UGC NET Questions (Paper – 1)

Statements A, B and D are correct, while C and E are incorrect. A is true because presentations require structuring content and speaking clearly. B is true as repeated practice in front of peers can build confidence. D is true since constructive feedback highlights strengths and areas for improvement. C is false because classmates’ questions are part of interactive communication, and E is false because presentation tasks should be linked to intended learning outcomes. Therefore, A, B and D only is the correct combination.

Option A:
Option A combines A, B and D, highlighting organisation, confidence-building and feedback, and excludes C and E, which downplay interaction and alignment with outcomes. Because all included statements are correct and the incorrect ones are omitted, this option is the right answer.

Option B:
Option B presents A and B only but ignores D, thereby overlooking the value of teacher feedback in enhancing communication skills. As feedback is central to improvement, A and B only is incomplete.

Option C:
Option C groups B, D and E, but E wrongly states that presentation tasks should not align with outcomes, contradicting curriculum design principles. Including E makes B, D and E only invalid.

Option D:
Option D offers A, C and D, but C is incorrect since peer questions contribute to deeper understanding and interactive communication. Thus A, C and D only cannot be accepted.

Statements A, B and D are correct, whereas C is incorrect. A is true because two-way communication lets learners seek clarification when they do not understand. B is true since it allows teachers to receive feedback about learners’ difficulties and progress. D is true because interactive exchange fosters a greater sense of involvement among learners. C is false as it claims that two-way communication is always slower and therefore pedagogically undesirable; in reality, even if it may take more time, it is often educationally valuable.

Option A:
Option A is correct because it combines A, B and D, the three statements that accurately characterise two-way communication in teaching. It highlights clarification, feedback for the teacher, and enhanced learner involvement. It excludes C, which mistakenly labels two-way processes as pedagogically undesirable.

Option B:
Option B is incorrect because it includes only A and B and omits D. While it recognises clarification and feedback aspects, it fails to acknowledge the increased sense of involvement that two-way communication can generate. Since D is also a correct statement, this combination is incomplete.

Option C:
Option C is incorrect because it groups B and D but leaves out A. Excluding A ignores the crucial benefit that learners can ask questions and seek clarification in a two-way exchange. Therefore, B and D only does not cover all correct statements.

Option D:
Option D is incorrect because it treats all four statements as correct, including C. C is problematic because it portrays two-way communication as pedagogically undesirable, which conflicts with learner-centred teaching principles. Mixing this false view with the true statements disqualifies the option.

Non verbal feedback uses gestures,facial expressions and body posture instead of words to convey approval or disapproval. Smiling,nodding and showing a thumbs-up all communicate positive evaluation without speaking. In classroom interaction,such cues support or reinforce what students have done. Therefore,the stem refers to non verbal feedback.

Option A:
Verbal feedback involves spoken comments such as “good answer” or “please clarify,”which are not mentioned in the stem.

Option B:
Non verbal cues are often immediate and can reach several students at once,helping to maintain flow of teaching,so option B correctly identifies the type of feedback.

Option C:
Delayed feedback is given after some time has passed,whereas the gestures in the stem occur instantly after the response.

Option D:
Written feedback uses comments on papers or digital platforms,not body movements,so it does not fit this situation.

Statements A, B and D are correct because good feedback is task-focused and timely, should avoid being purely negative and must create opportunities for students to act on it. C is false since waiting until the end of the course removes the possibility of improvement during learning. E is false because learners at all achievement levels benefit from feedback to refine understanding and performance. Therefore, A, B and D only is the correct combination.

Option A:
Option A includes A and B but omits D, ignoring the importance of allowing learners to use feedback in subsequent tasks. Since D is also true, A and B only is incomplete.

Option B:
Option B adds C to A and B, but C incorrectly insists on delaying feedback until the course ends, which contradicts formative assessment principles. Hence A, B and C only cannot be accepted.

Option C:
Option C correctly groups A, B and D, emphasising quality, motivational aspects and opportunities for use of feedback while excluding C and E, which undermine its formative value. Thus A, B and D only is the right answer.

Option D:
Option D combines B, C and D but retains C, the false statement about always delaying feedback, making B, C and D only invalid.

Statements A, B and C are correct, whereas D is incorrect. A is true because the pattern begins with teacher initiation, usually a question or cue. B is true as the learner’s response forms the second move in this triadic sequence. C is true since the teacher then provides feedback, evaluation or follow-up comment. D is false because while IRF can be useful, it does not always maximise autonomy or extended student-led discussion; it can also reinforce teacher control if overused.

Option A:
Option A groups A and B only and omits C, failing to mention the important feedback move that completes the IRF cycle. Without C, the description of the pattern is incomplete. Therefore A and B only cannot be accepted as the correct answer.

Option B:
Option B includes A, B and C, capturing initiation, response and feedback, and excludes D, which overstates the autonomy created by IRF. This combination accurately reflects how the pattern functions in classroom discourse. Hence A, B and C only is the correct answer.

Option C:
Option C lists B and C only and leaves out A, disregarding the teacher-initiated nature of most IRF exchanges. Since A is also a correct statement, this combination does not fully describe the pattern. As a result, B and C only is not valid.

Option D:
Option D treats all four statements as correct, but D exaggerates the autonomy-producing effect of IRF and ignores its potential to remain teacher-centred. Including D with the correct statements makes the option inconsistent, so it cannot be chosen.