UGCNET Questions

Upward communication flows from lower hierarchical levels to higher ones. When students provide feedback to the head of department, they are communicating their views upward in the organizational structure. This helps administrators understand teaching quality and student experiences and can guide improvement.

Option A:
Option A is downward communication: instructions from the teacher (higher level) to students (lower level).

Option B:
Option B is correct because the feedback form moves information from students upward to the head of department, a higher authority in the academic hierarchy.

Option C:
Option C illustrates horizontal or lateral communication, as teachers at roughly the same level share ideas with one another.

Option D:
Option D is another example of downward communication, where the principal sends a message from top management to all students.

Paralanguage includes how something is said rather than what is said. Elements like tone, pitch, loudness, pace and pauses convey attitudes and emotions and can modify the meaning of verbal content.

Option A:
Option A focuses on the grammatical structure of sentences, which is part of verbal language and not paralanguage.

Option B:
Option B is correct because paralanguage refers to vocal qualities like tone, pitch, volume, pace and pauses that accompany spoken words.

Option C:
Option C talks about dictionary meaning of words, which relates to semantics, again part of verbal content rather than paralanguage.

Option D:
Option D mentions visual aids, which belong to nonverbal visual communication, not to vocal features of speech.

Students form impressions of teacher credibility not only from what is said but also from how it is said. A steady, upright posture, purposeful movement and direct but respectful eye contact communicate confidence and control of the subject. When these cues align with accurate content and fair behaviour, students are more likely to view the teacher as knowledgeable and trustworthy.

Option A:
Option A falsely claims that nonverbal behaviour has no effect. Research shows that body language, tone and facial expressions strongly shape perceptions of competence and sincerity.

Option B:
Option B is correct because confident, consistent posture and appropriate eye contact reinforce verbal messages and support the credibility dimensions of expertise and trustworthiness.

Option C:
Option C, rapid pacing and fidgeting, usually signal nervousness or lack of preparation, which can lower perceived credibility.

Option D:
Option D, avoiding gestures and expression, may make the teacher appear distant or uninterested, weakening connection and trust rather than strengthening it.

Information overload happens when the volume and speed of information exceed learners’ cognitive capacity to assimilate it. Students may feel confused, fatigued or disengaged, and key points can be lost because there is insufficient time for reflection, note making or discussion.

Option A:
Option A describes good instructional design—breaking material into small manageable chunks—which helps prevent overload instead of causing it.

Option B:
Option B is correct because presenting too much content too quickly overwhelms working memory and prevents meaningful processing, leading to overload.

Option C:
Option C allows time for questions and clarification; this pacing actually reduces overload by letting students process and resolve doubts.

Option D:
Option D refers to using examples and summaries, which highlight key ideas and support understanding, again working against overload rather than creating it.

Nonverbal immediacy refers to behaviours that reduce psychological distance and create a sense of warmth and accessibility. Teachers who make eye contact, move purposefully toward students and use open, friendly gestures tend to be perceived as more caring and involved, which encourages attention and participation.

Option A:
Option A describes distant behaviour lacking eye contact, which can make students feel ignored or intimidated and therefore reduces engagement.

Option B:
Option B is correct because eye contact, reasonable proximity and open gestures all signal interest and availability, increasing students’ sense of connection and willingness to interact.

Option C:
Option C, reading from slides without looking at students, sends the message that the teacher is focused on the material, not the learners, which weakens immediacy.

Option D:
Option D, spending most of the time with one’s back to the class, prevents monitoring of students’ reactions and breaks nonverbal connection.

A staff meeting involves several individuals exchanging ideas, opinions and decisions in a shared space. This is group communication because more than two people are interacting with mutual awareness inside the institution.

Option A:
Option A, intrapersonal communication, refers to communication within an individual’s own mind, such as thinking or self-talk. A staff meeting involves several people, so it is not intrapersonal.

Option B:
Option B, mass communication, involves addressing large, anonymous audiences through mass media like TV, radio or newspapers, not a small internal meeting.

Option C:
Option C is correct because a staff meeting has a small group of participants interacting face to face within the institution, which is a form of group communication.

Option D:
Option D refers to communication with the external public or outside organizations. A routine staff meeting is internal, not extra-organizational.

Urgent information such as last-minute exam timing changes must reach students quickly and reliably. Oral announcements in classrooms and at common spaces can spread the message immediately to those present and allow brief clarification questions on the spot.

Option A:
Option A is correct because oral announcements are fast, direct and suitable for time-sensitive updates affecting many students at once.

Option B:
Option B, a textbook chapter, is prepared long in advance and cannot reflect sudden changes in schedule. It is inappropriate for last-minute updates.

Option C:
Option C, a research article, is unrelated to routine administrative communication and would not reach students in time or in an accessible form.

Option D:
Option D, emailing only one random student, is unreliable and inequitable because it does not ensure that all affected students receive the information.

Written communication creates documents (emails, reports, handouts) that can be stored, retrieved and reviewed over time. Because sender and receiver are often separated in time and space, feedback usually occurs after a delay rather than immediately. These features help documentation and careful reflection.

Option A:
Option A is correct because permanence of record and typically delayed feedback are widely recognised as key characteristics that distinguish written from oral communication.

Option B:
Option B claims that written communication always allows immediate face-to-face clarification, which is actually a feature of oral interaction where people are co-present.

Option C:
Option C is the opposite of reality: written messages can normally be stored, archived and referred to later, which is one of their main advantages.

Option D:
Option D states that written communication is always informal and conversational, but many written academic texts are formal, structured and carefully edited.

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.

Congruence means that verbal and nonverbal signals support each other. In the example, the words express appreciation, but the tone and facial expression convey irritation. Students are likely to trust nonverbal cues more than spoken words, interpreting the overall message as negative. This inconsistency creates confusion and can damage trust.

Option A:
Option A, redundancy, is the deliberate repetition or reinforcement of a message; that is not the issue here. The problem is conflicting signals, not repeated content.

Option B:
Option B correctly points to lack of congruence between verbal and nonverbal channels, which makes students doubt the sincerity of the verbal statement and weakens the teacher’s credibility.

Option C:
Option C, use of visual aids, is unrelated to the mismatch described and does not address the emotional contradiction.

Option D:
Option D, formality of language, is not central; the content of the words is positive, but the tone and expression are at odds with it.

Redundancy means providing the same or similar information more than once, either through repetition or alternative wording. When teachers rephrase or summarize crucial concepts, students get multiple opportunities to grasp and store them, improving accuracy and retention.

Option A:
Option A assumes redundancy always confuses students, but moderate repetition of key ideas usually helps clarify rather than confuse.

Option B:
Option B is correct because repeating key points in different ways reinforces important ideas, improving both accuracy and retention.

Option C:
Option C claims redundancy reduces the need for planning, but effective redundancy actually requires careful planning of where and how to repeat messages.

Option D:
Option D suggests redundancy shortens teaching time, whereas repeating information typically takes more time, not less.

Status or power differences can create psychological distance between communicators. Students may fear expressing dissenting views, and administrators may communicate in an overly formal style, reducing openness and feedback.

Option A:
Option A incorrectly claims that students have more formal power than administrators, which is usually not true in university hierarchies.

Option B:
Option B is correct because perceived power distance can make both administrators and students hesitate to share information openly, creating a psychological barrier.

Option C:
Option C states that status has no influence, which ignores how power differences affect who speaks, who listens and how freely people share information.

Option D:
Option D suggests that status differences automatically improve clarity, but in practice they often make communication more cautious and less open.

Semantic barriers arise when the meanings of words or symbols are not shared between sender and receiver. If the teacher uses specialized jargon without clarifying it, students may interpret it incorrectly or not at all. This leads to distortion or loss of the intended message. The problem lies in the use of language rather than physical or emotional conditions.

Option A:
Option A relates to physical or environmental noise, which affects audibility rather than the meaning of words. The issue is sound interference, not semantics.

Option B:
Option B clearly shows a meaning related problem: the technical term is used without explanation, so students do not share the intended meaning. This is a textbook example of a semantic barrier.

Option C:
Option C, a projector malfunction, is a technical barrier because equipment failure disrupts the channel of communication but not necessarily the meaning of the language used.

Option D:
Option D describes a psychological barrier, where anxiety prevents students from participating. The difficulty arises from emotional state, not from the meanings of the words themselves.

Nonverbal communication involves the transmission of messages without using words, through body movements, facial expressions, gestures, posture and other cues. Eye contact and facial expressions convey interest, approval, confusion or displeasure even when no words are spoken. In the classroom, such nonverbal signals strongly influence student attention and emotional climate. Therefore, this example clearly illustrates nonverbal communication.

Option A:
Option A involves written symbols, which form part of verbal communication because they use language in written form. Although non oral, writing is still verbal, not nonverbal.

Option B:
Option B emphasizes eye contact and facial expressions, which are classic components of nonverbal behaviour. They can reinforce or contradict verbal messages and play a major role in student perception of the teacher’s attitude.

Option C:
Option C describes a detailed verbal explanation that relies on spoken words and sentences. This is clearly verbal communication, not nonverbal.

Option D:
Option D refers to a student’s written answer, which again uses language in written form. It is an example of verbal communication expressed in writing, not nonverbal behaviour.

When a teacher nods and smiles during a student’s response, these nonverbal cues signal attentiveness and approval. They encourage the student to continue and help regulate turn-taking and the flow of conversation, while also conveying emotional support.

Option A:
Option A suggests that nonverbal behaviour replaces all speech. In the given situation, nods and smiles complement verbal interaction; they do not substitute for language entirely.

Option B:
Option B, contradicting the student’s answer, would involve negative cues (e.g., frowns or head shaking). Nods and smiles generally support rather than contradict the student’s contribution.

Option C:
Option C is correct because nodding and smiling regulate interaction and encourage the student to keep speaking, illustrating the regulatory and reinforcing functions of nonverbal communication.

Option D:
Option D describes completely ignoring the student, which is the opposite of the attentive, supportive behaviour implied by nodding and smiling.