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International Journal of Agricultural Invention 1(1): 2016
International Journal of Agricultural Invention 1(1): 35-39: June, 2016
Attitude of Indira Gandhi Open University (IGNOU) students towards Audio Video
Programmes
A. K. Srivastava, Krishi Vigyan Kendra, Dhanbad, U. P.
“Education is simply the soul of the society as it passes from one generation to another” G.K Chestertion
The life blood of any system is efficient
and effective for information flow and greater
degree of perfection which the communication
media develops. Although the importance of
written and personal contact cannot be
undermined, audio-video communication support
should help to improve the information flow with
in the open learning system. In a country like India
audio-video is a low cost technology which is not
fully exploited at all, not even by the institute
running correspondence courses. These audio-
video is not new in education nor too glamorous,
but development of cheap, easy to use equipments
already made a remarkable impact on educational
broadcasting in Britain. At the Open University,
the impact of these audio-video has been dramatic
course designers can make fully use of the stop-
starts and review facility and hidden nature of text
part of the tape to be played can also be exploited.
Audio-video programmes combined with text
allow the simultaneously use of sound and vision
with the freedom for the learners to move from
one media to another frequently and easily with
the facility to rewind and repeat whenever
necessary.
The students have fully control over the use
of the medium (Bates,1984). In the light of
aforesaid fact, act is evident the educational
system in our country is facing many challenges
and educational needs due to rapid population
growth. The IGNOU was establishes in the year
1985 to provide the university education to
growing population of the country. Since the
establishment of IGNOU still shaping the course
programme and instructional system and the need
is created to see the attitude of students towards
audio-video programme thereby helping and
bringing out the suitable strategy for effective
utilization in higher education.
METHODOLOGY
The present study was centered to find out
the attitude towards audio-video programmes of
IGNOU and to explore dependency on written
material and enhance its practical utility. The
present study was conducted at study centre of
Varanasi and Kanpur. The selection of respondent
was made on the basis of stratified random
sampling method and registered student has been
selected as respondents. The 200 respondents have
been selected from both study centres. The data
was collected through questionnaire from each
respondent.
To operationalization of attitude scale
especially for the study on the basis of Likert
techniques (1932) of summated rating scale. The
respondent were asked to give their responses to
each statement on the three point continuum i.e.
agree, undecided and disagree. The various
responses were assigned, numerical weight
varying from 3 for agree, 2 for undecided and 1
for disagree. For negative statements, the scoring
system was reversed with disagree given 3 weight,
undecided 2 and 1 for agree statements. The total
score for each individual on the scale was
calculated by summing weight of each statement.
The respondents were arranged in ascending
order. According to their total score, 25 per cent
with highest total score and 25 per cent with
lowest total score were selected as a criterion
groups for item analysis. For evaluating the
ISSN: 2456-1797
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International Journal of Agricultural Invention 1(1): 2016
Table 1. Attitudinal statement measuring the attitude of the students towards audio-video
programmes of IGNOU.
Table 2. Difference in attitude toward of respondent toward audio-video programme according to the
age of the respondents.
Age categories Mean T value
Difference of old age group above (45years) with other groups
20-25 Years 42.81 3.85**
25-30 Years 41.24 3.40**
30-35 Years 39.36 2.25*
35-40Years 42.67 3.07**
40-45 Years 43.80 3.08**
Above 45 Years 32 *Significant at 5 per cent level of probability
S.N. Statements Agree Undecided Disagree Mean Ranks
1. The study through A.V. Programme help me greatly 125 (62.5) 35 (17.5) 40(20) 2.43 X
2. It help in understanding problems clearly 94 (47) 60(30) 46(23) 2.24 VX
3. There is no need of the audio-video programmes of the
university as we have lot of supplementary material
52 (26) 30(15) 118(59) 1.69 XVIII
4. It is suitable for all types of learners 141(70.5) 15(7.5) 44(22) 2.49 VI
5. Study through audio-video programmes improve in
teaching and learning
128 (64) 30(15) 42(21) 2.43 X
6. I can learn more through audio-video programme than
reading books
104 (52) 29(14.5) 67(33.5) 2.19 XVI
7. More subject is covered through audio-video
programme in less time
127 (63.5) 19(9.5) 54(27) 2.37 XI
8. An audio-video programmes is helpful especially to
weak students
138 (69) 13(6.50 49(24.5) 2.45
VIII
9. Audio-video provides rapid revision of the course
programme
105 (52.5) 47(23.5) 48(24) 2.29 XII
10. Lack of display equipments the audio-video
programme go into waste
45 (22.5) 36(18) 119(59.5) 1.63 IVX
11. It is good supplements and reduce dependency on books
98 (49) 44(22) 58(29) 2.20 XII
12. Audio-video programmes improve the professional
standard of the teaching
138 (69) 33(16.5) 29(14.5) 2.55 IV
13. It makes the content more interesting 143 (71.5) 26(13) 31(15.5) 2.56 III
14. It is helpful for both teachers and taught in
understanding more clearly and finding solution
149 (74.5) 16(8) 35(17.5) 2.57 II
15. Production of audio-video instructional is so high
therefore it reduce in all respect
123 (61.5) 46(23) 31(15.5) 2.45 VII
16. Mostly audio-video programmes are not available in
local language
81 (40.5) 58(29) 61(30.50) 2.1 XVII
17. It provide an opportunity to acquaint with latest
knowledge of course programme
141(70.5) 19(9.5) 40(20) 2.5 V
18. Audio-video programmes help students to learn the
basic knowledge of A.V. instruments
156 (78) 27(13.5) 17(8.5) 2.70 I
19. Audio-video programmes wider vision and outlook
among the students through seeing and hearing of
actual things except reading
102 (51) 52(26) 46(23) 2.28 XIII
20. In duplicating the audio-video programmes will give
additional financial burden to the students
25 (12.5) 38(19) 137(68.5) 1.44 XX
A. K. Srivastava
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Table 3. Difference in attitude toward of respondent toward audio-video programme according to
their area background, marital status and sex.
Independent variables Attitude toward IGNOU Audio-video programmes
Mean T value
A. Area Background
Rural 41.88 0.35
Urban 41.29
B. Difference of bachelor with married
Bachelor 40.75 -1.11
Married 42.45
C. Sex – Difference of male with female
Male 41.76 0.60
Female 40.69
Table 4.Difference in attitude toward of respondent toward audio-video programme according to
their education.
Education Attitude toward IGNOU Audio-video programmes
Mean T value
A. Difference of higher secondary with other groups
Higher secondary 45.92
Graduate 41.18 1.55
Post Graduate 41.34 -.11
Female 40.69
*Significant at 5 per cent level of probability
Table 5.Difference in attitude toward of respondent toward audio-video programmeaccording to
their occupation.
Occupation Attitude toward IGNOU Audio-video programmes
Mean T value
A. Difference of occupation from agriculture to other
Study 41.81 -0.40
Service 40.94 -0.65
Agriculture 43.14 -0.14
Business 43.75 -0.14
*Significant at 5 per cent level of probability
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Table 6. Difference in attitude toward of respondent toward audio-video programme according to
their communication behavior.
Communication variables Attitude toward IGNOU Audio-video programmes
Mean T value
A. Difference in low Newspaper reading level with
Low 42.55 -1.36
Medium 40.49
B. Difference in low radio listening level with
Low 40.31 -1.13
Medium 42.09
High 44.80 -1.70
C. Difference in low TV viewing level with
Low 41.93
Medium 42.14 -0.093
High 40.0 -0.28
D. Difference in interpersonal communication with
Low 42.89
Medium 40.67 -0.95
High 43.68 -0.30
E. Difference in low communication behaviour with
Low 41.0
Medium 41.14 -0.3
High 42.49 -0.29 *Significant at 5 per cent level of probability
Table 7.Difference in attitude toward of respondent toward audio-video programme according to
their teaching learning facilities and organizational support.
Independent variables Attitude toward IGNOU Audio-video programmes
Mean T value
A. Teaching and learning facilities
Low 42.05 0.29
Medium 41.28
High 42.24 -0.06
B. Organizational support
Low 41.91 0.29
Medium 40.67 *Significant at 5 per cent level of probability
responses of high and low groups to the individual
statement critical ratio (t) value was worked out by
using the formula and procedure given by Edward
(1957). The reliability of the whole scale was
determined by Spearman-Brown prophecy
formula. The reliability coefficient calculated for
the attitude scale. As the content of the attitude
scale was derived from a list of statement
developed in consultation with literature, experts
and judge opinions as a 9 measure of check, it was
assumed that score obtained by administering the
scale will measure what it intent to measure. The
T value of the statements calculated and it is
assumed that the scale is valid.
RESULTS AND DISCUSSION
A. K. Srivastava
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Attitude were measured on the basis of three point
scale, agree, undecided, disagree for each vital
issue.20 statement were constructed and
administered for data collection. The ranking of
the respondent’s response on each statement, the
following tables highlight the data collected on the
aspect.The table 1 reveals that audio-video
programmes which are being produced by IGNOU
are found to be great use to the students in the
knowledge of handling of equipments,
understanding course content teachers and
students both, presentation of content in
interesting manner and in improving the
professional standard of teaching. The ranking all
these responses found Ist. To IV
th with their mean
values 2.70, 2.57, 2.57 and 2.55 respectively. The
ranking of statement as Vth
to IXth
were that the
audio-video provides the latest knowledge suitable
for learners, especially helpful for weak students,
improve the teaching learning and greatly helpful
to the respondents. If the negative aspect of the
audio-video programmes are isolated or removed.
Than there no teaching material is parallel with the
audio-video programme.
The Table 2 show that, attitude of old age
respondents (above 45 year of age) towards audio-
video programme was found highly significant
different with the respondents ofother all five age
group at 5 per cent level of probability.There is no
difference in attitude of respondents toward audio-
video on the basis of area background, marital
status and sex. In other words the attitude towards
degree programme was found at par with all the
variables area background, marital status and sex
of the respondent.As par the attitude of the
respondents who had education up to graduate
level was concerned were not found at par among
the respondent at educational level. It may
conclude that the attitude of respondents towards
AV Programme of IGNOU was found at par in all
categories of occupation. It was concluded from
above table, that audio-video programme of
IGNOU, the attitude was found at par with the
communication behaviour categories. The above
table clearly reveals that the learning and
organizational support are at par with audio-video
programmes of IGNOU.
CONCLUSION
In view of the findings of the study it is concluded
that, the audio-video programmes of IGNOU can
be prepared and used extensively in distance
education and further more it also improves
learning condition.The production of these audio-
video programmes are well planned and perfect
but the produced programme need to be evaluated
time to time beforecirculating or screening among
the students. The quality of the audio-video
programmes are very good and can be used as
supplementary medium for effective teaching and
learning under distance education.
REFERENCES
Aquino, C. C. (1959) Teachers attitudes towards
audio-visual instructions as they are Influenced by
selected factors within teaching environments.
A.V. Communication Review, 18: 187-195.
Bates, A.W. (1984) The impact of new technology
on education, Broadcasting in Education-An
evaluation. London: communication and society
series.
Biswal, B.N. (1979) Study of correspondence
education in Indian Universities Unpublished
Ph.D. Thesis Uni. of Baroda.
Bose, S. (1991) Regular Telecast by IGNOU
feedback from students. Indian Journal of Open
Learning, Jan. 5(1): 34-43.
Dibakar, S. (1992) A study of IGNOU ETV
programme in terms of their effectiveness
through direct stimulated talk back and interature
mode M.Pill dissertation SDE DAVV India, 1992.
Manuscript received on April 4, 2016, Accepted for publication on May 24, 2016
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