UGC NET Questions (Paper – 1)

Option D – applying level In Bloom’s taxonomy, the applying level involves using learned information, rules or methods in new but concrete situations. When students take a formula they have previously studied and use it to solve fresh numerical problems, they are demonstrating this application. The task requires more than recalling the formula; it demands correct selection and operational use in a given context. Thus, the activity described in the stem corresponds primarily to the applying level.

Option A:
Remembering level is limited to recognizing or recalling facts, terms or simple procedures without necessarily using them. A student who can recite a formula from memory but cannot solve problems with it is only at this level. Since the stem explicitly focuses on solving new problems, remembering is not sufficient.

Option B:
Understanding level includes explaining ideas, interpreting information or summarizing in one’s own words. A learner might understand what the formula represents or how it was derived yet still struggle to apply it to actual numerical tasks. Therefore, understanding alone does not capture the practical problem-solving required by the question.

Option C:
Creating level, at the top of the taxonomy, involves putting elements together to form a novel product, plan or hypothesis. Designing a new formula or model would illustrate this level. In the question, students are not creating something new but using an existing formula, so the creating level is not the best match.

Option D:
Applying level is specifically concerned with carrying out or using a procedure in a given situation, such as performing calculations using a formula in different word problems. Because the stem clearly states that students must use a learned formula to solve a new numerical problem, applying level is the correct answer.

Statements A, C, D and F correctly represent strategies for promoting higher-order thinking. A is true because activities that require analysis and evaluation go beyond recall. C is true as problem-solving tasks demand application of knowledge in novel situations. D is true since asking learners to justify answers forces them to articulate reasoning. F is true because discussing multiple perspectives encourages critical comparison. B and E are false because rote memorisation and restricting higher-order thinking to advanced learners ignore the potential for deeper engagement in all students; therefore A, C, D and F only is correct.

Option A:
Option A includes A, C and D but omits F, and thus fails to highlight how exposure to diverse viewpoints strengthens critical thinking. Since F is also a correct statement, A, C and D only is incomplete.

Option B:
Option B combines C, D and F but omits A, not explicitly acknowledging the role of analytical and evaluative tasks as defining features of higher-order thinking. Consequently C, D and F only does not fully address the concept.

Option C:
Option C assembles A, C, D and F, covering complex tasks, problem solving, justification and multi-perspective discussion, while excluding B and E, which limit higher-order thinking to rote or a narrow group of learners. This makes A, C, D and F only the correct answer.

Option D:
Option D introduces E, which wrongly claims that beginners cannot develop higher-order thinking, underestimating their capabilities. Including such a statement renders A, D, E and F only invalid.

From the conditions, W must precede X, Y must come after Z, and X must come after Y. Taken together, this means Z must be before Y, Y must be before X, and W must be before X. In the order Z, W, Y, X, all three constraints are satisfied: Z is before Y, Y is before X, and W is also before X. None of the other options respects every condition simultaneously.

Option A:
Option A fails because X appears before Z and Y, while the rules require Y after Z and X after Y.

Option B:
Option B (Z, X, W, Y) violates both Y after Z and X after Y, since X comes immediately after Z and before both W and Y.

Option C:
Option C clearly satisfies Z < Y < X and places W before X, so all constraints hold, making it the only acceptable order among the choices. Option D: Option D puts X before Y, contradicting the requirement that X must be after Y.

Activities involving analysis, evaluation and creation are typically classified as higher order thinking in frameworks such as Bloom's taxonomy. ICT tools like spreadsheets, simulation software and programming environments can foster these skills by allowing students to manipulate information and explore scenarios. Therefore, the blank should be filled with higher.

Option A:
Option A, lower, order thinking includes basic recall and understanding, which are less demanding and not the main focus of the complex ICT uses described.

Option B:
Option B is correct because using ICT for data analysis and problem solving aligns with higher order cognitive processes.

Option C:
Option C, mechanical, suggests routine, unreflective behaviour, which contradicts the analytical and creative nature of the tasks mentioned.

Option D:
Option D, rote, learning emphasises memorisation without deep understanding and is not the target of such ICT activities.

Statement A is correct because the proposed action must respond directly to the issue described. Statement C is also true since realistic feasibility and reasonableness are central to judging whether a course of action is strong. Statement E is correct as some questions intentionally include more than one acceptable course, and candidates must recognise all that are reasonable. Statement B is false because emotional appeal alone does not outweigh impracticality. Statement D is false since polite language cannot make an impractical or irrelevant action strong. Hence the combination A, C and E only is correct.

Option A:
Option A is correct because it collects the three statements that reflect how course of action questions are supposed to be analysed and excludes B and D, both of which downplay logic and feasibility.

Option B:
Option B is incorrect as it includes B, which suggests that emotional but impractical steps might be considered strong, contradicting the logical focus of such items.

Option C:
Option C is wrong because it includes D, which is clearly false as politeness does not guarantee acceptability, and it omits A, which is essential.

Option D:
Option D is also incorrect because it retains D while omitting C, losing the explicit feasibility criterion and keeping a faulty one.

The deductive method starts with a general rule, law or principle and then moves to its application in particular cases. When a teacher explains a formula and subsequently asks students to solve specific problems using it, they are employing deduction. This approach helps learners see how abstract statements operate in concrete situations. Hence, the teaching method described in the stem is the deductive method.

Option A:
Heuristic method places students in a situation where they must discover information or principles largely by themselves. The teacher acts as a guide but does not provide rules at the outset. Because the stem explicitly states that the teacher explains a general formula first, the heuristic approach is not being used.

Option B:
Deductive method is characterised by moving from general to particular, or from rule to example. The teacher first states or derives the general formula and then demonstrates its use through specific problems. The sequence given in the question precisely reflects this pattern, making “deductive” the correct choice.

Option C:
Inductive method would require starting from specific problems or observations and then deriving the formula. Since the stem reverses this sequence, inductive reasoning is not being used. Therefore, this option does not fit the described procedure.

Option D:
Project method involves students in planning and executing extended tasks that integrate various skills and subjects. It is less about the sequence of rule and example and more about real-life application. The brief classroom activity in the stem does not constitute a project method scenario.

In this question statements A, B and C accurately describe basic, applied and action research. Statement A is true because basic research is aimed at theory building and generating general principles. Statement B is correct as applied research seeks solutions to specific practical problems, and statement C rightly highlights that action research is conducted by practitioners to improve their own practice. Statements D and E are wrong: D wrongly claims that action research is only about theory without concern for practice, and E incorrectly suggests that basic research is always less rigorous than action research, so the set of wrong statements is precisely D and E.

Option A:
Option A identifies only statement D as wrong and ignores statement E. While it is correct that statement D misrepresents the practice-oriented nature of action research, statement E is also incorrect because basic research can be highly rigorous in its methodology. Since Option A does not include all the wrong statements, it cannot be the correct answer.

Option B:
Option B selects only statement E as wrong and therefore overlooks statement D. It is true that E is incorrect because methodological rigour does not depend on whether research is basic or action oriented. However, because D is also a wrong statement, treating E as the sole incorrect statement makes this option invalid.

Option C:
Option C wrongly includes statement C in the list of incorrect statements. Statement C is actually true, as action research is typically undertaken by practitioners to improve their own practice. By treating a correct statement as wrong, this combination misclassifies the statements and therefore cannot be accepted.

Option D:
Option D correctly identifies D and E as the only wrong statements in the list. It omits statements A, B and C, all of which accurately characterise basic, applied and action research. Because it includes all and only the incorrect statements, this combination best answers the demand of the question to select the wrong statements.

Statements B, C and D correctly capture the nature of reflective level teaching. B is true because learners are encouraged to hypothesise, test ideas and examine evidence. C is true as analysis and evaluation of information are central processes before reaching conclusions. D is true since reflective teaching aims to develop independence and originality of thought. A is false because rote memorisation is associated with memory level teaching, and E is false as reflective level teaching uses discussion, inquiry and problem solving rather than only teacher talk and repetition. Therefore B, C and D only is the correct set of statements.

Option A:
Option A groups B and C, which are both true, but omits D, which is also true. Hence B and C only cannot be accepted as correct.

Option B:
Option B includes C and D but leaves out B, so it is incomplete.

Option C:
Option C combines B, C and D, all true, and excludes A and E, which are false. Thus B, C and D only is the correct answer.

Option D:
Option D adds A (false), so A, B, C and D only cannot be chosen.

Option E includes E (false), so B, C, D and E only is not valid.

B, C and E are correct; A and D are false. Suitable actions must be feasible and address the problem; consequences matter; exam instructions may allow multiple acceptable actions. Drastic actions are not automatically suitable, and ignoring the statement is not recommended.

Option A:
Option A is incorrect because it includes A (false) about automatically accepting drastic actions.

Option B:
Option B is incomplete because it omits E (true about instruction-guided choice).

Option C:
Option C is correct because it includes all true statements (B, C, E) and excludes A and D (false).

Option D:
Option D is incorrect because it includes A and D (both false).

Action research is conducted by practitioners such as teachers or administrators to improve their own practice in a specific context. It involves planning an intervention, acting, observing the results and reflecting on them. The goal is both to solve an immediate problem and to learn from the process. Thus, practitioner-led problem solving in one’s own setting is best described as action research.

Option A:
Basic research aims to extend theoretical knowledge without an immediate focus on solving day-to-day practical problems. It is more concerned with general principles and laws. Therefore, it does not capture the local, improvement-oriented nature described in the stem.

Option B:
Action research is cyclical, involving repeated planning, acting, observing and reflecting in the practitioner’s own context. It directly links research to practice and produces context-specific solutions. This matches the description of research conducted to solve an immediate problem by the practitioner, making this option correct.

Option C:
Evaluation research focuses on judging the effectiveness or value of a programme or policy, often for decision-making by external stakeholders. Although it may suggest improvements, it is not necessarily conducted by practitioners about their own practice. So this term does not fully match the stem.

Option D:
Ex post facto research investigates relationships after the events have occurred without manipulating the independent variable. It is usually analytical and retrospective rather than an ongoing cycle of problem solving by practitioners. Hence, it is not the right term here.