UGC NET Questions (Paper – 1)

Redundancy in communication refers to deliberate repetition or inclusion of extra cues to ensure the message is received accurately. Summarising and repeating key points help learners recall important ideas and reduce the chance of missing information. Thus the teacher’s repetition adds redundancy to the message.

Option A:
Noise is unwanted interference that harms understanding,whereas redundancy is added precisely to counter loss of meaning.

Option B:
Redundant elements support memory by reinforcing the main concepts,which aligns with the stem,making option B correct.

Option C:
Secrecy hides information instead of repeating it,so it does not describe this situation.

Option D:
Distortion alters the message and creates misunderstanding,which is opposite to the intention of summarising clearly.

Statements A, C and D are correct, whereas B is incorrect. A is true because verbal communication explicitly relies on words, either spoken or written. C is true since verbal interaction can occur in real time, such as a conversation, or with time gaps, such as emails and discussion forums. D is true because the richness of a person’s vocabulary and their proficiency in a language directly influence how clearly they can express ideas. B is false because sometimes non-verbal cues may be clearer than poorly chosen words, so verbal messages are not automatically clearer in every context.

Option A:
Option A selects A and C only, leaving out D. While A and C correctly describe the use of words and the possibility of synchronous or asynchronous interaction, the option ignores the important role of vocabulary and proficiency in shaping clarity. Because it omits one correct statement, this combination does not fully match the set of correct statements. Therefore A and C only cannot be accepted as the correct answer.

Option B:
Option B includes A, C and D and excludes B, which is the only false statement. It acknowledges the central features of verbal communication in terms of use of words, timing and the influence of language proficiency. By not including the exaggerated claim in B that verbal messages are always clearer, this option contains all and only the correct statements. Hence A, C and D only is the correct answer.

Option C:
Option C treats all four statements A, B, C and D as correct, but this is inaccurate because B overgeneralises the clarity of verbal messages. Including B mixes one false claim with three true ones, which makes the combination logically inconsistent. Therefore this option cannot be chosen.

Option D:
Option D lists C and D only and omits A, disregarding the foundational fact that verbal communication involves words in spoken or written form. Although C and D are correct, failing to include A means this option does not capture the full set of true statements. Consequently, C and D only is not the correct answer.

Statements A, C, D and E are correct, while B and F are incorrect. ICT tools indeed enable synchronous video sessions and asynchronous forums, and LMS platforms combine resources with discussion spaces. Technical problems can interrupt communication, and clear, organised messages are still essential online. However, technology does not automatically ensure effectiveness, and online platforms certainly can enable feedback through chats, forums and submissions, so B and F are wrong.

Option A:
Option A is incorrect because it lists A, C and D only and omits E, ignoring the need for clarity and structure in online messages. While A, C and D are correct, leaving out E underestimates the importance of message design in digital environments. Therefore this option does not include all the correct statements.

Option B:
Option B is incorrect since it adds F to the set A, C, D, treating F as correct. F wrongly asserts that online communication cannot provide feedback opportunities, which contradicts the interactive features of most modern platforms. Including F makes this combination inconsistent with actual practice.

Option C:
Option C is correct because it combines A, C, D and E, which together describe the affordances and requirements of ICT in education. It excludes B and F, both of which make extreme and false claims about automatic effectiveness and absence of feedback. Thus this option includes all and only the correct statements.

Option D:
Option D is incorrect because it omits A and adds F. By excluding A, it ignores the dual synchronous–asynchronous potential of ICT tools, and by including F, it accepts a false limitation on feedback. Therefore this combination does not accurately represent the true statements.

Congruent communication occurs when verbal and non-verbal messages are consistent and mutually reinforcing. If a teacher says "I am happy with your work" with a warm tone and smile,students clearly understand the positive message. Such alignment reduces ambiguity and builds trust. Therefore,the situation described in the stem is best labelled congruent communication.

Option A:
One-sided communication suggests that messages flow in only one direction,usually from teacher to students,without feedback. It does not address whether verbal and non-verbal cues match each other.

Option B:
Congruent communication helps prevent confusion that arises when a teacher’s words and body language send conflicting signals. Students feel more secure when they can rely on both channels to convey the same meaning. Because the stem emphasises support and sameness of meaning,congruent is the appropriate term.

Option C:
Distorted communication implies that messages are altered or misunderstood due to noise or barriers. While mixed verbal and non-verbal signals may cause distortion,that term does not specifically highlight consistency.

Option D:
Ritualistic communication refers to stereotyped exchanges such as formal greetings,which may or may not be congruent. It is not the precise concept needed here.

Communication competence refers to the ability to choose appropriate messages and behaviours in specific contexts to achieve goals effectively. It includes clarity,adaptation to audience and good listening. The teacher in the stem uses simple language,examples and responsive listening,showing strong competence in communication.

Option A:
Authority refers to formal power or position,which alone does not guarantee effective communication.

Option B:
Communication competence combines knowledge,skills and sensitivity to learners,making option B the best descriptor of the teacher’s behaviour.

Option C:
Punishment power is related to control and discipline,not to clear explanation or listening.

Option D:
Organisational status is about rank in the institution and does not ensure that communication will be effective.

Redundancy means adding extra cues or repetitions to make a message more robust and easier to remember. Repeating an important instruction ensures students hear it even if they missed it earlier. This does not distort the message but strengthens it. Hence it is redundancy,not noise.

Option A:
Noise is unwanted interference that hides or confuses the message,such as sudden sounds or static. Repetition of clear instructions does the opposite.

Option B:
Secrecy involves withholding information and is unrelated to repetition.

Option C:
Therefore redundancy is the appropriate term because it intentionally reinforces the same message to improve clarity and recall.

Option D:
Distortion changes the content of the message,while redundancy preserves content.