Assertion (A) : For an effective classroom communication at times it is…
2009
Assertion (A) : For an effective classroom communication at times it is desirable to use the projection technology.
Reason (R) : Using the projection technology facilitates extensive coverage of course contents.
Answer: B. Both (A) and (R) are true, but (R) is not the correct explanation. — Concept — how an assertion–reason pair is judged: three separate judgements are made, always in this order: is the assertion true on its own, is the reason…
- A.
Both (A) and (R) are true, and (R) is the correct explanation.
- B.
Both (A) and (R) are true, but (R) is not the correct explanation.
- C.
(A) is true, but (R) is false.
- D.
(A) is false, but (R) is true.
Show answer & explanation
Correct answer: B
Concept — how an assertion–reason pair is judged: three separate judgements are made, always in this order: is the assertion true on its own, is the reason true on its own, and does the reason state the cause of the assertion. The third test is independent of the first two. A statement can be entirely true and still fail it, because it names a benefit that lies on a different axis from the one the assertion claims.
Applying the three tests here:
Is the assertion true? Yes. Projecting slides, diagrams, maps, animations or video adds a visual channel alongside the teacher's speech, so an idea that is hard to describe in words is seen as well as heard. That dual verbal-plus-visual delivery holds attention and improves clarity and retention, which is why projection is at times desirable for classroom communication.
Is the reason true? Yes, taken on its own. A ready-made projected deck removes the time a teacher would spend writing on the board, so more of the syllabus can be presented in the same period. Extensive coverage of course contents is a genuine practical advantage of the technology.
Does the reason explain the assertion? No. The assertion is about communicative effectiveness — understanding, clarity, attention, feedback. The reason is about throughput — the quantity of material pushed through in a period. Quantity is not effectiveness: pushing more content through faster gives the class less time to process each idea and can reduce understanding, which is the standard criticism of slide-driven teaching. The property that actually explains the assertion is the added visual channel (Edgar Dale's Cone of Experience, dual-coding), not the volume covered.
Cross-check: test the rival readings against the two statements.
A reading on which the desirability claim is untrue collapses, because a visual channel demonstrably aids classroom communication.
A reading on which the extensive-coverage claim is untrue collapses too, because a prepared projected presentation really does save presentation time.
A reading that makes coverage the cause conflates quantity of material with quality of communication.
Result: both statements are true, but extensive coverage of course contents is not the correct explanation of why projection technology is desirable for effective classroom communication.