UGC NET Questions (Paper – 1)

Task analysis involves decomposing a complex skill or topic into smaller,more manageable sub-tasks. This allows the teacher to teach and assess each step systematically. Learners gradually build mastery of the overall skill. The process described in the stem is a direct application of task analysis.

Option A:
Analysis in this context means understanding the structure of a task so that instruction can follow a logical sequence. By teaching each component step by step,teachers make complex skills accessible,which is exactly what the stem describes.

Option B:
Punishment seeks to reduce undesired behaviours and has nothing to do with breaking skills into components for easier learning.

Option C:
Guessing suggests making random attempts without careful planning or understanding,something opposite to the analytical approach indicated.

Option D:
Omission is simply leaving out parts,which would make complex skills harder,not easier,to learn.

The maxim “from known to unknown” advises teachers to start with ideas,examples or experiences that learners already understand and gradually lead them to new or unfamiliar concepts. This builds on existing cognitive structures and reduces anxiety. The stem states that the lesson begins with familiar examples and then moves to new ideas,which fits this maxim exactly.

Option A:
Simple belongs to the maxim “from simple to complex,”which focuses on degree of difficulty rather than familiarity. Although often related,it is not the phrase quoted in the question.

Option B:
Known indicates what is already familiar to learners; introducing new concepts by relating them to what students already know helps create meaningful connections. Because the stem stresses familiar examples leading to new ideas,known is the correct completion.

Option C:
Concrete is used in the maxim “from concrete to abstract,”emphasising movement from tangible experiences to conceptual understanding,yet the stem speaks about familiarity rather than concreteness.

Option D:
Whole is part of the maxim “from whole to part,”which involves presenting an overview before details,and does not best describe the pattern of starting with familiar and moving to unfamiliar.