UGC NET Questions (Paper – 1)

A moderator variable influences the nature of the relationship between an independent and a dependent variable by strengthening, weakening or even reversing the effect under different conditions. For example, the impact of a teaching method on achievement might differ depending on students’ prior knowledge, which acts as a moderator. Recognising moderators helps researchers understand under what circumstances a treatment works best. Hence, a variable that alters the strength or direction of a relationship is correctly called a moderator variable.

Option A:
An intervening, or mediating, variable explains the mechanism through which an independent variable affects a dependent variable, focusing on the process rather than on altering the strength of the relation, so it is conceptually distinct from a moderator.

Option B:
Moderator variables are incorporated into analysis through interaction terms, allowing researchers to test whether the effect of the independent variable changes across levels of the moderator. This property aligns exactly with the description in the stem, making this option correct.

Option C:
The dependent variable represents the outcome or response being measured and does not modify the relationship between other variables; instead, it is influenced by them.

Option D:
Extraneous variables are uncontrolled factors that may influence the dependent variable and threaten internal validity, but they are not intentionally studied as variables that systematically change the strength or direction of the main relationship.

Statements A, B, C and E accurately describe factorial designs, whereas D and F are false. Statement A is true because factorial designs study main effects of multiple independent variables. Statement B correctly notes that interactions between variables can be assessed, and statement C is right about the structure of a 2×3 design. Statement E is also true since each combination of factor levels forms a separate condition, while D is false as factorial designs are common in educational settings and F is false because they are not limited to single-group pre-test–post-test formats.

Option A:
Option A includes all the correct statements (A, B, C and E) and excludes the incorrect ones (D and F). It recognises the capacity of factorial designs to examine main and interaction effects with multiple experimental conditions. Therefore this option is the correct answer.

Option B:
Option B leaves out E, overlooking the fact that each factor-level combination forms its own condition or group. Without E, the description of factorial designs is incomplete and lacks a key structural feature.

Option C:
Option C introduces F along with some correct statements. Since F is false in describing factorial designs as always single-group pre-test–post-test designs, any option containing it cannot be regarded as entirely correct.

Option D:
Option D includes F and omits B, misrepresenting the ability of factorial designs to test interactions and wrongly construing their format. By mixing a false statement with true ones and missing an important correct one, this combination is invalid.