UGCNET Questions

Research is essentially a systematic and objective investigation aimed at generating new knowledge or validating existing knowledge. It is driven by clearly defined questions or problems that require reasoned answers. Through careful collection and analysis of data, research attempts to provide solutions or explanations. Therefore, the central purpose of research is to expand understanding and address real or theoretical problems in a disciplined manner.

Option A:
Option A highlights the systematic and purposeful nature of research. It includes both the search for new knowledge and the attempt to solve identified problems. This aligns with standard definitions used in research methodology across disciplines. By stressing system and solution orientation, it correctly captures the fundamental purpose of research.

Option B:
Option B suggests data collection without an objective, which contradicts the requirement that research must be problem or objective oriented. Random data gathering does not qualify as scientific research. Without a clear purpose, analysis and interpretation become meaningless.

Option C:
Option C implies mere repetition of existing knowledge without verification or critical scrutiny. Genuine research involves testing, confirming, modifying or extending existing ideas, not simply restating them. Therefore, this option is incomplete and misleading.

Option D:
Option D reduces research to the production of lengthy reports for awards, which is only a byproduct and not the core purpose. Reports are communication tools for research findings, but research itself is about inquiry and understanding, not about document length or recognition.

The question requires students to go beyond reproducing existing procedures. They must understand the experimental design deeply enough to modify it for a new purpose. This involves analysis of variables, evaluation of possible approaches and creative generation of alternatives. Such cognitive processes are characteristic of higher order thinking and problem solving.

Option A:
This option focuses on rote memorisation, which is not required here. Students are not being asked to list steps but to rethink and redesign them. Rote responses would not answer the teacher’s question adequately.

Option B:
This option is correct because it explicitly links the question to higher levels of Bloom taxonomy, such as analysis, synthesis and evaluation. It indicates that students are being encouraged to think creatively about methods and to justify new designs.

Option C:
This option suggests recall of a definition, which is a lower order task. The question does not ask for definitions but for a new design, so simple recall is insufficient.

Option D:
This option describes mechanical repetition, whereas the question asks for change and redesign. Repeating the same procedure without modification does not meet the requirement of exploring a different hypothesis.

A number divisible by 4 must be divisible by 2, so it is even; no number that is a multiple of 4 can be odd. Likewise, any number divisible by 6 must also be divisible by 2, because 6 = 2 × 3, so divisibility by 6 implies divisibility by 2. Therefore, either statement by itself guarantees that x is even. Since each statement is independently enough to answer the question, each alone is sufficient.

Option A:
Option A underestimates statement (2), but divisibility by 6 already includes divisibility by 2, so statement (2) is also sufficient.

Option B:
Option B reverses the mistake by underestimating statement (1), though any multiple of 4 is clearly even.

Option C:
Option C claims that only the combination of statements can decide parity, which is wrong because each provides its own independent guarantee of evenness.

Option D:
Option D correctly recognises that both conditions individually ensure x is even, making each statement sufficient on its own.

From the conditions, W must precede X, Y must come after Z, and X must come after Y. Taken together, this means Z must be before Y, Y must be before X, and W must be before X. In the order Z, W, Y, X, all three constraints are satisfied: Z is before Y, Y is before X, and W is also before X. None of the other options respects every condition simultaneously.

Option A:
Option A fails because X appears before Z and Y, while the rules require Y after Z and X after Y.

Option B:
Option B (Z, X, W, Y) violates both Y after Z and X after Y, since X comes immediately after Z and before both W and Y.

Option C:
Option C clearly satisfies Z < Y < X and places W before X, so all constraints hold, making it the only acceptable order among the choices. Option D: Option D puts X before Y, contradicting the requirement that X must be after Y.