UGCNET Questions

Two way communication involves both teacher and students actively sending and receiving messages. When learners ask questions or respond to prompts, they reveal how they are interpreting the content. This feedback enables the teacher to identify misconceptions, give clarifications and adapt examples or pace, while students become active participants in constructing understanding.

Option A:
Option A focuses on uninterrupted teacher control, which is typical of one-way communication and often limits opportunities to detect learning problems.

Option B:
Option B is correct because it summarises that two way communication both enhances participation and provides feedback, making it pedagogically superior for deep learning.

Option C:
Option C suggests that planning is unnecessary, but interactive teaching actually requires careful planning of questions, activities and transitions to harness feedback effectively.

Option D:
Option D overpromises outcomes; while two way communication improves learning conditions, exam performance still depends on many factors and cannot be guaranteed as perfect.

Two way communication includes both message delivery and response from receivers. In the classroom, when students can ask questions, express views and receive clarifications, they become active participants rather than passive recipients. Feedback helps the teacher to sense confusion and address it immediately. This mutual exchange leads to deeper understanding and greater engagement compared to purely one way lecturing.

Option A:
Option A suggests avoiding questions to save time, but this undermines comprehension and motivation. If students never have the chance to seek clarification, misconceptions remain and the apparent time saving is lost later.

Option B:
Option B emphasizes learner participation and feedback, which are widely cited as key benefits of interactive teaching methods. It captures how two way communication supports clarification and collaborative construction of knowledge, making it superior to purely one way communication in most learning contexts.

Option C:
Option C describes a situation where the teacher speaks continuously without interruption, which is characteristic of one way lecturing. This reduces interaction and does not represent an advantage of two way communication.

Option D:
Option D assumes that interaction removes the need for planning, but effective two way teaching often requires even more thoughtful planning to allow time for questions, activities and discussion.