UGC NET Questions (Paper – 1)

A learning contract is a mutually agreed document that outlines what the learner will study, how learning will be carried out, resources to be used and how achievement will be evaluated. It supports self-directed learning by giving the learner responsibility within a structured framework. The stem clearly mentions negotiated objectives, resources and evaluation criteria, which are key features of a learning contract.

Option A:
A lesson plan is prepared by the teacher to guide a particular lesson and is not normally negotiated individually with each learner. It focuses on teaching steps rather than formal agreements about responsibilities.

Option B:
A scheme of work is a broader plan for a course, organising units and lessons over time for a group of learners; it is not an individual contract.

Option C:
A syllabus outlines topics, readings and sometimes assessment components for a course but is usually prescribed by institutions or boards, not negotiated one-to-one with learners.

Option D:
A learning contract formalises the shared understanding between teacher and student about learning goals and methods. Because the stem stresses negotiation and specification of objectives, resources and evaluation, learning contract is the correct completion.

A teacher-centred approach is characterized by the dominance of the teacher in controlling content, pace and classroom interaction. Students are largely passive recipients of information, primarily listening and taking notes. The lecture method is a classic example of this orientation. Hence, when teaching relies on lecturing with passive students, it is correctly described as a teacher-centred approach.

Option A:
A learner-centred approach involves active participation of students through discussion, projects and problem-solving tasks. The teacher’s role shifts to facilitating learning rather than delivering all information. This pattern does not match a situation where students passively receive lectures.

Option B:
Collaborative learning approach emphasizes group work, peer interaction and shared responsibility for learning. Students discuss, negotiate and construct understanding together. A classroom dominated by teacher monologue and passive listening does not fit this model.

Option C:
Teacher-centred approach puts the teacher at the centre of the instructional process, with emphasis on content coverage and one-way communication. Students have limited opportunity to question or explore topics independently. This option precisely corresponds to the scenario of lecturing with passive reception.

Option D:
Blended learning approach combines face-to-face instruction with online or technology-mediated activities. While it can be teacher-centred or learner-centred, the presence of online components is essential. The stem does not reference such a blended arrangement, so this option is less appropriate.

In the inductive method, teaching begins with specific instances or observations and moves towards generalizations or rules. Learners examine examples, identify patterns and formulate principles. This approach is especially useful in subjects like mathematics and science where rules can be derived from concrete cases. Therefore, presenting examples first and then deriving a general rule illustrates the inductive method.

Option A:
Inductive method emphasizes discovery of rules through analysis of particular cases. When students are led from instances to a general statement, they are engaging in inductive reasoning. This pattern matches the procedure described in the stem, so this option is correct.

Option B:
Deductive method reverses the sequence by presenting the general rule first and then applying it to specific problems. It starts from the abstract and moves to the concrete. Because the stem describes moving from examples to a rule, deductive is not appropriate here.

Option C:
Demonstration method focuses on showing a process or experiment step by step while students observe. Although examples may be used, the primary aim is to illustrate procedures rather than derive rules. Thus, it is not the best label for reasoning from examples to generalizations.

Option D:
Project method centres on student-led work on real-life tasks or projects over an extended period. It involves planning, execution and evaluation of an integrated activity. This method is broader and does not specifically describe the movement from examples to general rules as stated in the question.

In a panel discussion, several experts or knowledgeable persons sit together and exchange views on a topic before an audience. A moderator coordinates the discussion, and panelists may also respond to each other’s points. This format exposes the audience to multiple perspectives within a single session. The stem’s description clearly matches a panel discussion.

Option A:
A symposium consists of a series of formal speeches on different aspects of a topic, usually with limited interaction among speakers during the presentation phase. It is less conversational than a panel discussion.

Option B:
Panel discussions are particularly useful for exploring current issues where differing viewpoints exist, and the interaction among panelists adds depth. Because the stem highlights experts discussing a topic in front of an audience with interaction, panel discussion is the correct term.

Option C:
A workshop emphasises hands-on practice and participant activities rather than expert dialogue in front of an audience.

Option D:
A brainstorming session encourages uninhibited idea generation by all participants with minimal evaluation, which differs from the expert-focused and moderated nature of a panel discussion.

The project method engages learners in planning and executing tasks that resemble real-life situations, often culminating in a tangible product or solution. It integrates various skills and subjects, promotes cooperation and encourages problem-solving. Because the stem emphasises real-life tasks carried out over time to produce a concrete outcome, the correct term is project method.

Option A:
In the project method, students take active responsibility for planning, gathering resources and presenting results, often under teacher guidance. This method fosters independence and social skills. The description in the stem aligns well with these features, confirming project as the correct answer.

Option B:
Lecture method involves predominantly teacher talk and is not centred on extended student projects or products.

Option C:
Drill method focuses on repetitive practice to build accuracy and speed, not on complex real-life tasks requiring planning and creativity.

Option D:
Dictation is a specific technique used mainly for practising listening and writing, particularly in language teaching, and does not describe a method built around extended projects.

Statement A is true because effective teaching builds on learners' prior experiences and connects new ideas with what they already know. Statement C is also true as good teaching uses varied strategies to address different learning styles and needs. Statement D is correct since opportunities for feedback and reflection help learners deepen understanding and self awareness. Statement B is wrong because good teaching does not ignore learners' emotions and should not be narrowly content centred; it must address cognitive as well as affective aspects. Therefore the only wrong statement is B, so the correct combination is B only.

Option A:
Option A groups A and B together as wrong statements even though A is a core characteristic of effective teaching. Treating a positive learner centred feature as wrong reveals a misunderstanding of good teaching practice. Thus A and B only cannot be the correct option.

Option B:
Option B correctly singles out B as the only wrong statement because it describes an emotionally insensitive, content dominated approach that contradicts contemporary teaching principles. With A, C and D all representing desirable features of good teaching, excluding them from the wrong set is appropriate. Hence B only is the option that matches the requirement of the question.

Option C:
Option C combines B and C and takes both to be wrong, but C accurately points to the need for varied teaching methods and strategies. Since C is a true statement, grouping it with the false statement B produces an incorrect classification of wrong statements. Therefore B and C only is not a valid answer.

Option D:
Option D considers B and D as wrong statements, whereas D is a correct statement emphasising feedback and reflection in good teaching. Labelling D as wrong ignores the importance of reflective opportunities for learners and misrepresents effective practice. Consequently B and D only cannot be chosen as the correct response.

Demonstration method involves the teacher performing an experiment or process in front of students while explaining each step. After observing,students may replicate the activity to consolidate learning. The stem describes exactly this pattern,so it exemplifies the demonstration method.

Option A:
Lecture method relies mostly on verbal explanation without necessarily showing a practical procedure.

Option B:
Project method requires students to plan and execute a broader task over time,rather than simply replicating a demonstrated experiment.

Option C:
Discussion method emphasises verbal exchange of ideas and is not centred on step-by-step practical showing.

Option D:
Demonstration makes abstract principles concrete through visible action,which matches the scenario in the question,making option C correct.

Programmed instruction is based on behaviourist principles and involves presenting information in small steps called frames. Learners respond to each frame and receive immediate feedback on correctness. They proceed at their own pace, which allows individualisation of learning. This structure is designed to promote active responding and minimise errors.

Option A:
This option contradicts the core idea of programmed instruction by referring to large units and absence of learner response. Without small steps and responses, the method loses its distinctive features and becomes passive.

Option B:
This option is correct because it highlights both self pacing and the frame by frame structure with feedback. These elements distinguish programmed instruction from traditional lectures. The combination of small steps and reinforcement supports gradual mastery of complex material.

Option C:
This option describes typical lectures which are teacher centred, not programmed instruction. Lectures may be useful but they do not involve structured frames and immediate feedback for each response.

Option D:
This option refers to random sequencing and lack of objectives, which is opposite to the carefully planned and systematic nature of programmed material.

Shared goals and group-based evaluation reflect positive interdependence and group accountability—key features of cooperative learning.

Option A:
Cooperative learning emphasises teamwork, shared goals and group accountability, matching the stem.

Option B:
Competitive learning focuses on outperforming others, not shared goals/group evaluation.

Option C:
Individualistic learning emphasises independent work without shared group outcomes.

Option D:
Authoritarian is a control style, not a group learning structure.

A heuristic method encourages learners to find out things for themselves through exploration, experimentation and problem-solving. Rather than simply telling students the facts, the teacher provides situations that stimulate discovery. This method develops inquiry skills and independent thinking. Hence, a strategy that promotes discovery of facts and relationships on one’s own is accurately termed the heuristic method.

Option A:
Lecture method primarily involves oral explanation by the teacher, with students listening and taking notes. It is efficient for delivering information but offers limited scope for students to discover facts through their own activity. As such, it does not match the discovery-oriented description given in the stem.

Option B:
Demonstration method involves the teacher or a student showing a process while others observe. Although it may stimulate interest, learners are still largely passive watchers rather than active discoverers. Therefore, it does not fully embody the exploration and self-discovery stressed in the question.

Option C:
Heuristic method derives from the idea of “finding out” and places the learner in the role of an investigator. Students engage in experiments, problem situations or inquiries to uncover facts and relationships themselves. This option directly corresponds to the teaching strategy described in the stem.

Option D:
Programmed instruction provides small steps of information with immediate feedback, usually in a pre-planned sequence. While it allows for self-paced learning, the content and path are predetermined rather than discovered through open exploration. Hence, it does not represent the heuristic approach outlined in the question.

Learners differ in how they prefer to receive and process information, such as through visual, auditory or kinesthetic modes. When teachers use methods that align with these preferences, students are more likely to pay attention and participate actively. This increased engagement often leads to clearer understanding and better retention of material. Thus, matching methods with learning styles supports more effective learning.

Option A:
This option incorrectly treats alignment of methods and styles as a source of administrative burden without benefit. While planning may require some extra effort, the educational payoff in terms of learner response can be substantial.

Option B:
This option is correct because it emphasises engagement and understanding as the primary benefits of considering learning styles. It does not claim that matching styles is the only factor but recognises it as one helpful strategy among many. By diversifying methods, teachers can reach a wider range of learners.

Option C:
This option suggests that learners will not need to make effort, which is unrealistic. Even when methods are well matched to preferences, meaningful learning still requires active mental work from students.

Option D:
This option implies that evaluation becomes unnecessary, which is not true. Regardless of teaching methods, assessment is needed to verify learning and provide feedback for improvement.

Statements A and B are correct because curriculum offers the framework and teachers adapt it to learners and context. D is also true since hidden curriculum captures the implicit messages about values and norms communicated by school life. C is false because ignoring curriculum goals undermines coherence and quality, and E is false since curriculum also specifies methods, resources and evaluation approaches. Therefore, A, B and D only is the correct combination.

Option A:
Option A includes A and B but omits D, missing the important notion of hidden curriculum as part of the teaching–curriculum relationship. Because D is also true, A and B only is incomplete.

Option B:
Option B groups A, B and C but includes C, which suggests that curriculum goals can be ignored without consequence. This contradicts the basic purpose of curriculum, so A, B and C only is invalid.

Option C:
Option C correctly collects A, B and D, emphasising framework, adaptation and hidden curriculum while excluding C and E, which misrepresent teaching–curriculum alignment. Hence A, B and D only is the correct answer.

Option D:
Option D lists B, D and E but retains E, which narrows curriculum to content alone, ignoring pedagogy and evaluation. Therefore B, D and E only cannot be accepted.

Team teaching involves a group of teachers sharing responsibility for planning,delivering and assessing instruction for a common set of learners. They coordinate their efforts,divide content and sometimes co-teach sessions. This arrangement allows students to benefit from the combined expertise of multiple teachers. Therefore,the method described in the stem is team teaching.

Option A:
Peer tutoring occurs when one student helps another learn,usually with guidance from the teacher but not with multiple teachers sharing teaching roles. It is learner–learner rather than teacher–teacher collaboration.

Option B:
Team teaching enables flexibility in grouping,integrated learning across subjects and professional support among teachers. Because the stem refers to teachers jointly planning,teaching and evaluating,the term team teaching accurately captures the method.

Option C:
Micro-teaching is a scaled-down practice of specific teaching skills with a small group of students and short lessons; it does not necessarily involve multiple teachers teaching the same class.

Option D:
A seminar is a teaching method where participants present and discuss papers on a theme,usually under a single teacher’s guidance. It is not defined by multiple teachers sharing the same class.

Option D – programmed instruction Programmed instruction is an individualized teaching method in which learning material is broken into small frames or steps. Learners respond to each frame and receive immediate feedback about the correctness of their response before moving on. The sequence is carefully structured so that students progress at their own pace through a logically ordered path. These features—small steps, immediate feedback and self-pacing—are exactly those described in the stem, making programmed instruction the correct answer.

Option A:
Option A, lecture method, is typically teacher-centred and involves extended oral explanation to a large group. It does not usually provide immediate, individualized feedback for each small step, nor does it allow learners to control their pace to the same degree. Therefore, it does not match the features mentioned.

Option B:
Option B, seminar method, emphasizes in-depth discussion and presentation by participants, often at higher education levels. While it can promote active learning, it is not organized into small, programmed steps with built-in feedback for each response. Hence, it is not the method described in the question.

Option C:
Option C, drill method, focuses on repetitive practice of specific items to build speed and accuracy. Although it may involve many short tasks, it does not necessarily include carefully sequenced frames with immediate corrective feedback in a self-paced format. Consequently, it differs from programmed instruction.

Option D:
Option D, programmed instruction, was developed to operationalize behaviourist principles of reinforcement and control of learning conditions. Learners move through a programmed sequence of content, responding to prompts and receiving instant feedback on each answer. Because the stem mentions small steps, immediate feedback and self-paced progress, this option correctly completes the statement.

Brainstorming is designed to encourage divergent thinking by asking participants to propose numerous ideas freely, postponing criticism until later. The initial phase emphasises quantity and creativity, with evaluation and selection occurring only after idea generation. This technique is often used in problem-solving and project planning. The description in the stem matches the essential features of brainstorming.

Option A:
Panel discussion involves a small group of experts exchanging views in front of an audience, with structured turn-taking, rather than free, non-judgemental idea generation by all learners.

Option B:
A seminar focuses on preparing and presenting papers on a theme, followed by discussion. It is more formal and paper-based than the spontaneous idea production described in the stem.

Option C:
Drill practice emphasises repetition of correct responses to build accuracy and speed, not the free generation of new ideas. It is almost the opposite of brainstorming’s open-ended creativity.

Option D:
Brainstorming creates a psychologically safe environment where unusual ideas are welcomed. This aligns closely with the stem’s emphasis on producing as many ideas as possible without immediate criticism, making brainstorming the correct answer.