UGC NET Questions (Paper – 1)

Statements A, B and D correctly describe key functions of communication, whereas C and E are incorrect. A is true because communication enables the flow of information needed for work to proceed. B is true since influencing and persuading are recognised purposes of organisational messages. D is true as communication provides the basis for coordinated decisions and actions. C is false because communication influences morale and motivation, and E is false because communication is not confined to downward orders; therefore A, B and D only is the correct combination.

Option A:
Option A includes A, B and D, bringing together information sharing, persuasion and coordination, all of which are genuine functions of organisational communication. It rightly excludes C, which wrongly denies the motivational role of communication, and E, which restricts it to downward orders. Because it contains all and only the true statements, this option is correct.

Option B:
Option B contains A and B only, both of which are correct, but it omits D, failing to acknowledge the role of communication in decision making and coordination. Since an important true statement is missing, A and B only does not represent the full set of correct statements in the item.

Option C:
Option C combines B, C and D, but C is false because communication clearly contributes to employee motivation through recognition, feedback and support. Including C among true statements makes this combination incorrect even though B and D are accurate.

Option D:
Option D brings together A, D and E, but E incorrectly restricts communication to downward orders, ignoring lateral, upward and informal flows. The presence of E as if it were correct invalidates this combination, so A, D and E only cannot be accepted as the answer.

Persuasive communication aims to change attitudes,beliefs or behaviours of the audience. A campaign encouraging people to quit smoking clearly seeks behavioural change for health reasons. It goes beyond merely informing and attempts to convince viewers to act. Therefore it performs a persuasive function.

Option A:
Informative messages provide knowledge but may not directly seek attitude or behaviour change.

Option B:
Persuasive appeals often use emotional and rational arguments together,making option B the best match.

Option C:
Ritualistic or ceremonial communication focuses on maintaining social bonds through formal rituals,not behaviour change.

Option D:
Phatic communication maintains social contact through small talk rather than advocating lifestyle changes.

Persuasion in educational settings depends on the perceived credibility of the teacher, the quality of reasoning and the relevance of the message to learners’ concerns. When students trust the source, encounter coherent arguments and see how ideas relate to their goals, they are more likely to reconsider attitudes.

Option A:
Option A, mechanical repetition, may lead to boredom or superficial memorisation but rarely produces genuine attitudinal change because it neglects reasoning and personal relevance.

Option B:
Option B is correct because it combines credible source, logical arguments and clear links to students’ needs—key elements for ethical and effective attitude change.

Option C:
Option C relies on threats and punishment, which might force short-term compliance but usually produce resentment rather than internal attitude change.

Option D:
Option D ignores students’ prior beliefs and experiences; messages that do not connect with existing mental frameworks are less likely to be processed deeply and change attitudes.

Statements A, B and D are correct, whereas C is incorrect. A is true because credible communicators who use accurate data are more likely to influence learners’ attitudes. B is true since appropriate emotional appeals can make messages more engaging and memorable when combined with rational reasons. D is true because inviting learners into dialogue and participatory activities increases ownership of change initiatives. C is false as effective persuasive communication often connects with existing values and beliefs rather than ignoring them.

Option A:
Option A lists A and B only and leaves out D, ignoring the important role of dialogue and participation in strengthening commitment to educational change. Without D, the approach looks more top-down and less interactive. Therefore A and B only does not present the full set of correct statements.

Option B:
Option B brings together A, B and D, highlighting credibility, cognitive and emotional appeals and participatory dialogue while rejecting the narrow view in C. Since it contains all and only the correct statements about persuasive communication in education, A, B and D only is the right answer.

Option C:
Option C includes B and D only and omits A, failing to acknowledge the foundational role of source credibility and evidence-based messaging. Even though B and D are correct, excluding A makes this combination incomplete. Hence B and D only cannot be accepted.

Option D:
Option D treats A, B, C and D as all correct, but it wrongly includes C, which suggests avoiding references to learners’ values. Because C contradicts effective persuasive practice, this option mixes a false statement with true ones and is therefore invalid.

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.