UGC NET Questions (Paper – 1)

Statement (A) correctly describes teaching as a purposeful activity that brings desirable changes in learner behaviour, so it is not a wrong statement. Statement (B) is wrong because teaching is broader than training and cannot be reduced only to drill-based skill formation. Statement (C) is correct as teaching involves both creative, intuitive elements and systematic, scientific planning. Statement (D) is wrong since modern teaching emphasises learners' needs, interests and active participation rather than mere information transmission, so the wrong statements are B and D only.

Option A:
Option A assumes that only statement B is wrong and treats D as acceptable. However statement D reduces teaching to one-way transmission of information without considering learner needs, which contradicts learner-centred pedagogy. By ignoring the error in D, this option fails to include all wrong statements and is therefore incorrect.

Option B:
Option B correctly groups together statements B and D, both of which misrepresent the nature and objectives of teaching. B equates teaching with narrow drill-based training, while D ignores the centrality of learner needs and interaction. Because it includes both wrong statements and excludes the correct statements A and C, this combination accurately identifies the wrong statements.

Option C:
Option C treats A, B and D as wrong, but statement A is actually a sound definition of teaching as a purposeful activity producing desirable change in learners. Including A among the wrong statements shows confusion about the intended outcomes of teaching. As it wrongly labels a correct statement as wrong, this combination cannot be accepted.

Option D:
Option D declares that all four statements A, B, C and D are wrong. In reality A and C clearly express widely accepted views of teaching as purposive and as both an art and a science. By wrongly grouping these valid statements with the incorrect ones, the option overgeneralises and becomes an incorrect choice.

Educational objectives are framed to describe the kinds of changes that should occur in learners as a result of teaching. These changes include gains in knowledge, development of skills and formation of positive attitudes and values. The focus is on changes that are desirable from the standpoint of individual growth and social welfare. Hence, bringing about desirable behavioural changes is widely accepted as the fundamental objective of classroom teaching.

Option A:
Temporary excitement in the classroom may create a lively atmosphere but does not necessarily lead to meaningful or lasting learning. Excitement without clear objectives and structured experiences can remain superficial. Therefore, it cannot be considered the fundamental objective of teaching.

Option B:
Desirable behavioural changes capture the planned, purposeful and value-oriented nature of education. This option includes cognitive, affective and psychomotor growth that teaching seeks to promote. It directly reflects how educational objectives are defined in terms of observable and assessable learner outcomes.

Option C:
Examination anxiety is actually an undesirable emotional state that can hamper performance and well-being. Good teaching aims to reduce unnecessary anxiety by promoting confidence and preparedness. Hence, it cannot be regarded as an objective of teaching.

Option D:
Competition among classmates may sometimes stimulate effort but can also create stress and unhealthy comparisons. Formal education today emphasizes cooperation, inclusion and holistic development rather than mere competition. Therefore, competition is not the fundamental goal of classroom teaching.