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Q-1 In the two sets given below, set-I provides the different levels of teaching and learning while set-II gives their exemplars and concerns. Match the two sets and select from the code to indicate your answer.

Set-I Levels of Teaching and Learning and Set-II Exemplars and Concerns

(Levels of teaching and learning)


(Exemplars and Concerns)

  1. Memory level
  • Encourages critical thinking based cognitive interchange
  • Understanding level
  • Protects personal interest and attitudinal concerns
  • Reflective level
  • Facilitates recalling and recognizing of facts
  1. Enhances scope for seeing of relationships and meanings


  1. (a) - (iii) , (b) - (iv) , (c) - (i)
  2. (a) - (i) , (b) - (ii) , (c) - (iii)
  3. (a) - (iii) , (b) - (ii) , (c) - (iv)
  4. (a) - (iv) , (b) - (iii) , (c) - (ii)

Q-2 ‘Research ethics’ is of critical importance in which of the following areas? Select your answer from the code given below:

  1. Data collecting
  2. Preparing a seminar paper
  3. Data analysis
  4. Participation in a conference
  5. Writing a thesis/dissertation
  6. Selecting a research problem


  1. (a) , (c) and (e)
  2. (a) , (b) and (f)
  3. (a) , (b) and (c)
  4. (d) , (e) and (f)

Q-3 While presenting the research outcomes and sharing the same with others, in which of the following research type, the style has to be impersonal?


  1. Narrative studies
  2. Action research based studies
  3. Ethnographic studies
  4. Causal comparative based Ex post facto studies

Q-4 in the following statements identifies those which relate to ‘Norm-referenced testing’ (NRT) . Select from the code to give your answer.

  1. Covering a large domain of learning tasks with just a few items measuring specific tasks
  2. Emphasizing discrimination among individuals in terms of relative level of learning.
  3. Focusing on a specified domain of learning tasks with a large number of items measuring specific tasks.
  4. Interpretation required a clearly defined group.
  5. Interpretation required a clearly defined achievement domain.
  6. Emphasizing description of learning tasks which individuals can and cannot perform.


  1. (b) , (c) and (f)
  2. (d) , (e) and (f)
  3. (a) , (b) and (d)
  4. (a) , (b) and (c)

Q-5 In the list of statements given below which of them offer a suitable definition of research?

Give your answer by selecting from the code.

  1. Research means a repeated search
  2. Research is basically an answer to a question.
  3. Research provides an authentic solution to a problem.
  4. Research is an Endeavour to prove one՚s hypothesis.
  5. Research is a meaning- giving process
  6. Research means drawing a sample from a defined population.


  1. (b) , (c) and (e)
  2. (b) , (c) and (f)
  3. (a) , (d) and (f)
  4. (a) , (b) and (c)

Q-6 Which of the following is an indicator of key behaviour in effective teaching as evident from researches?


  1. Engagement in learning by students
  2. Use of process and content questions during teaching
  3. Teacher affect in developing teacher-learner relationship
  4. Using student ideas and contributions

Q-7 Ability to see and size up the situation creatively is most relevant at which stage of research?


  1. In formulating research hypotheses and procedures for testing them.
  2. At the stage of identifying and defining a research problem.
  3. In deciding and identifying the sampling procedures to ensure their representative character.
  4. In determining the research design and its execution.

Q-8 Which of the following methods to teaching will encourage indirect learning?


  1. Collaborative projects
  2. Lecturing with examples
  3. Term teaching
  4. Demonstration on a subject

Q-9 In which of the following methods of research the independent variable has to be selected rather than manipulated?


  1. Descriptive survey method
  2. Ex post facto method
  3. Experimental method
  4. Exegetic research

Q-10 From the following list, identify the indicators of commitment areas of teachers and learners. Select from the code to give your answer.

  1. ‘Do it well’ approach
  2. Developing contact with community
  3. Enhancing performance in classroom including teaching-earning processes
  4. Concern for the all-round development and readiness to help
  5. Acquiring curricular and content competency
  6. Respecting impartiality, objectivity and intellectual honesty


  1. (a) , (b) and (c)
  2. (d) , (e) and (f)
  3. (a) , (d) and (f)
  4. (b) , (c) and (d)


Read the passage carefully and answer question numbers from 11 to 15.

In noting the nature of human lives, we have reason to be interested not only in the various things we succeed in doing, but also in the freedoms that we actually have to choose between different kind of lives. The freedom to choose our lives can make a significant contribution it our well-being but going beyond the perspective of well-being, the freedom itself may be seen as important. Being able to reason and choose is a significant aspect of human life. In fact, we are under no obligation to seek only our own well-being. It is for us to decide what we have good reason to pursue. We need not have to be a great leader to recognise that we can have aims or priorities that differ from the single-minded pursuit of our own well being only. The freedoms and capabilities we enjoy can also be valuable to us. It is ultimately for us to decide how to use the freedom we have. It is important to emphasise that if social realizations are assessed in terms of human lives are then seen inclusively, taking note of the substantive freedoms that people enjoy, rather than ignoring everything other than pleasures or utilities they end up having. There is also a second significant aspect of freedom: it makes us accountable for what we do. Freedom to choose gives us the opportunity to decide what we should do, but with that opportunity comes the power to do something, the accountability that emanates from that ability- that power-is a part of the capability perspective, and this can make room for demands of duty-what can be broadly called deontological demands. There is an overlap here between agency-centered concerns and the implications of a capability based approach. The perspective of social realizations will take us to further issues central to the analysis of justice in the world.

Q-11 Why freedom is seen as important?


  1. To have different life styles.
  2. To succeed in doing things.
  3. To go beyond the perspective of one՚s own well-being.
  4. To understand the perspective of one՚s well-being

Q-12 What is of no value for assessing social realizations?


  1. Ignoring the values of freedom
  2. Capabilities of people
  3. Inability to use the freedom given
  4. Utilities

Q-13 What is the inherent aspect of freedom?


  1. Accountability
  2. Pleasures of freedom
  3. Absence of actions
  4. Well-being of the self

Q-14 Why should we go beyond considerations of our own well-being?


  1. To appreciate that our aims can differ from self-interest.
  2. To think of freedoms of others.
  3. To follow in the footsteps of great leaders.
  4. To be able to enjoy our freedoms.

Q-15 The central idea of the passage is:


  1. Use of power for freedom
  2. Emphasis on variety of personal issues
  3. Need for securing justice to all
  4. Responsibility for individual happiness

Q-16 Match the following.

Given below are two sets, set-I embodies the type of communication while set-II provides their exemplification. Select your answer from the code given:

Set-I Types of Communication and Set-II Exemplification

(types of communication)



  1. Linear communication
  • Members are given themes on which they are required to hold discussion.
  • Interactive communication
  • A teacher in the classroom presents a structured content
  • Transactional Communication
  • The principal of a college holds the staff meeting for understanding their problems.
  1. The teachers and students in a college go on rampage.


  1. (a) - (iii) , (b) - (i) , (c) - (ii)
  2. (a) - (ii) , (b) - (iii) , (c) - (i)
  3. (a) - (i) , (b) - (iv) , (c) - (iii)
  4. (a) - (iv) , (b) - (ii) , (c) - (iii)

Q-17 When students place themselves close to certain communication sources, it will lead to:


  1. Selective exposure
  2. Source domination
  3. Negative choices
  4. Impersonal behaviour

Q-18 A cluster of propositions with a structure that exhibits some inference is called:


  1. An explanation
  2. An argument
  3. An implication
  4. A description

Q-19 If NTA14 and NTA15 are 5-digit numbers such that their sum is 157229, then N + T + A would be:


  1. 25
  2. 72
  3. 21
  4. 15

Q-20 identify the correct sequence of decoding process of communication in the classroom


  1. Feedback, Sensory involvement, Interpretation, Evaluation
  2. Evaluation , Interpretation, Sensory involvement, Feedback
  3. Interpretation, Evaluation , Feedback, Sensory involvement
  4. Sensory involvement, Interpretation, Evaluation, Feedback

Q-21 in the sequence of numbers 5, 19, 49, 101,181, 295, x, … , the term x is:


  1. 501
  2. 449
  3. 351
  4. 401

Q-22 Assertion (A) : Classroom communication involves the clear decoding of messages by the students.

Reason (R) : By increasing redundancy, we can improve the fidelity of communication


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

Q-23 If the proposition ‘No dog is quadruped’ is false which one among the following propositions can be claimed certainly to be true?


  1. Some dogs are quadruped.
  2. Some dogs are not quadruped.
  3. All dogs are quadruped
  4. All dogs are biped

Q-24 Consider the statements (a) , (b) , (c) and (d) given below. Which one of the codes contains the correct statements only?

  1. Venn diagram is a clear method of notation.
  2. To diagram a standard form of a categorical proposition, three overlapping circles are drawn.
  3. To test a categorical syllogism, two overlapping circles are drawn.
  4. Venn diagram is a method of testing the validity of categorical syllogisms.


  1. (A) and (d) only
  2. (a) , (b) , (c) and (d)
  3. (a) and (b) only
  4. (a) , (b) and (c) only

Q-25 Given below are two premises. Four conclusions are drawn from them (taking singly or together) . Select the code that states the validity drawn conclusions.


  1. Some flowers are red.
  2. All roses are flowers.


  1. Some roses are red.
  2. Some red things are flowers.
  3. Some flowers are roses.
  4. All roses are red.


  1. (b) and (c) only
  2. (a) , (b) and (c) only
  3. (c) and (d) only
  4. (a) and (b) only