.

Option A:
This option focuses on a purely superficial detail that has no meaningful connection with learning. The colour of notebooks does not inform the teacher about readiness, motivation or ability.

Option B:
This option correctly identifies a central learner variable widely discussed in educational psychology. Knowing students’ entry behaviour allows the teacher to design diagnostic activities, bridging tasks and appropriate challenges. It directly influences the quality and effectiveness of teaching.

Option C:
This option refers to consumer preferences which may have little to do with cognitive preparation. The brand of a mobile phone does not reveal academic strengths or weaknesses.

Option D:
This option deals with entertainment interests which could be used to make examples more engaging but cannot serve as a primary characteristic for planning the sequence and level of content.

Teaching is most effective when it starts from where the learners are. Students’ prior knowledge and entry behaviour determine their readiness for new learning. If these characteristics are accurately diagnosed, the teacher can choose suitable objectives, content level and methods. Thus, this factor is directly and strongly related to learner characteristics that influence teaching effectiveness.

Option A:
This option refers to the availability of technological resources, which is an institutional or infrastructural factor. While smart boards and projectors can support teaching, they do not themselves describe learner characteristics or guarantee that teaching will match students’ needs.

Option B:
This option correctly focuses on what learners already know and can do at the beginning of instruction. Understanding entry behaviour helps the teacher avoid both under-challenging and over-challenging the class and to scaffold learning effectively.

Option C:
This option concerns administrative staffing, which primarily affects institutional management rather than the immediate teaching–learning interaction in the classroom.

Option D:
This option describes physical infrastructure. Although classroom size may influence comfort and logistics, it is not itself a learner characteristic; the crucial learner-related factor is what students bring cognitively and affectively to the classroom.

Learner readiness refers to the extent to which students have the necessary prior knowledge, skills and attitudes to benefit from new learning. Ensuring that basic ideas are understood before moving to advanced concepts prevents cognitive overload and confusion. It allows new material to be connected meaningfully to existing mental structures. Therefore, postponing advanced topics until prerequisites are mastered reflects sensitivity to learner readiness.

Option A:
This option is correct because it clearly mentions mastery of prerequisites as a condition for progressing. It shows that the teacher is willing to adjust pace to align with students’ current level rather than follow a rigid schedule. Such concern is a hallmark of good teaching aptitude.

Option B:
This option talks about unknown to known, which is a related maxim, but the scenario specifically focuses on mastery of basics before advanced concepts. The emphasis is more on readiness and prerequisites than on familiarity of examples.

Option C:
This option emphasises punishment and rote memory, which are not linked to the idea of readiness. Punitive approaches may even reduce willingness to learn and do not guarantee understanding of prerequisite ideas.

Option D:
This option points to syllabus completion speed, which is the opposite of what the teacher in the scenario is doing. Prioritising speed over understanding disregards learner readiness.

Individual differences refer to the unique variations among learners in terms of intelligence,interests,aptitudes,personality and learning styles. Recognising these differences helps teachers adapt methods and materials to diverse needs. The stem directly lists interests,abilities and learning styles,which belong to this category. Hence,individual differences is the correct term.

Option A:
Cultural differences refer specifically to variations associated with ethnicity,language or traditions and do not capture the full range of personal traits mentioned.

Option B:
Individual differences encompass both cognitive and affective aspects that influence how students learn,so this option accurately covers the factors described in the question.

Option C:
Organisational differences relate to structures or roles in an institution,not to learner-specific traits.

Option D:
Evaluative differences are not a standard category in teaching aptitude and do not describe learners’ inherent or acquired characteristics.

Statement A is a correct description because learner centred teaching is based on active participation and collaborative learning among students. Statement C is also true as learner centred approaches by design respond to individual differences and varied learning styles. Statement D is correct since such approaches promote self regulation and responsibility for learning. Statement B is wrong because it portrays the teacher mainly as a one way information transmitter, which reflects a teacher centred approach. Hence the only wrong statement is B and the correct combination is B only.

Option A:
Option A correctly takes statement B as the only wrong statement because it describes a teacher centred lecture model rather than a learner centred approach. Statements A, C and D genuinely capture active, individualised and self directed learning so they should not be classified as wrong. Therefore the combination B only matches the requirement of selecting the wrong statement.

Option B:
Option B groups A and C, both of which accurately represent learner centred teaching, and treats them as the answer set. It ignores statement B, which is the actual incorrect statement in the list. Because it selects only correct statements while leaving out the wrong one, A and C only cannot be the correct response.

Option C:
Option C combines B and D, mixing one wrong and one correct statement. Statement D reflects a positive outcome of learner centred teaching, whereas B misrepresents the teacher's role. Since the question requires the set of wrong statements only, including the true statement D makes this option invalid.

Option D:
Option D includes all four statements A, B, C and D and therefore treats both correct and incorrect statements as if they were all wrong. Because only statement B is wrong and the rest are correct, this combination does not satisfy the requirement of selecting only the wrong statements. Thus A, B, C and D only is not the right answer.

In learner-centred teaching, statements (A), (C) and (E) are correct because they highlight active learner roles, collaborative work and diagnostic assessment to adapt tasks. Statement (B) is wrong as it describes a teacher-centred classroom in which the teacher is the sole authority and learners are passive. Statement (D) is also wrong because learner-centred teaching deliberately recognises and responds to individual differences rather than ignoring them. Therefore the wrong statements that need to be identified are B and D only.

Option A:
Option A assumes that only statement B is wrong and ignores statement D. While B does misrepresent learner-centred teaching as teacher dominated, D is equally problematic because it claims that this approach ignores individual differences. By failing to include D among the wrong statements, this option does not fully capture what is incorrect in the list.

Option B:
Option B treats only statement D as wrong and assumes B is acceptable. However B clearly depicts a teacher-centred model with passive students, which is contrary to the philosophy of learner-centred teaching. As it overlooks the error in B, this combination is incomplete and therefore incorrect.

Option C:
Option C correctly groups B and D, the two statements that conflict with learner-centred principles. B describes students as passive recipients under a controlling teacher, while D falsely claims that individual differences are ignored. Since A, C and E all align with active learning, collaboration and diagnostic assessment, excluding them and identifying only B and D as wrong makes this option accurate.

Option D:
Option D treats B, D and E as wrong statements. While B and D are indeed incorrect, E is a correct feature of learner-centred teaching because diagnostic assessment is used to adapt tasks to learner needs. By misclassifying E as wrong, this option mixes correct and incorrect statements and becomes invalid.

Option E considers A, B, D and E to be wrong while leaving C outside the group. A and E actually reflect key aspects of learner-centred teaching such as active learner involvement and adaptive assessment. By labelling these valid statements as wrong and at the same time omitting C from the set, the combination becomes logically inconsistent.