UGC NET Questions (Paper – 1)

Statements A, B, D and E are correct, whereas C and F are incorrect. Media literacy emphasises verifying information, understanding how algorithms shape content exposure, and modelling responsible sharing. Emotional appeals are frequently used to manipulate audiences, so claiming they are never used that way is false. Likewise, checking source credibility remains crucial in the digital age. Therefore A, B, D and E constitute the correct set of statements.

Option A:
Option A is incorrect because it omits E, thereby ignoring the teacher’s role in modelling responsible behaviour. Although A, B and D are correct, the absence of E makes the description incomplete. Hence A, B and D only cannot be chosen.

Option B:
Option B is incorrect as it adds F to the set, treating source credibility checks as irrelevant. F contradicts the very foundations of media literacy education. Including F makes the combination logically inconsistent.

Option C:
Option C is correct because it groups A, B, D and E, all of which align with goals of media literacy and responsible communication. It excludes C and F, which downplay manipulation and credibility concerns. This combination therefore accurately reflects the set of correct statements.

Option D:
Option D is incorrect because it leaves out A and wrongly includes F. A correctly highlights the need for cross-checking sources, while F dismisses credibility checks. Consequently, B, D, E and F only does not match the intended correct statements.

Uses and gratifications theory states that audiences actively choose media to satisfy specific needs and gratifications. Students selecting a forum for quick expert responses are motivated by their need for efficient clarification. Thus they use the medium for the gratifications it provides.

Option A:
Structural constraints may limit choices but do not explain the active selection based on benefits.

Option B:
Gratifications refer to the needs/benefits users seek from media,like quick clarification,so this option fits.

Option C:
Rituals focus on participation and shared experiences but do not capture the functional choice here.

Option D:
Noise refers to interference,not motivation for choosing a channel.

Feedback is information about the result of a communication act that is sent back to the sender. Students' test performance shows how well they understood the teacher's explanation. This information helps the teacher judge the success of communication. Hence the performance functions as feedback.

Option A:
Noise is interference that reduces clarity,such as external sounds or distractions. Test performance does not interfere with the message; it reflects the outcome.

Option B:
Channel is the medium used to send messages,such as voice or text. A test answer sheet is not mainly a channel for the original explanation.

Option C:
Feedback closes the communication loop by informing the teacher about learner understanding. This makes feedback the most accurate term for the role played by test performance.

Option D:
Message refers to the content being taught,not to later evidence of how it was received.

Statements A, B and D are correct, whereas C is incorrect. A is true because offering information in different modes helps accommodate varied learning preferences and needs. B is true as structured opportunities for everyone to contribute reduce marginalisation and increase a sense of belonging. D is true since comprehension checks allow the teacher to notice who may be struggling and to adjust support accordingly. C is false because excluding students with disabilities from interaction undermines inclusion and can harm their confidence rather than fostering independence.

Option A:
Option A contains A and B only and omits D, ignoring the important role of comprehension checks in inclusive practice. Although A and B are correct, leaving out D means this option does not fully represent the strategies described. Therefore A and B only cannot be accepted.

Option B:
Option B groups B and D only and leaves out A, neglecting the value of multimodal presentation for diverse learners. While B and D highlight participation and monitoring, the absence of A makes the picture of inclusive communication incomplete. Hence B and D only is not the correct answer.

Option C:
Option C correctly assembles A, B and D and excludes C, which promotes an exclusionary approach. It reflects inclusive principles by emphasising multimodal teaching, equal opportunity to speak and ongoing understanding checks. Since 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 directly contradicts inclusive education ideals. Because it mixes one harmful statement with three beneficial ones, this option is logically inconsistent and cannot be chosen.

In Shannon–Weaver's linear model,noise is any disturbance that affects the signal on its way from transmitter to receiver. It may be physical,technical or semantic interference. The stem speaks of an element that interferes with the signal. Therefore noise is the correct term.

Option A:
Encoding is the sender's process of converting information into signals,not interference.

Option B:
Hence noise accurately fits the description because it refers to interference affecting transmission.

Option C:
Feedback is a later addition in some versions and refers to response,not disturbance.

Option D:
Context refers to the situation around communication,not specifically to interference.

Statements A, B and D describe core features of communication, whereas C is incorrect. A is true because communication continues whenever people interact and exchange messages. B is true since communication necessarily involves the sharing and negotiation of meaning between sender and receiver. D is true as communication may be expressed through both spoken or written words and through non-verbal cues such as gestures and facial expressions. C is false because communication can occur without sophisticated technology, for example in direct face-to-face interaction.

Option A:
Option A is incorrect because it includes only A and B and omits D, which is also a true statement about modes of communication. By excluding D it fails to recognise that non-verbal expression is an important part of communication. Therefore this option does not list all the correct statements given in the question.

Option B:
Option B is correct because it combines A, B and D, the three statements that accurately capture basic features of communication. It acknowledges that communication is continuous, based on shared meanings and transmitted through verbal and non-verbal channels. It deliberately excludes C, which wrongly restricts communication to situations using sophisticated technology. For these reasons this option fully matches the set of correct statements.

Option C:
Option C is incorrect because it identifies only B and D as correct and leaves out A. While B and D are valid, omitting A ignores the continuous nature of communication during interaction. Hence this option does not represent the full set of correct statements in the list.

Option D:
Option D is incorrect because it treats all four statements A, B, C and D as correct. Including C is problematic because communication does not always require sophisticated technology. As it mixes one false statement with true ones, this option cannot be accepted.

Redundancy means adding extra cues or repetitions to make a message more robust and easier to remember. Repeating an important instruction ensures students hear it even if they missed it earlier. This does not distort the message but strengthens it. Hence it is redundancy,not noise.

Option A:
Noise is unwanted interference that hides or confuses the message,such as sudden sounds or static. Repetition of clear instructions does the opposite.

Option B:
Secrecy involves withholding information and is unrelated to repetition.

Option C:
Therefore redundancy is the appropriate term because it intentionally reinforces the same message to improve clarity and recall.

Option D:
Distortion changes the content of the message,while redundancy preserves content.

In the Shannon–Weaver model,the channel is the physical medium that carries the encoded signal from source to destination. Examples include air for spoken sound,telephone wires for electrical signals and radio waves for broadcast transmission. The stem lists exactly such paths,which identifies the concept of channel. Hence channel is the right answer.

Option A:
Channel is essential because its properties such as bandwidth and noise level affect how faithfully the message is delivered. Choosing an appropriate channel is therefore a key task in effective communication planning. This option matches both the definition and the examples in the stem.

Option B:
Message refers to the content or information being conveyed,not the physical path it travels on. Confusing the two would blur an important distinction in communication models,so message is not suitable.

Option C:
Feedback is the response from receiver back to source and does not describe the medium of initial transmission. It is a separate stage in the communication loop.

Option D:
Code is the symbol system,such as language or images,that represents the message. It answers the question "in what form" rather than "through what physical path." Therefore it does not complete the sentence accurately.

Written communication uses printed or typed language to convey messages that can be read and stored. A circular pinned on a notice board uses written words to inform students and staff about holidays. It also creates a record that people can refer to later. Thus,this example clearly represents written communication.

Option A:
This option fits because the message exists as text on paper,independent of any speaker's presence. Anyone who can read the language can access the information. Therefore,it is correctly classified as written.

Option B:
Non verbal communication would focus on gestures or symbols without words,which is not the case here because the circular relies on text.

Option C:
Oral communication would involve speaking the notice aloud rather than displaying it in written form.

Option D:
Intrapersonal communication is internal thinking and does not involve public notice boards.

Statements A, B and D are correct, whereas C is incorrect. A is true because technical issues such as poor sound and lag interfere with the transmission of messages. B is true since excessive on-screen stimuli can overload learners’ processing capacity, functioning as psychological noise. D is true as using a clear layout, limited text and simple visuals helps minimise competing signals. C is false because noise includes any interference, not just physical sound, and covers distractions, overload and technical disruptions.

Option A:
Option A lists A and B only and omits D, overlooking the role of thoughtful slide and interface design in reducing noise. Because D is also a correct statement, A and B only underrepresents strategies for dealing with online noise. Hence this option cannot be accepted.

Option B:
Option B combines A and D but leaves out B, ignoring the cognitive dimension of noise produced by overloaded screens. Excluding B means the option does not fully explain how noise can arise in online contexts. Therefore A and D only is not the correct answer.

Option C:
Option C correctly groups A, B and D and excludes C, which wrongly restricts noise to literal sound. It recognises technical, cognitive and design aspects of noise in online education. For this reason, A, B and D only is the right choice.

Option D:
Option D includes B, C and D, but C contradicts the broader conception of noise used in communication theory. Including C with accurate statements makes the combination internally inconsistent. Consequently, B, C and D only cannot be chosen.

Public communication refers to a speaker addressing a relatively large audience in a formal or semi formal situation. A lecture in a big auditorium to hundreds of students fits this pattern. The speaker typically uses amplification and structured discourse.

Option A:
Intrapersonal communication is internal self talk,not a public address.

Option B:
Public communication differs from interpersonal because the audience is larger and the interaction more one sided,although occasional questions may occur. This distinction matches the lecture example well.

Option C:
Intragroup communication is communication within a small group where many members speak,which is not the case in a lecture.

Option D:
Mass communication typically involves mediated channels like TV or radio,not a live auditorium event.

Upward communication flows from lower levels of an organisation to higher authorities. Students occupy a lower level than heads of department. When they submit feedback about teaching quality,the information moves upward. This enables leadership to understand ground realities.

Option A:
Downward communication would involve instructions from the head to students,not the reverse.

Option B:
Horizontal communication would occur between students themselves or between heads at the same level.

Option C:
Upward communication carries feedback/suggestions from lower members (students) to higher authority (HOD),so this fits.

Option D:
Mass communication refers to messages for large general audiences rather than internal institutional feedback.

Informal communication arises from social relationships rather than prescribed channels. Staff exchanging unconfirmed information about leadership changes are using the grapevine. This is a classic form of informal communication. It can spread quickly but is not officially authorised.

Option A:
Formal communication would involve official circulars or meetings announcing such changes,which are absent here.

Option B:
Informal (grapevine) communication spreads through unofficial peer talk and rumours,which matches the situation.

Option C:
Downward communication flows from higher authorities to subordinates,not among peers speculating.

Option D:
Upward communication moves from lower levels to higher ones rather than horizontally among staff.

Psychological barriers arise from internal emotional states and attitudes of the sender or receiver. Fear of exams and low self confidence make students reluctant to speak or clarify doubts. Even if the message is clear,these feelings block participation. Hence the barrier is psychological.

Option A:
Semantic barriers deal with meanings of words and symbols,not with fear or confidence levels. The stem clearly focuses on emotional factors.

Option B:
Psychological barriers include anxiety,hostility or negative attitudes towards the subject. Such feelings reduce effective listening and speaking,so option B fits well.

Option C:
Mechanical barriers are related to equipment and environment,such as poor acoustics,which are not mentioned here.

Option D:
Physical barriers include distance,obstacles or noise,but do not explain why a student is afraid to ask questions.

Credibility refers to the receiver’s perception that the source is knowledgeable and trustworthy. In persuasive communication,this perception strongly influences acceptance of the message. If students believe the teacher is competent and honest,they are more likely to be persuaded. Therefore credibility is crucial in the situation described.

Option A:
Redundancy can support clarity but does not directly create trust in the source.

Option B:
Credible teachers combine subject expertise with fairness and sincerity,making option A appropriate.

Option C:
Secrecy may reduce trust rather than increase it,because students may suspect hidden motives.

Option D:
Mechanical skill refers to ability to operate devices and is less central to persuasive acceptance of ideas.