UGC NET Questions (Paper – 1)

Statements A, B, C and E highlight pedagogical and access-related advantages of virtual labs. They can safely model complex or hazardous experiments, offer repeated practice, need alignment with objectives and extend opportunities to remote learners. Statement D is false because many disciplines still require hands-on work to develop psychomotor skills. Statement F is false because technical support and infrastructure such as bandwidth and compatible devices are critical for effective use, so the correct set includes A, B, C and E only.

Option A:
Option A is incomplete because it omits E and therefore does not address the equity aspect of reaching remote learners. While A, B and C are correct, they do not fully capture how virtual labs widen access, so this option is partial.

Option B:
Option B is incorrect because it includes D, which overstates the ability of virtual labs to replace physical practice entirely. Even with strong simulations, disciplines like medicine and engineering still require real-world practice, so D cannot be accepted.

Option C:
Option C is correct because it integrates safety, practice, alignment and access advantages without claiming that real labs or infrastructure planning are unnecessary. It therefore matches both pedagogical and practical perspectives on virtual labs.

Option D:
Option D is incorrect because it includes F and omits A. Accepting F denies the importance of infrastructure and support, which are vital to reliability. Leaving out A also overlooks the core reason for using virtual labs in high-risk or costly experiments.

Statements A, C and D are correct, whereas B is incorrect. A is true because feedback allows a teacher to gauge whether learning objectives are being met. C is true since feedback helps students adjust their own strategies and effort. D is true as feedback can be given immediately during a lesson or after some delay through assignments and tests. B is false because feedback is not restricted to one-way communication from teacher to students; students can also give feedback to teachers.

Option A:
Option A is incorrect because it includes A and C but does not include D, which is also a correct statement. Although it recognises that feedback helps judge achievement of objectives and guide self-regulation, it overlooks the fact that feedback may be immediate or delayed. Therefore this combination does not cover the full set of correct statements.

Option B:
Option B is incorrect because it groups A and D and assumes both are correct while ignoring C. Since C is also a correct statement about learners’ self-regulation, limiting the set to A and D only fails to capture all the correct statements. This omission means the option does not reflect the complete role of feedback in the classroom.

Option C:
Option C is correct because it brings together A, C and D, the three statements that accurately represent feedback in classroom communication. It acknowledges that feedback helps teachers judge attainment of objectives, supports students in regulating their own learning, and can be immediate or delayed. It implicitly excludes B, which wrongly suggests that feedback is always one-way from teacher to students. Therefore this option matches the complete set of true statements in the list.

Option D:
Option D is incorrect because it includes only C and D, leaving out A. While it recognises the self-regulatory and timing aspects of feedback, it omits the fundamental evaluation function by which teachers assess goal attainment. Thus it does not represent all the correct statements.

Learning objectives are statements of intended outcomes that describe what students should be able to do after instruction. When teachers share these at the start,students understand the purpose of activities and can monitor their progress. The stem describes such a practice,so it is correctly identified as sharing learning objectives.

Option A:
A timetable tells when different subjects or lessons occur,but does not explain what specific learning outcomes are expected in a given class.

Option B:
Feedback provides information about performance after or during tasks,not about the goals to be achieved beforehand.

Option C:
By articulating learning objectives,teachers align activities and assessments with desired outcomes and help learners focus,which matches the behaviour referred to in the stem.

Option D:
Classroom rules relate to behaviour expectations,such as raising hands to speak,not to the knowledge or skills to be learned.

Statement A is correct because feedback enables learners to recognise what they are doing well and where they need to improve. Statement C is also correct since effective feedback must be specific, constructive and aligned with the intended learning outcomes. Statement B is false because the effectiveness of delayed versus immediate feedback depends on context; it is not always the case that delayed feedback is better. Statement D is false as feedback can be qualitative, descriptive and dialogic, not restricted to numerical grades. Therefore the true statements are A and C only, making A and C only the correct combination.

Option A:
Option A accurately brings together A and C, both of which reflect accepted principles of effective feedback. It excludes B and D, which make extreme or restrictive claims about timing and form of feedback. Because it contains all and only the true statements, A and C only is the correct answer.

Option B:
Option B adds B to A and C, treating B as a correct statement even though it wrongly generalises about delayed feedback always being superior. By including a false statement in the set of correct ones, this option becomes logically inconsistent. Hence A, B and C only cannot be accepted.

Option C:
Option C groups B and D and assumes both are true, but B and D each provide a misleading view of feedback. Delayed feedback is not always better, and feedback is not meaningful only when expressed as grades. Since both statements misrepresent feedback practices, B and D only cannot be the list of correct statements.

Option D:
Option D combines A, C and D, mixing two correct statements with D, which incorrectly restricts feedback to numerical grades. Although A and C are accurate, the inclusion of D makes the overall set partly false. Therefore A, C and D only is not the right answer.

Statements A, C and D correctly describe important conditions for meaningful ICT integration, while B and E are incorrect. Aligning tools with objectives, adapting assessments and supporting teacher development are all necessary for effective use of technology. Merely adding slides without planning does not guarantee learning, and fully replacing traditional methods is neither always possible nor pedagogically desirable. Hence, the combination A, C and D only is correct.

Option A:
Option A is incorrect because it selects A and D only and omits C. Statement C is also true, emphasising the need to adjust assessments and activities when integrating ICT. Without C, the description of ICT integration remains incomplete.

Option B:
Option B is incorrect because it includes A, C and E as correct statements while retaining E, which claims that ICT integration always replaces traditional methods. This is false because blended approaches combining ICT with face-to-face methods are common and effective.

Option C:
Option C is correct because it brings together A, C and D, the three statements that identify alignment, assessment changes and teacher development as key to integration. It excludes the simplistic and misleading assumptions in B and E, offering a balanced view.

Option D:
Option D is incorrect because it groups B, C, D and E, accepting both B and E. These two statements misrepresent ICT integration as superficial slide use or total replacement of traditional methods. Including them makes the combination conceptually flawed.

Statements A, B and C are correct, while D is the only wrong statement. A is true because immediate feedback can help learners correct mistakes before they become habits. B is true as complex assignments sometimes benefit from more reflective evaluation that takes slightly longer. C is true since teachers should align feedback timing with what they want students to achieve and the kind of task involved. D is false because insisting that feedback must always be extremely delayed ignores situations where prompt feedback is more beneficial.

Option A:
Option A groups A and D as wrong statements, but A is actually a correct description of how timely feedback can support learning. By misclassifying A as wrong, this option contradicts widely accepted principles of formative assessment. Therefore A and D only cannot be accepted.

Option B:
Option B lists B and D as wrong and thus wrongly treats B, which correctly acknowledges the value of delayed feedback on complex tasks, as incorrect. This misclassification makes the option inconsistent with feedback theory. Hence B and D only is not valid.

Option C:
Option C combines C and D as wrong, even though C correctly points out that feedback timing should be sensitive to objectives and task characteristics. Including C among wrong statements undermines a key design principle for assessment. Consequently C and D only cannot be the right answer.

Option D:
Option D correctly identifies D only as the wrong statement. It recognises that no single, rigid rule about extreme delay suits all learning contexts, and that both immediate and delayed feedback have appropriate uses. Because A, B and C are left outside the wrong set as correct, D only is the correct answer.

Statements A, B and C describe core principles of good e-content design, whereas D reflects a minimal and inadequate approach. Good e-content should be outcomes-based, interactive and accessible, helping learners achieve objectives through meaningful activities. Accessibility ensures that learners with different needs can use the material effectively. Merely scanning pages as static images without structure, searchability or interaction does not meet modern standards of quality e-content. Hence, the correct combination is A, B and C only.

Option A:
Option A is incorrect because it includes only A and B as correct and ignores C. While alignment with objectives and interactivity are essential, accessibility is also a key requirement in contemporary educational design. Excluding C makes the set of statements incomplete.

Option B:
Option B is incorrect because it groups A, B and D and consequently treats D as correct. Static scanned pages with no navigation or interactivity rarely support deep learning or engagement, so this option cannot be accepted.

Option C:
Option C is correct because it collects the three true statements that jointly emphasise pedagogy, engagement and accessibility. By excluding D, it rejects the notion that unstructured scanned images are enough to qualify as high-quality digital learning material.

Option D:
Option D is incorrect because it combines B, C and D as correct statements and accepts D. Although B and C are true, including D contradicts best practices for digital content creation and weakens the entire combination.

Statements A, B, C and D are correct, while E and F are incorrect. Print supports self-paced learning, audio enhances listening, and video integrates sight and sound. Selecting media must consider learners’ access and needs to be equitable and effective. Ignoring alignment with learning objectives or assuming one medium suits all situations contradicts sound instructional design. Thus A, B, C and D together form the correct set of statements.

Option A:
Option A is incorrect because it omits D and therefore ignores the importance of learner access and needs. While A, B and C describe features of media, they do not address considerations for choosing between them. The missing element makes this option incomplete.

Option B:
Option B is incorrect as it treats E as correct by including it among otherwise accurate statements. E downplays alignment with objectives, which is central to effective media use. Including this false claim makes the option invalid.

Option C:
Option C is incorrect because it includes only B, C and D and leaves out A, denying the self-paced advantage of print materials. Although B, C and D are true, omitting A means the set of correct statements is incomplete. Therefore it cannot be chosen.

Option D:
Option D is correct because it groups A, B, C and D, capturing key media features and the need to consider learner context. It properly excludes E and F, which present flawed generalisations about objectives and learning styles. Hence A, B, C and D only is the correct option.