UGC NET Questions (Paper – 1)

Statements A, B and C are correct, while D is the only wrong statement. A is correct because open-ended questions encourage learners to think beyond simple facts and explore higher-order responses. B is correct as an exclusive focus on recall questions can limit development of analytical skills. C is correct because providing wait-time after posing a question allows more learners to formulate thoughtful responses. D is wrong since teachers should usually resist answering their own questions immediately; instead they should allow students time to respond.

Option A:
Option A is incorrect because it identifies A and B as the wrong statements. In fact both A and B are sound recommendations: open-ended questions do stimulate higher-order thinking, and reliance only on recall questions is indeed limiting. Since neither A nor B is wrong, this combination cannot represent the set of wrong statements.

Option B:
Option B is correct because it singles out D only as the wrong statement. D suggests that teachers should always answer their own questions immediately, which contradicts the idea of giving learners time to think and respond. By excluding A, B and C, which are all true, this option correctly captures the single wrong strategy described in the list.

Option C:
Option C is incorrect because it lists B and D as wrong statements. While D is indeed wrong, B accurately warns that exclusive use of recall questions can limit higher-order thinking. Treating B as wrong misrepresents the effects of such questioning, so this combination is not acceptable.

Option D:
Option D is incorrect because it treats A, B and D as a set of wrong statements. As explained, A and B are true statements about the value of open questions and the limits of recall-only questioning. Including these correct statements alongside D in the supposed wrong set makes this option overinclusive.

Chronemics studies how time is used to communicate messages,including pauses,waiting and pacing. Allowing silence after a difficult question signals patience and respect for thinking. This is a conscious use of time in interaction. The stem therefore illustrates chronemics.

Option A:
Chronemics highlights that silence can communicate encouragement rather than disinterest when used appropriately. This matches the teacher behaviour described.

Option B:
Oculesics relates to eye contact,not timing.

Option C:
Haptics involves touch based cues rather than temporal ones.

Option D:
Redundancy refers to repetition of content,not management of silence.

Option B – wait time Wait time is the deliberate period of silence a teacher maintains after posing a question, giving students an opportunity to think and formulate responses. Research shows that increasing wait time often leads to more thoughtful answers, greater participation and improved quality of discussion. It signals that the teacher values reflection rather than instant guessing. Therefore, the practice described in the stem is called providing wait time.

Option A:
Reinforcement consists of verbal or non-verbal responses such as praise, nodding or rewarding that strengthen desired behaviours. It occurs after a student responds rather than immediately after the teacher’s question, so it is not the same as pausing to allow thinking time.

Option B:
Wait time directly refers to the purposeful silence following a question, during which the teacher resists the urge to talk or call on someone instantly. This pause encourages more students to attempt an answer and supports deeper cognitive processing. As the stem highlights allowing a brief pause for thought, this option correctly names the practice.

Option C:
Stimulus variation is the teacher’s use of varied voice, movement, media and activities to maintain attention. While it can keep students alert, it does not specifically denote the pause between a question and an answer. Consequently, it is not the best label for the behaviour described.

Option D:
Closure is the skill of bringing a lesson or segment to an orderly end by summarizing key points or linking to future learning. It occurs at the end of a teaching episode, not immediately after individual questions, so it does not fit the description given in the question.

Chronemics studies how time is used in communication,including pauses,speed and timing. A deliberate pause after a question gives students processing time and signals the importance of reflection. This behaviour exemplifies conscious use of time,so it is chronemics.

Option A:
Oculesics concerns eye contact rather than timing.

Option B:
Chronemics is about timing and pauses,so wait time after questions is a direct example.

Option C:
Haptics involves communication through touch,which is not present in the scenario.

Option D:
Redundancy focuses on repetition of messages,not timing of silence.

Statements A, B and D are correct, while C and E are incorrect. A is true because closed questions are typically structured for brief, specific answers. B is true as open questions invite elaboration and reasoning. D is true since wait-time allows students to think and formulate better responses. C is false because relying only on recall questions limits deeper processing, and E is false because encouraging student questions fosters engagement. Thus, A, B and D only is the correct combination.

Option A:
Option A includes A and B but omits D, overlooking the important role of wait-time in eliciting thoughtful responses. As a result, A and B only does not represent all the correct statements in the set.

Option B:
Option B pairs B and D but leaves out A, failing to acknowledge how closed questions function in checking specific knowledge. Therefore, B and D only offers a partial view of classroom questioning.

Option C:
Option C groups A, D and E, but E is incorrect in discouraging student-generated questions, which are valuable for learning. Including E among supposed correct statements makes A, D and E only invalid.

Option D:
Option D combines A, B and D, capturing factual checking, higher-order questioning and the value of wait-time, while excluding C and E, which promote shallow questioning and suppression of student inquiries. Hence, A, B and D only is the correct option.

Statements A, C, D and F correctly describe productive questioning practices. A is true because open-ended questions invite analysis and explanation. C is true as distributing questions broadens engagement, and D is true since probing helps uncover misconceptions. F is true because inviting student questions promotes dialogue. B is false because eliminating wait time reduces thoughtful responses, and E is false since focusing only on high achievers narrows participation; therefore A, C, D and F only is the correct combination.

Option A:
Option A includes A, C and D but omits F, ignoring the value of students framing their own questions. Hence A, C and D only is incomplete.

Option B:
Option B groups A, D and F but leaves out C, which stresses equitable distribution of questions. Without C, A, D and F only does not fully address participation.

Option C:
Option C collects C, D and F but omits A, failing to recognise the role of open-ended questions in stimulating thinking. Thus C, D and F only cannot be accepted.

Option D:
Option D gathers A, C, D and F, combining open questions, broad participation, probing and student questioning while excluding B and E, which discourage wait time and equitable access. This makes A, C, D and F only the correct answer.

Chronemics refers to how time is used in communication,including pauses,pace and timing of interactions. Waiting briefly after asking a question gives students time to think and signals that thoughtful responses are valued. This deliberate use of pause is a chronemic strategy. Therefore,"chronemics" is the correct term.

Option A:
Semantics is concerned with meanings of words,not with time intervals.

Option B:
Oculesics relates to eye contact and gaze,which is a different aspect of non verbal communication.

Option C:
Haptics involves communication through touch,such as handshakes,not timing.

Option D:
Proper use of chronemics can improve participation and quality of responses,making option D appropriate.

Statements A, C, D and F are correct descriptions of effective questioning practices that promote engagement, thoughtful responses, clarification and participation. Statement B is wrong because yes–no questions often check simple recognition or recall and do not always elicit higher-order thinking. Statement E is also wrong since relying only on factual recall questions cannot develop deep conceptual understanding. Therefore, the wrong statements are B and E only, so option D is the correct answer.

Option A:
Option A identifies only B as wrong and overlooks E, which narrowly treats recall questions as sufficient for deep understanding. Because both B and E misrepresent effective questioning, selecting just B results in an incomplete set of wrong statements. Hence B only cannot be considered correct.

Option B:
Option B singles out E as wrong but ignores B, even though B incorrectly assumes that yes–no questions always foster higher-order thinking. By failing to recognise this second incorrect statement, E only does not satisfy the requirement of the question. Therefore option B is not acceptable.

Option C:
Option C groups B, C and E as wrong, but C is actually a correct statement that highlights the importance of wait time for thoughtful responses. Misclassifying a true statement as wrong makes this combination logically inconsistent. Thus B, C and E only cannot be the correct answer.

Option D:
Option D correctly includes B and E, both of which reflect misconceptions about questioning, while excluding A, C, D and F, which are accurate. It recognises that yes–no questions are not always higher-order and that only factual questions are insufficient for deep learning. Therefore B and E only is the appropriate combination of wrong statements.

Option E adds A to B and E, even though A is a true statement emphasising the value of questioning for promoting critical thinking and engagement. By labelling A as wrong, this option fails to distinguish between effective and ineffective questioning practices. Consequently A, B and E only cannot be chosen.

Option F combines B, E and F, but F is a correct statement because distributing questions across learners increases participation and accountability. Classifying F as wrong undermines sound questioning practice. Therefore B, E and F only is not the right answer.

Statements A, B, D and E are correct, whereas C and F are incorrect. Open questions encourage analysis and synthesis, and giving wait-time helps more students participate thoughtfully. Redirecting questions to peers supports collaborative dialogue, and a balanced mix of question types serves learners at different levels. However, relying only on recall questions does not develop deep understanding, and rhetorical questions do not necessarily increase participation because they often do not expect an answer. Therefore A, B, D and E form the correct set of statements.

Option A:
Option A is incomplete because it omits E, disregarding the importance of mixing lower- and higher-order questions. Although A, B and D are right about thinking, wait-time and peer interaction, lacking E means the strategy set is not fully described. Thus A, B and D only cannot be accepted.

Option B:
Option B is correct as it includes the four statements that align with good questioning practice and excludes the two that oversimplify or misrepresent. It acknowledges higher-order thinking, participation, peer interaction and differentiation through varied questions. This combination matches the intended set of correct statements.

Option C:
Option C is wrong since it treats C as correct, claiming that recall-only questioning promotes deep understanding, which contradicts Bloom’s taxonomy. It also inflates the set by including E along with C, making the option internally inconsistent. Hence A, B, C, D and E only cannot be chosen.

Option D:
Option D is incorrect because it omits A and adds F. Without A, the option loses the link between open questions and higher-order thinking, and F wrongly suggests that rhetorical questions automatically raise participation. Consequently B, D, E and F only is not a valid answer.

Statements A, C and D are correct because good questions must be clear, stimulate higher-order thinking and be accompanied by adequate wait time to allow processing. B is false since a mix of cognitive levels is desirable within a lesson to build from simple to complex learning. E is false because concentrating questions on a few students reduces participation and opportunities for learning. Therefore, A, C and D only is the correct combination.

Option A:
Option A lists A and C but omits D, ignoring the evidence that wait time improves both the quantity and quality of responses. As D is also true, A and C only is incomplete.

Option B:
Option B groups C and D but leaves out A, which identifies clarity as a basic feature of good questions. Without A, C and D only fails to capture the full picture of quality questioning.

Option C:
Option C adds B to A, C and D, but B wrongly insists on a single cognitive level throughout a lesson. Including B therefore makes A, B, C and D only an invalid option.

Option D:
Option D correctly combines A, C and D, highlighting clarity, thought stimulation and wait time, while excluding the unhelpful ideas in B and E. Hence A, C and D only is the correct answer.

Silence can function as a purposeful communication device,not merely as absence of speech. In questioning,teachers often pause to give students processing time; this “wait time” is deliberate silence that signals expectation of response. Thus the stem refers to silence as a communication tool.

Option A:
Noise is unwanted sound and would not help students think better.

Option B:
Silence here encourages deeper answers and signals that reflection is valued,making option B correct.

Option C:
Distortion changes message content and is unrelated to pausing.

Option D:
Secrecy hides information,whereas the teacher still invites responses.

Chronemics studies how time is used in communication,including pauses,speed and timing. Silence after a question gives students processing time and signals that thoughtful answers are valued. This strategic pause represents conscious use of time. Hence chronemics is the correct concept.

Option A:
Oculesics deals with eye behaviour such as gaze and eye contact,not timing.

Option B:
Haptics relates to touch and physical contact.

Option C:
Because the behaviour focuses on timing and silence,chronemics is the best answer.

Option D:
Redundancy involves repeating information rather than pausing.