UGC NET Questions (Paper – 1)

Statement A is correct because memory level teaching emphasises rote learning and recall of factual information. Statement B is also correct since understanding level teaching focuses on grasping meanings, relationships and application of knowledge. Statement C rightly describes reflective level teaching, which expects learners to analyse, evaluate and solve problems critically. Statement D is correct because at memory level the learner usually plays a passive role, receiving information with limited opportunity for questioning. As all four statements are correct, the right combination is A, B, C and D only.

Option A:
Option A includes statements A and B, both of which are correct, but it wrongly excludes the also correct statements C and D. By ignoring the reflective and passive role aspects represented in C and D, this combination does not capture all the correct statements. Therefore A and B only is an incomplete and incorrect answer.

Option B:
Option B recognises A, B and C as correct, which is valid, but it omits statement D that accurately characterises the learner's passive role at memory level. Because statement D is also true, limiting the set to A, B and C makes the combination incomplete. Hence this option cannot be accepted as the correct answer.

Option C:
Option C accepts A, C and D as correct but leaves out statement B, which correctly explains the objective of understanding level teaching. Excluding a true statement from the set of correct statements makes the combination logically flawed. Thus A, C and D only is not the right choice.

Option D:
Option D includes all four statements A, B, C and D, each of which accurately represents an aspect of the three levels of teaching. Memory, understanding and reflective levels together cover recall, comprehension and critical thinking, while the passive role of the learner at the memory level is correctly stated in D. Because no statement in this option is wrong and the set is complete, A, B, C and D only is the correct combination.

The understanding level of teaching stresses that learners should grasp the meanings of concepts rather than merely repeat them. At this level, students can interpret information, explain ideas in their own words and see relationships between facts. The teacher uses examples, analogies and questions to check whether genuine comprehension has been achieved. Because the stem highlights comprehension, interpretation and explanation, it clearly indicates the understanding level of teaching.

Option A:
Memory level teaching focuses mainly on reproducing information as it was presented, with little demand for interpretation or explanation. Students might answer “what” questions but struggle with “why” and “how” questions. Thus, it does not match the emphasis on understanding described in the stem.

Option B:
Reflective level teaching expects learners to engage in critical inquiry, problem-solving and hypothesis formation. It involves dealing with complex, ill-structured problems and making original judgments. This goes beyond the basic comprehension focus of the stem, so reflective level is not the best fit here.

Option C:
Understanding level teaching involves moving learners from rote recall to meaningful learning. Students can restate ideas, summarise texts and illustrate concepts with their own examples. Since the question mentions interpreting meanings and explaining in one’s own words, this option correctly identifies the level.

Option D:
Drill level is not a standard label in the commonly cited tri-level classification of teaching. The word “drill” suggests repetitive practice, which is closer to memory level than to comprehension-oriented teaching. Therefore, it is not an appropriate name for the level described.

At the understanding level of teaching, the emphasis is on meaningful learning. Students are expected to comprehend concepts, see relationships among ideas and apply principles in familiar situations. They move beyond rote recall to "knowing why" as well as "knowing that." The stem clearly describes this focus on grasping relationships and reasons, which aligns with the understanding level.

Option A:
Memory level teaching stresses recall and reproduction of information with minimal emphasis on understanding. It is appropriate for lower-level objectives but does not match the emphasis on principles and reasons in the stem.

Option B:
Understanding level teaching helps learners organise knowledge into coherent structures, enabling them to interpret and explain phenomena. Because the question mentions grasping relationships rather than just memorising facts, understanding is the appropriate completion.

Option C:
Reflective level teaching goes further to involve critical thinking, problem-solving in novel situations and self-evaluation of thinking processes. While it includes understanding, it is more advanced than the level described.

Option D:
Remedial is not a recognised level in the classic classification of teaching; it refers to targeted instruction for overcoming learning difficulties, which can operate at different levels of cognitive demand.

The theory of levels of teaching proposes three main levels. Memory level involves rote learning and recall of facts. Understanding level requires grasping meaning and relationships. Reflective level demands the highest mental operations like analysis, evaluation and problem solving. Therefore, the natural ascending sequence is memory, understanding and reflective.

Option A:
This option reverses the order by placing reflective level first and memory last, which does not reflect the developmental sequence of cognitive engagement. Beginners typically operate at memory level before reaching reflective level.

Option B:
This option wrongly places reflective level between memory and understanding. Reflective level is the highest and should come after understanding, not in the middle.

Option C:
This option is correct because it arranges the levels according to increasing complexity of mental activity. Students first build a base of remembered information, then develop understanding of concepts and finally engage in reflective work such as critical thinking and decision making. This progression is widely used in teacher education.

Option D:
This option starts with the understanding level, then goes back to memory level and ends with reflective level. It breaks the natural progression from simpler to more complex mental activity because understanding is placed before the basic memory stage. Pedagogically, students need to acquire and recall information (memory) before they can reach stable understanding and eventually reflective thinking.

The reflective level of teaching involves high-order processes such as analysis, synthesis and evaluation. When students analyse a social issue and propose alternative solutions, they engage in reasoning and value judgments, which are typical of the reflective level.

Option A:
Option A, the memory level, is limited to recall and reproduction of learned information. It does not involve analysing or solving problems.

Option B:
Option B, the understanding level, focuses on comprehension and interpretation, but not necessarily on open-ended problem solving with multiple solutions.

Option C:
Option C involves critical thinking, exploring multiple perspectives and making reasoned decisions. This matches the task of analysing a social issue and suggesting alternatives.

Option D:
Option D, drill and practice, is mainly about repetition and habit formation and does not demand deep analysis or creativity.

Statements A, B, C and F correctly represent the three levels of teaching. A is true as memory level emphasises recall and recognition. B is true because understanding level focuses on grasping meaning and using ideas. C is true since reflective level prioritises problem solving and hypothesis testing, and F is true as teachers sequence levels based on learners’ preparedness. D is false because analysis and evaluation belong more to higher levels, and E is false because reflective teaching can be adapted for broader groups, not just a tiny gifted minority; hence A, B, C and F only is correct.

Option A:
Option A includes all four true statements and omits D and E, which exaggerate the depth of memory level and restrict reflective teaching. Thus it is the correct combination.

Option B:
Option B limits correct statements to A, B and C and drops F, overlooking the dynamic movement across levels based on readiness. Therefore A, B and C only is incomplete.

Option C:
Option C introduces D as if it were true, wrongly assigning analysis and evaluation to memory level, so B, C, D and F only cannot be accepted.

Option D:
Option D includes E, which restricts reflective teaching to very few learners, contradicting inclusive pedagogical approaches. Consequently A, C, E and F only is not valid.

The understanding level of teaching emphasizes comprehension rather than mere recall. At this level, learners are expected to interpret concepts, explain relationships and reorganize information meaningfully. Teaching strategies focus on questioning, discussion and explanation that promote deeper processing of content. Therefore, when learners interpret ideas and explain relationships, the teaching corresponds to the understanding level.

Option A:
Understanding level of teaching encourages students to go beyond memorization to grasp meanings and connections among ideas. This option highlights the role of reasoning and explanation, which is central to the description in the stem. It fits well with the idea of structuring learning so that students can interpret and relate concepts.

Option B:
Memory level of teaching deals largely with rote learning and reproduction of information without requiring genuine comprehension. It relies heavily on drill and repetition. As such, it does not match situations where the emphasis is on interpreting ideas and understanding relationships.

Option C:
Reflective level of teaching involves dealing with problem situations, hypothesis testing and independent decision-making. While it includes understanding, it also demands higher-order reflection and evaluation. The stem does not mention such complex processes, so reflective level is not the best fit.

Option D:
Drill-based level of teaching is not a formal category in the classical classification of levels of teaching. It informally refers to repetitive practice but does not capture the emphasis on interpretation and explanation. Hence, this option is less appropriate than the understanding level.

Statements (A), (B) and (C) summarise the standard description of the three levels of teaching. At the memory level learners mainly recall facts, at the understanding level they build meaning and relationships, and at the reflective level they engage in higher-order problem solving and critical thinking. Statement (D) is wrong because memory level teaching is not suited for complex outcomes like evaluation and synthesis. Statement (E) is also wrong since reflective level teaching is characterised by high learner autonomy and participation rather than complete teacher domination, so the correct set of statements is A, B and C only.

Option A:
Option A correctly selects statements A, B and C, each of which accurately reflects the focus of memory, understanding and reflective levels of teaching. It excludes statement D, which wrongly upgrades memory level to the highest-order level, and statement E, which misrepresents reflective teaching as teacher dominated. By including only those statements that align with accepted theory, this combination is the most appropriate choice.

Option B:
Option B adds statement D to the otherwise correct set of A, B and C. Statement D is problematic because it associates memory level teaching with higher-order outcomes like evaluation, which are actually linked to reflective teaching. Since one wrong statement is included, the whole combination becomes incorrect.

Option C:
Option C assumes that all five statements A, B, C, D and E are correct. While A, B and C are accurate, D and E distort the nature of memory and reflective levels of teaching. By accepting these incorrect descriptions as correct, this option fails to distinguish between valid and invalid statements about levels of teaching.

Option D:
Option D chooses B, C and D only, thereby omitting statement A and including statement D. Leaving out A ignores the basic purpose of teaching at memory level, namely recall of facts and information. Including D, which exaggerates the role of memory level for higher-order objectives, makes this combination inconsistent with the theory of teaching levels.

Explaining relationships, comparing and giving reasons indicate comprehension of meaning and connections—features of understanding-level teaching.

Option A:
Memory level is recall without grasping relationships, so it doesn’t fit.

Option B:
Reflective level involves critical evaluation and problem-solving beyond basic understanding.

Option C:
Understanding level involves explaining meanings/relations and giving reasons, matching the stem.

Option D:
Drill is repetitive practice, not a cognitive level describing reasoning/comparison.

Statements A, B and C correctly describe the three levels of teaching: memory level stressing recall, understanding level emphasising meaningful learning and application, and reflective level involving problem-solving and critical thinking. Statement E is also correct because moving from memory to reflective level indicates progression from simple recall to complex, higher-order cognitive processes. Statement D is false because the learner has an increasingly active role at understanding and reflective levels. Therefore A, B, C and E only is the correct combination of statements.

Option A:
Option A includes A, B and C, all of which are true, but omits E, which correctly characterises the shift to higher-order thinking. Excluding a true statement makes the combination incomplete and therefore not acceptable.

Option B:
Option B groups B, C and E and leaves out A, even though memory level teaching and its focus on recall are an important part of the overall framework. Without A, the set does not fully represent all three levels, so this option is not correct.

Option C:
Option C contains A, B, C and E, each accurately reflecting a feature of the levels of teaching and their cognitive demands. It excludes D, which incorrectly portrays the learner as always passive. Because it includes all and only the true statements, this option is correct.

Option D:
Option D brings together A, C and E but omits B, so the description of understanding level teaching is missing. This results in a partial and therefore inadequate account of the levels of teaching.

Option E includes A, B, D and E and accepts D as if it were true, wrongly claiming that learners are completely passive at all levels. The presence of this false statement invalidates the option.