UGC NET Questions (Paper – 1)

Statements A, B, C and E are widely recommended practices in online video design, while D and F undermine quality. Short segments, interactive quizzes, supplementary materials and clear outcomes all enhance clarity and engagement. Poor audio hinders comprehension, and banning visual aids would remove important channels for explanation. Hence, the correct set of statements is A, B, C and E only.

Option A:
Option A is incomplete because it excludes E, thereby not recognising the importance of clarifying learning outcomes at the start. Without E, the answer misses a key element of purposeful instructional design.

Option B:
Option B is incomplete because it omits B, so it does not acknowledge the role of in-video questions in fostering active learning. Engagement is central to effective online teaching, so leaving out B weakens the combination.

Option C:
Option C is incomplete because it excludes A, which addresses the need to manage attention span by chunking content. Without A, the temporal aspect of design is not appropriately represented.

Option D:
Option D is correct because it captures multiple complementary practices—segmenting, interactivity, supplementary resources and clear goals—while rejecting D’s and F’s tolerance of poor audio and absence of visuals. This option aligns with established multimedia learning guidelines.

Multi sensory learning engages more than one sense,most commonly combining visual,auditory and kinaesthetic channels. The use of diagrams and models adds visual and tactile elements to spoken explanations,thereby involving multiple senses. The stem clearly describes this combination,so multi sensory is the correct answer.

Option A:
Rote learning is based on mechanical repetition of information without necessarily using varied sensory inputs or deep understanding.

Option B:
Oral only learning would limit teaching to spoken words and exclude diagrams and models,which contradicts the stem.

Option C:
Individual learning refers to working alone rather than with others and does not directly address the number of senses engaged.

Option D:
Multi sensory approaches help learners with different preferences connect to content in ways that suit them,which can strengthen memory and understanding. This directly corresponds to the practice mentioned in the question,validating this option.

Presentation software is designed to organise content into slides that can be projected or displayed on screens. Teachers can combine bullet points, pictures, charts and sometimes embedded videos to structure explanations. This helps them maintain logical flow and provides students with visual cues that complement oral explanations. Accordingly, slide creation and display is the primary educational use of such software.

Option A:
Audio editing is typically handled by specialised digital audio workstations, not by standard presentation tools. While sound clips can be embedded, mixing audio is not the core purpose.

Option B:
This option accurately reflects the main design goal of programs like PowerPoint. By allowing easy rearrangement of slides and use of design themes, they support clear communication and focus student attention on key ideas.

Option C:
Database formatting and server configuration are tasks for database management systems and administrators. Presentation programs do not provide these functions.

Option D:
Antivirus operations rely on security software that scans files and processes; presentation tools are not built for threat detection or removal.

Option A – visual aids Visual aids are instructional materials that primarily appeal to the sense of sight, such as charts, graphs, maps, posters and diagrams. They help clarify verbal explanations by providing pictorial or spatial representations of information. In many subjects, visual aids make abstract ideas more concrete and easier to remember. Since charts, maps and posters are all visual in nature, they are correctly classified as visual aids.

Option A:
Option A directly names the category to which charts, maps and posters belong. These materials are designed to be seen by learners and to complement spoken or written explanations. Because the stem lists only sight-based materials, visual aids is the most accurate label.

Option B:
Option B, audio aids, refers to instructional resources that primarily involve sound, such as radio programmes, audio recordings or public address systems. The examples given do not produce sound on their own and are meant to be viewed, not heard, so they are not audio aids.

Option C:
Option C, community resources, usually refers to people and places in the local community—such as museums, local experts or workplaces—that can be used to support learning. While the community may supply materials, charts and maps themselves are objects, not community resources in this technical sense.

Option D:
Option D, psychological tests, are standardized instruments used to measure traits such as intelligence, personality or aptitude. They are not primarily teaching aids used to present content; instead, they assess learner characteristics. Accordingly, psychological tests do not match the examples in the question.

Statements A, B and D are correct, while C and E are incorrect. A is true because unfamiliar language prevents learners from attaching meaning to words. B is true as strategic code-switching can bridge understanding for bilingual learners. D is true since clarifying technical terms supports comprehension. C is false because using jargon merely to impress hinders communication, and E is false because visual aids can support understanding when language alone is insufficient. Hence, A, B and D only is the correct combination.

Option A:
Option A brings together A and B but leaves out D, which is also a correct way to address semantic barriers. Since providing definitions and examples is a key strategy, A and B only does not fully answer the question.

Option B:
Option B includes B and D but omits A, failing to acknowledge that unfamiliar language is itself a cause of semantic barriers. As such, B and D only is incomplete.

Option C:
Option C combines A, B and D, covering sources of barriers and strategies to overcome them, and it excludes C and E, which encourage jargon and denial of visual support. Because it contains all and only the correct statements, A, B and D only is the right option.

Option D:
Option D lists A, D and E, but E incorrectly claims visual aids are useless in the presence of language barriers. Including E makes this combination a mix of true and false statements, so A, D and E only cannot be accepted.

Option D – low-cost teaching aids Low-cost teaching aids are materials that can be prepared or obtained cheaply using locally available resources. Charts, flashcards and simple models are often produced with paper, card and other inexpensive items by teachers or students. They make lessons more concrete and interesting without requiring advanced technology or large budgets. Hence, the aids listed in the stem are correctly classified as low-cost teaching aids.

Option A:
Virtual teaching aids are digital or computer-based tools such as simulations or interactive software, which are not mentioned in the question. Although they can be effective, they usually require electronic equipment and infrastructure, so this option does not fit the examples given.

Option B:
Sophisticated teaching aids typically involve advanced technology or specialized equipment, for instance multimedia projectors or virtual reality systems. Charts and flashcards are simple devices and do not fall into the category of sophisticated aids, so this option is inaccurate.

Option C:
Psychological teaching aids is not a standard category; psychological principles may inform how aids are used, but the term does not describe physical materials like charts and models. Therefore, it does not accurately label the examples in the stem.

Option D:
Low-cost teaching aids can be very powerful in resource-constrained classrooms because they are easy to make, repair and adapt. They promote creativity in teachers and can be tailored to local contexts. Since charts, flashcards and homemade models match these characteristics, this option names them correctly.

Models are three-dimensional teaching aids that represent real objects or systems in a scaled or simplified form. They allow learners to observe shape, structure and spatial relationships that might be difficult to grasp from pictures alone. Examples include anatomical models, globes and molecular structures. Therefore, the three-dimensional replicas mentioned in the stem are correctly identified as models.

Option A:
Charts are two-dimensional visual aids that present information through diagrams, graphs or tables. While useful, they do not provide the three-dimensional realism emphasised in the stem.

Option B:
Models can be manipulated, observed from different angles and used for demonstrations, making learning more concrete and engaging. Because the stem clearly points to three-dimensional replicas like a globe or heart replica, models is the accurate term.

Option C:
Flashcards are small cards with information or images used for quick drills or review. They are flat and not three-dimensional replicas.

Option D:
Slides are projected images shown on a screen; they are part of visual or audio-visual aids but lack the tactile three-dimensional quality described in the question.

Statements A and C are correct, whereas B and D are wrong. A is true because semantic barriers do occur when sender and receiver attach different meanings to words and symbols. C is true since thoughtful word choice reduces ambiguity in classroom messages. B is false because using unexplained technical jargon in a mixed group frequently produces semantic problems rather than avoiding them. D is false because visual aids can often support meaning and help overcome semantic barriers.

Option A:
Option A is incorrect because it identifies B only as the wrong statement and ignores D. While B is indeed wrong, D is also incorrect in claiming that visual aids cannot help overcome semantic barriers. By failing to include D in the set of wrong statements, this option is incomplete.

Option B:
Option B is correct because it lists B and D only as the wrong statements. Both B and D contradict established understanding of semantic barriers and the remedial role of visual aids. At the same time, the option leaves A and C outside the wrong set, recognising them as accurate descriptions. Therefore this combination matches the pattern of correctness in the item.

Option C:
Option C is incorrect because it groups A, B and D as wrong. A is a correct statement about semantic barriers arising from differing interpretations of symbols, so including it as wrong misrepresents the concept. Even though B and D are wrong, the addition of A makes this combination unacceptable.

Option D:
Option D is incorrect because it includes C and D as wrong statements. C is actually correct in stating that careful word choice can reduce misunderstanding. Classifying C as wrong alongside D creates a mixture of true and false judgments, so this option cannot be selected.

Instructional aids are supplementary materials and devices that support the teaching–learning process. They help to clarify ideas, provide concrete experiences and stimulate interest. Examples include charts, models, slides, videos and digital resources. Since the stem mentions such materials used to make learning more concrete and lasting, the correct completion is aids.

Option A:
Strategies are broader plans or approaches for achieving learning objectives, such as cooperative learning or inquiry-based teaching. They do not refer specifically to physical or digital materials used in lessons.

Option B:
Methods describe structured ways of organising teaching, such as lecture, discussion or demonstration. While aids can be used within these methods, the term method does not capture the material nature of charts and models.

Option C:
Instructional aids supplement verbal explanations with visual and experiential support, improving retention and understanding. Because the stem explicitly lists charts, models and audio-visual resources, the term aids is the most accurate and widely used in teaching aptitude.

Option D:
Objectives are statements of intended learning outcomes and are not tangible tools used in the classroom.

Presentation software enables users to design slide shows with structured content, visuals and animations to support lectures and talks. It enhances the clarity and visual appeal of classroom communication. Because its primary purpose is to present information to audiences, it is called presentation software.

Option A:
Option A is correct because presentation software is the standard term for tools that create and display slide based visual aids, fitting the description in the question.

Option B:
Option B, statistical, software is used for advanced data analysis and does not focus on creating slides.

Option C:
Option C, antivirus, software provides security functions and has no direct role in preparing teaching slides.

Option D:
Option D, database, software manages structured data in tables and is not used primarily for presentations.

Statements A, B and D describe features of effective communication, whereas C, E and F are wrong and therefore form the correct set of wrong statements. Aligning content with learner level, inviting participation and using clear language with examples all support learning. Ignoring prior knowledge, talking without pauses and banning visual aids are poor practices that typically reduce understanding and engagement. Thus the wrong statements are exactly C, E and F.

Option A:
Option A is incorrect because it singles out C only as wrong and ignores E and F, which also misrepresent effective communication. Teachers should not speak non-stop without pauses, and visual aids can be powerful supports when used thoughtfully. Choosing only C understates the number of wrong statements in the list.

Option B:
Option B is still incomplete because it lists C and E only and fails to include F, which unjustifiably condemns visual aids. Visuals that are relevant and well integrated often enhance communication rather than distract. Therefore C and E only does not capture the full set of wrong statements.

Option C:
Option C is correct because it groups C, E and F, all of which contradict accepted principles of effective teaching communication. It leaves A, B and D as valid statements about matching level, fostering participation and using clarity and examples. Since it identifies all and only the wrong statements, this option is the right answer.

Option D:
Option D is incorrect since it adds B, a correct statement about encouraging participation, to the wrong set along with C, E and F. Labelling B as wrong would imply that passive, non-participatory teaching is desirable, which is false. Hence B, C, E and F only cannot be selected as correct.