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.

The pre-active phase of teaching is the stage where the teacher prepares for instruction. It involves analysing the syllabus, defining instructional objectives, selecting teaching methods and organising teaching aids. Decisions taken in this phase provide the blueprint for what will happen in class. Since the stem refers to activities done before entering the classroom, it clearly points to the pre-active phase.

Option A:
The interactive phase refers to the actual teaching–learning activities that occur when the teacher and students are engaged in classroom interaction. It does not include prior planning and preparation.

Option B:
The pre-active phase ensures that teaching is purposeful and coherent. By planning objectives, content and methods in advance, the teacher increases the likelihood that classroom interaction will be effective. This planning role matches the description in the stem, so pre-active is the correct choice.

Option C:
The post-active phase is concerned with evaluation and reflection after teaching has taken place, such as checking learning outcomes and reviewing the effectiveness of the lesson. It is not the phase before classroom entry.

Option D:
Evaluative is a broader term related to judging performance or outcomes and can occur in the post-active phase; however, it is not the recognised label for the planning phase of teaching.

Statements A, B, C, D and F correctly apply the systems approach to teaching. A is true because teaching can be analysed in terms of inputs, processes and outputs. B is true as learner characteristics and resources enter the system as inputs. C is true since classroom activities represent the process, D is true because outcomes and feedback appear as outputs, and F is true as the systems view aids planning, organisation and control. E is false because feedback is crucial for modifying inputs and processes in future cycles; therefore A, B, C, D and F only is the correct combination.

Option A:
Option A includes all the true statements and excludes only E, which wrongly denies the role of feedback. It therefore presents a complete and correct picture of teaching as a system.

Option B:
Option B lists A, B and C, omitting D and F, and so ignores the role of outputs and the benefits of the systems approach for management. This omission makes A, B and C only incomplete.

Option C:
Option C introduces E along with A, C and D, but E is false in claiming feedback has no role in modification. Including E invalidates A, C, D and E only as a correct set.

Option D:
Option D combines B, C, D, E and F but still retains E, again contradicting the principle of feedback, so B, C, D, E and F only cannot be accepted.

Teaching is understood as a system of interrelated components. The essential elements are the teacher who plans and facilitates learning, the learner who actively engages, the content or subject matter and the environment or context in which interaction takes place. When these four work in harmony, effective teaching and learning can occur, so the list in Option A best represents the teaching process in higher education.

Option A:
This option correctly identifies the main variables widely discussed in models of teaching: teacher, learner, content and environment. It captures the human actors, the knowledge to be learned and the broader context of conditions.

Option B:
This option focuses on physical tools such as blackboard, chalk and duster. These are teaching aids, not the core conceptual elements of the teaching process.

Option C:
This option mentions administrative items like syllabus, timetable and attendance register. They help organize instruction but do not constitute the fundamental interactive components of teaching.

Option D:
This option lists institutional facilities such as curriculum, library and playground, which support education but describe the broader system rather than the direct elements of the teaching act.

Statements A, B and C correctly present teaching as a system with inputs, processes and outputs and recognise the role of feedback in adjusting teaching. Statement E is also true because classroom environment and interaction patterns are central elements of the process component. Statement D is false since outputs are expected to reflect the achievement of stated instructional objectives, and F is false because feedback should inform modifications to the teaching process. Therefore, the correct set of statements is A, B, C and E only, making option C the right answer.

Option A:
Option A includes A, B and C, which are correct, but omits E, a true statement about the role of classroom environment and interaction patterns in the process. Since E is also correct, its exclusion makes the combination incomplete. Hence A, B and C only cannot be the correct answer.

Option B:
Option B groups A, C and E as correct, but leaves out B, even though B accurately identifies learner characteristics, teacher competence and resources as important inputs. Without B, the description of inputs is incomplete. Therefore A, C and E only is not adequate.

Option C:
Option C brings together A, B, C and E, all of which correctly describe critical components of the teaching system, including inputs, processes, outputs and feedback. It excludes D and F, both of which contradict the idea of aligning outputs with objectives and using feedback for improvement. Because it contains all and only the true statements, A, B, C and E only is the correct option.

Option D:
Option D includes B, C, D and E but also contains D, which wrongly claims that outputs are unrelated to objectives. This conflicts with the idea that outputs indicate the level of objective achievement. Consequently B, C, D and E only mixes true and false statements and cannot be accepted.

Option E selects A, D, E and F, but both D and F are false statements that undermine the importance of objectives and adaptability in a system. Although A and E are true, the presence of these incorrect claims invalidates the combination. Thus A, D, E and F only is not the right answer.

Option F groups C, E and F, but F is a false statement suggesting that feedback should not lead to changes, which contradicts the very purpose of feedback in a system. Additionally, this set omits A and B, which define the system structure and inputs. Therefore C, E and F only cannot be considered correct.

In systems thinking,feedback is essential for monitoring whether outputs match intended objectives and for making necessary adjustments. In teaching,feedback includes test results,student reactions and classroom observations that inform changes in content or methods. Without feedback,the teaching system cannot self-correct or improve. Thus,the crucial element linking input,process and output is feedback.

Option A:
Competition among learners may influence motivation but is not a structural component of the systems model. It does not provide systematic information for revising teaching processes.

Option B:
Discipline relates to maintaining order in the classroom and ensuring appropriate behaviour. While important,it is only one factor and does not represent the full feedback mechanism central to systems thinking.

Option C:
Homework is a learning activity assigned outside class and can be one source of feedback,but the concept of feedback is broader. The stem demands the general systems element,rather than one particular task,so homework is too limited.

Option D:
Feedback closes the loop in the instructional system by informing the teacher whether learning objectives are being met. Adjustments in inputs and processes are made based on this information,making feedback the correct completion for the statement.

A teaching–learning situation always involves someone who teaches, someone who learns and something that is to be learned. This “something” is the content or subject matter that structures the interaction between teacher and learner. Without content, the relationship would not qualify as educational in the formal sense. Hence, content or subject matter is rightly considered the third basic component of the teaching–learning process.

Option A:
The classroom environment provides the physical and psychological setting for teaching, but it is not itself a core structural component like teacher, learner and content. Environment influences how teaching occurs but does not replace the central role of subject matter. Therefore, it is not the most appropriate completion for the statement.

Option B:
The institutional timetable organizes when classes occur but is an administrative tool rather than a conceptual component of the teaching–learning process. It deals with scheduling, not with the substance of educational interaction. Hence, it cannot be placed alongside teacher and learner as a basic component.

Option C:
Content or subject matter represents the organized body of knowledge, skills and values that teaching aims to communicate and develop. It provides focus and direction to classroom activities and assessments. This option correctly completes the triad of teacher, learner and content in most models of teaching.

Option D:
Physical infrastructure such as buildings and furniture supports teaching but does not define the essential structure of the teaching–learning process. Learning can occur even with minimal physical facilities if teacher, learner and content interact effectively. Therefore, it is not the central third component referred to in the question.

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.

Two-way communication involves exchange of messages where both sender and receiver act as encoders and decoders. In a classroom, it means that the teacher not only talks but also listens to students’ responses, questions and ideas. Feedback is immediate and continuous, allowing clarification and adjustment. Thus, communication flowing in both directions with interaction is correctly called two-way communication.

Option A:
Linear communication models view communication as a one-directional process from sender to receiver. They do not highlight feedback or mutual influence, making them unsuitable for describing interactive classroom exchanges.

Option B:
One-way communication occurs when the teacher lectures without inviting questions or discussion, limiting opportunities for clarifying misunderstandings. This contradicts the stem’s emphasis on active interaction and feedback.

Option C:
Mass communication refers to messages transmitted to large audiences through media such as television or radio. It usually lacks direct, immediate feedback from each audience member and is quite different from classroom interaction.

Option D:
Two-way communication supports better understanding and participation because learners can express doubts and receive clarification. It aligns with modern views of teaching as dialogue rather than monologue, which is why it fits the stem perfectly.

The interactive phase is the central stage of the teaching process where planned activities are actually carried out in the classroom. During this phase, the teacher presents content, facilitates activities, asks questions and responds to students’ contributions. Learners, in turn, respond, question and participate in tasks. Because the stem highlights real classroom interaction between teacher and students, interactive is the appropriate term.

Option A:
The pre-active phase involves planning and preparation before teaching begins and does not include actual interaction with students.

Option B:
The post-active phase focuses on evaluating results and reflecting on the lesson after instruction is over, not on the live interaction described in the stem.

Option C:
The interactive phase is dynamic and reciprocal, involving continuous feedback and adjustment by the teacher based on student responses. It is the core of the teaching–learning process and matches the description given, so interactive is the correct answer.

Option D:
Reflective describes a mode of thinking in which teachers or students critically analyse their own actions and experiences. While reflection can occur during or after teaching, it is not the standard label for the classroom interaction phase.

In the systems approach to teaching, feedback refers to information about the outputs—such as learner performance—that is fed back into the system to guide improvement. Teachers use test scores, observations and student comments as feedback to modify objectives, materials or strategies. This loop helps maintain or enhance the effectiveness of instruction. Therefore, the information about learner performance used to modify future teaching is called feedback.

Option A:
Input in a teaching system includes elements like student characteristics, resources and objectives that enter before instruction begins. While important, input does not describe information generated after instruction. Hence, it is not the term for performance information used to adjust future teaching.

Option B:
Throughput (or process) refers to the actual teaching–learning activities that transform inputs into outputs. It encompasses classroom interaction and instructional strategies. The stem, however, focuses on information used after observing outputs, which is different from throughput.

Option C:
Output denotes the results of the system, such as test scores, skills acquired or changed attitudes. Although feedback is based on outputs, the term “output” alone does not capture the idea of using this information to modify the system. Thus, it incompletely represents the concept described.

Option D:
Feedback is the flow of information from the output back to the system to indicate how well objectives are being met. In teaching, this includes exam results and other evidence of learning, which guide the teacher in revising plans and methods. Because the stem emphasizes using learner performance information to change future instruction, “feedback” is the correct term.

The classic description of classroom teaching views it as a tri-polar process because three main elements are constantly interacting. These are the teacher, the student and the content or subject matter. Effective teaching requires balanced relationships among all three poles rather than focusing on only one. For this reason, the process is correctly characterised as tri-polar in the context of teaching aptitude.

Option A:
Uni-polar suggests that only a single element dominates the process, such as only the teacher or only the content. Classroom teaching is not a one-sided activity because learning depends on interaction between teacher and learner. Therefore, calling teaching uni-polar ignores the essential involvement of both student and content.

Option B:
Tri-polar recognises that teaching cannot be reduced to mere presentation of content or control of learners alone. It emphasises that teacher decisions, learner participation and the structure of content are all crucial to learning outcomes. This threefold relationship is traditionally highlighted in teaching aptitude and accurately fits the statement given. Hence, tri-polar is the correct completion.

Option C:
Bi-polar would refer to interaction between two elements only, usually teacher and student, but it leaves out the central role of content. Without content, there is nothing substantive to be taught or learned. So a bi-polar description is incomplete for formal teaching.

Option D:
Multi-polar could refer to many influences such as peer group, environment and technology, which is true in a broad sense. However, the standard theoretical description in teaching aptitude focuses specifically on the three main poles, not an indefinite number, so multi-polar is not the best term here.

Statements A, B, C and F are consistent with a systems approach to teaching. A is true because systems models identify inputs, processes, outputs and feedback. B is true since learners, content and resources are typical inputs. C is true as evaluation results feed back into future planning, and F is true because systematic analysis reveals where teaching may be inefficient. D and E are false because ignoring feedback and environment contradicts the essence of system thinking; hence A, B, C and F only is correct.

Option A:
Option A combines A, B and C but omits F, and therefore fails to state how systems analysis is used to improve teaching efficiency. Because F is also an accurate statement, A, B and C only is incomplete.

Option B:
Option B groups A, C and F but leaves out B, which concretely identifies examples of input variables. Without this, the picture of inputs is vague, so A, C and F only is not fully satisfactory.

Option C:
Option C includes A, B, C and F, presenting the structure of the system, examples of inputs, the role of feedback and the use of analysis for improvement, while excluding D and E, which contradict feedback and environmental sensitivity. This makes A, B, C and F only the correct option.

Option D:
Option D collects B, D, E and F, but D and E deny feedback utilisation and environmental consideration, both of which are central to systems thinking. Their inclusion renders B, D, E and F only an incorrect combination.

The interactive phase of teaching refers to what happens in the classroom while teaching is actually in progress. During this phase, the teacher presents content, poses questions and responds to students’ reactions. Learners also engage in activities, discussions and problem-solving. Hence, the description of live classroom interaction in the stem corresponds to the interactive phase.

Option A:
The pre-active phase is focused on planning prior to classroom contact, such as writing objectives and selecting materials. It does not involve real-time exchange between teacher and students. Therefore, it cannot describe the active teaching–learning events mentioned in the question.

Option B:
Interactive phase captures the dynamic, two-way nature of classroom communication during a lesson. In this phase, the teacher delivers content while continuously monitoring and responding to student feedback. Because the stem emphasizes presenting content and student responses, “interactive” is the correct term for this phase.

Option C:
The post-active phase begins after the lesson is completed and involves evaluation and reflection. Activities like marking tests or reviewing the success of the lesson belong here. These do not coincide with the ongoing classroom exchanges described in the stem.

Option D:
Diagnostic activities aim at identifying specific learning difficulties, often through specialized tests or probing questions. While diagnosis can occur during teaching, “diagnostic” is not the standard name of a phase in Gage’s classification. Thus, it does not accurately label the phase referred to in the question.