UGC NET Questions (Paper – 1)

Statements A, B and D present genuine functions of teaching: diagnosing and remedying difficulties, supporting holistic development and motivating learners. C is wrong because information transmission is only one function; teaching also nurtures understanding, skills, values and attitudes. E is wrong because teaching contributes to socialisation by introducing learners to cultural norms and social values. Therefore C and E are the wrong statements and C and E only is the correct combination.

Option A:
Option A selects C only and ignores E, even though E also misrepresents the socialising role of teaching. Since both C and E are incorrect, C only does not capture the full set of wrong statements.

Option B:
Option B correctly identifies C and E as the two statements that reduce or deny important functions of teaching. It recognises that teaching goes beyond information delivery and that socialisation is a key educational function. Hence C and E only is the correct option.

Option C:
Option C treats E only as wrong and overlooks C, which unrealistically narrows teaching to a single function. Because it fails to include all incorrect statements, E only is not a valid answer.

Option D:
Option D adds B to C and E, but B is a true statement describing the developmental function of teaching. Including this correct statement among the wrong ones makes the combination logically inconsistent.

Option E combines A, C and E, but A is correct because diagnostic and remedial roles are widely recognised in teaching. Treating A as wrong along with C and E leads to an inaccurate classification.

Option C – diagnostic function The diagnostic function of teaching is concerned with finding out learners’ prior knowledge, misconceptions and specific areas of difficulty. It is usually carried out before or at the beginning of instruction on a topic so that teaching can be tailored appropriately. By diagnosing strengths and weaknesses, the teacher can decide who needs enrichment and who needs extra support. Thus, the process described in the stem clearly corresponds to the diagnostic function of teaching.

Option A:
Option A, evaluative function, focuses on judging the extent of learning after instruction has taken place, often for grading or certification purposes. While evaluation provides an overall picture of achievement, it may not give the detailed analysis of particular difficulties needed for planning remedial work in advance. Therefore, it does not precisely match the idea of identifying strengths and weaknesses before instruction.

Option B:
Option B, remedial function, is concerned with providing corrective teaching and support after difficulties have been diagnosed. It involves designing extra practice, alternative explanations or individualized help. Although closely related, remediation is the step that follows diagnosis, not the diagnostic process itself. Hence, it is not the best completion for the stem.

Option C:
Option C, diagnostic function, emphasizes systematic probing of learner performance to detect specific areas of misunderstanding or lack of prerequisite skills. Once these issues are identified, the teacher can plan suitable remedial measures, which is exactly what the question describes. For this reason, the diagnostic function is the correct answer.

Option D:
Option D, administrative function, relates to non-instructional activities such as recording attendance, maintaining registers or organizing resources. These tasks support the overall running of the institution but do not focus on analysing learners’ strengths and weaknesses for instructional improvement. Consequently, administrative function cannot be the correct alternative here.

Active listening involves giving full attention to students’ words and nonverbal cues, paraphrasing to confirm understanding and asking follow up questions. This enables the teacher to identify misconceptions, emotional concerns or hidden questions and respond appropriately.

Option A:
Option A reflects the diagnostic and supportive purpose of listening, which is essential for responsive, student-centred teaching.

Option B:
Option B, increasing teacher speaking time, contradicts the idea of listening and reduces opportunities for students to contribute.

Option C:
Option C rejects adaptation, whereas active listening actually encourages flexibility based on learner feedback.

Option D:
Option D suppresses disagreement; in contrast, listening should open space for respectful differences that promote critical thinking.