UGC NET Paper 2 Education Mock Test - 3 - UGC NET MCQ

In today's era of globalization, the Indian social system which is a democratic society promotes the goal of equality (equal opportunities for everyone) and excellence (Individual's overall development and making an individual self-reliant). So, the goal of equality and excellence are not two opposite poles.

Philosophy: Philosophy is the study of knowledge, nature, existence, and meaning of life through various theories, facts, and reasoning. 

John Dewey:

• John Dewey was an American philosopher belonging to western school of thoughts. He was pioneer of pragmatism (school of thoughts which believes in scientific and practical approach).
• According to John Dewey, ‘Education is not a preparation for life, rather it is the living. Education is the process of living through a continuous reconstruction of experiences’.
• Dewey's philosophy of school as a miniature society is based on democratic education and scientific method of learning which also states that school is a replica of society but it doesn't mention anything about goals of excellence. Therefore the goal of equality and excellence will be viewed as two opposite poles in terms of pragmatism

Mahatma Gandhi:

• Mahatma Gandhi believes in Idealism (a school of thought which believes in ideals and values).
• Gandhi's philosophy of basic education is based on the principle of nonviolence, injustice and equality (equal opportunities every individual) and excellence (focuses on overall development of the individual).
• Idealism in education emphasizes the development of the self, develop individual abilities, and moral skills to be a responsible person and serve the society in a better way.
• Gandhiji’s educational philosophy ideal on self-realization and character building of an individual. He believed in “education for life, education through life, and education throughout life”.
• He strongly felt that basic education should be value-based and at the same time job centred and mass-oriented.
• This philosophy supports the Indian social system. Therefore the goal of equality and excellence will not be viewed as two opposite poles in terms of idealism.

Shankaracharya:

• Shankaracharya's Vedantic philosophy (based on Hindu religious texts like Vedas) who belongs to orthodox school of philosophy of education which doesn't focuses on equality and excellence.

Mohammad:

• Mohammad's Islamic philosophy states that every men and women should pursue education but nothing is mentioned about excellence.

Conclusion:

• pragmatism is not only a practical philosophy but also a progressive one. It conceives education as a dynamic and life-long process.
• Realism is the notion that the world exists in terms of matter, separate from the world of ideas and independent of it. Realism has probably had the greatest impact on educational philosophy because it is the foundation of scientific reasoning. 
• Idealistic philosophy is mostly based on the concept of spirituality, knowledge, and ideas. Its main aim is self-realization.
• According to existentialism “there are no universal standards for a human life: we are what we do, the sum of our actions.”
• Since realism states that the universe exists beyond the human mind, so option (4) is correct.

Key Points Curriculum design

• Curriculum design focuses on the creation of the overall course blueprint, mapping content to learning objectives, including how to develop a course outline and build the course.
• Each learning objective is met with assessment strategies, exercises, content, subject matter analysis, and interactive activities.
• Curriculum design is a term used to describe the purposeful, deliberate, and systematic organization of curriculum (instructional blocks) within a class or course.

Curriculum change:

• Curriculum change is a learning process for teachers and for their schools.
• A good understanding of change and a clear conception of the curriculum are necessary conditions for improved implementation of the new curriculum into practice.

Curriculum evaluation:

• Curriculum evaluation is an essential phase of curriculum development.
• Through evaluation, a faculty discovers whether a curriculum is fulfilling its purpose and whether students are actually learning.
• The term ‘curriculum evaluation’ has historically been used to refer to the evaluation of curriculum products and to the evaluation of curriculum programs within specific field contexts.

Curriculum criticism:

• Curriculum criticism is a multi-disciplinary approach to the study of. educational materials and settings. 
• Criticism combines and adapts information collection and reporting techniques of social anthropology and aesthetics. 
• Criticism in order to help others perceive and understand educational phenomena more fully.

Conclusion:

Curriculum designs provide clear relationships between and among the different elements of the curriculum: objectives, contents, activities, and evaluation.

• Change is the law of nature. With time changes should be made in the curriculum for better teaching strategy and better learning processes.
• Evaluation is an essential part of curriculum development as it helps to find out whether the real purpose is fulfilled or not. While critiques help to find the educational purpose more elaborately.

So, it could be concluded that curriculum design can be viewed as an arrangement of materials prepared in advance and intended for instruction. Hence, option (2) is correct.

The first National Educational Policy (NEP) was based on the recommendations of the Education Commission (1964–1966). It was promulgated in 1968 and required a “radical restructuring” and equalizing educational opportunities in order to achieve national integration and greater cultural and economic development. The policy set the path of educational development and aimed at fulfilling the cherished goal of compulsory education for all children up to the age of 14, as stipulated by the Constitution of India, and the better training and qualifications of the teachers. The basic tenets of the policy included:

• Free and Compulsory Education: Making serious efforts to provide free and compulsory education for all children up to the age of 14, and to reduce the prevailing wastage and stagnation in schools, as well as, to ensure that every child who is enrolled in school successfully completes the prescribed course.
• Status, Emoluments and Education of Teachers: According teachers an honoured place in society and protecting their academic freedom, ensuring adequate and satisfactory emoluments and satisfactory service conditions, and emphasizing teacher education, particularly in-service teacher education.
• Development of languages: Development of regional languages, to implement effectively, the three-language formula at the secondary stage.
• Equalization of Educational Opportunity: Equalizing educational opportunity, to promote social cohesion and national integration by correcting regional imbalances, by admitting students on the basis of merit in all schools like public schools, and by protecting interests of socially deprived sections.
• Spread of Literacy and Adult Education: Liquidating mass illiteracy and providing continuing education for functional literacy among employees in commercial and industrial establishments. Such linkage is necessary to make technical and vocational education at the secondary stage, effectively terminal.
• Production of Books: Producing high-quality books for children, low-cost textbooks for schools and universities.
• Games and Sports Developing games and sports at large scale, with the object of improving the physical fitness and sportsmanship of the students
• Part-time Education and Correspondence Courses: Developing part-time education and correspondence courses, of the same status as full-time courses, on a large scale for the university and school students, teachers and workers.

Hence, we conclude that both the statements about NPE 1968 are correct.

There are different kinds of techniques or tools in fashion to conduct a survey to collect precise and reliable data. Questionnaire, telephonic interview, online survey, etc are the most common tools of conducting surveys.

• Questionnaire is an appropriate tool to conduct a large survey. It is a technique of data collection where the source of data is the subject himself/herself. It comprises a series of questions prepared by the researcher that is answered and filled in by all the respondents.
  The researcher uses different forms of questions, such as closed-ended, open-ended, or partially close-ended questions. It is a self-reporting instrument that can be used to measure knowledge levels, opinions, attitudes, beliefs, ideas, feelings, and perceptions of respondents.
• Interview: Interview refers to a formal conversation in which questions are asked from an individual in order to know whether he/she is suitable or not for the job.
• Observation: In this method, the researcher observes an activity and notes down the information/data standing from a close distance. This could be done again in two way- either by informing the informants or in a hidden or secret way.

Hence, we can say that all the above are the instrument of survey research.

The main role of a teacher is to promote quality learning among the students. To accomplish this, the teacher has to identify the areas where the learner commits mistakes. Administering a test is just one of the ways of doing that.

A Test: It is a procedure intended to establish the quality, performance or reliability of something. Test reliability and validity are two technical properties of a test that indicate the quality and usefulness of the test.

Characteristics of a Good Test:

• Validity: The test must measure what it has been designed to measure.
• Reliability: It means the consistency with which a test yields the same result in measuring whatever they do measure.
• Objectivity: A test is objective when it makes for the elimination of the scorer’s personal opinion or bias judgment.
• Usability: The test must have a practical value from time, economy and administration point of views.

Intervention: It refers to the action or process of intervening. It considers coexisting strengths and needs in all areas to ensure individualized treatment and supports.

Practice: It refers to the actual application or use of an idea, belief, or method, as opposed to theories relating to it or Repeated exercise in or performance of an activity or skill to acquire or maintain proficiency in it.

Measure: It refers to ascertaining the size, amount or degree of (something) by using an instrument or device marked in standard units.

Hence, it is clear that a procedure intended to establish the quality, performance or reliability of something is known as a test.

Curriculum can refer to the totality of student experiences offered by an educational institution. This includes not just formal lessons and academic content, but also extracurricular activities, school culture, and the broader social and emotional learning experiences students encounter.

Key Points

• Effective curriculum design should be based on a holistic perspective that takes into account the subject matter, student needs and interests, and engaging activities.
• Subject matter: The content itself is fundamental, as the curriculum needs to cover the essential knowledge, skills, and concepts within a specific domain. 
• Student: Effective curriculum design centers around the learner, considering their developmental stage, learning styles, prior knowledge, and individual needs. The curriculum should be accessible, engaging, and cater to diverse learning preferences.
• Activity: Engaging activities are crucial for making learning meaningful and memorable. Active learning strategies, hands-on experiences, and opportunities for collaboration and exploration can enhance student interest and deepen understanding.

Hence, we can conclude that the principles of Curriculum Design are based on the subject matter, activity, and students.

Senses are important because they allow us to perceive the world in which we live. Our five senses are our sense of sight (also known as vision), smell (olfaction), hearing (audition), taste (gustation), and touch (somatosensation).

The four recommendations of the University Education Commission of 1948 on the Aims and Objectives of Higher Education were: The universities have to provide leadership in politics, administration, education, industry and commerce. The aim of university education should be to produce intellectual adventures.

The needs of learners should be considered within the contexts of: their current physical, social, intellectual, and emotional development. the classroom and school environment.

Jainism holds three (perception, inference and testimony), while Mimamsa and Advaita Vedanta schools of Hinduism hold all six are useful and can be reliable means to knowledge. The various schools of Indian philosophy have debated whether one of the six forms of pramana can be derived from other, and the relative uniqueness of each. For example, Buddhism considers Buddha and other "valid persons", "valid scriptures" and "valid minds" as indisputable, but that such testimony is a form of perception and inference pramanas.

The science and study of pramanas is called Nyaya.

Nehru's idea of a great leader

Pandit Jawaharlal Nehru was India's first Prime Minister. He is credited by many to have built an independent and strong India. His legendary speech at the stroke of midnight on 14th August 1947 has gone down in history as one of the most popular speeches of the world.

A person who is motivated it displays the Goal-directed Behaviour.

The term looking glass self was created by American sociologist Charles Horton Cooley in 1902, and introduced into his work Human Nature and the Social Order. It is described as our reflection of how we think we appear to others. To further explain would be how oneself imagines how others view him/her.

Validity is the extent to which a test measures what it claims to measure. It is vital for a test to be valid in order for the results to be accurately applied and interpreted.

Multiple-choice tests:

it is one of the most common forms of tests that are taken in any classroom. These tests are taken in order to assess the complex concepts as well as the simple understandings of the student. Multiple-choice tests are specially designed to determine the readiness of a student in answering a specific question. Since all the possible answers are given, it does not take much time calculating and devising a new answer.

Learning from observation is a common and natural method of human learning. Observational learning (also known as vicarious learning, social learning, or modelling) is a type of learning that occurs as a function of observing, retaining and replicating novel behaviour executed by others. It is different from imitation in which the observer copies and reproduces the behaviour of the model. In observational learning, we think and judge and learn not only how to do certain things but also what the consequences of our action are likely to be. According to Bandura (1977), the following four distinct processes are involved in observational learning:

• Attention Process: We do not imitate the total behaviour of a model, instead, we focus on specific aspects that we are interested to learn. We pay attention to significant features of the behaviour we want to learn. For example, a child learning to write in good hand writing watches her teacher and keenly observe the way she is holding the pen, moving her fingers, where she is using capital letters and does not pay attention to how the teacher is dressed or how she walks.
• Retention Process: The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning. We need to remember the things observed through some way of using symbols, understanding and organizing our observations. Usually we employ two processes for retention: first storing the things observed as visuals in our memory and then rehearsing the sequence of actions mentally. Bandura (1977) suggests that the best way to learn from a model is to organize and rehearse the observed behaviour cognitively (mentally with proper thinking) and then act it out.
• Motor Reproduction Process: After we have retained the observed behaviour through rehearsal of the visual images, the behaviour has to be transformed into physical actions. For this one needs two things. First, he must have basic requirements for the action to be performed by him. 
• The second aspect for transforming the observed behaviour to action is to actually practice the sequence of actions. Having a perfect visual imagery and mental rehearsal of the actions will not help the observer to perform the act spontaneously.
• Motivational Process: You must have come across some children who have learnt very well through observational learning as they can vividly describe the steps of action and can perform it perfectly. But often they do not perform as and when required. In such cases, what they lack is proper motivation to act. The child is required to be motivated especially self-motivated to act.

Hence, we conclude that Observational learning is also known as vicarious learning, social learning, or modelling.

Key Points

• Learning strategies are the specific techniques and methods that learners use to acquire new information and skills. They can be divided into two main categories: cognitive strategies, which involve thinking about and organizing information, and metacognitive strategies, which involve planning, monitoring, and evaluating one's own learning.
• Learning style is the way that an individual prefers to learn. There are many different learning styles, but some of the most common include visual, auditory, kinesthetic, and tactile learning.
• Lateralization is the specialization of the two hemispheres of the brain. The left hemisphere is typically responsible for language and logic, while the right hemisphere is typically responsible for spatial reasoning and creativity.
• Interference is the process that occurs when remembering certain information is hampered by the presence of other information. This can happen when two pieces of information are similar or when they are learned close together in time.

The correct matching is as follows:

• A - Learning strategies (III)
• B - Learning style (I)
• C - Lateralization (II)
• D - Interference (IV)

Important Points

Qualitative research: 

• It is a naturalist approach that seeks an understanding of social phenomena.
• It deals with human behavior from an informant's perspective.  
• This type of research analyzes non-numeric data. 
• It focuses on the ‘why and what’ of social phenomena.
• Inductive in approach.
• It has a Post Positivist approach.
• In a qualitative research proposal, you would not expect to see a hypothesis.

Key Points

Research proposal: 

• A research proposal is a document used for proposing a research project. 
• It is used widely in academia. 
• It is a structured formal document.
• It generally constitutes a request for grant or sponsorship for the research.
• It demonstrates that a researcher is capable of successfully conducting the proposed research project.

Hence, in a qualitative research proposal, you would not expect to see a Hypothesis.

Dyslexia is a neurological condition that affects how the brain processes written language, making it difficult to read, write, and spell.
Key Points

• A child who tends to reverse letters and numbers in learning is said to be affected by dyslexia.
• People with dyslexia may have difficulty recognizing and decoding written words and spelling and writing words correctly.
• Dyslexia is not related to intelligence but is caused by differences in how the brain processes language.

Additional Information
Dysgraphia:

• It is a neurological condition affecting a person's ability to write and express themselves.
• It is manifested as difficulty with handwriting, spelling, and organizing written work.
• Dysgraphia is not related to intelligence but is caused by differences in how the brain processes information.

Dyscalculia:

• It is a neurological condition that affects a person's ability to understand and work with numbers.
• It is manifested as difficulty with basic arithmetic operations
  • understanding math concepts,
  • and applying math skills to solve problems.
• Like dyslexia, dyscalculia is not related to intelligence but is caused by differences in how the brain processes information.

Hence, the child who tends to reverse letters and numbers in the process of learning is said to be affected by Dyslexia

The correct answer is 'The obvious role of schools as knowledge transfer institutions is fading, but the role of schools in society is becoming stronger.

Key Points

• Fifth line of the first paragraph states, 'We are faced with a seemingly contradictory situation; on one hand, the obvious role of schools as knowledge transfer institutions is fading, whilst on the other hand the role of schools in society is becoming stronger.'
• Something is contradictory when it talks about two things but both of them cannot be correct.
  • For example, Here obvious role of the school is fading but at the same time role of the school is becoming stronger in the society.
• The word seemingly means to give the impression of having a certain quality. Therefore the situation is seemingly contradictory which means it appears to be contradictory but it is actually not.

Hence, according to the passage seemingly contradictory situation is the fading of the obvious role of schools but at the same time role of schools is becoming strong in society.

Additional Information

• The final lines of the first paragraph mention 'The importance of education for an individual and society contradict the growing dissatisfaction with schools.'
• It's easy to get confused between option 1 and 2 due to the similar word contradictory.
• However we have to focus on what the sentence means and also, we need to match the phrases in the question with the passage.
• The question asks what is a seemingly contradictory situation and this phrase appears exactly in the beginning lines of the first paragraph of the passage and not at the end of the same paragraph.

Concepts are one of the key elements of thinking. Concepts represent objects, activities, ideas, or living organisms. Concept Formation is another important aspect of intellectual development. 

Key Points

•  Experience, abstraction, generalization, and analysis are the four elements of the concept development process.
• The concept is the primary unit of learning.
• It is the relation of stimuli with the object which has similar characteristics.
• The experience involves direct participation, abstraction involves finding similar elements after the experience, generalization involves the process of extension of the concept, and analysis involves the concept analysis.

Hence, we conclude that socialization is not an element of concept development.

John Dewey, an American philosopher has proposed the concept of 'Progressive Education' which emphasizes that learning takes place only through a 'hands-on' approach so the students must interact with their environment to adapt and learn.

Key Points

• A teacher should always cater (accept) to the individual differences of the children in the class.
• individual differences can be defined as personal characteristics that distinguish learners from each other in the teaching and learning processes.  
• The main goal of progressive education is to get students to have a hands-on learning experience, i.e. learn by doing. Also known as experiential learning, this method sees active participation by students in hands-on projects.
• Hence by all the above references, we can conclude that Both (A) and (R) are false.

Important Points 
Key features of progressive education: 

• Focusing on learning by doing: This includes working on hands-on projects thereby paving the way for experiential learning, aka learning by experience.
• Integrated curriculum: This is a curriculum that covers a broad spectrum of themes.
• Problem-solving and critical thinking: They are the cornerstones of progressive education; the whole idea is to have students take on problems and solve them thus helping them hone their critical thinking.

The social aim of education takes into consideration the social needs of society. ... In other words, when a society wants to have a very strong social organization and does not permit freedom to the individual members to deviate from its social traditions, it emphasizes to a great extent the social aim of education.

The most important characteristic of a society is Interpersonal relationship. An interpersonal relationship is a strong, deep, or close association or acquaintance between two or more people that may range in duration from brief to enduring. The context can vary from family or kinship relations, friendship, marriage, relations with associates, work, clubs, neighborhoods, and places of worship.

If a child is a back bencher and unable to watch the blackboard clearly. As a result he stands, sees and sits repeatedly. Both (a) and (b) inference will regarding this case.

The current view of childhood assumes that childhood is a unique period of growth and change.

These different types of discussions serve different purposes, are useful in different phases of a lesson or unit, and have different characteristics depending on their purpose.

• Discussion Type Summary. Initial Ideas Discussions. 
• Building Understanding Discussion. Purposes/Goals. 
• Consensus Discussion. 
• Consensus Discussion.

Alfred Adler’s theory is at once a model of personality a theory of psychopathology and in many cases the foundation of a method for mind development and personal growth. Adler wrote “Every individual represents a unity of personality and the individual then fashions that unity. The individual is thus both the picture and the artist.

Therefore if one can change one’s concept of self they can change the picture being painted. ” His Individual Psychology is based on a humanistic model of man. Among the basic concepts are:

1. Holism. The Adlerian views man as a unit a self-conscious whole that functions as an open system (see General Systems Theory) not as a collection of drives and instincts.

2. Field Theory. The premise is that an individual can only be studied by his movements actions and relationships within his social field. In the context of Mind Development this is essentially the examination of tasks of work and the individual’s feelings of belonging to the group.

3. Teleology (“power to will” or the belief that individuals are guided not only by mechanical forces but that they also move toward certain goals of self-realization). While Adler’s name is linked most often with the term ‘inferiority-complex ’ towards the end of his career he became more concerned with observing the individual’s struggle for significance or competence (later discussed by others as self-realization or self-actualization etc. ). He believed that standing before the unknown each person strives to become more perfect and in health is motivated by one dynamic force - the upward striving for completion - and all else is subordinated to this one master motive. Behavior is understood as goal-directed movement though the person may not be fully aware of this motivation.

4. The Creative Self. The concept of the creative self places the responsibility for the individual’s personality into his own hands. The Adlerian practitioner sees the individual as responsible for himself he attempts to show the person that he cannot blame others or uncontrollable forces for his current condition.

5. Life-Style. An individual’s striving towards significance and belonging can be observed as a pattern. This pattern manifests early in life and can be observed as a theme throughout his lifetime. This permeates all aspects of perception and action. If one understands an individual’s lifestyle his behavior makes sense.

6. Private intelligence is the reasoning invented by an individual to stimulate and justify a self-serving style of life. By contrast common sense represents society’s cumulative consensual reasoning that recognizes the wisdom of mutual benefit

There is need of quality enhancement of teacher education program to enhance the education quality imparted to learners. These programs Emphasize on internship session with in built feedback. Objectives of these programs are

• Imparting an adequate knowledge of the subject- matter

• Equipping the prospective teachers with necessary pedagogic skills:

• Enabling the teacher to acquire understanding of child psychology

• Developing proper attitudes towards teaching

• Developing self-confidence in the teachers

• Enabling teachers to make proper use of instructional facilities: