UGC NET Questions (Paper – 1)

The Solomon four-group design uses two groups that receive a pre-test and two that do not, with both pre-tested and non-pre-tested groups being split into treatment and control subgroups. This structure allows researchers to evaluate both the main effect of the treatment and any interaction between pre-testing and treatment. It is particularly useful when there is concern that pre-testing may sensitise participants. Hence, the design mentioned is the Solomon four-group design.

Option A:
Latin refers to the Latin square design, which controls for two extraneous variables arranged in rows and columns; it is a different form of experimental design.

Option B:
The Solomon design maintains random assignment and includes both pre-test and post-test observations for some groups while others receive only post-tests. By comparing patterns across the four groups, researchers can detect testing effects and adjust interpretations accordingly. This comprehensive control for testing effects fits the stem, making this option correct.

Option C:
Factorial designs study the combined effects of two or more independent variables by including all combinations of their levels, but they do not inherently incorporate the four-group structure designed for testing effects.

Option D:
Quasi experimental designs lack full random assignment or control groups and are therefore different from the rigorously controlled Solomon design described.

Statement E is the only wrong statement because random assignment actually strengthens internal validity by equalising groups on extraneous variables. History, maturation, testing and instrumentation are all recognised threats that can introduce alternative explanations for observed changes if not controlled. Thus, A, B, C and D accurately name and describe typical threats, while E reverses the protective role of random assignment.

Option A:
Option A is incorrect because it groups A with E as wrong, even though A correctly defines history as external events occurring during the study period. Misclassifying A undermines the standard taxonomy of threats.

Option B:
Option B is also wrong because it treats B along with E as incorrect, even though B adequately describes maturation as internal changes over time. Including B among wrong statements disrupts the understanding of developmental influences on participants.

Option C:
Option C is correct because it isolates E, the statement that conflicts with experimental logic, and implicitly affirms the accuracy of A, B, C and D. It recognises that random assignment is a remedy, not a threat.

Option D:
Option D is incorrect because it pairs C with E, even though C correctly identifies testing effects. By labelling C as wrong, this option denies a well-acknowledged validity threat.