UGC NET Questions (Paper – 1)

Mutual influence means teacher and learners affect each other through questions, responses and feedback. That two-way, adaptive process is the interactive nature of teaching.

Option A:
Unidirectional implies one-way flow from teacher to student, ignoring learner feedback and participation.

Option B:
Interactive highlights dialogue, feedback and shared meaning-making, matching “mutual influence.”

Option C:
Mechanical suggests routine teaching without sensitivity to learner responses, which contradicts mutual influence.

Option D:
Ritualistic implies fixed routines without reflection and does not capture dynamic two-way interaction.

Classroom communication operates at several levels at the same time: teacher addressing the class,teacher interacting with individuals and students talking among themselves. When these interactions occur together,the communication is multilevel. The stem highlights this simultaneous involvement of teacher and different student groupings,so multilevel is the best descriptor.

Option A:
Multilevel communication recognises that messages flow vertically and horizontally within the classroom,creating a complex network. This matches the situation described,making option A correct.

Option B:
Intrapersonal communication is confined within one person’s mind and cannot account for the many interactions present in a class.

Option C:
Dyadic communication refers specifically to interaction between two people,which is only one part of classroom communication.

Option D:
Mass communication is addressed to a large,anonymous audience through media,not to a specific group of students interacting with a teacher and peers.

Two way communication occurs when both parties alternately act as senders and receivers. In the stem the teacher speaks,students respond and ask further questions. Meanings are negotiated through this dialogue. Therefore the classroom interaction is two way communication.

Option A:
One way communication would involve only the teacher talking and students passively listening. That contradicts the reciprocal nature described.

Option B:
Because both teacher and students exchange messages,two way communication is the correct answer.

Option C:
Mass communication uses media to reach large audiences beyond the classroom walls.

Option D:
Mechanical communication is not a standard theoretical label for this process.

In modern higher education, teaching is understood as a planned, interactive and learner-oriented process. The teacher designs experiences, facilitates participation and continuously responds to students’ needs. Option B captures this idea of teaching as an active process that promotes learning and development.

Option A:
Option A describes a one-way flow of information from teacher to students, which represents an older, teacher-centred view. It ignores interaction, feedback and learner participation, so it does not match the modern concept.

Option B:
Option B highlights teaching as a planned, interactive and facilitative process where learners are actively engaged. This aligns with contemporary views of higher education pedagogy, so it is the best description.

Option C:
Option C reduces teaching to controlling student behaviour through strict rules. Discipline is only a supporting condition; it cannot be treated as the essence of teaching.

Option D:
Option D treats teaching as merely finishing the syllabus on time. Completing content without ensuring understanding, application and critical thinking does not satisfy the aims of higher education.

Statements A, B and D are correct descriptions of classroom communication, whereas C and E are incorrect. A is true because typical classroom interaction involves one teacher addressing many students. B is true since effective communication in class should invite questions and feedback from learners. D is true because student–student interaction during group tasks is also part of classroom communication. C is false because non-verbal signals from both teacher and students significantly affect meaning, and E is false because classroom climate strongly influences communication patterns; therefore A, B and D only is the correct combination.

Option A:
Option A includes A and B but omits D, thereby ignoring the important role of student–student interaction in group activities. Since classroom communication also occurs among students, leaving out D makes this combination incomplete. Consequently, A and B only cannot represent all correct statements.

Option B:
Option B lists B and D but leaves out A, and thus fails to acknowledge the predominant one-to-many pattern between teacher and class. Without recognising this structural feature, B and D only does not fully capture classroom communication. It also still correctly excludes C and E, but incompleteness means it is not the best answer.

Option C:
Option C groups A, B, C and D, but C is incorrect because it denies the relevance of non-verbal signals in the classroom. Including this false view alongside correct statements makes the combination invalid. Any answer set that treats C as true misrepresents how classroom communication actually works.

Option D:
Option D brings together A, B and D, which collectively describe one-to-many patterns, encouragement of feedback and student–student interaction. It excludes C and E, both of which downplay crucial elements such as non-verbal cues and classroom climate. Since it contains all and only the true statements, A, B and D only is the correct answer.

Teaching involves transmitting ideas, feelings and information from teacher to students and receiving responses from students back to the teacher. This two-way flow of messages, with encoding, decoding and feedback, is the essence of communication. If messages are not clearly conveyed or understood, teaching fails. Hence, seeing teaching as sending and interpreting messages correctly identifies it as a form of communication.

Option A:
Evaluation is one component of teaching in which student performance is judged, but it does not encompass the full ongoing exchange of messages described in the stem.

Option B:
Instruction refers to organised teaching activity and includes planning and management functions in addition to communication. While related, the stem focuses specifically on the messaging aspect.

Option C:
Motivation is a psychological process that energises and directs behaviour, including learning behaviour. Although communication can influence motivation, motivation itself is not the process of sending and interpreting messages.

Option D:
Communication captures the coding of ideas into language or other symbols, transmission through channels, reception and decoding by students and feedback. These elements align precisely with the description in the stem, making communication the correct answer.

Option D – interactive Modern conceptions of teaching emphasize that it is not simply a teacher speaking and students listening, but a dynamic exchange of ideas and responses. In interactive teaching, teachers adjust their explanations based on learner feedback, and students construct understanding through questioning and discussion. This mutual influence improves clarity and engagement compared to one-way lecturing. Therefore, describing teaching as a two-way process is best captured by calling it interactive in nature.

Option A:
Option A, one-way, suggests a linear flow of information from teacher to students without meaningful feedback or participation. Such a model ignores the influence that learners’ questions, expressions and prior knowledge have on the direction of teaching. Since the stem specifically mentions a process in which both teacher and students influence each other, a one-way description is inappropriate.

Option B:
Option B, mechanical, implies rigid, routine performance of teaching tasks without sensitivity to learner needs or classroom context. Mechanical teaching often lacks the flexibility and responsiveness that characterize true interaction. Thus, this term does not reflect the dynamic exchange highlighted in the question.

Option C:
Option C, authoritarian, refers to a style in which the teacher exercises strict control, expects obedience and gives little opportunity for student input. This style tends to restrict interaction rather than encourage it and can stifle student voice. For that reason, authoritarian is not consistent with the two-way influence described in the stem.

Option D:
Option D, interactive, directly denotes a situation where messages, ideas and responses move back and forth between participants. In an interactive classroom, both teachers and students contribute to shaping the lesson. Because the stem emphasizes mutual influence, interactive nature correctly completes the statement.

Communication is not only sending information but ensuring that the receiver understands it as intended. The key idea is that both sender and receiver come to share a common interpretation of the message. This emphasis on common understanding is captured by the phrase sharing of meaning. Therefore,communication is best defined as a process of sharing of meaning between sender and receiver.

Option A:
This option highlights meaning as the core of communication. When teacher and students share the same meaning about a concept,learning truly takes place. Hence this phrase matches standard definitions of communication used in education and communication theory.

Option B:
Storing of data refers to keeping information in books,files or digital devices. Storage can exist without any active sender–receiver interaction or understanding. Therefore,it cannot by itself be treated as the communication process described in the stem.

Option C:
Memorising of facts is an internal cognitive activity of an individual learner. It may occur after communication,but memorisation alone does not describe the two-way process between sender and receiver. Thus this option is narrower than the definition given.

Option D:
Controlling of behaviour can be one possible outcome of communication,such as following rules after instructions. However,communication also includes sharing ideas,feelings and information beyond behaviour control. So defining communication only as control is incomplete.

Feedback is the information sent back from receiver to sender about how the message has been understood. In a classroom,students’ questions and responses indicate whether they have followed the explanation. Teachers use this information to clarify or proceed. The stem describes exactly this two-way element,so feedback is the correct term.

Option A:
Channel refers to the medium through which the message travels,such as spoken words or visual aids,and is not about students’ responses.

Option B:
Encoding is the sender’s process of translating ideas into symbols,performed mainly by the teacher when planning and delivering explanations.

Option C:
Noise consists of any interference that distorts the message,such as background sounds or distractions,rather than helpful responses.

Option D:
Feedback closes the communication loop and is essential for effective teaching,so option D accurately completes the statement.

Statements A, B, D, E and F are correct, while C is incorrect. Dyadic communication is clearly between two individuals, and small group interaction involves a few participants. In dyadic exchanges, such as teacher–student tutorials, both parties send and receive messages. Public communication usually has one speaker and a larger audience, and mass communication typically uses technological media like TV or the internet. C is wrong because mass communication seldom involves direct face-to-face contact with every audience member.

Option A:
Option A is incorrect because it omits F, even though technological media are a defining feature of mass communication. While A, B, D and E are correct, the absence of F means this combination fails to capture an important characteristic of mass-level messaging.

Option B:
Option B is incorrect as it adds C to the list of correct statements. C wrongly claims that mass communication always involves direct face-to-face contact, which contradicts its mediated nature. Including this false claim makes the option invalid.

Option C:
Option C is correct because it selects A, B, D, E and F, the five accurate statements about different levels and forms of communication. It properly excludes C, which misrepresents how mass messages reach audiences. Thus this combination fully matches the true statements.

Option D:
Option D is incorrect because it leaves out A and includes B, D, E and F only. Although all four are correct, not including A ignores a basic definition of dyadic communication. Hence this option does not present the complete set of correct statements.

In the systems approach, teaching is described in terms of inputs, process and outputs, with feedback loops for improvement. Inputs include learners, resources and objectives, while outputs are learning outcomes. The process refers to the interactional activities that occur in the classroom, such as explaining, questioning and discussing. Therefore, classroom interaction between teacher and students is most appropriately regarded as the process of the teaching system.

Option A:
Input consists of factors that enter the system before teaching actually begins, such as student characteristics and instructional materials. Although these influence interaction, they are not themselves the interaction. Therefore, input cannot represent the ongoing classroom process described in the stem.

Option B:
Process denotes the set of operations and activities through which inputs are transformed into outputs. In teaching, this includes the live communication, tasks and interactions in the classroom. This option accurately matches the idea of classroom interaction in a systems view.

Option C:
Output refers to the end-products of the system, such as learner performance, grades and changed behaviours. These appear after the process has taken place and do not coincide with the interaction itself. Hence, output is not the best completion for the statement.

Option D:
Feedback consists of information about outputs that is used to adjust future inputs or processes. While feedback often arises from interaction, it is conceptually distinct from the process of interaction. Thus, it cannot be equated with the classroom interaction referred to in the question.

Statements A and C are correct, while B, D and E are incorrect. A is true because multimedia by definition integrates multiple modes such as text, audio and visuals. C is true as alignment with objectives prevents multimedia from becoming a distraction. B is false since overcrowding slides usually reduces clarity. D is false because learners often need scaffolding to interpret complex visuals, and E is false because teacher–student interaction remains crucial even when multimedia is used. Therefore, A and C only is the correct combination.

Option A:
Option A selects A and C, accurately capturing the integrative nature of multimedia and the need for alignment with objectives, while excluding faulty views about overloading, unguided interpretation and replacing interaction. Since all included statements are true and all excluded statements are false, this option is correct.

Option B:
Option B adds D to A and C, but D incorrectly claims that learners never need guidance for complex multimedia, which underestimates cognitive load. Including D makes A, C and D only an invalid set of correct statements.

Option C:
Option C combines B and C, but B is wrong because more text does not automatically improve clarity; it often overwhelms learners. Therefore, B and C only cannot be accepted.

Option D:
Option D groups A, B and C, but again B is false, so A, B and C only mixes accurate and inaccurate claims. This prevents it from being the correct answer.

Cultural barriers arise when people from different cultural backgrounds interpret behaviours differently based on norms and values. A gesture that is harmless in one culture may be offensive in another. The misunderstanding in the stem stems from such normative differences. Therefore it is a cultural barrier.

Option A:
Psychological barriers arise from individual feelings such as fear,which is not central here.

Option B:
Because the problem is rooted in cultural codes for gestures,cultural is the best answer.

Option C:
Semantic barriers involve word meanings rather than gestures.

Option D:
Mechanical barriers concern devices and technology,not human behaviour.

Statements A, C and D are correct, whereas B is incorrect. A is true because classroom communication emerges from the dynamic interplay of teacher, learners, subject matter and physical setting. C is true since students’ facial expressions, posture and eye contact provide continuous non-verbal feedback to the teacher. D is true as rules, norms and institutional culture shape what can be said, how it is said and who speaks. B is false because student talk, peer interaction and even silence or non-verbal responses are all part of classroom communication, not only teacher talk.

Option A:
Option A includes A and C only and omits D, overlooking the impact of institutional policies and culture on classroom interaction. While A and C are accurate, this option does not fully capture the systemic nature of classroom communication. Therefore A and C only is incomplete and cannot be accepted.

Option B:
Option B correctly groups A, C and D, recognising the interactive system among participants and the influence of feedback and institutional context. It excludes B, which narrowly restricts communication to teacher talk. Since it contains all and only the true statements, A, C and D only is the correct answer.

Option C:
Option C brings together C and D only and leaves out A, ignoring the explicit statement that classroom communication arises from interaction among teacher, students, content and environment. Because A is also correct, C and D only does not represent the full set of accurate statements. Hence this option is not valid.

Option D:
Option D treats all four statements as correct, including B, which wrongly excludes student contributions from communication. The presence of this false statement alongside correct ones makes the combination logically inconsistent. Consequently A, B, C and D cannot be chosen.

Option A – feedback In communication theory, feedback is the receiver’s response to the sender’s message, indicating whether it has been understood, accepted or rejected. In the classroom, student answers, facial expressions, nods or questions provide feedback to the teacher about the effectiveness of the explanation. This feedback allows the teacher to clarify, repeat or modify the message as needed. Thus, the student responses mentioned in the stem are correctly termed feedback.

Option A:
Option A refers precisely to the information that flows back from students to the teacher after a message has been delivered. It can be both verbal and non-verbal and is essential for turning one-way talk into interactive teaching. Because the stem focuses on the student’s response showing how the message has been received, feedback is the accurate term.

Option B:
Option B, channel, denotes the medium through which the message travels, such as spoken words, printed text or electronic media. It is not the response from the receiver but the route of transmission. Therefore, channel cannot be the correct completion for a description of learners’ verbal and non-verbal responses.

Option C:
Option C, noise, refers to any interference that distorts or obstructs the message, like external sounds or unclear handwriting. While noise can affect how messages are received, it is not itself the response showing reception or understanding. Consequently, noise is not appropriate for the role described in the stem.

Option D:
Option D, encoding, describes the sender’s process of putting ideas into symbols such as words or diagrams. It happens before the message is sent and is not the receiver’s reply. Since the question is about how students signal their understanding after receiving a message, encoding does not fit here.