UGC NET Questions (Paper – 1)

Statements A, B, C, D and F are all correct descriptions of facilitative and authoritarian roles. A is true because facilitators support learners in constructing knowledge. B is true since authoritarian teachers keep control and make decisions alone. C is true as collaborative discussion is typical of facilitative classrooms. D is true because authoritarian teaching tends to restrict participation, and F is true because facilitative teachers use learner feedback to adjust instruction. E is false because facilitators still provide structure and guidance, so A, B, C, D and F only is the correct combination.

Option A:
Option A includes A, B, C and D but omits F, neglecting the important element that facilitators respond to learner feedback. Without F, the picture of facilitative teaching is incomplete, so this option cannot be considered fully correct.

Option B:
Option B adds E to A, B, C and D, yet E wrongly claims that facilitators never provide structure. Facilitators do guide learning through scaffolding, so including E makes A, B, C, D and E only an invalid combination.

Option C:
Option C brings together A, B, C, D and F, correctly describing learner construction, teacher control, collaboration, restricted participation in authoritarian contexts and responsiveness to feedback. Because it excludes only the false statement E, this option is the correct one.

Option D:
Option D groups B, C, D and F but leaves out A, thereby omitting the central idea that facilitators encourage learners to construct their own understanding. Although it includes several true statements, the absence of A means B, C, D and F only is incomplete.

Statements A, B and D are correct descriptions of facilitative teaching. A is true because facilitators guide learners in constructing their own meanings rather than merely transmitting information. B is true as questioning and exploration are central to learner-centred classrooms. D is true since facilitators design tasks that encourage collaboration and peer learning. C is false because some structure and direction are necessary to support learning, and E is false because feedback remains crucial for helping learners monitor and adjust their efforts. Thus A, B and D only is the correct combination.

Option A:
Option A includes A and B but omits D, thereby missing the important aspect of designing collaborative opportunities. Without D, the description of the facilitator role is incomplete.

Option B:
Option B gathers A, B and D, all of which reflect constructivist and learner-centred views of teaching. It correctly excludes C and E, which wrongly deny the need for structure and feedback. Therefore A, B and D only is the correct answer.

Option C:
Option C lists B, D and E, but E incorrectly claims that facilitators should not provide feedback, which contradicts formative assessment principles. Including E makes this combination invalid.

Option D:
Option D combines A, D and E and again includes E, the false statement about withholding feedback. This undermines the accuracy of the option, so it cannot be accepted.

Option E groups A, B, C and D but incorporates C, which claims that facilitators never provide direction. Since guidance and structure are essential parts of facilitation, this option is not correct.

Statements A, C, E and F are correct, whereas B and D are incorrect. Dialogic communication invites questioning and co-construction of knowledge, which are central to critical pedagogy. Power relations do shape whose contributions are legitimised, and encouraging questions can unsettle existing hierarchies. In contrast, monologic lecturing and a view of students as passive receivers run counter to critical pedagogy’s emphasis on participation and agency. Thus the correct set of statements is A, C, E and F.

Option A:
Option A is correct because it selects A, C, E and F, all of which align with critical, dialogic approaches to teaching. It rightly excludes B, which overvalues monologic lecturing, and D, which misrepresents learners’ role in critical pedagogy. The option therefore accurately reflects the theory.

Option B:
Option B is incorrect since it includes B alongside otherwise correct statements. B falsely claims that monologic lecturing fully aligns with critical pedagogy, ignoring its emphasis on dialogue. Including B makes this combination inconsistent with critical teaching principles.

Option C:
Option C is incorrect because it includes D with C, E and F but omits A. D wrongly portrays learners as passive, contradicting the empowering vision of critical pedagogy. Also, leaving out A neglects the centrality of questioning assumptions in dialogic teaching.

Option D:
Option D is incorrect as it groups A, C, D, E and F and thus accepts D as correct. D conflicts with the idea of students as co-creators of knowledge. Therefore this combination mixes a false statement with true ones and cannot be chosen.

Statements A, C, D and F correctly describe productive questioning practices. A is true because open-ended questions invite analysis and explanation. C is true as distributing questions broadens engagement, and D is true since probing helps uncover misconceptions. F is true because inviting student questions promotes dialogue. B is false because eliminating wait time reduces thoughtful responses, and E is false since focusing only on high achievers narrows participation; therefore A, C, D and F only is the correct combination.

Option A:
Option A includes A, C and D but omits F, ignoring the value of students framing their own questions. Hence A, C and D only is incomplete.

Option B:
Option B groups A, D and F but leaves out C, which stresses equitable distribution of questions. Without C, A, D and F only does not fully address participation.

Option C:
Option C collects C, D and F but omits A, failing to recognise the role of open-ended questions in stimulating thinking. Thus C, D and F only cannot be accepted.

Option D:
Option D gathers A, C, D and F, combining open questions, broad participation, probing and student questioning while excluding B and E, which discourage wait time and equitable access. This makes A, C, D and F only the correct answer.

Statements A, B, C, D and F are correct, whereas E is the only wrong statement. Effective feedback is concrete, focuses on performance, is timely, allows clarifying questions and points out both what was done well and what needs improvement. Delivering feedback in a humiliating manner damages students’ dignity and usually harms motivation. Therefore E alone contradicts recognised principles of constructive feedback. Selecting E only correctly identifies the wrong statement.

Option A:
Option A is correct because it singles out E as the statement recommending a harmful approach. It respects the importance of specificity, timeliness, dialogue and balance between strengths and weaknesses. As a result, E only is the accurate response.

Option B:
Option B is incorrect since it also labels A, a correct statement on specificity, as wrong. Vague comments like “good” or “bad” do not help students improve. Including A in the wrong set makes A and E only inconsistent with feedback theory.

Option C:
Option C is wrong because it treats C and F, both correct statements, as wrong along with E. Timely feedback and highlighting strengths plus weaknesses are widely recommended practices. Therefore C, E and F only cannot be chosen as the set of wrong statements.

Option D:
Option D is incorrect as it adds B and F to the wrong set, undermining the role of performance focus and balanced comments. Publicly attacking students or withholding positive feedback reduces effectiveness. Hence B, E and F only is not a valid answer.