UGC NET Questions (Paper – 1)

Self-directed learning is characterised by learners taking responsibility for planning, implementing and evaluating their own learning activities. They identify goals, choose resources and assess their progress, often with guidance rather than control from the teacher. The stem directly describes such behaviours, so the correct term is self-directed learning.

Option A:
Rote learning is based on memorisation without deep understanding and usually follows teacher-prescribed tasks, not learner-selected goals and resources.

Option B:
Classroom-based learning simply indicates that learning occurs in a classroom; it does not specify who directs the learning process or how autonomy is fostered.

Option C:
Self-directed learning involves metacognitive skills such as planning, monitoring and evaluating one’s own work. Because the stem mentions goal setting, resource selection and progress monitoring by students, it clearly points to self-directed learning.

Option D:
Teacher-dependent learning occurs when students rely heavily on the teacher for decisions and do not exercise autonomy. This is the opposite of what is described in the stem.

Metacognition refers to awareness and control of one’s own thinking and learning processes. When students plan how to study,monitor their understanding and evaluate the effectiveness of their strategies,they are engaging in metacognitive activities. Teachers who explicitly encourage such behaviours help learners become more self-regulated and strategic. Therefore,the process described in the stem is metacognition.

Option A:
Physical stamina relates to endurance and physical health,which are important but not central to planning and evaluating study strategies.

Option B:
Rote memorisation involves repetitive learning without deep understanding or strategy reflection. It is almost the opposite of metacognitive engagement,which requires conscious planning and monitoring.

Option C:
Metacognition leads learners to ask themselves questions such as "Do I understand this?" and "Is this strategy working?" This self-questioning improves long-term learning and transfer. Because the stem emphasises planning,monitoring and evaluating one’s own study strategies,metacognition is the appropriate completion.

Option D:
Group conformity occurs when individuals change their behaviour to match others,which has more to do with social influence than with self-directed thinking about learning.

Indoctrination involves imposing beliefs on learners without allowing critical scrutiny or alternative perspectives. It discourages questioning and demands conformity to a fixed doctrine. The stem describes a kind of teaching that does the opposite: it promotes critical thinking and questioning. Therefore,it is clearly opposed to indoctrination,making this the correct answer.

Option A:
Supervision refers to monitoring learners’ activities and ensuring order in the institution,not to suppressing or encouraging critical thought. It is not the conceptual opposite of questioning-based teaching.

Option B:
Orientation is an introductory process to familiarise learners with new environments or courses and does not imply forced belief or suppression of doubt. Hence,this option does not contrast with the stem.

Option C:
Indoctrination conflicts with democratic and reflective aims of education because it discourages autonomy and rational judgement,which the stem explicitly values.

Option D:
Administration concerns management of institutional affairs such as scheduling and budgeting,rather than controlling belief systems. It is not the conceptual opposite of critical teaching.

Statements A, B and D are correct descriptions of facilitative teaching. A is true because facilitators guide learners in constructing their own meanings rather than merely transmitting information. B is true as questioning and exploration are central to learner-centred classrooms. D is true since facilitators design tasks that encourage collaboration and peer learning. C is false because some structure and direction are necessary to support learning, and E is false because feedback remains crucial for helping learners monitor and adjust their efforts. Thus A, B and D only is the correct combination.

Option A:
Option A includes A and B but omits D, thereby missing the important aspect of designing collaborative opportunities. Without D, the description of the facilitator role is incomplete.

Option B:
Option B gathers A, B and D, all of which reflect constructivist and learner-centred views of teaching. It correctly excludes C and E, which wrongly deny the need for structure and feedback. Therefore A, B and D only is the correct answer.

Option C:
Option C lists B, D and E, but E incorrectly claims that facilitators should not provide feedback, which contradicts formative assessment principles. Including E makes this combination invalid.

Option D:
Option D combines A, D and E and again includes E, the false statement about withholding feedback. This undermines the accuracy of the option, so it cannot be accepted.

Option E groups A, B, C and D but incorporates C, which claims that facilitators never provide direction. Since guidance and structure are essential parts of facilitation, this option is not correct.

Teaching in democratic education systems is expected to foster critical thinking and open inquiry. Learners are invited to examine evidence, compare perspectives and form reasoned judgments. Indoctrination, in contrast, aims to impose beliefs in a way that discourages questioning. Thus the presence or absence of critical examination is a major point of difference between the two.

Option A:
This option actually describes indoctrination rather than teaching. When learners are forced to accept ideas without questioning, their critical faculties are suppressed. Such an approach goes against the goals of higher education and cannot be considered authentic teaching.

Option B:
This option correctly highlights that genuine teaching creates space for analysis and doubt. It respects learner autonomy and intellectual freedom. Indoctrination, by demanding blind acceptance, contradicts these values and restricts the development of independent thinkers. Therefore this distinction is widely accepted in educational theory.

Option C:
This option creates an artificial distinction between physical and mental training. Teaching frequently addresses both mental and sometimes physical skills depending on the discipline. Indoctrination is defined by its closed attitude to inquiry, not by the type of skill.

Option D:
This option incorrectly associates teaching with out-of-institution settings only. Teaching and indoctrination can take place in many contexts. The crucial difference is not where they occur but how they treat evidence, reasoning and questioning.

Statements A, B and D are correct, whereas C and E are incorrect. A is true because authentic questions stimulate thinking and discussion. B is true as relying only on display questions keeps interaction at a low cognitive level. D is true since inviting student questions increases their ownership of learning. C is false because questions are not just tools for control, and E is false because constant interruptions disrupt students’ thought processes. Thus, A, B and D only is the correct combination.

Option A:
Option A groups A, B and D, emphasising deep questioning, limits of display questions and the empowering effect of student queries, while excluding C and E, which reduce questioning to control and interruption. Because it contains all and only true statements, A, B and D only is the correct answer.

Option B:
Option B combines A and B but omits D, ignoring the role of student questions in promoting autonomy. As learner autonomy is central to contemporary pedagogy, A and B only is incomplete.

Option C:
Option C joins B, D and E, but E incorrectly praises frequent interruption, which undermines meaningful communication. Including E makes B, D and E only an invalid combination.

Option D:
Option D offers A, C and D, yet C is wrong because using questions only for strict control contradicts learner-centred teaching. Therefore, A, C and D only cannot be accepted.

Option B – self-directed learning Self-directed learning emphasizes that learners, particularly adults, take primary responsibility for planning, implementing and evaluating their own learning. They identify what they need to learn, select appropriate resources and monitor their progress toward goals. The teacher becomes a facilitator or guide rather than the sole planner of all activities. Consequently, the practices mentioned in the stem clearly reflect the principle of self-directed learning.

Option A:
Option A, rote learning, refers to memorizing information through repetition without necessarily understanding its meaning or application. It does not involve learners taking initiative in setting goals or choosing resources; instead, it often follows a fixed pattern set by others. Therefore, rote learning is the opposite of the autonomy described in the question.

Option B:
Option B, self-directed learning, captures the idea that learners actively manage their own learning processes, particularly in adult education contexts described by andragogy. Allowing adults to set goals, choose materials and review progress matches this principle closely, which is why this option is correct.

Option C:
Option C, teacher domination, describes a highly teacher-centred environment where decisions about goals, content and methods are controlled almost entirely by the teacher. Such domination leaves little room for learners to exercise autonomy or self-direction. Hence, it does not embody the principle outlined in the stem.

Option D:
Option D, passive reception, implies that learners simply receive information without questioning, planning or reflecting on their learning. This state is inconsistent with the active decision-making and responsibility characteristic of self-directed learning. As a result, passive reception cannot be the correct answer.

Statements A, B and C are correct, whereas D is incorrect. A is true because the pattern begins with teacher initiation, usually a question or cue. B is true as the learner’s response forms the second move in this triadic sequence. C is true since the teacher then provides feedback, evaluation or follow-up comment. D is false because while IRF can be useful, it does not always maximise autonomy or extended student-led discussion; it can also reinforce teacher control if overused.

Option A:
Option A groups A and B only and omits C, failing to mention the important feedback move that completes the IRF cycle. Without C, the description of the pattern is incomplete. Therefore A and B only cannot be accepted as the correct answer.

Option B:
Option B includes A, B and C, capturing initiation, response and feedback, and excludes D, which overstates the autonomy created by IRF. This combination accurately reflects how the pattern functions in classroom discourse. Hence A, B and C only is the correct answer.

Option C:
Option C lists B and C only and leaves out A, disregarding the teacher-initiated nature of most IRF exchanges. Since A is also a correct statement, this combination does not fully describe the pattern. As a result, B and C only is not valid.

Option D:
Option D treats all four statements as correct, but D exaggerates the autonomy-producing effect of IRF and ignores its potential to remain teacher-centred. Including D with the correct statements makes the option inconsistent, so it cannot be chosen.

Statement A is correct because blended learning deliberately combines face to face and online modes in a planned way. Statement B is correct as online teaching demands carefully designed instructions, resources and activities to guide learners in the virtual environment. Statement C is also correct since learners in online settings must exercise greater autonomy and manage their time effectively. Statement D is false because teacher learner interaction remains important in online teaching, though it takes different forms such as forums, video sessions and feedback messages. Therefore the true statements are A, B and C only, making A, B and C only the correct combination.

Option A:
Option A gathers A, B and C, all of which accurately describe key aspects of online and blended teaching. It excludes D, which wrongly claims that online teaching removes the need for interaction. Because it contains all and only the true statements, A, B and C only is the correct answer.

Option B:
Option B picks A and B but leaves out C, despite C correctly highlighting the increased importance of learner autonomy and time management. Omitting this true statement leads to an incomplete characterisation of online learning. Hence A and B only cannot be accepted as the right option.

Option C:
Option C lists B and C as correct but omits A, even though A precisely defines blended learning as an intentional integration of modes. Without acknowledging this feature, the description remains partial. Therefore B and C only is not the correct choice.

Option D:
Option D combines A, C and D and wrongly includes D as a correct statement, even though it denies the ongoing need for teacher learner interaction online. Mixing a false statement with true ones makes the combination logically inconsistent. Thus A, C and D only cannot be considered the correct answer.