UGC NET Questions (Paper – 1)

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.

Psychomotor domain involves physical movement,coordination and the use of motor skills. Handwriting,lab manipulations or sports skills are classic examples. The stem describes development of muscular coordination,which is central to psychomotor learning. Thus,psychomotor is the appropriate domain.

Option A:
Cognitive domain focuses on mental processes like remembering and reasoning,not on physical coordination.

Option B:
Affective domain deals with feelings and attitudes rather than motor skills.

Option C:
Social is a broad term for interpersonal skills but is not one of the three primary domains in Bloom’s framework.

Option D:
Psychomotor objectives specify the precision,speed or technique of physical actions,which matches the description in the question,making option C correct.

Educational objectives are traditionally grouped into three major domains. The cognitive domain deals with knowledge and intellectual skills. The affective domain includes attitudes, values and feelings. The psychomotor domain involves physical and motor skills. A balanced course attempts, as far as relevant, to address all three so that learners develop intellectually, emotionally and practically.

Option A:
This option focuses only on cognitive outcomes, neglecting attitudes and skills. While cognitive learning is vital, an exclusive focus may lead to graduates who know theory but lack appropriate values or abilities to perform tasks.

Option B:
This option correctly indicates that objectives should consider all domains where appropriate to the subject. For example, a course might require understanding concepts, developing professional attitudes and practising specific skills. Such balanced objectives support holistic development of learners.

Option C:
This option restricts objectives to affective aspects, ignoring intellectual development. Courses that only seek to change attitudes without building knowledge will not meet academic expectations in higher education.

Option D:
This option mentions only physical skills, which are important mainly in certain applied disciplines. Most courses also require cognitive and affective outcomes, so an exclusive focus on physical skills is too narrow.

Statements A, B and C correctly define the cognitive, affective and psychomotor domains as mental, attitudinal and physical skill areas. Statement E is also true because objectives can be framed across domains to promote balanced development. Statement D is false since focusing only on cognitive outcomes ignores attitudinal and skill aspects of holistic education. Hence, A, B, C and E only is the correct combination of statements.

Option A:
Option A includes A, B and C but omits E, overlooking the important point that objectives can and should be distributed across domains for balance. Since E is also correct, A, B and C only is incomplete.

Option B:
Option B groups B, C and E, leaving out A, which provides the central idea of cognitive objectives. Without A, the account of domains is not comprehensive, so B, C and E only cannot be accepted.

Option C:
Option C brings together A, B, C and E, which together describe the domains and the possibility of integrating them in planning. It correctly excludes D, which claims cognitive objectives alone are sufficient. Therefore, this is the correct option.

Option D:
Option D selects A, C and E, but omits B, ignoring the affective domain, which is a key part of the tripartite classification. As a result, A, C and E only does not fully represent the domains.

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.

The psychomotor domain concerns physical movement,coordination and the use of motor skills. Objectives in this domain focus on performing tasks such as laboratory experiments,craft activities or sports techniques. They involve practise and precision as learners gain control over muscular movements. Therefore,objectives dealing with coordination and manipulative abilities are classified under the psychomotor domain.

Option A:
Cognitive objectives relate to mental processes such as remembering,understanding and analysing information. While cognitive understanding can support skill performance,it is not the same as the physical execution of tasks described in the stem.

Option B:
Affective objectives deal with attitudes,values and feelings,for example developing appreciation for art or positive attitudes toward study. They do not primarily address coordination and manipulative skills.

Option C:
Psychomotor objectives involve observable actions like assembling equipment,typing or playing an instrument. Because the stem explicitly mentions coordination and practical skills,this domain is the correct choice.

Option D:
Social is not one of the three classic domains in Bloom’s framework and usually refers to interaction patterns,not specifically to motor skills.

Statements A, B and C correctly define the cognitive, affective and psychomotor domains. Statement E is also true because teachers can and should formulate objectives in more than one domain to promote holistic development. Statement D is false since restricting objectives to cognition alone neglects values and skills, and F is false because affective and psychomotor outcomes can be assessed through suitable tools. Hence, the correct set of statements is A, B, C and E only.

Option A:
Option A contains A, B, C and E, bringing together accurate descriptions of all three domains and the idea of combining them in planning. It deliberately excludes D and F, which either restrict objectives or deny evaluation possibilities, so this option is correct.

Option B:
Option B lists A, B and C but omits E, overlooking the important point that objectives can simultaneously span multiple domains. Because E is also true, A, B and C only is an incomplete combination.

Option C:
Option C includes F, which wrongly states that affective and psychomotor objectives cannot be evaluated, even though attitude scales and skill tests are widely used. Therefore B, C, E and F only mixes true and false statements and cannot be accepted.

Option D:
Option D brings F into a set with A and C, again accepting the false claim that non-cognitive objectives cannot be evaluated. As it includes a wrong statement and omits the affective definition in B, A, C, E and F only is not a valid answer.

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.