UGC NET Questions (Paper – 1)

Remedial teaching focuses on helping learners who have not achieved expected levels of performance due to specific gaps or misconceptions. It is based on prior diagnosis of their difficulties through tests or observation. The aim is to provide targeted instruction and practice to overcome these problems. Therefore, the specialised teaching described in the stem is correctly termed remedial teaching.

Option A:
Remedial teaching involves adapting content, method and pace to suit learners who need extra help. It often includes re-teaching, additional examples and close monitoring. Since the stem emphasises instruction after identifying difficulties, remedial is the precise label that fits.

Option B:
Formal teaching refers broadly to structured education within an institution and does not specifically denote corrective instruction after diagnosis. It includes both regular and remedial work.

Option C:
Incidental teaching happens informally as opportunities arise, without planned correction of diagnosed problems, so it does not capture the targeted nature of remediation.

Option D:
Mass teaching suggests instruction delivered to large groups without individualisation, which is the opposite of the focused, corrective approach used in remedial programmes.

Remedial teaching is a supportive measure designed to address identified learning gaps. After diagnosing the areas in which students face difficulty, the teacher offers targeted instructional support. The aim is to help learners reach the expected level of competence rather than to stigmatize them. Thus the central purpose is corrective and developmental assistance.

Option A:
This option treats remedial teaching as a form of punishment, which is contrary to its educational purpose. Punitive approaches often lower motivation and self esteem, making it harder for students to improve.

Option B:
This option correctly states that remedial teaching offers focused help on specific problem areas. It recognizes that learners may need alternative explanations, extra practice or different materials to master concepts. By emphasizing support rather than blame, it aligns with the inclusive and developmental role of higher education.

Option C:
This option assumes that students must simply repeat everything, which is inefficient. Remedial teaching is selective and diagnostic, targeting particular difficulties instead of redoing the full course without change.

Option D:
This option describes a harmful labelling process that can create self fulfilling prophecies. Remedial programmes should be temporary and goal oriented, not a means to permanently brand students as weak.

Remedial teaching is designed for learners who have fallen behind or have specific difficulties in achieving expected learning outcomes. Its purpose is to diagnose these problems and provide targeted instruction to overcome them. The focus is on helping learners reach minimum competency levels rather than accelerating the curriculum. Therefore, the primary goal of remedial teaching is to remove or reduce learning difficulties of students.

Option A:
Enriching already high-achieving students is usually the focus of enrichment or extension programmes, not remedial teaching. These programmes introduce advanced or broader content to challenge gifted learners. Thus, enrichment is conceptually different from remediation.

Option B:
Removing or reducing learning difficulties is central to the rationale for remedial classes. This option stresses addressing gaps in understanding or skills through specialized support. It aligns directly with the definition and practice of remedial teaching.

Option C:
Punishing students for low performance contradicts the supportive and corrective nature of remedial education. Punishment can increase anxiety and resistance, further hindering learning. Hence, this option misrepresents the purpose of remedial teaching.

Option D:
Increasing the speed of syllabus completion is a concern of coverage rather than of meeting individual learning needs. Remedial programmes often slow down or revisit content so that struggling students can understand it better. Therefore, this option is inconsistent with remedial objectives.