The objectives of the study were: (1) To prepare an effective Linear Programmed Material and branching Programmed Material on “Rectification of Errors" in the subject of Accountancy for Standard XI syllabus of Gujarat state. (2) To compare the effectiveness of both the types of programmes. (3) To assess the effects of the Sex of the student and educational background of the respective parents on the Achievement scores of the students. (4) To access the effect of General Ability on Achievement scores through PLM. (5) To assess the effect of Socio-economic Family Background of the students on learning through PLM. (6) To access the interrelationship and effects of different independent variables on the Achievement scores of the students.
The sample consisted of 364 (210 boys and 154 girls) students of class XI Commerce Stream of six Gujarati medium Schools of Ahmedabad city. Two groups were formed. In each school, the students having odd roll numbers were taught through LPLM and those having even roll numbers were taught through BPLM. LPLM and BPLM were developed by the investigator on the chapter “Rectification of Errors" from the textbook of Standard XI (Gujarati medium). The two groups were pre-tested and post-tested for Achievement with the help of two separate tests prepared by the investigator.
The other tools used for data collection were General Ability Test (IQ) by Patel, SES Scale by Patel and Vora, Personality measurement schedule, and Social Maturity Inventory.
The study was Experimental in nature.
The data were analysed through ANCOVA.
The major findings were: (1) The Linear and Branching Programmes were found to be equally effective when various combinations of pretesting with SES, Social Maturity, IQ, Emotional Stability, Suggestibility, Personality Trait, Self Dependency Personality Trait and Radicalism were taken as covariates. (2) While learning through BPLM, boys gained significantly more than girls. (3) Boys studying through BPLM gained significantly more Achievement than those boys who studied through LPLM. (4) The Achievement of girls studying through BPLM and LPLM did not differ significantly. (5) The interaction between Treatment and Sex was insignificant in terms of Achievement.
Keyword(s): Linear Programmed Material, Accountancy, Educational Technology