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

wwww

35

ww

ww

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

36

ww

ww

International Journal of Agricultural Invention 1(1): 2016

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

Attitude of Indira Gandhi Open University (IGNOU) students towards Audio Video Programmes

37

ww

ww

International Journal of Agricultural Invention 1(1): 2016

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

38

ww

ww

International Journal of Agricultural Invention 1(1): 2016

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

Attitude of Indira Gandhi Open University (IGNOU) students towards Audio Video Programmes

39

ww

ww

International Journal of Agricultural Invention 1(1): 2016