UGC NET Questions (Paper – 1)

The message is the core content that the sender wants the receiver to understand. It consists of concepts,explanations,examples and instructions structured into meaningful units. When a teacher speaks or writes for students,the ideas and information being conveyed constitute the message. Thus message is the correct term for what is transmitted.

Option A:
In communication theory,the message is distinct from both the person who sends it and the medium that carries it. It is the "what" of communication that learners must decode. The description in the stem aligns perfectly with this definition,making this option appropriate.

Option B:
Channel refers to the physical or technological medium such as air,whiteboard or internet that carries the message from teacher to student. It is not the content itself,so this option does not fit the blank.

Option C:
Noise is any unwanted interference that distorts the message while it is being transmitted,such as outside sounds or technical glitches. It is the opposite of the intended ideas and cannot be equated with them.

Option D:
Context denotes the environment,relationships and prior experiences that surround the communication event. While context influences interpretation,it is not the same as the ideas and information transmitted.

Statements A, C and D are correct, whereas B and E are incorrect. A is true because logical sequencing guides learners through complex ideas. C is true since interim summaries help consolidate learning. D is true as periodic checks like questions or short tasks show whether students are following. B is false because long, convoluted sentences often reduce clarity, and E is false because well-chosen examples usually make abstract ideas more concrete; therefore A, C and D only is the correct combination.

Option A:
Option A groups A, C and D, bringing together organisation, summarising and monitoring for clarity. It deliberately excludes B and E, which promote verbosity and avoidance of examples, both of which hinder understanding. As it includes all and only the true statements, this option is correct.

Option B:
Option B lists A and C only, leaving out D and thus overlooking the importance of actively checking students’ understanding. Since feedback about comprehension is central to clarity, A and C only is incomplete.

Option C:
Option C contains C and D, which are true, but omits A, ignoring the foundational role of logical organisation in clear communication. Consequently, C and D only does not present the full set of correct statements.

Option D:
Option D mixes A, B and D, but B is incorrect because long sentences do not by themselves ensure clarity. Including B alongside accurate statements makes A, B and D only an invalid option.

Effective communication requires clarity of expression and sensitivity to the audience. When a teacher uses language that students can understand and supports explanations with familiar examples, the message becomes more accessible. Checking understanding through questions or feedback helps ensure that students have correctly interpreted the ideas. This combination leads to better comprehension and interaction.

Option A:
This option emphasises speed over clarity. Speaking very fast can overload students and reduce their ability to process information, even if more content is technically covered. It therefore does not demonstrate effective communication.

Option B:
This option is correct because it integrates verbal clarity with examples and feedback, which are central to good classroom communication. It shows that communication is not a one-way act but a process involving encoding, decoding and verification of meaning. Such behaviour reflects high teaching aptitude.

Option C:
This option involves heavy use of technical jargon, which can alienate students who lack the necessary background. Without explanation, jargon acts as a barrier to understanding rather than a facilitator.

Option D:
This option eliminates opportunities for students to ask questions, which prevents clarification of doubts. Communication remains incomplete when feedback from the receiver is ignored.