UGC NET Questions (Paper – 1)

Statement A is correct because instructional objectives should describe the expected learning outcomes in specific and observable terms. Statement B is also correct since clearly stated objectives guide the teacher in choosing suitable teaching methods and assessment tools. Statement C is false because instructional objectives should address cognitive, affective and psychomotor domains where relevant. Statement D is also false as vague and overly general objectives do not provide clear direction for instruction or assessment. Thus the true statements are A and B only, making A and B only the correct combination.

Option A:
Option A appropriately groups statements A and B, both of which accurately capture the nature and utility of instructional objectives. It excludes C and D, which misrepresent the scope and specificity required in objective writing. Because it includes all the true statements and omits the false ones, A and B only is the correct answer.

Option B:
Option B adds statement C to A and B and thereby treats C as if it were true. However, C wrongly limits objectives to the cognitive domain and ignores affective and psychomotor aspects, which are important in many instructional situations. Including this false statement makes the combination A, B and C only incorrect.

Option C:
Option C combines A with C and D, incorrectly regarding C and D as true along with A. Since C and D misrepresent the domains and degree of specificity of instructional objectives, this set mixes one true statement with two false ones. Therefore A, C and D only cannot represent the correct list of statements.

Option D:
Option D selects B, C and D but leaves out A, even though A expresses a core characteristic of instructional objectives. Moreover, it includes C and D, which are both false claims about objectives. Because it omits a key true statement and accepts incorrect ones, B, C and D only is not a valid answer.

Bloom’s framework distinguishes cognitive, affective and psychomotor domains. Demonstrating a titration requires precise hand movements, coordination and control of apparatus, so the behaviour belongs mainly to the psychomotor domain.

Option A:
Option A, the cognitive domain, concerns knowledge and mental skills like remembering, understanding and problem solving. Conceptual knowledge of titration is cognitive, but the act of performing it is motor-skill based.

Option B:
Option B correctly identifies the psychomotor domain, which includes manual and physical skills. Accurate titration demands fine motor control and coordinated actions, matching this domain.

Option C:
Option C, the affective domain, deals with attitudes, values and feelings. Liking laboratory work is affective, but actually doing titration is primarily psychomotor.

Option D:
Option D refers to a social domain, which is not one of the original three domains in the classic taxonomy. Titration can be performed individually without social interaction.

Bloom and his colleagues classified educational objectives into cognitive, affective and psychomotor domains. The affective domain deals with emotions, attitudes, interests, appreciation and value systems. Objectives in this domain focus on how learners feel about or respond to phenomena. Therefore, goals related to feelings, values and attitudes belong to the affective domain.

Option A:
Psychomotor domain involves physical skills, coordination and manipulation of objects. It is concerned with performance tasks such as handwriting or laboratory skills. Since the stem refers to feelings and values, this domain is not appropriate.

Option B:
Cognitive domain covers mental skills related to knowledge and intellectual abilities like remembering, understanding and applying. While important, it does not directly address emotional or value-based objectives. Thus, it does not fit the description.

Option C:
Interpersonal is not one of the original three domains proposed by Bloom, although social skills can be considered in broader classifications. The question specifically invokes Bloom’s taxonomy, which uses affective as the category for attitudes and values.

Option D:
Affective domain includes levels such as receiving, responding, valuing, organization and characterization by a value complex. It is explicitly associated with emotional and value-related learning. Hence, affective is the correct term to complete the statement.

The psychomotor domain is associated with motor skills, physical coordination and the manipulation of tools or objects. Objectives in this domain involve activities such as drawing, performing laboratory experiments or operating machines. These tasks rely heavily on muscular control and bodily movement. Hence, learning outcomes that involve muscular coordination and physical skills are classified under the psychomotor domain.

Option A:
Psychomotor domain emphasizes practice, demonstration and performance to develop skillful action. It is distinct from domains that focus primarily on thinking or feelings. Because the stem explicitly mentions muscular coordination and physical skills, this option matches the definition exactly.

Option B:
Cognitive domain deals with mental processes like remembering, understanding, applying and evaluating information. While some cognitive planning may support physical skills, the domain itself does not primarily describe muscular coordination.

Option C:
Affective domain focuses on interests, attitudes, values and emotional responses. It does not directly encompass physical performance, although feelings may influence willingness to practice. Therefore, it is not the correct domain for physical skills.

Option D:
Social domain, though sometimes discussed, is not part of the classic threefold classification by Bloom and his colleagues. It deals with interpersonal relations rather than motor skills. Consequently, it does not correctly complete the statement.

Option D – psychomotor domain The psychomotor domain focuses on skillful bodily movement and coordination, often requiring practice and demonstration. Performing a laboratory experiment involves handling apparatus, following procedural steps and controlling fine motor actions. These tasks depend heavily on motor skills in addition to conceptual understanding. Therefore, the objective in the stem belongs mainly to the psychomotor domain.

Option A:
Cognitive domain covers mental skills involving knowledge, comprehension and reasoning. While understanding the theory behind an experiment is cognitive, the act of physically carrying it out is primarily psychomotor. Thus, cognitive domain alone does not best describe the performance objective.

Option B:
Affective domain deals with attitudes, interests and values, such as developing appreciation for scientific inquiry. Although a positive attitude may encourage careful lab work, the core demand of the objective is accurate performance, which is skill-based rather than emotional. Hence, affective is not the correct domain here.

Option C:
Social domain, when emphasized, relates to how learners interact with others and function in groups. Group work may occur in laboratories, but the stated objective is to perform the experiment accurately, not to cooperate with peers. Consequently, the social domain does not capture the main focus of the objective.

Option D:
Psychomotor domain includes objectives like assembling equipment, manipulating instruments and executing procedures precisely, all of which are central to laboratory performance. Because the stem stresses accurate performance of an experiment, this option correctly identifies the relevant learning domain.

Statements A, B and C correctly identify the focus of cognitive, affective and psychomotor domains respectively. Statement F is also true because well-designed teaching frequently combines objectives related to knowledge, attitudes and skills to promote holistic learning. Statement D is false since affective outcomes like attitudes and values can be assessed through observations, reflections and rating scales, and E is false because concentrating only on cognitive outcomes does not capture full learner development. Therefore, the correct set of statements is A, B, C and F only, making option D the right answer.

Option A:
Option A includes A and B, which are correct, but it omits C and F, both of which accurately describe the psychomotor domain and integrated objectives. Because it leaves out true statements, this combination provides an incomplete picture of learning domains. Hence A and B only cannot be the correct answer.

Option B:
Option B adds C to A and B and thus correctly represents all three domains, but it still leaves out F, which highlights the integration of domains in effective teaching. Since F is also a true statement, excluding it results in an incomplete set of correct statements. Therefore A, B and C only is not adequate.

Option C:
Option C groups B, C, E and F but introduces E, which wrongly claims that cognitive objectives alone are sufficient for complete development. Although B, C and F are true, the inclusion of E, a false statement, makes the set logically inconsistent. Thus B, C, E and F only cannot be the correct answer.

Option D:
Option D combines A, B, C and F, all of which correctly explain the three domains and the need to integrate them in instruction. It correctly omits D and E, which either deny the assessability of affective outcomes or overemphasise the cognitive domain. Because it contains all and only the true statements, A, B, C and F only is the correct option.

Option E includes A, B, D and F, but D incorrectly suggests that affective outcomes cannot be assessed, which contradicts established assessment practices. While A, B and F are true, the presence of D as though it were correct invalidates the set. Consequently A, B, D and F only cannot be accepted.

Option F brings together C, D, E and F but contains both D and E, which are false, and omits A and B, which provide essential information about cognitive and affective domains. This combination therefore overrepresents inaccurate statements and underrepresents accurate ones. Hence C, D, E and F only is not the right answer.

Statements A, B and C are correct, while D is incorrect. A is true because the cognitive component emphasises how learners think about and make sense of information. B is true since affective aspects such as interest, anxiety and attitude shape how messages are received. C is true because psychomotor elements relate to physical performance of tasks based on communicated instructions. D is false because effective teaching should integrate cognitive, affective and psychomotor dimensions rather than focusing on cognition alone.

Option A:
Option A presents A and B only and omits C, thereby ignoring the role of psychomotor action in classroom tasks such as experiments or demonstrations. As C is also a correct statement, A and B only does not represent the full set of correct components. Hence this option is incomplete.

Option B:
Option B combines B and C but leaves out A, failing to acknowledge the central role of understanding and processing information in classroom communication. While B and C are correct, excluding A makes the description of components partial. Therefore B and C only cannot be the correct answer.

Option C:
Option C includes A, B and C, accurately summarising cognitive, affective and psychomotor components and rejecting the narrow view in D. By bringing together all the true statements and excluding the false one, A, B and C only is the correct option.

Option D:
Option D treats all four statements as correct, but D wrongly claims that effective communication can ignore affective and psychomotor aspects. Since D contradicts holistic views of learning, including it invalidates the combination. Thus this option is not acceptable.