UGC NET Questions (Paper – 1)

Horizontal communication occurs between individuals at the same hierarchical level,often to coordinate tasks or share information. Two teachers of the same department are peers,so their project discussion is horizontal communication. It supports cooperation without changing authority lines. Therefore,the correct term is horizontal.

Option A:
Downward communication would involve instructions from a higher authority to these teachers,which is not described in the stem.

Option B:
Upward communication would move from these teachers to a higher authority,such as the head of department.

Option C:
Diagonal communication crosses both functional units and levels,for example between a teacher and an administrator in another unit; the stem does not show such crossing.

Option D:
Horizontal communication is vital for teamwork and reduces duplication of effort,exactly as when teachers coordinate a project,making option C appropriate.

Horizontal communication occurs between individuals at the same level of authority or status. Teachers within the same department generally occupy similar positions. When they plan a test together,information flows sideways for coordination. Hence this is horizontal communication.

Option A:
Upward communication would involve teachers sending reports to the principal or head.

Option B:
The peer level planning described fits horizontal communication,making this option correct.

Option C:
Downward communication would be instructions from higher authorities to teachers.

Option D:
Mass communication involves media messages to large audiences and is not relevant here.

Option C – cooperative learning Cooperative learning is an instructional strategy in which students work in small groups to accomplish shared goals, with each member responsible for both their own learning and that of their peers. Positive interdependence and individual accountability are key features of this approach. It promotes social skills, mutual support and deeper understanding through discussion and explanation. Therefore, the activity described in the stem is an example of cooperative learning.

Option A:
Competitive learning structures emphasize ranking students against each other, where success for one often implies failure for another. In such settings, group members may withhold help to maintain personal advantage. This is opposite to the spirit of working together toward shared goals, so competitive learning is not a correct label here.

Option B:
Remedial learning focuses on addressing specific deficiencies or learning gaps, typically through extra support or targeted instruction. While remedial sessions can be organized in groups, they are not defined by mutual goal achievement in the same way cooperative learning is. Thus, remedial learning does not fully capture the idea in the question.

Option C:
Cooperative learning designs tasks that can only be successfully completed when group members coordinate efforts, share ideas and assist one another. Each student’s contribution is valued, and the group’s success depends on collective performance. Because the stem highlights students working together toward shared learning goals, this option accurately names the type of learning involved.

Option D:
Individualistic learning describes situations where students work alone and are evaluated solely on their own performance, without interdependence on peers. Although important at times, it does not involve the collaborative, group-based nature of the activity mentioned in the question.

Statements A, B, D and E present realistic benefits and governance needs of social media in higher education, while C and F are exaggerated or false. Social media can foster peer interaction, networking and supplementary communication when guided by institutional policies. Course-specific groups can support, but not replace, formal LMS structures. Claims that social media guarantees accuracy or must be used in every course are not justified, so the combination limited to A, B, D and E is correct.

Option A:
Option A is correct because it includes all and only the statements that recognise both the potential and the limitations of social media in education. It selects A and B as legitimate pedagogical uses, D as a governance necessity and E as a complementary role, to form a coherent set. By excluding C and F, it avoids the assumptions that social media is always accurate or universally mandatory.

Option B:
Option B is incorrect because it includes C, which wrongly states that information on social media is automatically accurate and peer-reviewed. Although A, B and D are true, adding C introduces a misleading view of content quality. This combination therefore cannot represent the correct set of statements.

Option C:
Option C is incorrect because it accepts F, which insists that social media must always be used in all courses. While B, D and E may be acceptable, F ignores contextual differences such as access, discipline and learner needs, making the option incorrect overall.

Option D:
Option D is incorrect because it includes both C and F along with several true statements. By accepting the ideas that social media guarantees quality and is compulsory everywhere, this option mixes accurate observations with strong and unjustified claims.

Grapevine communication is the informal network through which information and rumours spread in an organisation. Conversations during lunch breaks often create and transmit such unofficial news about changes. The stem clearly describes rumours moving among colleagues. Thus it is grapevine communication.

Option A:
Formal communication uses official channels,such as written orders,which are not mentioned here.

Option B:
Downward communication flows from higher to lower levels and is usually formal. Lunchtime rumours move among peers.

Option C:
Grapevine often mixes accurate and inaccurate information,so staff must treat it cautiously,making this option correct.

Option D:
Upward communication is feedback from lower to higher levels,which again is not what is happening in the example.

Horizontal communication takes place between individuals at the same hierarchical level within an organisation. When teachers of the same rank coordinate a joint project,they are sharing information and decisions sideways rather than up or down. This fits the definition of horizontal communication.

Option A:
This option is correct because the interaction helps in coordination and collaboration among peers. It does not involve authority differences,but mutual planning.

Option B:
Upward communication would involve messages from teachers to higher authorities,such as heads or principals.

Option C:
Diagonal communication crosses both department and level,for example between a teacher and a non academic administrator.

Option D:
Mass communication refers to media reaching large anonymous audiences,not peer collaboration in a department.

Statements A, B, D and E are correct, whereas C and F are incorrect. Open questions encourage analysis and synthesis, and giving wait-time helps more students participate thoughtfully. Redirecting questions to peers supports collaborative dialogue, and a balanced mix of question types serves learners at different levels. However, relying only on recall questions does not develop deep understanding, and rhetorical questions do not necessarily increase participation because they often do not expect an answer. Therefore A, B, D and E form the correct set of statements.

Option A:
Option A is incomplete because it omits E, disregarding the importance of mixing lower- and higher-order questions. Although A, B and D are right about thinking, wait-time and peer interaction, lacking E means the strategy set is not fully described. Thus A, B and D only cannot be accepted.

Option B:
Option B is correct as it includes the four statements that align with good questioning practice and excludes the two that oversimplify or misrepresent. It acknowledges higher-order thinking, participation, peer interaction and differentiation through varied questions. This combination matches the intended set of correct statements.

Option C:
Option C is wrong since it treats C as correct, claiming that recall-only questioning promotes deep understanding, which contradicts Bloom’s taxonomy. It also inflates the set by including E along with C, making the option internally inconsistent. Hence A, B, C, D and E only cannot be chosen.

Option D:
Option D is incorrect because it omits A and adds F. Without A, the option loses the link between open questions and higher-order thinking, and F wrongly suggests that rhetorical questions automatically raise participation. Consequently B, D, E and F only is not a valid answer.

Horizontal communication occurs between members of the same hierarchical level to coordinate activities and share information. Teachers in the same department generally occupy similar positions. When they discuss internal assessments,the information moves laterally,so it is horizontal communication.

Option A:
Upward communication would flow from teachers to the principal or higher authorities.

Option B:
Horizontal communication is lateral exchange among peers at the same level,so it suits teacher to teacher coordination.

Option C:
Diagonal communication would cut across both levels and units,such as a teacher contacting finance staff directly.

Option D:
External communication refers to messages between the institution and outside stakeholders,which is not the case here.

Option B – horizontal communication Communication can be classified according to its direction within an organization or group: downward, upward and horizontal. Horizontal communication occurs between individuals of roughly equal status, such as peers in a classroom. When students discuss ideas with one another in small groups, the flow of messages is primarily among classmates rather than from teacher to students. Hence, the pattern described in the stem is best characterized as horizontal communication.

Option A:
Option A, downward communication, describes messages that flow from higher authority to lower levels, such as teacher instructions to students. In the scenario given, however, the emphasis is on students talking to each other rather than receiving messages from the teacher. Therefore, downward communication does not match the situation.

Option B:
Option B, horizontal communication, occurs when members at the same level—here, the students—interact to share information, solve problems or coordinate tasks. Group discussions in class exemplify this peer-level exchange. This option therefore accurately labels the communication pattern described.

Option C:
Option C, upward communication, involves messages from lower levels to higher levels, such as student feedback or requests directed to the teacher or administration. The stem does not mention students addressing the teacher but instead focuses on peer discussion, so upward communication is inappropriate.

Option D:
Option D, one-way communication, refers to situations where messages go from sender to receiver without significant response or interaction. Group discussion, by contrast, is interactive, with students both sending and receiving messages. Hence, calling it one-way communication would be misleading.

Statements A, B, D and F are correct, while C and E are incorrect. Supportive, respectful messages and non-verbal warmth foster a safe climate that encourages participation. Hostile sarcasm tends to silence students, and peer interaction helps create a sense of classroom community. The claim that climate is unrelated to communication is false, as patterns of interaction strongly shape climate, and disrespectful feedback generally undermines motivation rather than improving it.

Option A:
Option A is incorrect because it includes only A, B and D and omits F, neglecting the role of non-verbal warmth in shaping how safe learners feel. Although A, B and D are correct, missing F makes this combination incomplete. Hence it cannot be chosen as correct.

Option B:
Option B is incorrect because it includes E as if it were correct. E falsely suggests that disrespectful feedback improves intrinsic motivation, which contradicts motivational theory and classroom experience. Mixing this false statement with true ones invalidates the option.

Option C:
Option C is incorrect as it groups B, D, E and F and leaves out A. Moreover, it treats E as correct even though it clearly misrepresents the impact of disrespectful feedback. The omission of A and inclusion of E make the combination logically inconsistent.

Option D:
Option D is correct because it brings together A, B, D and F, all of which accurately describe features that shape classroom climate. It also correctly excludes C and E as false statements. Therefore, this option fully matches the set of correct statements in the item.