UGC NET Questions (Paper – 1)

In this situation, students first communicate in small groups, negotiating meaning and constructing ideas collectively, which is small group communication. When they present to the whole class, they engage in a form of public or group communication directed to a larger audience. This combination promotes active learning and develops both interpersonal and presentation skills.

Option A:
Option A, one way communication, would describe a pure lecture or monologue without student participation. Here, learners are actively discussing and presenting, so the pattern is not one way.

Option B:
Option B is correct because it captures both stages: interaction within small groups and subsequent sharing with the whole class, illustrating student-centred, participatory learning.

Option C:
Option C, only intrapersonal communication, would involve thinking inside one’s own mind, not open discussion among multiple students.

Option D:
Option D, only written communication, ignores the oral and interactive character of both the group discussion and the oral presentation.

In a seminar,students or participants present papers or reports on a theme,followed by in-depth discussion moderated by a teacher or expert. This method emphasises critical reading,oral presentation and analytical discussion. The stem clearly describes student presentations and group discussion,which match the seminar method. Therefore,seminar is the correct answer.

Option A:
Tutorial method involves one-to-one or very small-group teaching with intensive guidance,rather than formal presentations followed by group discussion.

Option B:
Seminar sessions are designed to develop higher-level skills like analysis,critique and academic communication,so seminar best fits the pattern of activity described in the question.

Option C:
Workshop method centres on hands-on activity to produce a product or skill outcome,and while it may include discussion,it is not defined primarily by formal presentations.

Option D:
Symposium typically consists of consecutive short talks by different experts on related topics with limited participant discussion,which is not the focus of the stem.

Statements A, B and D are correct, while C and E are incorrect. A is true because group discussion brings diverse viewpoints into the learning process. B is true since agreed rules prevent domination and ensure everyone’s voice is heard. D is true as discussion settings require learners to listen actively and articulate their ideas. C is false because teacher domination undermines genuine discussion, and E is false because structured discussion can deepen understanding beyond solitary reading; thus A, B and D only is the correct combination.

Option A:
Option A includes A and B, which correctly highlight multiple perspectives and the need for rules, but it omits D and therefore ignores the skill-building role of group discussion. As listening and speaking skills are central outcomes, A and B only is incomplete.

Option B:
Option B brings together A, B and D, encompassing perspectives, norms and skill development, while rejecting C and E, which over-centralise the teacher and devalue discussion. Since it holds all and only the true statements, this option is correct.

Option C:
Option C groups B, D and E, but E wrongly claims that discussion is always a waste of time, contradicting its recognised pedagogic value. Including E makes B, D and E only an invalid answer.

Option D:
Option D assembles A, C and D, but C is incorrect since teacher domination contradicts the participatory nature of discussion. Therefore, A, C and D only cannot be accepted.

Statements A and B correctly distinguish lower-order and higher-order questions in terms of recall and complex thinking. Statement C is true because combining both types allows teachers to build from basic understanding to deeper learning. Statement E is also true since group discussions and project work are suitable contexts for encouraging higher-order questioning. Statement D is false because large classes can still benefit from higher-order questions, and F is false because simply asking such questions does not guarantee critical thinking without appropriate support. Therefore, the correct set of statements is A, B, C and E only, making option C the right answer.

Option A:
Option A includes A and B, both true, but omits C and E, which further explain the value of mixing question types and using higher-order questions in interactive activities. The absence of these true statements means the set is incomplete. Hence A and B only cannot be the correct answer.

Option B:
Option B extends A and B to include C, which is correct, but still leaves out E, a true statement about contexts for higher-order questioning. Because a complete set of correct statements must also include E, A, B and C only is not adequate. Therefore option B is not correct.

Option C:
Option C contains A, B, C and E, all of which accurately describe the roles and uses of different levels of questioning. It rightly excludes D and F, which either unduly limit higher-order questions or assume they automatically produce critical thinking. Since it includes all and only the true statements, A, B, C and E only is the correct answer.

Option D:
Option D includes B, C, D and E but introduces D, which asserts that only lower-order questions should be used in large classes, a claim that underestimates students' capacity and the teacher's skill in managing time. The presence of D, a false statement, makes this option invalid. Thus B, C, D and E only cannot be accepted.

Option E collects A, D, E and F but contains D and F, both of which misrepresent higher-order questioning in terms of when it should be used and what it guarantees. Even though A and E are true, the inclusion of these two false statements undermines the set. Therefore A, D, E and F only is not the right answer.

Option F groups C, E and F and mistakenly treats F as correct, suggesting that merely asking higher-order questions always yields critical thinking. This ignores factors such as scaffolding, classroom climate and learner readiness. As a result, C, E and F only is not a valid combination.

In a seminar, participants, often students, prepare written papers on aspects of a common theme and present them to the group. The presentations are followed by discussion, critique and clarification. The teacher acts as a moderator or guide rather than a sole lecturer. This method develops research, presentation and discussion skills. Thus, the description in the stem corresponds to a seminar.

Option A:
A workshop typically involves hands-on practice and skill training, where participants work on tasks or projects under expert guidance. It is less focused on formal paper presentation.

Option B:
A conference usually gathers a larger audience and multiple sessions or panels; it is not limited to a small group of students on a single course theme.

Option C:
A seminar is specifically a small-group academic method where students present prepared papers on a theme and engage in guided discussion, matching the stem’s “papers + discussion + teacher guidance” focus.

Option D:
A symposium involves a series of short, formal speeches by different experts on various aspects of a topic, often with limited interaction among speakers and audience compared to a seminar. Therefore, seminar is the best fit for the stem.

Statements A, B and C correctly describe the benefits and teacher roles in small group methods, such as individual attention, development of communication and critical thinking, and facilitation tasks. E is also true because smaller groups can offer safer spaces for shy learners to speak. D is false since small group methods are not restricted to situations where all learners already know the content; they can also be used for exploration and clarification. Hence, A, B, C and E only is the correct combination.

Option A:
Option A includes A, B and C but omits E, missing the important affective benefit of increased participation from shy learners. Therefore A, B and C only is incomplete.

Option B:
Option B groups B, C and E but leaves out A, overlooking the role of seminars and tutorials in providing individualised attention. As a result, B, C and E only does not capture the full picture.

Option C:
Option C correctly combines A, B, C and E, showing cognitive, social and emotional advantages of small group teaching, while excluding D, which is a restrictive and false condition. Thus A, B, C and E only is the correct answer.

Option D:
Option D mixes A, C, D and E but accepts D, which incorrectly limits the use of small groups to already knowledgeable learners. This makes A, C, D and E only invalid.

Option C – group discussion method The group discussion method centres around students working together to analyse issues, share ideas and solve problems. When the teacher structures tasks that require small groups to collaborate, negotiate meanings and reach conclusions, this method is being applied. Such activities promote higher-order thinking and communication skills rather than simple listening. Therefore, the classroom practice described in the stem is characteristic of the group discussion method.

Option A:
Option A, lecture method, is primarily teacher-centred, with the teacher talking and students mainly listening and taking notes. While occasional questions may be asked, the emphasis is not on students solving problems collaboratively in small groups. Thus, the lecture method does not match the scenario where group problem-solving is central.

Option B:
Option B, demonstration method, involves the teacher or a student showing a process or experiment while others observe. Although demonstrations can be interactive, they do not inherently require small-group problem-solving as a core feature. For that reason, demonstration method is not the best completion for this question.

Option C:
Option C, group discussion method, specifically refers to structured exchanges among students who work together on shared tasks. The description of students engaged in small-group problem-solving fits this method exactly, making it the correct option.

Option D:
Option D, dictation method, is largely concerned with students writing down what the teacher reads aloud, such as passages or notes. It is highly teacher-directed and offers few opportunities for cooperative problem-solving. Consequently, dictation method does not reflect the collaborative learning context indicated in the stem.

Option B – horizontal communication Communication can be classified according to its direction within an organization or group: downward, upward and horizontal. Horizontal communication occurs between individuals of roughly equal status, such as peers in a classroom. When students discuss ideas with one another in small groups, the flow of messages is primarily among classmates rather than from teacher to students. Hence, the pattern described in the stem is best characterized as horizontal communication.

Option A:
Option A, downward communication, describes messages that flow from higher authority to lower levels, such as teacher instructions to students. In the scenario given, however, the emphasis is on students talking to each other rather than receiving messages from the teacher. Therefore, downward communication does not match the situation.

Option B:
Option B, horizontal communication, occurs when members at the same level—here, the students—interact to share information, solve problems or coordinate tasks. Group discussions in class exemplify this peer-level exchange. This option therefore accurately labels the communication pattern described.

Option C:
Option C, upward communication, involves messages from lower levels to higher levels, such as student feedback or requests directed to the teacher or administration. The stem does not mention students addressing the teacher but instead focuses on peer discussion, so upward communication is inappropriate.

Option D:
Option D, one-way communication, refers to situations where messages go from sender to receiver without significant response or interaction. Group discussion, by contrast, is interactive, with students both sending and receiving messages. Hence, calling it one-way communication would be misleading.