UGC NET Questions (Paper – 1)

Statements A, B and D are correct, whereas C and E are incorrect. A is true because clickers or apps can capture students’ answers in real time. B is true as forums allow questions and interaction outside class. D is true since multimedia simulations help visualise difficult ideas. C is false because equal participation still requires careful facilitation, and E is false because ICT supplements rather than replaces teacher–student dialogue. Hence, A, B and D only is the correct combination.

Option A:
Option A presents A, B and D, bringing together instant feedback, extended communication and visual support, and omitting C and E, which exaggerate what technology can do. Since all statements in this option are correct and the false ones are excluded, A, B and D only is the right answer.

Option B:
Option B lists A and B only and leaves out D, failing to mention the explanatory potential of video and simulations for abstract concepts. As a result, A and B only does not fully address the range of ICT tools mentioned in the question.

Option C:
Option C combines B, D and E, but E wrongly claims that dialogue becomes unnecessary when ICT is used. Including this extreme view makes B, D and E only an invalid answer.

Option D:
Option D groups A, C and D, but C is incorrect because participation patterns are not automatically equal in technology-rich settings. Consequently, A, C and D only cannot be accepted.

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.

Mass communication involves transmitting messages from a single source to large,heterogeneous and dispersed audiences through technological media. A television station sending programmes to millions simultaneously is a classic one to many pattern. Thus the situation in the stem clearly represents mass communication.

Option A:
Interpersonal communication is limited to a few people in direct interaction and cannot describe a nationwide TV broadcast.

Option B:
Mass communication relies on institutional senders and technical channels like TV towers,satellites and cable networks,making this option correct for the described scenario.

Option C:
Group communication involves face to face interaction among a small number of participants,not a mass audience.

Option D:
Intrapersonal communication is internal thinking and has nothing to do with broadcast media.

Agenda setting theory argues that media influence what people think about by repeatedly highlighting certain issues. When pollution receives continuous coverage,citizens come to view it as highly important. The stem describes exactly this process of raising issue salience,so agenda setting is the correct term.

Option A:
Gatekeeping refers to selection of stories before publication,whereas agenda setting concerns emphasis after selection.

Option B:
Agenda setting increases issue salience through repeated coverage,matching the stem.

Option C:
Framing focuses on how issues are presented rather than simply how often they appear.

Option D:
Ritual views stress symbolic participation,not prioritisation of issues.

Interactive communication is characterised by ongoing feedback and adjustment between participants. In the stem,the teacher listens to students’ questions and changes explanations accordingly. This shows active two-way influence and adaptation. Therefore,the communication is best described as interactive.

Option A:
Ritualistic communication occurs when routines are followed without much concern for meaning,such as formal greetings; it does not describe responsive teaching.

Option B:
Mechanical communication would imply rigid,unthinking transmission of information,which is the opposite of adapting explanations based on student reactions.

Option C:
Interactive communication helps align teaching with learners’ needs,so option C correctly captures the nature of the classroom described.

Option D:
Unidirectional communication suggests one-sided flow without meaningful feedback,which conflicts with the teacher’s active use of student reactions in the stem.

Noise is defined as any unwanted interference that distorts or obscures the message as it travels through the channel. Loud corridor chatter,traffic or construction sounds can cover parts of the teacher's voice,making the lecture hard to follow. The stem clearly refers to such disturbances,so noise is the correct completion.

Option A:
Feedback is purposeful information about understanding and usually helps improve communication,so it is quite different from unwanted disturbance.

Option B:
Channel is the medium that carries the message,such as air or a sound system,and is not itself the disturbance. A channel may be affected by noise,but the two concepts are distinct.

Option C:
Message denotes the content being taught,not the interfering sounds that disrupt it,so it cannot fill the blank.

Option D:
In communication theory,noise can be physical,psychological or semantic,but in this case it is physical noise affecting hearing. Recognising noise helps communicators take steps like closing windows or using microphones to reduce its impact. This explanation fits Option D exactly.

Intrapersonal communication occurs entirely within a single individual,where that person is both sender and receiver. Silent planning before speaking is a classic example of such inner dialogue. No external audience is directly involved,so the process remains intrapersonal.

Option A:
Intrapersonal communication includes self evaluation,daydreaming and internal rehearsal of messages. These activities shape how one later communicates with others. The stem focuses on exactly this kind of inner planning,making this option appropriate.

Option B:
Interpersonal communication requires at least two distinct people sending and receiving messages,which is not the case when communication happens only inside the mind.

Option C:
Group communication refers to interaction among several individuals,usually to accomplish a task,so it cannot describe solitary thinking.

Option D:
Mass communication involves institutional sources sending messages through media to large,dispersed audiences and is unrelated to private self talk.

Noise is any unwanted interference that distorts or obscures the message as it travels through the channel. Static in a microphone changes or masks parts of the teacher's voice. This makes it harder for students to understand,so it clearly functions as noise. The concept comes directly from engineering models like Shannon's.

Option A:
Channel refers to the medium of transmission,such as air or electronic signals,not the distortion.

Option B:
Feedback is the receiver's response,which is purposeful and not random interference.

Option C:
Noise is the interference (static/distortion) that reduces message clarity,so microphone static is noise.

Option D:
Redundancy means deliberate repetition of message elements to improve clarity,rather than accidental distortion.

Semantic barriers arise when sender and receiver attach different meanings to the same word or symbol. The term "assessment" may include quizzes,projects and formative tests,but the student interprets it only as final exams. This mismatch in meaning is a clear semantic barrier.

Option A:
This option is correct because the problem lies in the concept the word refers to,rather than in emotions or environment. Clarifying definitions can remove such semantic barriers.

Option B:
Psychological barriers involve attitudes and emotions such as fear or prejudice,which are not central here.

Option C:
Mechanical barriers come from faulty equipment or physical interference.

Option D:
Cultural barriers stem from differing cultural norms and values,not from misunderstanding a term within the same language community.

Statements A, B, D and E are correct, whereas C is incorrect. A is true because a gesture considered positive in one culture may be offensive in another. B is true since acceptable physical distance varies culturally. D is true as teachers need cultural awareness to avoid misinterpretation. E is true because imposing one’s own norms as universal leads to cross-cultural misunderstandings. C is wrong because eye contact patterns, such as direct or lowered gaze, are heavily influenced by cultural norms. Therefore, C only is the wrong statement.

Option A:
Option A correctly isolates C only as the wrong statement and treats the remaining four as accurate descriptions of cultural impacts on non-verbal communication. By doing so, it aligns with intercultural communication research and is the correct option.

Option B:
Option B groups A and C as wrong, but A is actually a correct statement acknowledging variability in gesture meanings. Including A as wrong contradicts widely accepted intercultural findings, so A and C only cannot be accepted.

Option C:
Option C combines C and E as wrong, but E rightly states that assuming universality of one’s own norms creates problems. Treating E as wrong undermines the idea of cultural sensitivity, making C and E only invalid.

Option D:
Option D lists B, C and D as wrong, even though both B and D correctly describe culturally shaped distance and the teacher’s responsibility. Since only C is incorrect, B, C and D only is not a logically coherent answer.

Statements A, B, C and E are correct, whereas D and F are incorrect. Interpersonal communication is typically small-scale, mass communication relies on media technologies, and feedback in mass communication is usually mediated and delayed. Educational television programmes clearly illustrate mass communication aimed at broad audiences. It is wrong to say interpersonal communication cannot provide immediate feedback, and equally wrong to say mass communication targets a single known individual. Therefore A, B, C and E form the correct set of statements.

Option A:
Option A is incomplete because it omits E, failing to recognise TV educational programmes as mass communication. While A, B and C are accurate, leaving out E means the option does not include all the correct statements. For that reason A, B and C only cannot be the correct answer.

Option B:
Option B is correct because it brings together A, B, C and E, covering definitions, feedback characteristics and an educational example of mass communication. It excludes D and F, both of which mischaracterise the nature of feedback and audience in different communication levels. As such, this option matches the full set of true statements.

Option C:
Option C is incorrect since it adds F to the correct group of A, B, C and E, accepting a clearly false statement that mass messages are for a single individual. Mass media typically address large, heterogeneous audiences, not a single named person. Including F therefore makes this option inconsistent with communication theory.

Option D:
Option D is wrong because it omits A and includes F, thereby dropping a correct description of interpersonal communication while accepting a false statement about mass communication. B, C and E are correct, but the errors around A and F mean B, C, E and F only cannot be chosen.

Statements A, B and D are correct, while C is the only wrong statement. A is correct because noise refers broadly to any interference that distorts a message between sender and receiver. B is correct since redundancy, such as repeating key ideas, can help messages survive the effects of noise. D is correct as using multiple examples for the same concept is a practical form of redundancy in teaching. C is wrong because in real educational settings it is rarely possible to eliminate all forms of noise completely.

Option A:
Option A is incorrect because it lists A and C as wrong statements. A is actually a standard definition of noise as interference with the message. Although C is wrong, picking both A and C makes the combination inaccurate.

Option B:
Option B is incorrect because it groups B and C as wrong statements, even though B is a correct statement about the protective role of redundancy. Classifying B as wrong undermines the recognised function of redundancy in communication, so B and C only cannot be accepted.

Option C:
Option C is incorrect because it identifies C and D as wrong. While C is wrong, D accurately points out that multiple examples can serve as redundancy to reinforce a concept. Including D as wrong makes this option logically inconsistent.

Option D:
Option D is correct because it singles out C only as the wrong statement. C unrealistically claims that complete elimination of noise is always possible in educational communication. By keeping A, B and D outside the wrong set and recognising them as correct, this option aligns with communication theory.

Empathy involves understanding another person's feelings and experiences from their point of view. In the stem,the teacher listens carefully and tries to see the problem as the student sees it. This is a clear example of empathic communication.

Option A:
Empathy helps build trust and encourages students to share concerns,which supports learning and well being. These outcomes fit the teacher behaviour described.

Option B:
Dominance would stress control and authority rather than understanding.

Option C:
Censorship involves blocking messages instead of listening to them.

Option D:
Ritual refers to formal ceremonies,not personal counselling interactions.

Interpersonal communication occurs between two persons or within a small group where there is direct,face-to-face interaction. It allows immediate feedback and rich use of verbal and non verbal cues. A conversation between two individuals clearly belongs to this category. Therefore,the described situation is interpersonal communication.

Option A:
Mass communication is aimed at large,heterogeneous audiences through media like TV,radio or newspapers. It does not involve direct face-to-face exchange between two individuals. Hence it is not suitable here.

Option B:
Interpersonal communication is often called dyadic when it involves exactly two people,taking turns as sender and receiver. The stem refers to such a dyadic conversation,so this option fits perfectly.

Option C:
Intrapersonal communication is internal dialogue within an individual,such as thinking or self-talk,and does not involve another person.

Option D:
Group communication involves interaction among several individuals forming a group,rather than just two people in direct conversation.

Oral communication uses spoken words delivered through face to face talk,phone calls or audio media. A seminar presentation involves speaking to an audience with immediate vocal delivery. Therefore it is best classified as oral communication.

Option A:
Written communication relies on symbols printed or typed on paper or screens and does not involve live speaking as in a seminar.

Option B:
Oral communication allows use of tone and pace to emphasise points,which fits the seminar example,making this option correct.

Option C:
Visual communication mainly uses images,diagrams or charts as primary carriers of meaning,not the spoken word alone.

Option D:
Intrapersonal communication is internal self-talk and does not involve presenting to others.