UGC NET Questions (Paper – 1)

Statements A, B and D are correct, whereas C is incorrect. A is true because probing questions are designed to get students to clarify or extend what they initially said. B is true as such questions invite deeper explanation, reasoning and connection-making. D is true since teachers can direct probing questions to other students, prompting them to comment on or refine a peer’s contribution. C is false because a hostile tone usually shuts down participation; effective probing relies on supportive yet challenging questioning rather than aggression.

Option A:
Option A lists A and B only and omits D, overlooking the collaborative dimension of using probing questions to involve multiple students. While A and B are accurate, excluding D means the option does not fully represent how probing questions function in group dialogue. Therefore A and B only is incomplete.

Option B:
Option B includes B and D only and leaves out A, ignoring the core definition that probing questions follow an initial response to seek clarification or justification. Without A, the nature of probing is not clearly indicated, so B and D only cannot be the correct answer.

Option C:
Option C correctly assembles A, B and D and excludes C, which wrongly insists on a hostile tone. It captures the clarificatory, elaborative and collaborative purposes of probing questions in classroom communication. Because it contains all and only the true statements, A, B and D only is the right answer.

Option D:
Option D treats all four statements as correct, including C, which advocates an unhelpful and counterproductive manner of questioning. The presence of C makes the combination inconsistent with recommended pedagogic practice. Hence A, B, C and D cannot be selected.

Statements A, C and D are correct, while B and E are wrong. A is true because informal networks sometimes spread news faster than formal notices. C is true as grapevine often carries perceptions and emotional reactions. D is true since completely ignoring informal communication may prevent management from sensing morale issues. B is false because informal messages can be distorted, and E is false because attempting to suppress all informal talk is neither realistic nor healthy. Hence, the wrong statements are B and E only.

Option A:
Option A identifies only B as wrong and omits E, even though calling for total suppression of informal communication is also incorrect. Because both B and E misrepresent the nature and management of informal networks, B only is incomplete.

Option B:
Option B selects only E as wrong and ignores B, despite the fact that claiming informal communication is always fully accurate is unrealistic. Therefore, E only cannot be accepted as the complete list of wrong statements.

Option C:
Option C groups B, C and E as wrong, but C is actually correct in noting that grapevine carries feelings and concerns. Treating C as wrong contradicts organisational observations, so B, C and E only is not valid.

Option D:
Option D correctly picks B and E as the problematic statements, keeping A, C and D as accurate descriptions of speed, content and management awareness. Therefore, B and E only is the correct option.

Statements A, B, D and E are correct, whereas C and F are incorrect. Counsellors actively listen by paraphrasing and summarising, keep information confidential within ethical limits, and use empathic responses to build trust. They also attend to non-verbal signals that reveal emotional states. Interrupting frequently or using judgemental language tends to shut down communication, so statements C and F do not reflect good counselling practice. Therefore A, B, D and E make up the correct set of statements.

Option A:
Option A is incomplete because it omits E, ignoring the importance of non-verbal observation in counselling. While A, B and D highlight listening, confidentiality and empathy, they do not capture how body language informs understanding. This omission means A, B and D only cannot be the correct answer.

Option B:
Option B is correct because it includes the four statements that match accepted counselling communication principles and excludes the two that conflict with them. It presents a coherent picture of respectful, empathic and observant practice. Consequently A, B, D and E only is the right answer.

Option C:
Option C is incorrect since it adds C, which wrongly promotes frequent interruption, to an otherwise sound group. Interruptions can break students’ flow of thought and reduce trust. Including C undermines the accuracy of the option.

Option D:
Option D is wrong because it includes F, which mistakenly claims that judgemental language encourages openness. In reality, students may feel shamed or silenced by such language. For that reason B, D, E and F only cannot be chosen as correct.

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.

Semantic barriers arise when sender and receiver attach different meanings to words or cannot grasp the vocabulary used. Technical jargon is familiar only to those already initiated into a field. When first year students fail to understand it,a semantic gap appears. Thus the barrier is semantic.

Option A:
Physical barriers relate to environmental conditions,not word choice.

Option B:
Semantic problems directly involve language and meaning,which perfectly fits this example,making option B correct.

Option C:
Psychological barriers are based on emotions or attitudes like fear,not vocabulary difficulty.

Option D:
Mechanical barriers involve faulty equipment such as microphones or projectors.

Statements A and C are correct, while B, D and E are incorrect. A is true because multimedia by definition integrates multiple modes such as text, audio and visuals. C is true as alignment with objectives prevents multimedia from becoming a distraction. B is false since overcrowding slides usually reduces clarity. D is false because learners often need scaffolding to interpret complex visuals, and E is false because teacher–student interaction remains crucial even when multimedia is used. Therefore, A and C only is the correct combination.

Option A:
Option A selects A and C, accurately capturing the integrative nature of multimedia and the need for alignment with objectives, while excluding faulty views about overloading, unguided interpretation and replacing interaction. Since all included statements are true and all excluded statements are false, this option is correct.

Option B:
Option B adds D to A and C, but D incorrectly claims that learners never need guidance for complex multimedia, which underestimates cognitive load. Including D makes A, C and D only an invalid set of correct statements.

Option C:
Option C combines B and C, but B is wrong because more text does not automatically improve clarity; it often overwhelms learners. Therefore, B and C only cannot be accepted.

Option D:
Option D groups A, B and C, but again B is false, so A, B and C only mixes accurate and inaccurate claims. This prevents it from being the correct answer.

Statements A, B and C are correct, while D is incorrect. A is true because mass communication typically provides limited scope for immediate, individual feedback. B is true since classroom communication usually involves direct face-to-face interaction between teacher and learners. C is true because classroom settings allow easier adaptation of messages to a specific group’s needs than broad mass communication. D is false because mass communication rarely provides personalised instruction tailored to each learner.

Option A:
Option A is incorrect because it contains A and B but omits C. Without C, the option fails to mention the greater adaptability of classroom communication to specific learner groups. Thus A and B only does not fully answer the question.

Option B:
Option B is incorrect because it groups B and C while leaving out A. Excluding A ignores a defining feature of mass communication, namely restricted opportunities for immediate feedback. Therefore B and C only is incomplete.

Option C:
Option C is correct because it combines A, B and C, summarising the key differences between mass and classroom communication in terms of feedback, interaction and personalisation. It also implicitly rejects D, which overstates the personalisation possible in mass media. Consequently, A, B and C only is the correct option.

Option D:
Option D is incorrect because it treats A, B, C and D as correct, including D’s misleading claim that mass communication always provides personalised instruction. Since D is false, this combination mixes correct and incorrect statements and cannot be accepted.

Transactional models describe communication as a dynamic process in which all participants are both senders and receivers at the same time. Messages,feedback and context continuously influence one another. The stem refers to this idea of simultaneity and mutual influence,which is characteristic of the transactional model.

Option A:
Linear models show communication moving in a straight line from sender to receiver without emphasising mutual influence.

Option B:
One step models are simple one-directional representations and do not treat participants as simultaneous senders and receivers.

Option C:
Interactional models include feedback but often depict communication as turn taking rather than truly simultaneous influence.

Option D:
Transactional models best represent complex human interaction,such as lively classroom dialogue,making option D correct.

Statements A, B and D are correct, while C and E are incorrect. A is true because communication requires that meaning be shared, not just symbols sent. B is true since information can be transmitted without checking understanding. D is true because communication is typically seen as interactive, allowing feedback. C is false because if the receiver does not understand, communication is incomplete, and E is false because the two concepts are related but not identical. Thus, A, B and D only is the correct combination.

Option A:
Option A groups A, B and D, emphasising shared meaning, possible lack of understanding in mere transmission and the two-way nature of communication. It deliberately excludes C, which wrongly treats non-understood messages as full communication, and E, which incorrectly equates information and communication. As it contains all and only true statements, this option is correct.

Option B:
Option B lists A and D only, omitting B and thereby ignoring the crucial insight that information transmission can ignore the receiver’s understanding. Without this distinction, A and D only does not fully answer the question about differences between information and communication.

Option C:
Option C combines B and C, but C is incorrect since it allows communication to be declared successful even without understanding. Including C in a “correct” set contradicts fundamental definitions, making B and C only invalid.

Option D:
Option D presents A, B and E, but E is wrong because information does not always become communication unless it is meaningfully received. Therefore A, B and E only cannot be treated as the right answer.

Agenda setting theory suggests that media influence what people think about by highlighting certain issues repeatedly. Continuous coverage makes those issues seem more important in public perception. The stem describes exactly this phenomenon of shaping perceived importance. Thus,it illustrates the agenda setting function of media.

Option A:
Surveillance involves providing information about events and conditions but does not necessarily change which issues people prioritise.

Option B:
Entertainment aims at amusement and diversion,not at structuring issue importance.

Option C:
Gatekeeping deals with selection of stories,while agenda setting refers to the cumulative impact of selection and emphasis on public priorities.

Option D:
Because the stem focuses on how issues "appear more important,"agenda setting is the most accurate concept.

Statements A, B and D describe effective strategies, while C and E are wrong. A is true because connecting content with learners’ daily life enhances relevance and comprehension. B is true as thoughtful questioning encourages engagement and formative assessment of understanding. D is true since asking students to summarise key points consolidates learning. C is false because a monotonous pace and tone usually reduce, rather than increase, attention, and E is false because student feedback is an integral part of effective communication. Thus, the wrong statements are C and E only.

Option A:
Option A, which selects C only, correctly identifies one problematic strategy but fails to recognise that excluding student feedback, as claimed in E, is also wrong. Because both C and E misrepresent effective practice, naming only one of them is incomplete. This makes C only an incorrect choice.

Option B:
Option B chooses E only and overlooks C, even though rigid sameness in pace and tone is also a poor strategy for maintaining attention. Since the question asks for all wrong statements, identifying only E does not satisfy the requirement. Therefore, E only cannot be considered the correct answer.

Option C:
Option C combines B, C and E, but B is actually a correct statement about the value of questioning techniques. By treating B as wrong, this option conflicts with established principles of effective teaching. Consequently, B, C and E only is logically inconsistent and not acceptable.

Option D:
Option D groups C and E, the two statements that contradict effective classroom communication strategies. It keeps A, B and D outside the set of wrong statements, recognising their positive role in making learning meaningful, interactive and memorable. Because it captures exactly the incorrect statements, C and E only is the correct option.

Statements A, B, D and E are correct, while C is incorrect. A is true because active listening demands attention to what is said and how it is said. B is true as nods and facial expressions signal presence and interest. D is true since clarifying questions help ensure correct understanding. E is true because summarising checks comprehension. C is wrong because active listening requires focusing on the speaker’s message rather than primarily planning one’s own reply. Therefore, C only is the wrong statement.

Option A:
Option A correctly identifies C only as wrong and leaves A, B, D and E as true components of active listening. This aligns with listening theory, so C only is the correct option.

Option B:
Option B groups A and C as wrong, but A is actually a core element of active listening, and marking it wrong contradicts basic communication principles. Hence A and C only cannot be accepted.

Option C:
Option C lists C and D as wrong, yet D is a correct description of how active listeners clarify meaning. Including D in a set of wrong statements makes C and D only invalid.

Option D:
Option D combines B, C and E, but both B and E are accurate behaviours associated with active listening. As a result, B, C and E only mixes correct and incorrect statements and cannot be treated as the right answer.

Statements A, B and D correctly describe the SMCR model in a classroom, while C is incorrect. A is true because the teacher who originates the instructional message functions as the source. B is true since in Berlo’s model the message includes content, elements, structure and treatment. D is true because the receiver is the learner with particular communication skills, attitudes and knowledge that influence decoding. C is false because channels in SMCR include human senses and non-electronic means, not only technological media, so the correct set of statements is A, B and D only.

Option A:
Option A includes A and B, both of which are correct, but it omits D which also correctly identifies the receiver as learners with particular characteristics. Because it fails to include all the true statements about the model, A and B only cannot be the correct answer. This option underrepresents the role of the receiver in SMCR.

Option B:
Option B brings together A, B and D, capturing the teacher as source, the rich composition of the message and the learner as receiver with specific characteristics. It also excludes C, which wrongly limits the channel to electronic media. Since it lists all and only the correct statements, this option is the accurate answer.

Option C:
Option C selects B and D only and leaves out A, thereby ignoring the explicit recognition of the teacher as source in classroom SMCR applications. Although B and D are correct, omitting A makes the combination incomplete. Hence B and D only cannot be accepted as fully correct.

Option D:
Option D treats all four statements A, B, C and D as if they were correct, but it wrongly includes C, which misinterprets the notion of channel. Because it mixes one incorrect statement with three correct ones, this option is not valid as the correct answer.

The regulative function of communication is used to control or direct behaviour according to norms or rules. When a teacher explains classroom policies on punctuality and assignments,they are guiding what students should or should not do. This is a clear example of regulative communication.

Option A:
Regulative messages tell learners about expectations and consequences,helping maintain order,which aligns with the situation in the stem,making option A correct.

Option B:
Entertaining communication aims to amuse the audience and does not primarily focus on rule setting.

Option C:
Inspirational messages motivate and encourage,but may not specify concrete rules,so they are not the main type here.

Option D:
Exploratory communication seeks new information or ideas and is different from establishing discipline guidelines.

The Osgood–Schramm model introduces a circular representation in which participants continuously encode,decode and interpret messages. Each person alternates roles as sender and receiver,so communication is not one directional. The stem emphasises this mutual role sharing,so circular is the right term.

Option A:
Linear models show messages flowing in a straight line from sender to receiver without returning.

Option B:
Circular communication highlights ongoing exchanges and adjustments,making this option appropriate.

Option C:
One step refers to one step flow in media effects (direct influence),not to the cyclical sender receiver role switching described in this model.

Option D:
Vertical communication describes direction in hierarchies (top down/bottom up),not the circular encoding decoding process in Osgood–Schramm.