UGC NET Questions (Paper – 1)

Downward communication moves from higher to lower positions in the organisational hierarchy. When a head of department gives instructions about exam duties to faculty members,orders flow from superior to subordinates. This fits the definition of downward communication.

Option A:
Upward communication would consist of feedback or reports going from faculty to the head,which is not the direction described.

Option B:
Downward communication is used to convey policies,assignments and performance expectations,all of which are implied in examination duty instructions,making option B correct.

Option C:
Diagonal communication crosses both functional units and levels,such as a dean emailing students in another department,which is not the case here.

Option D:
Informal communication may accompany the instructions but the stem clearly refers to formal duty-related messages.

Semantic barriers occur when sender and receiver attach different meanings to the same word or concept. "Evaluation" in education includes formative,diagnostic and summative processes,but students interpret it narrowly as final exams. This mismatch in meaning is a clear semantic barrier.

Option A:
Semantic barriers often arise from jargon,abstract words or differing conceptual frameworks. Clarifying definitions can reduce this problem,which fits the example.

Option B:
Mechanical barriers arise from faulty equipment,not from misunderstanding terms.

Option C:
Physical barriers come from environmental obstacles,not language meanings.

Option D:
Psychological barriers involve emotions such as fear,which do not explain the conceptual confusion here.

Statements A, B and D are correct, while C and E are incorrect. A is true because headings provide a roadmap through the material. B is true since readable sentence and paragraph lengths support comprehension. D is true as summaries consolidate learning and assist later revision. C is false because excessively small fonts hinder reading, and E is false because well-designed diagrams and tables can clarify complex information. Hence, A, B and D only is the correct combination.

Option A:
Option A includes A and B but omits D, overlooking the value of summaries or key-point lists for revision. As this is an important feature of effective study materials, A and B only is incomplete.

Option B:
Option B brings together A, B and D, describing structural guidance, readability and consolidation while excluding C and E, which promote unreadable or purely textual materials. Because it contains all and only the true statements, this option is correct.

Option C:
Option C groups B, C and D, but C incorrectly suggests that small fonts are always better, which conflicts with legibility principles. Including C makes B, C and D only an invalid selection.

Option D:
Option D combines A, C and D, but again C is wrong, and so this option mixes true and false statements. Therefore, A, C and D only cannot be accepted.

Upward communication flows from lower levels to higher levels in an organisation. Students occupy a lower position than administrators. When they send suggestions that the administration reads,information travels upward. Thus this is upward communication.

Option A:
Downward communication would involve administrators sending instructions to students,not receiving suggestions.

Option B:
Upward communication carries feedback/suggestions from lower members (students) to higher authorities (administration).

Option C:
Horizontal communication occurs among individuals at the same level,like student to student.

Option D:
Mass communication involves media reaching large public audiences and does not describe internal suggestion boxes.

Statements A, C and D are correct, whereas B is incorrect. A is true because well-judged humour can relax tension and make learners more receptive. C is true as jokes or examples linked to content can help students remember concepts. D is true since what is funny or acceptable varies across cultures and individuals, so sensitivity is essential. B is false because humour that humiliates students damages trust and creates a hostile climate rather than supporting it.

Option A:
Option A correctly groups A, C and D and excludes B, which endorses harmful targeting of students. It reflects a professional and ethical approach to using humour in teaching. Therefore A, C and D only is the correct answer.

Option B:
Option B lists A and C only and omits D, failing to recognise the importance of cultural and individual considerations. Without D, the guidance on humour use is incomplete. Hence A and C only cannot be accepted.

Option C:
Option C groups C and D only and leaves out A, overlooking the anxiety-reducing function of appropriate humour. Since A is also correct, C and D only does not capture the full set of accurate statements. This option is therefore not valid.

Option D:
Option D treats all four statements as correct, but B wrongly claims that humiliating humour supports a positive climate. Including this clearly unethical practice alongside true statements makes the combination inconsistent. Consequently, A, B, C and D cannot be chosen.

Statements A, B and C are correct, while D is the only wrong statement. A is correct because clear written notices inform students about key dates, examinations and deadlines. B is correct since using multiple channels such as notice boards, email and SMS increases the likelihood that announcements reach everyone. C is correct because vague or incomplete messages often generate confusion and rumours. D is wrong as avoiding written schedules does not teach independence; it usually leaves students uncertain and misinformed.

Option A:
Option A is incorrect because it marks A and D as wrong statements. A is in fact a correct description of the role of clear written notices in institutional communication. Although D is wrong, combining it with A produces an inaccurate set of wrong statements.

Option B:
Option B is incorrect because it lists B and D as wrong. B accurately states that using multiple channels can improve the reach of announcements. Including B among wrong statements misrepresents effective communication practice.

Option C:
Option C is incorrect because it groups C and D as wrong statements. C is actually correct in noting that vague announcements can trigger confusion and rumours. Therefore, pairing C with D as wrong makes this combination logically inconsistent.

Option D:
Option D is correct because it singles out D only as the wrong statement. D wrongly suggests that institutions should avoid giving written schedules, which would undermine transparency and planning. By leaving A, B and C outside the wrong set as correct statements, this option matches the actual pattern of correctness.

Diagnostic questions are used to identify students’ existing knowledge,misconceptions and learning needs. They provide information that helps the teacher plan or adjust instruction. In the stem,the teacher is explicitly trying to find out what students already know,which is a diagnostic function.

Option A:
Evaluative questions judge performance in terms of grades or marks,which is not the main purpose mentioned.

Option B:
Diagnostic communication seeks information to improve teaching strategies,making option B correct.

Option C:
Entertaining questions aim mainly to amuse,rather than assess understanding.

Option D:
Ceremonial communication involves rituals or formalities,such as opening remarks,not knowledge diagnosis.

The two step flow model proposes that media messages first influence opinion leaders,who then transmit interpretations to others in their social networks. Thus,media effects are not entirely direct but mediated through interpersonal communication. The stem's description of opinion leaders passing messages clearly refers to this model.

Option A:
Magic bullet theory assumes direct,uniform effects on all members of the audience and does not emphasise opinion leaders.

Option B:
Cultivation theory deals with long term exposure shaping perceptions of reality rather than interpersonal relaying.

Option C:
Spiral of silence focuses on people withholding minority opinions due to fear of isolation.

Option D:
Because the question stresses mediation through opinion leaders,the two step flow model is the correct answer.

Horizontal communication occurs between individuals at the same hierarchical level,often to coordinate tasks or share information. Two teachers of the same department are peers,so their project discussion is horizontal communication. It supports cooperation without changing authority lines. Therefore,the correct term is horizontal.

Option A:
Downward communication would involve instructions from a higher authority to these teachers,which is not described in the stem.

Option B:
Upward communication would move from these teachers to a higher authority,such as the head of department.

Option C:
Diagonal communication crosses both functional units and levels,for example between a teacher and an administrator in another unit; the stem does not show such crossing.

Option D:
Horizontal communication is vital for teamwork and reduces duplication of effort,exactly as when teachers coordinate a project,making option C appropriate.

Physical barriers are caused by environmental conditions or structural obstacles that interfere with message reception. A pillar blocking the view of the board is a clear structural obstacle. It prevents students from seeing visual information even though the message itself is clear. Thus this is a physical barrier.

Option A:
Physical barriers also include poor lighting or noise,and all relate to tangible conditions in the environment,matching the example,making option A correct.

Option B:
Semantic barriers arise from problems in word meaning or language use,not from blocked sightlines.

Option C:
Psychological barriers involve emotions or attitudes such as fear or prejudice,which are not mentioned in the stem.

Option D:
Organisational barriers stem from hierarchical structures and procedures,rather than seating arrangements in a single classroom.

Feedback is the information that receivers send back to the source about how they have understood or responded to the message. In teaching,questions and quiz scores reveal learners' current level of comprehension. This information helps the teacher modify pace,methods and explanations. Therefore these responses are best described as feedback.

Option A:
Message refers to the original ideas and content sent from teacher to students,not to the responses that come back. Although feedback may become a new message later,it is conceptually distinct from the initial one.

Option B:
Channel denotes the medium of transmission,such as speech or written tests,whereas the question focuses on the information about understanding,not the medium itself.

Option C:
Noise is any unwanted disturbance that interferes with message transmission,while questions and scores are intentional signals used to improve clarity,so they cannot be classified as noise.

Option D:
Feedback closes the communication loop and converts a one way lecture into an interactive process. When teachers read quiz performance,they gain concrete evidence of learning gaps,which is central to formative evaluation. This directly supports choosing feedback as the correct option.

Statements A, B and D are correct, while C is the only wrong statement. A is true because slides packed with long paragraphs increase cognitive load and make it harder for students to follow the key message. B is true as relevant visuals, when integrated with verbal explanation, can make abstract concepts more concrete. D is true since readable fonts and good contrast are basic requirements for all students to see the content. C is false because simply reading slides verbatim without elaboration often reduces engagement and can lead to passive listening.

Option A:
Option A correctly singles out C only as the wrong statement. It recognises that good slide design avoids overcrowding, uses supportive visuals and ensures readability, while rejecting the idea that reading slides word-for-word is always engaging. Therefore this option precisely matches the set of wrong statements and is the correct answer.

Option B:
Option B misclassifies A and C together as wrong. Although C is wrong, A correctly warns against overcrowded slides and is fully aligned with multimedia learning principles. Including A among wrong statements makes this option inconsistent and invalid.

Option C:
Option C labels C and D as wrong, but D is actually a correct guideline emphasising readability through appropriate font size and contrast. Treating D as wrong contradicts basic design recommendations for instructional materials. Hence C and D only cannot be accepted.

Option D:
Option D groups A, C and D as wrong and thus incorrectly treats both A and D as false. Since A and D are sound principles of effective slide use, this combination wrongly inflates the number of wrong statements and is therefore not the correct answer.

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.

Teacher immediacy refers to verbal and non verbal behaviours that reduce psychological distance between teacher and students. Smiling,using names and moving closer all signal warmth and willingness to interact. These behaviours tend to increase student engagement and perceived approachability. Therefore,they are classic examples of teacher immediacy behaviours.

Option A:
This option is correct because immediacy behaviours encourage students to participate and feel connected to the teacher. Research shows that such behaviours are associated with higher motivation and satisfaction. The actions listed in the stem clearly demonstrate this closeness.

Option B:
Authoritarian behaviour emphasises strict control and distance,rather than friendly contact and approachability. Smiles and using names are inconsistent with a purely authoritarian style.

Option C:
Avoidance would involve withdrawing from students or reducing contact,which is the opposite of moving closer and engaging them.

Option D:
Mechanical behaviour would describe routine actions without emotional involvement,whereas immediacy behaviours convey personal warmth.

The message is the core content that the sender wants the receiver to understand. It consists of concepts,explanations,examples and instructions structured into meaningful units. When a teacher speaks or writes for students,the ideas and information being conveyed constitute the message. Thus message is the correct term for what is transmitted.

Option A:
In communication theory,the message is distinct from both the person who sends it and the medium that carries it. It is the "what" of communication that learners must decode. The description in the stem aligns perfectly with this definition,making this option appropriate.

Option B:
Channel refers to the physical or technological medium such as air,whiteboard or internet that carries the message from teacher to student. It is not the content itself,so this option does not fit the blank.

Option C:
Noise is any unwanted interference that distorts the message while it is being transmitted,such as outside sounds or technical glitches. It is the opposite of the intended ideas and cannot be equated with them.

Option D:
Context denotes the environment,relationships and prior experiences that surround the communication event. While context influences interpretation,it is not the same as the ideas and information transmitted.