UGC NET Questions (Paper – 1)

In formal education,the central goal of communication is to bring about desirable changes in learners' knowledge,skills and attitudes. All classroom talk,questions,examples and explanations are organised to help learners construct understanding. Even discipline or announcements are ultimately justified in terms of how they support learning. Therefore learning is the most accurate description of the primary purpose of classroom communication.

Option A:
Learning is the outcome that justifies the existence of teaching as a profession and of classrooms as institutions. When teachers design objectives and choose strategies,they focus on what students should learn,not merely what should be said. Hence this option directly matches the core aim of educational communication.

Option B:
Entertainment can be used as a strategy to gain attention or reduce monotony,but it remains secondary to learning goals. If entertainment becomes the main purpose,the instructional value of communication is weakened. Therefore it is not the best completion for the stem.

Option C:
Control refers to managing behaviour and maintaining discipline so that learning can occur effectively. It is an instrumental function rather than the ultimate objective of communication in teaching. Thus it cannot be called the primary purpose.

Option D:
Advertising is associated with promoting products,services or institutions and is not the basic goal of regular classroom interaction. Even when institutions brand themselves,that communication is separate from everyday pedagogic talk. Hence this option is clearly inappropriate here.

Communication competence refers to the ability to choose appropriate messages and behaviours in specific contexts to achieve goals effectively. It includes clarity,adaptation to audience and good listening. The teacher in the stem uses simple language,examples and responsive listening,showing strong competence in communication.

Option A:
Authority refers to formal power or position,which alone does not guarantee effective communication.

Option B:
Communication competence combines knowledge,skills and sensitivity to learners,making option B the best descriptor of the teacher’s behaviour.

Option C:
Punishment power is related to control and discipline,not to clear explanation or listening.

Option D:
Organisational status is about rank in the institution and does not ensure that communication will be effective.

Meaningful learning occurs when students connect new information with prior knowledge in a logical and well-organised way. Teacher clarity through organised explanations and emphasis on key points helps learners form such connections. As a result,students understand not just isolated facts but underlying relationships. Thus,the stem describes practices that enhance meaningful learning.

Option A:
Random learning would imply unstructured and unconnected information,which is exactly what clear and logically sequenced teaching seeks to avoid.

Option B:
Superficial learning involves shallow understanding,where facts may be memorised but not integrated; clear explanations aim to deepen comprehension,not to keep it superficial.

Option C:
Meaningful learning leads to better retention and transfer because learners can see why concepts make sense. Since the stem highlights clarity,logical order and focus on main ideas,meaningful is the most appropriate completion.

Option D:
Accidental learning is unplanned and incidental,whereas the stem depicts deliberate,structured exposition to promote understanding.

Classroom communication is organised primarily to promote learning,that is,lasting changes in knowledge,skills and attitudes. The teacher selects content,methods and examples so that students understand and internalise ideas. Therefore,facilitating learning is the central objective described in the stem.

Option A:
Entertainment may be used to keep attention,but it is not the ultimate goal in educational settings.

Option B:
Learning involves active processing of information,questioning and application,which communication in class should support,making option B correct.

Option C:
Punishment is a disciplinary tool and not a central objective of communication in a lesson.

Option D:
Surveillance refers to monitoring behaviour rather than constructing knowledge,so it does not match the educational aim.

Statements A, C and D correctly describe elements of effective teacher communication. A is true because both verbal language and non-verbal signals like posture and facial expressions shape understanding. C is true since appropriate eye contact and gestures can highlight key points and maintain attention. D is true because listening to student questions and responses helps the teacher adjust explanations and fosters interaction. B is false as excessive jargon can confuse learners, and E is false because monopolising talk time reduces opportunities for student participation; therefore A, C and D only is the correct set of statements.

Option A:
Option A contains A and C, which are correct, but omits D even though active listening to students is a crucial aspect of communication. Since one true statement is missing, this option is incomplete and cannot be accepted as correct.

Option B:
Option B groups C and D but leaves out A, which provides the basic idea that verbal and non-verbal cues are both important. Thus C and D only is not the right option.

Option C:
Option C includes A, C and D, each of which accurately reflects good communication practices. It properly excludes the misleading claims in B and E, so A, C and D only is the correct answer.

Option D:
Option D adds B to A, C and D, thereby including the false assumption that complex jargon always improves understanding. Therefore A, B, C and D only is not valid.

Option E extends A, C and D to include E, which asserts that the teacher should speak for the whole time, leaving no space for student voices. Therefore A, C, D and E only cannot be correct.

Statements A, B and D are correct, whereas C is incorrect. A is true because vague comments such as “good” or “bad” are less useful than specific remarks that indicate what worked and what needs improvement. B is true since focusing on behaviour and performance avoids attacking the learner’s personality and supports growth. D is true because feedback that the receiver cannot understand will not help learning. C is false because effective feedback is not defined by long delay; in many cases, timely or even immediate feedback is more beneficial.

Option A:
Option A is incorrect because it includes only A and B and omits D, which is also a correct characteristic of effective feedback. Without D, the set of statements does not fully capture what makes feedback useful for the receiver. Therefore A and B only is incomplete.

Option B:
Option B is correct because it groups A, B and D, combining specificity, focus on behaviour and clarity for the receiver. It correctly leaves out C, which wrongly insists on delayed feedback as a requirement. As it contains all and only the correct statements, this option is the right answer.

Option C:
Option C is incorrect because it selects B and D only and leaves out A. While B and D are valid, excluding A ignores the crucial role of specificity. Thus this option does not present the complete profile of effective feedback.

Option D:
Option D is incorrect because it treats all four statements as correct, including C. Since C misrepresents feedback timing by making delay compulsory, this option mixes a false statement with true ones and cannot be accepted.