significantly compared and may be used as the subject for the findings of the

study.

(vi)It helps in developing expertise and general scholarship of the investigator in

the area investigated.

(vii)

It

contributes towards the accurate knowledge

of the evidence of

literature in one's area of activity isagood avenue towards making oneself.

This knowledge is asserted ever afterwards, whether one is employed in an
institution of higher learning or a research organization.

The review of literature indicates the clear picture of the problem to be

solved. The scholarship in the field can be developed by reviewing the literature

of

the field.

2.05 RESEARCH STT]DIES CONDUCTED IN

'

Basu,

M. K. (1981)

INDIA

studied the effectiveness

of multimedia

programmed

material in teaching of mathematics. The sample consisted of 400 learners of IX

standard which comprised an equal number

of

boys and girls. Group test of

Intelligence B.E.P.R.T in Bengali and pre-test-post-test tool were used. The finding
shows that there was a significant difference between the multimedia programmed

instruction and other strategies on overall achievement of the students.

Menon, M. B. (1984) evolved a CAI approach to study the achievement of

English reading comprehensive skill. He conducted the study for 22 students. The

27

results

of the post test shows that they developed in the English reading

comprehensive skill.

Chaudhay, M. (1985) prepared and evaluated programmed learning material

in Geography for the secondary Level to evaluate the effectiveness of the program
(for rural, urban, boys and girls). The researcher conducted the study for 300 students

(223 male and 77 female) in a total of

l0 schools. The results of pre-test-posttest

found that there is equal effectiveness in rural, urban and boys and girls.

Krishnan, S. S. (1935) developed a CAI package for teaching a course on

Audio-Visual education. One hundred and twenty seven instructors were taken for
the study which contained 5 self evaluation modules. His findings show that
obtained 80% in the post test which showed that

98o/o

it was effective and the attitude of

the instructors towards the CAI package was high.

uAotooysamy,

I.

(1939) conducted

a study on teaching environmental

conceps to school drop-outs through video and charts. The study was undertaken to
investigate whether working children in the non-formal education students achieved
more when taught environmental concepts by the video method than by using charts.

The sample of the study constituted 60 working children at the school for working

children in Dindugal. The pre-test-post-test design was employed. The 't' test was
applied for statistical analysis and

it is found

that the students taught by the video

method learned more concepts on environment that those who were taught by using
charts.

28

Behera, S.C. (f 990) studied the impact of educational television programs on

the competency of teachers of elementary school. Fifty teachers were taken for the
study' Competence based achievement test score shows that competency of teacher

with T.V was more than that of without T.V.

Idayavani' S. (1991) undertook a study to investigate whether students in the

higher secondary schools who were taught certain concepts

in

geography by the

Video method achieved more than those who were taught by the traditional method.
The sample of the study contained 30 males and 30 females of

The pre-test-post-test was employed.

XII standard students.

It was also found that there is no significant

difference between the male and female students, both showed positive result
towards learning through video lesson.

Jeyamani,
effectiveness

P. (1991) conducted an experimental study to find

of the simulation model of

Instruction for

XI

the

teaching through Computer Assisted

standard students. Two schools were selected for the study. The

pre-test-post-test results showed that the experimental group obtained higher

mean

than the Control group. Sex wise comparison proved insignificant. Tamil medium
and English medium did not show any significant difference.

Narayansamy, M. (1991) made a study on Enrichment of Tamil vocabulary

of VI standard students through video module. Experimental group contained

60

students and Control group contained 60 students. The pre-test-post-test result

shows

that the students taught by video module improved more vocabulary than the students

who were taught by traditional method.

29

R D, Ahluwalia,

Singh,
effectiveness

S.P and Verma,

S.K (199f) studied the

of CAI and conventional method of instruction in

teaching

mathematics. He used 220 students in the study and conducted Pre-test and Post-test.
The result of Pretest-post-test shows that CAI instructed students achieved more that

the others. The attitude of the CAI students was high towards CAI learning. CAI
students had a change in attitude (positive) towards mathematics.

Stella,

V.

(1992) studied the effectiveness

of the computer assisted

instuction CAI) special reference to the under achiever. He used three methods CAI, CAI with teacher Assistance and traditional method. Thirty two students were
taken in each group. The result of the Pre-test-post-test shows that CAI with teacher
assistance was more effective that the other two methods.

Kumaravel, trCR. (1994) studied the effect of CAI approach in teaching

Mathematics.

heterogeneous group

of twenty pupils were

exposed to the CAI

package developed in the computer. The critical level of validating the

CAI exercise

was kept as 80oh average. The immediate achievement of the pupil

in

the

standardized criterion test was found satisfactory. 80% of the pupils scored above
80%. The running time of the program is 45 minutes.

Ananthasayanam,

R, Rajanai, N. C. and Eagavalli, IC (1995)

stated the

criteria for selection of computer software. He has said that the use of computers can

improve education only

if they are used with the right type of software. The teacher

is given guidelines to select the quality software. Teachers can make optimum
30

utilization of the potentials of the computer by developing a critical attitude towards

computer software.

Devi, N. S. (2005) studied the attitude of the IX standard students towards

computer

in education. The study was conducted on a sample of 217

students

of

secondary stage studying D( standard, both boys and girls. The study reveled that

20Yo, 38o/o and 42%o

of the total sample has high,

average and

respectively. Gender showed insignificant difference

low

in the attitude

attitude
towards

computer.

Sangeeta (2005) studied the role

of CAI and co

operative learning in

enhancing the writing competence of the students. 80 students were taken for the
study and the result of pre-post test shows insignificants.

Uma, S (2005) conducted a study on learning science and mathematics

through computers. She conducted her. experiment to 80 students. The achievement

test result shows that, the students' performance were higher after revising the
concept with the help of CAI.

Subasri (2006) conducted the study on accessibility

of

power point

presentations among high school land higher secondary school teachers in classroom
teaching.

3l

The objectives of the study were:

i) To find out the accessibility of

power

point presentations among the high school and higher secondary teachers. ii) To find
out the usability of LCD projectors by the high school and higher secondary teachers.

80 teachers with different age groups, gender, educational qualifications,

specializations, computer knowledge area and school whose accessibility in utilizing

the power point presentation in classroom teaching at high and higher secondary
school level. The sample selected from the private schools of Pondicherry. Mean, t-

test, ANOVA, standard deviation, chi-square test the statistical procedures used in
this research.

The major findings were:

the fundamental knowledge

accessibility

i) There is a high significant relationship

of

computer among

between

the teachers power

point

in classroom teaching. ii) Urban teachers are found to utilize power

point presentations more effectively in classroom teaching when compared teachers.

iii) There is no significant difference between the high

school and higher secondary

school teachers in utilizing the power point presentations in classroom teaching.

Bobin Antony (2007) conducted a study on development of CAI package in

XI

standard computer science and its effectiveness.

The major objective of the study was to find out the effectiveness of the CAI

package as compared

to the traditional method and through this utilization of

growing computer field in education.

32

of
The investigator selected 60 students

XI

standard for his study' The pre-

g data' Mean, standard deviation and

tes! post-test method was used for collectin

'l'

test were used to treat the data'

Themajorfindingswere:DTheexperimentalgroupsobtainedahighermean
iii) There is no
sex wise comparison is insignifrcant.
The
ii)
group.
control
the
than
of the control
gain score and the hours of study
the
between
association
significant
and the
association between the gain score
goup students. rv) There is no significant

group students'
hours of study of the experimental

(200s) conducted a study

Nirmala Sundararaj and Annaraja

on

for higlrer secondary

presentation in teaching zoology
effectiveness of power point
students.

Theobjectivesofthestudywere:i)Tofrndouttheeffectivenessofpower
ii) To find out whether there
for higber secondary students'

point in teaching zoology

students' iii)
pre-test and post-test score of the
between
difference
significant
was any
postdifference between pre-test and
significant
any
was
there
whether
out
To find
of knowledge' understanding and application
test score of the students in attainment
objectives.

35EnglishmediumbiologysfuderrtssfudyingXlstandardinLittleFlower
PreTirunelveli were selected as the sample'
Matriculation Higber Secondary school,
analyse the data'
test and post-test were used to

JJ

preThe major findings were: i) There was significant difference between the
test and the post-test scores of the students.

ii)

There was significant difference pre-

test and post-test scores of the students in attainment of knowledge, understanding

the control
and skill objectives. That is, experimental group students are better than

goup students.

Evaluation
Thomas, satinder, Annu and Bajaj (2009) conducted a study on

of

Instructional
Developmentally Tested and Revised Experimental Multiple Media

Package on Women Distance Learners'

prototype selfThe objectives of this study were: i) to design and develop a

on process
instructional, experimental, multi-media package for distance leamers
models

in community nutrition

and health interventions; and

ii) to evaluate the

objectives'
prototype multimedia package in meeting cognitive and affective learning

Yogendra Gandole (2010) conducted a study on the development and

computer software for practical learning'

in
The objectives of the study were: i) To find out the significant difference

ii) To find
overall competency of students regarding various electronic experiments'
the various experiments'
out the significant difference in time, required to performing

The pre-test and the post-test equivalent group design was used'

I 00 college

as the sample' Mean, 't'

students of Amaravathi University, Maharastra were selected

34

in this
test, standard deviation and chi-square were the statistical procedures used
research.

Hellen Joy and Shiju (2010) conducted a study on development of computer

its effectiveness.
assisted teaching material in history at higher secondary level and

The major objectives of the study were:

lesson on the topic, UNO

i) To develop

computer assisted

in History at higher secondary level. ii) To test the

the lesson on
effectiveness of the computer assisted teachers and lecture method of

the topic,

uNo in history at higher

secondary level.

iii) To verify the impact of

teaching
gender, domicile and type of 5Chool on effectiveness of computer assisted
method.

2.06 RESEARCH STT]DIES CONDUCTED ABROAD

Hamer and Bond (1939) carried out an experimental study on a companson

of live demonstration stategy

Alabama.

versus video presentation

at the University of

model.teaching video tape was used as a part of the demonstration

group' They
lesson. They used the traditional method of teaching for the Control

with the preconducted the study for the sample of 58 students. They assessed them
scale'
test-post-test technique, attitudinal inventory and an observational rating

in achievement
Results of the test indicated that there were no significant differences
the groups in
among the gfoups. However there was significant difference among
strategy
performance. The study concluded that video tape models of demonstration
could be effectively used in live demonstration'
35

Chanida,

K (1990) studied the effects of using interactive

video disc

laboratory simulation on problem - studying and leaming performance of high school

chemistry students. With the sample of 54 students, the study revealed that LV.D
group had significantly higher scores on problem solving strategy. They spend less

time in completing. The experiment findings for the study demonstrated the benefits

of using the LV.D. laboratory simulation in facilitating student's problem - solving

performance and saving learning time.

It also indicated the LV.D. simulation could

be promising alternative to supplement enhance laboratory instruction, especially

for

teaching complex expensive and time consuming laboratory techniques.

Heinich, R. (1990) had explained that CAI systems are multi-sensory and
thus stimulates leaming as

it

takes place

in the world outside the class room.

Learning in the real world is indeed CAI and multi-sensory learning. CAI systems
are especially adaptable to the current educational and training concept.

Ronakaran,

L.

(1991) compared the effects of reading comprehension of

educational video, direct experience and print. This study reveled that the education

video was more effective when compared to traditional lesson for all ability levels,
the video lesson generated a larger effect size than the hands on lesson for low ability
readers, and there was no difference

in the effect between the video for low ability

readers and traditional lesson for high ability readers. The study offered some support

for the use of educational video as a pre-reading activity to provide prior knowledge
and thereby increase reading comprehension particularly for low ability readers.

36

It

hands on
also demonstated the educational video may be used as substitute for direct

experience.

Anne, B.S (1992) conducted a study on training eflectiveness of interactive

video systems for the use of lethal force decision making. This study investigated
trainee's perceptions

of

training effectiveness

of

interactive video system

as

past for
compared to other types and methods of training that have been used in the

training use

of lethal force

respondents gave
effectiveness
compared

decision making. This study concludes that the

very positive indication

of their

perceptions

of

training

of interactive video for use for lethal force decision making. When

to post training

experience, interactive video was perceived as more

that the
effective than any other mining method listed. This study concluded
respondents, age was

effectiveness
compared

a very positive indication of their perceptions of training

of interactive video for use of lethal force decision making' When

to post training experiences, interactive video was perceived as more

effective than any other training method'

of
Allen, T. (1994) conducted the study to find out the effectiveness in use
multimedia package

in teaching of

mathematics

for Primary level students'

He

that students exposed

conducted a pre test and a post test for the students and found
in multimedia learning possessed high achievement'

Versy, J (1993) designed two versions of multemedia tool for environmental

and education and found
education. The tool was tested by the experts in technology

the school environment'

to be reliable. Then he implemented it in teaching to clean
37

He has divided the group into two and has implemented it for the experimental group
and gave naditional method teaching to the Control group. Later after the experiment

he found that there as a significant difference in the behavior of the student toward
cleaning the school environment. Hence he concluded that CAI improves the level

of

awareness in teaching Environmental Education.

Daignault, 1. (1998) conducted an experiment to find out whether there

exists a significant difference in the teaching Biology for the students. He designed a

CAI package and implemented it in some of the local schools .. He found that there
was a significant difference in the traditional method and the experimental group.

Zhang,

Q000) designed and implemented an interactive CAI package

course ware and has stored in the internet to facilitate the students to learn when ever

they want. He has given 2 months duration for the students to complete the course
ware.

At the end of the 2nd month he conducted a test and found that there was

improvement m the sfudents achievement compared with their previous academic

records.

Poutin, G. (2000) studied the attitude of both the teachers and the students
towards learning through CAI. He conducted the study though questionnaire,
interviews and observation. He found that both teachers and students had a positive
attitude towards learning through CAI.

Paradis, D. (2001) explored the experiences of teachers with the use of the
'Zoology Zone'multimedia resource in teaching grade three science. Four generalist
38

teachers used the multimedia resource in the teaching of the Animal

Life Cycle topic

from the Alberta grade three science programs. The experiences of the teachers were
examined through individual interviews, classroom visits and group interviews. The
study concludes with some implications for teachers, educational policy makers and

school administration, related to the use of multimedia resource.

It

has found that

teachers and students have positive attitude towards learning through multimedia
packages.

Chung Yu (2005) has described the use of CAI in learning process. He has

also discussed Mayer's cognitive theory that he conducted using Web-base

Technology Education (WEBTECH) modules. Accepting the continuity principle

of

Mayer's cognitive theory, which suggests that students better understand an

explanation when corresponding words and pictures are presented at the same time

than when they are separated

explanation with images,

in time, more than simply combining

it is critical to determine

verbal

precisely how spoken words

combine with images for optimal learning as appropriate for different types of
instructional CAI content.

Parcel, W. (2005) conducted a study to find the effectiveness of the use of

CAI in probing the answers from the students. The researcher administered the online
tutorial

to

147

fifttr grade students at one of three different elementary schools. The

result of the study shows that the use of CAI in probing question was effective as
there was a significant difference between the experimental and the Control group in
answering to the probed question.

39

Loong-Kuang (2006) designed a tool to test the attitude of the students

towards computer based CAI

in

technological college. Thirteen variables were

included in the questionnaire like, CAI experience, CAI reinforcement, CAI attitude,

CAI expectation, personal persistence, CAI mastery, interactive leaming,

teacher-

centered solo lecture teaching, teachercentered lecture, discussion teaching, studentcentered, independent study teaching, and student-centered team-work teaching. The
subjects of this study were 352 college students that included 113 sophomores,142

juniors,

and 97 seniors

of which 159 were male and 193 female. He found that most

students preferred interactive leaming

to

noninteractive leaming. Male students

revealed a slightly more positive CAI attitude than their female counterparts.

Lang and Teresa Kay (2007\ conducted a study on the effect of learning
styles, computer attitude and classroom technology on student performance and
motivation.

This study examines the effects of computer assisted instruction and a course
management system on student's performance and motivation, after controlling for
learning style, cognition, and computer attitude. There was three approximately equal

goups a course management system group using web CT, including self-testing,
communication tools, grade book, graded quizzes, and graded homework; a computer

insisted instruction

goup using a multimedia tutorial, including

self-testing

capability and a control group using neither computer assisted instruction or a

computer management system.

40

The results from the analysis of variance indicated student performance was

significantly affected by the treatments, and student motivation was not significantly

affected

by the treatments. Computer attitude did influence motivation,

after

controlling for cognition and learning style, but did not influence performance.

Blake (2003) conducted an evaluation of relationship of participation In

computer based math program with student achievement.

This study investigated the eflect of computer-assisted instruction on ninth

grade students who are two or more years behind in English.

A group of 106 students

from two schools were participated in the study. 73 students received computerassisted instruction and 33 did not. The Stanford achievement test version was used
as pre-test and post-test.

The objectives of the study were: i) Is there a statically significant difference

in SA T9 math scores of high school freshmen who are enrolled in river

deep

not enrolled their SAT9 math scores

were

prograrnme versus those who are

considered as a covariate.

ii) Is there a statistically

significant difference in their

future math placement of high school fresh men who are enrolled in the river deep
programme

The frnding of the study was no significant difference in the rate of growth
between the two gtoups, although there was indication of a trend in favour of the

group receiving CAl. There was

progression through the serious

of

statistically significant difference

in the

courses. One year after this, more that half

4l

students receiving their river deep programme progressed to algebra, while are third

of the goup not receiving CAI regressed and were required to start the entire series
of course again.

of

Keston Louise (2009) conducted the study on an evaluation

relationship

of

participation

in a

computer based math program

with

the

student

achievement.

This study investigates the effect of CAI on math grade students who are tow

or more years behind in English. A group of 106 students from two

participated in the study. 73 students received CAI and 33 did not.

All

schools

students were

enrolled in trvo classes of math lab class. The Stanford achievement test, version 9
was used as both pre test and post test. Students records provided information about

course enrollment. Two research questions were investigated

1) Is there

statistically significant difference in SATS math scores of high school freshmen why
are not when their SA T9 math scores are considered as a covariate. 2) Is there a

statistically significant difference

in their future math

placement

of high

school

freshmen that are enrolled in their river deep progftlm versus those who are not?
There was not a statistically significant difference in the rate of growth between the

two gtoups, although there was indication of a trend in favour of the group receiving

CAI. There was a statistically significant difference in the progression through the
series ofcourses.

42

Kaplan Charles (2010) conducted a study on the use of tutoring

computer based instruction

with community college

and

developmental educational

students and their relationship to student success.

The current study investigation between the hours of tutoring and computer
based instruction

to student

completion, and retention

success as measured

of

by gfade point average,

course

developmental education college students. Also

comparison was made between the grade point average of TRIO students and non-

TRIO students in developmental education classes. TRIO is a collection of federally

funded progftlms

for

disadvantaged and

at risk college

students. Finally the

comparative impact of tutoring, computer based instruction, or the combined use

the two instructional support components was examined in terms

of

of grade point

average, course completion and retention.

Stromfor-s, M. (2010) studied the impact of working memory capacity and

student learning in a dual modality, CAI environment titled Visualizing Topography

This computer-based instructional progrtm focused on the basic skills in reading and

interpreting topographic maps. Two versions of the program presented the same
instructional content but varied the modality of verbal information: the audio-visual

condition coordinated topographic maps and narration; the visual-visual condition

provided the same topographic maps with readable text. The scores on the Figural
Intersection Test were used to separate subjects into three levels in terms of their
measured working memory capacity: low, medium, and high. Subjects accessed

Visualizing Topography by way of the Intemet and proceeded independently through

the program. The program architecture was linear in format. The results revealed a
43

The results
smal to moderate modality effect favoring an audio-visual condition.
benefited more
also showed that subjects with tow and medium working capacrty

with
from the audio-visual condition than the visual-visual condition, while subjects
is
a high working memory capacrty did not benefit from either condition' This

especially significant

for the student population encountering difficult

science

representations.
concepts that require the formation and manipulation of mental

2.07 CONCLUSION

The above seen review of related literature in the use of CAI in education

way of learning to
shows that CAI learning experience represents a recommended
take place. Learning pace can be accelerated by the use

of involving marimum

activity
number of sense. "Sensory experience forms the foundation of intellectual
kinds
within any learning situation." - Robert Heinitch. With the existing numerous
could occupy
of aids, carefully organized presentation of information, though a CAI
on related
the leaner,s conscious attention to learning stimulation. The prior studies

the learners
literature shows that CAI in classroom has gained good response form
now-a-day. The present investigation

is carried out to find the best use of CAI

package in teaching of mathematics.

44

BIBLIOGRAPHY

BOOKS

Eshamul, H. (199t. School, Family and Media-Their impact on political Socialization on

children,Rawat Publications New Delhi.

Garrettg. E. (1939).

Statistics

in Psychology and Education.VakilsFeffer and

Simmons

Ltd. Bombay

Ilansara, B.S. and Mathur, P.N. (1992). Video in Rural Development Production and Use.
Classical Publishing House. New Delhi.

Jaiswal, G.IC, passi,

B. K"

(2000) Educational Television. National Psychological

Corporation lA,gra.

Kaushikn

v. IC,Sharma, S.R. (lgg7'). Modem Media

and Education. Anmol Publication

Private Ltd.

Khanna, s.D., Lamba,T.P., Saxena,V.IC,

&

Murthy'v.(Eds). (19S9). Technolory of

Book
Teaching and Essentials of Teaching Learning (Educational innovators). Doba house,
Sellers

& Publishers, Delhi

Publishing
Kulkarni,S.S. (1980. Introduction to Educational Technolory. Oxford& I.B.H.
Co. Calcutta.

Kumar, IC

J. (19SS). Mass communication in India.JaicoPublishing House,

Bombay.

Lowman

J.

(1937). Mastering the Techniques of TeachingJrintce Hall of India

Private Ltd, New Delhi.

Mohanthy

J.

(1934). Educational Broad Casting.Revised Edition. Sterling

Publishers Private Ltd. New Delhi.

Mouly .J. (1970). The Science of Educational Research. VarNarstrand Rain Bold
Company.New York.

Mukhopadhyay$. (1991) .Educational Technology Year Book.A.ll India

Association for Educational Technology. New Delhi.

Pakiam,S. (1936). Cunicular Innovations and Educational technology. Doba house,

Book Sellers & Publishers. Delhi.

Rajeswari, C., Mohan,S. (1996). Educational Technology. A. P. H. Publishing

company. New Delhi.

Robert,

H.

(1990). lnstuctional Media and the new Technologies of Instruction.

Macmillan Publishing Company. New Delhi.

Shukla, P.D. (1987). Towards the new Pattern

of

Education

in India.Sterling

Publishers Private Ltd. Bangalore.

Suskia, S.P. (1979).Elements of Educational Research.Allied Publications. Madras.

Vedanayagam, E.G. (1988). Teaching technology for college teachers. Sterling

Publishers Private Ltd.

JOTJRNALS AI\D MAGAZINES

Anandan.IC(1997).

CAI

computer education.New

frontiers

Education.Xvll(3).

Andrews,ICG.09S5).

study

of the

Effectiveness

of

Instructional Feed Back

Provided by Interactive Video disc Instruction. Dissertation Abstracts International.

AnnarajarP and Sundararaj, N. (2005). Effectiveness of Power Point presentation

in teaching Zoology for higher Secondary

students.Research and Reflections in

Education.

Aurelia, M.N.(2000). Computer-Assisted Instruction - Its value to second language

learners, Master's Thesis, Wayne State University,2000. ERIC, 8D44365.

Balasubrarnanian, NrYoganadarnJVl. (1994). Trained teacher Vs Technology: A

Comparative study for effectiveness in improving English Pronunciation.Joumals

of

Research in Educational Media.

Basu'M.IC(1981). Effectiveness
physics. Third survey

of

of CAI programmed

Research

material

in

teaching of

in Education,Buch, M.B.(Ed). NCERT, New

Delhi.

Bernard Ruschof .(1993). Self directed leaming and new technologies: Computer

as

language learning tools. Journal of research in Education media.

Bialo' E., and SivinJ. (1990). Report on effectiveness of Microcomputers in

Schools. ERIC, (143), ED3S698

Biemans, Ham"J.A, SimonsrP.

and Robert-ran.(t995).

Computer-Assisted

Instrtrction and conceptual change.ERlc, (l 43), ED385228.

Bruno,E.M.G.(1989). Designing an Instructional video Tape

to Teach Map-

Reading Skills to High School Students, Dissertation Abstracts International.

Burchfield, Michael, L., and vernon.D (1995). The effect of Computer-Assisted

Insfruction on the Science process skills of community college students.ERlc, (143),
8D654228

n- yen Chang. Q002). The Impact of different forms of CAI C.A.I on students'
achievement.Innovations in Education and reaching International.

lenny'L.

(2005). The effects of using Computer-assisted Instruction to assist high

*hool Geometry students achieve higher levels of success the Florida Competency
Achievement Test. (FCA Q. Digital Dissertations.

Dhamija$.(198O. "Effectiveness of three approaches of conventional, radio vision

md on modular approach on achievement of students in social studies ".Fourth

survey of Research in Education, Burch, M.B. (Ed). NCERT, New Delhi.

Doughglassfl.P. (1992).Interactive Video: Strategic Implications for Self- directed

training. Dissertation Abstracts Intemational

Gahlof P.S. (1995).

Comprehensive

CAI

Package

for effective continuing

engineering education (cEE). Journal of Research in Educational Media.

Hamer, C, Bond, A. (1987).Comparison of Demonstration Strategy in Live Versus

Video Tape Presentation.Dissertation Abshacts International.

Hopper ,W.A.F. (1982). "An experimental study in the use of modular approach for
teaching Biology

in standard XI".Third

I\A.Gd). NCERT, New Delhi.

survey

of

Research

in

Education, Buch,

Jain, S.C. (2000).Trends in biology Curriculum. Journal of Indian Education.

JayachandranrJ. (f9S6). "An experimental study of the efficacy of programmed

filmstrips as a method of teaching history in the secondary schools", Third survey
Research in Education, Buch, M.B.(Ed). NCERT, New Delhi.

Johnson,ICR.0989).

An Investigation of

VCR

Viewing

Environment.Dissertation Abstracts International.

Kadhiravan, S.et.al. Q002). Effect of computer-assisted instruction in achieving

higher cognitive skills. Perspectives in Education.

Katkanat, C. (1991). The Effects of Using Interactive Videodisc Laboratory

Stimulation

on Problem Solving and Leaming

Performance

of High School

Chemistry students. Dissertation Abstracts Intemational.

KaurrR (1936). "An enquiry into the effectiveness of self introductional

audio-

cassettes in developing teaching skills among the students - teachers in three phased

study", Third survey

of Research in Education, Buch, VLB.(Ed). NCERT,

New

Delhi.

Kumara, A (1936). "An experimental study of the relative effectiveness of three

methods
method

of

in

instruction-exposition method progftlrnmed leaming method, CAI

science". Third survey

NCERT.

l-,-a'

of Research in

Education, Buch, MB.(Ed).

LarryJ. (1993).

Computer-Assisted Instruction Versus classroom Instruction

(Mathematics). Doctoral Dissertation, Salem Tekyo University, I 998.

Leitner,

RIC (1991) Comparing the Effect on Reading Comprehension of

Educational Video, Direct Experience and Print. Dissertation Abstracts Intemational.

Merricky.L.(199f) The Effect

of

Interactive Video Simulated Chemistry

Laboratory on Leaming outcomes and Attitudes of students Enrolled in a Beginning

College Chemistry laboratory Course. Dissertation Abstracts International.

Mu[iclq

S.P.(19S6).

uAn inquiry into the relative effectiveness of linear style book

format and CAlprogramme".Third survey of Research in Education, Buch, M.B.(Ed).

NCERT. New Delhi.

NirmalaSundararaj and P.Annaraia (2008), "Effectiveness

presentation

in teaching Zoology for higtrer secondary

of

power point

students", Research and

reflections on Education" VoL3, July-Sept.200S, Published by St.Xavier's College

of

Education, Palayamkottai.

panda, S.C. (2000). Effect of computer assisted learning (CAL) in achieving higher

cognitive skills.Joumal of research

educational media.

in

educational media Journal

of

research in

Purushothaman. (1995). Evaluating computer application III Education. Joumal of

research in Educational media.

Ravindranath, M.J. (f9S6). "Development of CAI interaction strategy for teaching

Science (Biology)

at

Secondary school level"

Third survey of

Research

inEducation,Buch, M.B. (Ed). NCERT, New Delhi.

Reddy G. L., Ramar, R(1995). Effectiveness of CAI based modular approach in

teaching of science to low achievers. Journal of Research in Educational Media.

Robert, B.IC (1996). Learning with media. Review of Educational Research.

RonaldrO.T. (1991). Academic Performance of Video based Distance Education

Students and Carnpus Students. Dissertation Abstracts International

SahajahanrM.M., (1930). "An experimental study of teaching Science in standards

VI and VII

through modules". Third survey

of

Research

in

Education, Buch,

M.B.(Ed). NCERT, New Delhi.

Sandra, W. (1995). Media in other countries.Journal of Research in Educational

Media.

Saun,G.S.(19S0). "Pattern of self disclosures and adjustment among high and low
achievers". Third survey of Research in Education, Buch, M.B. (Ed). NCERT, New

Delhi.

Shaw,S.G. (1986). "Development and tryout

of CAI package on effective

questioning in the context of microteaching". Third survey of Research in Education,

Buch, MB. (Ed). NCERT, New Delhi.

Shaw, B. (1994). Interactive Videodisc: A New CAI for Instructional Productivity.

University News.

Shukla, RD. (2001) Teaching of science and technology at school Level. School
Science.

Singh,R.B. (f991). Teaching

of

Mathematics: Effectiveness

of CAI and

conventional method of instruction. Indian educational review.

Soyibo,K and Hudson,A. (2000). Effects of Computer-Assisted Instruction (CAI)

on 11 th graders' attitude to Biology and CAI and understanding of reproduction in
Plants and Animals. Research in Science and Technology Education.

Sukhwant

B.

(2003). Effectiveness

of competency

based teacher training

strategy.Journal of Indian education.

Webb,C.J. (1985). Adult Learning and Instructional Television: The Effects of

Cognitive Ability and Television Viewing Habits on Achievement Following
Mediated Instruction. Dissertation Abstracts International.

Wolfran,L.(1994). Production and Design

of Instructional

Distance Education. Joumal of Research in Educational Media.