Tag: Paper 1 UGC NET expected questions

Teaching Aptitude

Q1. Which of the following set of statements best describes the nature and objectives of teaching?

Statements:
(a) Teaching and learning are integrally related.
(b) There is no difference between teaching and training.
(c) Concern of all teaching is to ensure some kind of transformation in students.
(d) All good teaching is formal in nature.
(e) A teacher is a senior person.
(f) Teaching is a social act whereas learning is a personal act.

Code:
(1) (a), (b), (d)
(2) (b), (c), (e)
(3) (a), (c), (f)
(4) (d), (e), (f)

Answer: (3)

Explanation:

• Teaching aims at learner transformation → (c)

• Teaching involves interaction among people while learning is internal → (f)

• Teaching and learning function together → (a)

---

Q2. Which of the following learner characteristics is highly related to effectiveness of teaching?

(1) Prior experience of the learner
(2) Educational status of the parents
(3) Peer groups of the learner
(4) Family size

Answer: (1)

Explanation:

Prior knowledge helps teachers design instruction according to students’ readiness level, making learning more meaningful (Constructivist principle).

---

Q3. Match Set-I with Set-II:

Code:
(1) A-I, B-II, C-III, D-IV
(2) A-IV, B-III, C-II, D-I
(3) A-II, B-I, C-III, D-IV
(4) A-III, B-IV, C-I, D-II

Answer: (1)

Explanation:

• Classroom teaching needs good communication skills.

• Distance education needs strong feedback to maintain learning.

• Team teaching is based on planning & cooperation.

• Seminar promotes discussion & participation.

---

Q4. Which of the sets of activities best indicate the cyclic nature of Action Research?

(1) Observe, Act, Reflect, Plan
(2) Act, Plan, Observe, Reflect
(3) Plan, Act, Observe, Reflect
(4) Reflect, Observe, Plan, Act

Answer: (3)

Explanation:

Action research follows PAOR model:
Plan → Act → Observe → Reflect

---

Q5. Identify the procedures that belong to Formative Evaluation:

(a) Teacher awards grades after finishing course
(b) Teacher provides corrective feedback during interaction
(c) Teacher gives marks in a unit test
(d) Teacher clarifies doubts in class
(e) Reporting to parents periodically
(f) Motivating learners in Q–A session

Code:
(1) (b), (c), (d)
(2) (a), (c), (e)
(3) (b), (d), (f)
(4) (a), (b), (c)

Answer: (3)

Explanation:

Formative evaluation = continuous improvement during teaching, not after the course.
Hence feedback, clarification of doubts & motivation are part of formative assessment.

---

Q6. Assertion–Reason Question

Assertion (A): All teaching should aim at ensuring learning.
Reason (R): All learning results from teaching.

Code:
(1) Both A and R are true but R is not explanation
(2) A is true but R is false
(3) A is false but R is true
(4) Both A and R are true and R is correct explanation

Answer: (2)

Explanation:

Learning also occurs beyond teaching — through observation, self-study, environment, social interaction, etc.
Therefore, R is incorrect.

Q7. In which of the following activities, potential for nurturing creative and critical thinking is relatively greater?

(1) Preparing research summary
(2) Presenting a seminar paper
(3) Participation in research conference
(4) Participation in a workshop

Answer: (4) Participation in a workshop

Explanation:

A workshop involves hands-on activities, group collaboration, problem-solving, reflection, which directly nurture creativity & critical thinking, unlike passive tasks such as summary writing.

---

Q8. Differentiation between acceptance and non-acceptance of certain stimuli in classroom communication is the basis of:

(1) Selective expectation
(2) Selective affiliation
(3) Selective attention
(4) Selective morality

Answer: (3) Selective attention

Explanation:

In classroom communication, learners filter and focus attention on selected stimuli, ignoring others. This process is called selective attention, which determines learning effectiveness.

---

Q9. Assertion–Reason

Assertion (A): The initial messages to students in the classroom by a teacher need not be critical to establish interaction later.
Reason (R): More control over the communication process means more control over what the students are learning.

Code:
(1) Both A and R are true, and R is the correct explanation of A
(2) Both A and R are true, but R is not explanation
(3) A is true, but R is false
(4) A is false, but R is true

Answer: (4)

Explanation:

Initial messages are important to set tone & rapport, so A is false.
R is true because classroom communication influences learning outcomes.

---

Q10. Assertion–Reason

Assertion (A): To communicate well in the classroom is a natural ability.
Reason (R): Effective teaching demands knowledge of the communication process.

Code:
(1) Both A and R true, R correct explanation
(2) Both A and R true, R not explanation
(3) A true, R false
(4) A false, R true

Answer: (4)

Explanation:

A is false because communication skills must be learned & trained.
R is true because classroom teaching needs structured communication techniques.

---

Q11. From the list below, identify formative evaluation procedures:

(a) Teacher awards grades after completing course
(b) Feedback during interaction
(c) Marks in a unit test
(d) Teacher clarifies doubts in class
(e) Performance report every 3 months
(f) Motivation in Q-A session

Code:
(1) (a), (b), (c)
(2) (b), (c), (d)
(3) (a), (c), (e)
(4) (b), (d), (f)

Answer: (4)

Explanation:

Formative evaluation = continuous evaluation during learning, not after completion.

---

Q12. Match teaching methods with basic requirements:

Code:
(1) A-II, B-III, C-IV, D-I
(2) A-III, B-IV, C-I, D-II
(3) A-I, B-II, C-III, D-IV
(4) A-IV, B-III, C-II, D-I

Answer: (3)

Explanation:

• Lecture → lucid content,

• Discussion → interaction,

• Brainstorming → idea generation,

• Programmed instruction → stepwise feedback learning.