Chapter – 4

DEVELOPMENT OF INSTRUCTIONAL MATERIAL

Development of Instructional Material for two methods of teaching i.e. Self-

learning Modules and Conventional Mode of Teaching is a milestone in the present
study. Though the subject matter for both the methods of instruction was same but
the procedure for development of material for Self-learning Modules and Lesson
Plans was different. Ten Self-learning Modules as well as ten Lesson Plans were
developed on the selected topics of Business Management. Development of
Instructional Material in this chapter deals with:

4.1 Task Analysis

4.2 Development of Self-learning Modules
4.3 Development of Lesson Plans for Conventional Mode of Teaching
4.4 Comparison of Validity of Self-learning Modules and Lesson plans for
Conventional Mode of Teaching

4.1 TASK ANALYSIS

Task Analysis is considered as the first step in the designing of any instruction to
determine what should be taught. (Polson 1993)

Task analysis can be defined as the study of what a user is required to do, in terms
of actions and cognitive processes to achieve a task objective. The idea is that task
analysis provides some structure for the description of tasks or activities, which
then makes it easier to describe how activities fit together. (Kirwan and Ainsworth,
1992)

Task analysis is the analysis of how a task is accomplished, including a detailed

description of both manual and mental activities. It describes the task complexity,
environmental conditions, necessary equipments and any other unique factors

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involved in or required for one or more people to perform a given task. Task
analysis emerged from research in applied behaviour analysis.

The term "task" is often used interchangeably with activity or process. Task
analysis often results in a hierarchical representation of what steps it takes to
perform a task for which there is a goal and for which there is some lowest-level
"action" that is performed.

It is a model that is applied to classroom tasks to discover which curriculum

components are well matched to the capabilities of students with various individual
differences. It also helps to discover the modifications in tasks. It finds out which
tasks a person has not mastered. In behaviour modification, it is a breakdown of a
complex behavioural sequence into steps. The steps for task analysis are given
below:

4.1.1 Writing Terminal Objectives in Behavioural Terms

4.1.2 Identifying Entry Level Behaviour
4.1.3 Writing Task Description
4.1.4 Writing of Types of Learning

4.1.1 Writing Terminal Objectives in Behavioural Terms

Terminal objectives refer to the mastery level of a given subject matter. The
mastery behaviour is depicted as terminal objectives in Task Analysis. Moreover,
designing of terminal objectives is the first step for development of Instructional
Material. In this study, Mager‟s Approach (1962) was followed as it identifies
terminal behaviour by name and can specify the kind of behaviour that is expected
from the students after achieving the objectives.

In this study, the researcher specified the terminal behaviour for ten topics of
Business Management for Self-learning Modules and Conventional Mode of
Teaching.

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4.1.2 Identifying Entry Level Behaviour

Entry Level Behaviour is that behaviour which the learner is having before he
acquires the new knowledge. Therefore, it is the beginning line from where the new
knowledge of the topic starts.

In this study, the researcher identified the entry level behaviour of the students on
each topic to be taught.

4.1.3 Writing Task Description

Task Description is the full description of the terminal behaviour. In this step, the
task is broken up into sub-tasks. The new knowledge in each topic was considered
as a task and this task was further divided into different sub-tasks. The breaking
down of the task into sub-tasks was done to the maximum possible limit which
could be easily understandable by the students. These sub-tasks of the task were
systematically organised.

In this study, the researcher broke the task into sub-tasks keeping in mind the entry
level behaviour and terminal behaviour of the under graduate students.

4.1.4 Writing of Types of Learning

While analysing task, it is essential to determine the types of learning involved in

the task. Also, types of learning are written corresponding to each sub-task. It
proves helpful in presenting the content in a hierarchical order. That is why task
analysis was considered as the first step for developing Self-learning Modules and
Lesson Plans.

In this study, Task Analysis was prepared for all the ten topics specified from
Business Management and task analysis of all the ten topics is given in Appendix I.

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4.2 DEVELOPMENT OF SELF-LEARNING MODULES

The Self-learning Modules were developed in the form of self-instructional

booklets. These Self-learning modules were self-directional and self-paced
consisting of various steps ranging from instructions for the students to
recapitulation.

Various researchers like Minnick (1989), Duldulao (2000) and reports have
provided formats of developing Self-learning Modules. In the present study,
following steps have been followed:

1. Writing of Self-learning Modules

2. Editing and Reviewing
3. Tryout Phase
4. Reliability
5. Validity

1. Writing of Self-learning Modules

Writing of Self-learning Module was related with the effective presentation of the
material for teaching-learning.

(i) Writing of instructions for the learners to use the Self-learning Module
(ii) Procedure for writing Self-learning Module

(i) Writing of instructions for the learners to use the Self-learning Module

Directions were given at the first page of the booklet for the use of Self-learning
Module by the students. These were concerned with how to go through the Self-
learning Module. It also explained how to read the booklet, how to look at the
visual material, how to give answers to the questions given after every frame.
Along with it, this also helped to find out the correctness of one‟s own answers.

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(ii) Procedure for writing Self-learning Module

The Self-learning Module was developed in the form of frames. The following
steps were taken care of:
(a) Components of a frame
Each frame consisted of three components:
The first component of frame was related with the presentation of teaching points
(content matter) in detail. The content was presented with the help of real life
examples, diagrams. Meaning of difficult words were also provided at the end of
every frame.
The second component of the frame consisted of different types of questions related
with the content explained in the concerned frame. The questions were of the
various types such as fill ups, draw the diagrams, short answer type and matching
type.
The third component of the frame was related with the immediate feedback of the
responses given.

(b) Frame Size

Size of the frame varied from two lines to a paragraph as per the nature of the topic.
The total number of frames written in a Self-learning Module was equal to the total
number of teaching points.

(c) Linking of information

Content was presented in such a manner that continuity was established in the
frames. Each frame was related with its preceding frame.

(d) Response mode

After going through every frame, the students were required to give answers of the
questions. The questions were of completion type, fill-ups type, draw the diagrams
type, matching type and short answer type. After this, they were asked to compare
their answers with the correct answers given below the questions. They were told

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that they could proceed to the next frame if their answers were correct otherwise
they were asked to go through the frame again till the correct answers were given.

2. Editing and Reviewing

After the development of Self-learning Modules, these were considered for

analysis. It helped in the finalisation of qualitative self learning material. It was
done in following way:

(i) Editing by the Subject Matter Expert

(ii) Editing by the Self-learning Module Expert
(iii) Editing by the Language Expert

(i) Editing by the Subject Matter Expert

Subject matter expert checked over the instructional material to make sure that
terminology used is correct, update information is provided and every important
detail is assimilated. After getting the valuable suggestions from the concerned
expert, necessary changes were incorporated.

(ii) Editing by the Self-learning Module Expert

Self-learning Module expert reviewed the instructional material to make sure that
the material is well organised and the presentation is technically appropriate.
Necessary changes were made as per the guidance provided by the expert.

(iii) Editing by the Language Expert

Language expert examined the language of Self-learning Module. It was done to

avoid the discrepancy of rules of grammar. Required changes were incorporated as
per the valuable suggestions obtained by the language expert.

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3. Tryout Phase

Appraisal of Self-learning Modules was done in this phase. It was related with the
tryout of revised SLMs (after incorporation of suggestions given by various
experts). It was done in following ways:
(i) Individual Tryout
(ii) Small Group Tryout
(iii) Field Tryout

(i) Individual Tryout

Individual trial was performed on 5 students one by one in an informal setting by

having face to face interaction. They were told that they have to complete the Self-
learning Modules but do not consider it to be a test. They were told about the
purpose of this individual tryout. It was performed to get feedback from the
students about language used, understanding of content matter, suitability of
examples, understanding of diagrams, length of frames and Self-learning Modules,
clarity of questions asked, etc. Necessary changes were made after having feedback
from the students.

(ii) Small Group Tryout

Small group trial was performed on a group of 12 students after incorporating the
necessary changes made on the basis of individual tryout. Students were told about
the purpose of this tryout. They were told that they have to complete the Self-
learning Modules but do not consider it to be a test. This tryout was performed to
get feedback from the students about language used, understanding of the content
matter, suitability of examples, understanding of diagrams, length of frames and
Self-learning Modules, clarity of questions asked, etc. Required modifications were
made as per the suggestions received from the students.

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(iii) Field Tryout

Field trial was performed on a group of 23 students of B. Com. 1st year of Bhagwan
Parshuram College, Kurukshetra in a formal setting. Criterion Referenced Test of
each Self-learning Module was administered on the students as pre-test. After that,
Self-learning Module was given to the students for self learning. After the
completion of each Self-learning Module, Criterion Referenced Test was
administered on the students as post-test. Error Rate and Gain Ratio were calculated
to check the reliability and validity of Self-learning Modules.

4. Reliability of Self-learning Modules (SLM)

This is the last stage in the development of Self-learning Modules. Reliability of

Self-learning Module was established in terms of Error Rate whereas Validity was
found on the basis of Gain Ratio.
Reliability is the consistency of the results with which the test measures what it
claims to be measured. In this research work, the reliability of Self-learning
Modules was tested by calculating Error Rate. Error Rate was calculated on the
basis of students‟ performance on each C.R.T. If on a particular question in C.R.T.,
the student is unable to respond correctly, it is termed as an „error‟. The errors
committed by the students on all the questions in each C.R.T. were counted and
added. Error Rate is calculated with the help of a formula in which numerator
consists of total number of errors made by all the students on a particular C.R.T.
Denominator is indicated by the multiplication of total number of students and total
number of required responses on a particular C.R.T. Following is the formula of
calculating Error Rate:
Error Rate = ×

Ne = Total no. of errors made by all the students

Ni = Total no. of students learning through the Self-learning
Module
Nr = total no. of required responses in the C.R.T.

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Table 4.1

Calculated Reliability in terms of Error Rate on CRT for ten topics of Business
Management

Sr. Self-learning Module Ne Nr Ni Error Percentage

No. Rate of Success
(%) (%)
1. Planning; Meaning and Types of 17 15 23 4.93 95.07
Plans- (A) On the basis of Time
(B) On the basis of Managerial
Levels
2. Types of Plans on the basis of Use 46 11 23 18.18 81.82
3. Organising; Concept and Types of 23 10 23 10 90
Organisation Structure- Line
Organisation Structure & its
Types, Line & Staff Organisation
Structure
4. Functional Organisation Structure 19 14 23 5.90 94.10
5. Leadership; Meaning and Styles- 24 13 23 8.03 91.97
Motivational Leadership Styles
6. Power Based Leadership Styles 4 13 23 1.34 98.66
and Result Based Leadership
Styles
7. Motivation; Meaning, Process and 26 10 23 11.30 88.70
Theory of Motivation
8. Communication; Meaning, Process 18 15 23 5.22 94.78
and Principles of Effective
Communication
9. Communication Network 36 15 23 10.43 89.57
10. Controlling; Meaning and Process 26 11 23 10.28 89.72

Error Rate of all 10 Self-learning Modules was less than twenty percent which
indicated that all the Criterion Referenced Tests and Self-learning Modules were
understandable for the students. It means 82% to 99% of the students responded
correctly on 82% to 99% of the items of Criterion Referenced Tests of Self-learning
Modules. Thus the Criterion Referenced Tests of Self-learning Modules were found
reliable for experimentation.

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5. Validity of Self-learning Modules

Validity is defined as the accuracy with which it measures what it is supposed to

measure. Validity of Self-learning Modules was calculated by finding the Gain Ratio.
Gain Ratio is a measure of change in behaviour among students. It is found by
dividing mean gain between pre-test and post-test scores by the possible mean gain
scores. The possible gain is termed as the difference between the mean of pre-test
scores and the full mean of post-test scores. It is calculated with the help of following
formula:

Gain Ratio (for Validity of SLM) =

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Table 4.2

Calculated Validity in terms of Gain Ratio for ten Self-learning Modules

Sr. Self-learning Module Pre-test Post- Full Gain %

No. mean test score Ratio
score mean
score
1. Planning; Meaning and Types of Plans- 2.74 14.26 15 .94 94
(A) On the basis of Time (B) On the basis
of Managerial Levels
2. Types of Plans on the basis of Use .09 9 11 .82 82
3. Organising; Concept and Types of .70 9 10 .89 89
Organisation Structure- Line Organisation
Structure & its Types, Line & Staff
Organisation Structure
4. Functional Organisation Structure 1.96 13.17 14 .93 93
5. Leadership; Meaning and Styles- 2.04 11.96 13 .91 91
Motivational Leadership Styles
6. Power Based Leadership Styles and 2.17 12.83 13 .98 98
Result Based Leadership Styles
7. Motivation; Meaning, Process and Theory 1.70 8.87 10 .86 86
of Motivation
8. Communication; Meaning, Process and 2.17 14.22 15 .94 94
Principles of Effective Communication
9. Communication Network 3.78 13.44 15 .86 86
10. Controlling; Meaning and Process 1.87 9.87 11 .88 88

Table 4.2 indicates the Gain Ratio of all the Self-learning Modules. Gain Ratio
ranged from 0.82 to 0.98. It shows that gain ranges from 82% to 98%. It means the
Self-learning Modules were found effective for the students.
After calculating the Reliability and Validity of Self-learning Modules, these were
found ready to be administered for experimentation purpose. Ten Self-learning
Modules on Business Management are given in Appendix II.

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4.3 DEVELOPMENT OF LESSON PLANS FOR CONVENTIONAL MODE
OF TEACHING

Every teacher who intends to teach something has to prepare an outline of his
subject or topic in written form or at his cognitive level which is known as lesson
planning. A teacher has to apply his theoretical knowledge in planning and
administration of lesson plan. A practical outline of a topic to be taught in a period
is called the lesson plan.

Lesson plan has originated from Gestalt psychology. The Gestalt theory of learning
has a great influence on human learning. In the school, the whole is perceived by a
part. A topic plays an important role in learning. The learner usually takes help of
the topics in understanding and grasping the whole concept. The meaningful
activities are related to one another within a topic. These activities provide the
purposeful learning experiences and the learner understands the whole concept.

Nelson Bossing (1952) has defined Lesson Planning, “It is a statement of

achievements to be realised and the specific means by which these are to be
attained as a result of the activities engaged under the guidance of the teacher.”

I.K.Davies(1972) has given four steps for management of learning; planning,

organizing, leading and controlling. He has also given the greater importance to
lesson planning and consider it as the first step of planning of teaching. He defined
in the following manner, “Lessons must be prepared for there is nothing so fatal to
a teacher‟s progress than un-preparedness.”

Binning and Bining(1988) were of the view that, “All lesson planning involves
defining the objectives, selecting and arranging the subject-matter and determining
the method and procedure.”

O'Bannon (2008) has explained, “A lesson plan is a teacher's detailed description

of the course of instruction or 'learning trajectory' for a lesson. A daily lesson plan
is developed by a teacher to guide class learning. Details vary depending on the

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preference of the teacher, subject being covered and the needs of the students.
There may be requirements mandated by the school system regarding the plan.”

Thus a lesson plan is the teacher's guide for running a particular lesson and it
includes the goal (what the students are supposed to learn), how the goal will be
reached (the method and procedure) and a way of measuring how well the goal is
reached (test, worksheet, homework etc.).

For planning and writing the lesson plans, various styles and approaches can be
used such as The Herbartian Approach or Five Steps Approach (Herbart),
Gloverian Approach (A.H.T. Glover), The Evaluation Approach (Dr. B.S.Bloom),
Unit Approach or Morrisonian Approach (Morrison), The Project Approach
(Kilpatrick) and RCEM Approach. A brief account of these approaches is given
below:

1. Herbartian Approach

German Philosopher and educationist John Fedrick Herbart (1746-1841) developed

a psychological procedure in the field of lesson planning. His approach indicates
more towards teacher‟s presentation rather than the student‟s behaviour. Herbart
proposed four steps:

a) Clearness b) Association c) System d) Method

These steps were further modified by Herbart as:

a) Preparation
In this step, previous knowledge is explored so that the students become motivated
to gain new knowledge.

b) Presentation
In this step, the content is presented in an effective manner. Active participation of
the students is an essential part of presentation.

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c) Association or Comparison
This step is related with the task of strengthening the content presented in the
second step. Teacher compares the previous knowledge with new knowledge and
thus the students establish a link between them.

d) Generalisation
After comparison, students learn to simplify the content. Rules, principles,
characteristics, objectives, importance and limitations etc. are drawn in this step.

e) Application
Students learn to apply the knowledge in similar situations.

f) Recapitulation
Teacher asks questions related to the content to check how much the students have
understood.

2. RCEM Approach

This approach to lesson planning has been developed at Regional College of

Education, Mysore. It is named as RCEM approach. This approach makes use of
Systems Approach to education. The main steps involved in this approach are:

a) Input
In this step, the entry level behaviour of the students is examined. Instructional
objectives are specified in behavioural terms.

b) Process
This step is concerned with the presentation of content matter. It corresponds to
interaction process of the classroom. Activities of teacher and students are involved
in this process.

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c) Output
This is the evaluation phase of the lesson. Teacher uses various evaluation
techniques to know the extent of achievement of instructional objectives.

3. Morrison or Unit Approach

This approach is associated with the name of the professor H. C. Morrison (1871-
1945) of the University of Chicago. According to this approach, the teaching-
learning process must result into the mastery of the content matter of a unit. The
teacher moves to the second unit only when she thinks that the students have
acquired mastery over the subject matter of the unit and are capable of generalising
and applying the ideas of learned material.
Morrison proposed five steps:

a) Exploration
In this step, the teacher tries to know the students‟ entry level behavior (previous
knowledge).

b) Presentation
The overview of the subject matter is given and the structure of the whole unit is
discussed with the students.

c) Assimilation
In this step, the students study the subject matter deeply and try to understand it.

d) Organisation
The students present the acquired knowledge in a systematic manner in written
form.

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e) Recitation
This step is related with the students verbal expression of the subject manner which
is learned by them.

4. Gloverian Approach

This approach owes its origin and propagations to A. H. T. Glover. In his honour, it
is named as Gloverian Approach. He disagreed with the teacher-centered approach
and proposed a four-step learner-centered approach:

a) Questioning
Teacher or student asks question relating to a problem. Teacher presents the
problem in such a manner so that the students become curious to know the answer.

b) Discussion
Various aspects related to question are discussed in the class and interaction
becomes meaningful.

c) Investigation
Teacher acts as helping hand and guides the students so that the investigation
becomes fruitful.

d) Expression or Pupil activity

Students present the result of their efforts and teacher guides further if required.

5. The Evaluation Approach

Bloom‟s evaluation approach involves the following systematic steps of the lesson
planning:

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a) Formulation of Educational Objectives
Objectives specification is primary step in this approach. After formulating
educational objectives, instructional objectives are specified in behavioural terms.
This specification helps in identification of terminal behaviour.

b) Providing Learning Experiences

Relevant experiences are provided to students so that instructional objectives can be
achieved. Teaching methods, techniques and aids are used as per the requirement of
content matter.

c) Evaluation
In this step, the evaluation of terminal behaviour is carried out keeping in view the
instructional objectives specified in advance.

6. Eclectic Approach for writing Lesson Plans

In this study, the steps followed to develop lesson plans are a mixture of Herbartian
as well as RCEM approach. The basis of RCEM Approach is taken up from
Bloom‟s taxonomy of objectives. In this research, behavioural objectives were
followed up according to RCEM approach whereas presentation of lesson plan was
followed according to Herbartian Approach which is as follow:

1) Preparation
Well planned is said to be half done. This is the initial stage in which various
activities are performed to arouse the interest of students. Previous knowledge of
the students is tested and they become motivated to grasp new concept.

The following activities are involved in this step:

a) Introductory particulars indicating Pupil Teacher‟s Name or Roll No, Date,

Class, Section, Subject, Topic, Duration of Period etc.

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b) Instructional Aids
Instructional Aids are the supporting material which assists in learning. These
aids help in thorough understanding of the concepts.
Specific Aids - Charts, real objects, advertisements in newspapers etc. (as per
requirement of lesson).

c) Instructional Objectives in Behavioural Terms

These were the behavioural outcomes which were tried to be achieved by the
teacher by way of providing various learning experiences to students.

d) Previous Knowledge Assumed and Previous Knowledge Testing

i) Previous Knowledge Assumed
Pre-requisites for the new learning were mentioned in this step.

ii) Previous Knowledge Testing

In this step, the previous knowledge of the students was tested and a link was
established between previous knowledge and new learning. Students were made
curious to learn new things.

iii) Announcement of the Topic

After getting unsatisfactory or partial satisfactory or satisfactory response from
the students, the topic was announced. After this, the name of the topic was
written on the chalkboard.

2. Presentation

This step includes all the activities to be performed while teaching for attaining
behavioural objectives. In the present study, presentation included four columns:
(i) Teaching Points
(ii) Teachers‟ Activities
(iii) Students‟ Activities
(iv) Chalk Board Work / Teaching Aids

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3. Recapitulation
It was done to know the extent of learning of lesson by the students and to
summarise the lesson. It was done after the presentation of lesson by asking
questions (oral) from the students. Final recapitulation was done through the criterion
referenced test at the end of every lesson.

4. Homework
Homework was given to the students at the end of lesson. They were asked to learn
the content taught, write the questions, give suitable examples on their own and draw
the diagrams.

Editing and Reviewing

Lesson Plans were also edited and reviewed in the same way as SLMs for
Experimental group. Editing was done by experts in three phases:
(i) Editing by the Subject Matter Expert
(ii) Editing by the Expert in the field of Lesson Planning
(iii) Editing by the Language Expert

(i) Editing by the Subject Matter Expert

Subject matter expert checked the content to make sure that terminology used is
correct, update information is provided and every important detail is assimilated.
After getting the valuable suggestions by the concerned expert, necessary changes
were incorporated in the Lesson Plans.

(ii) Editing by the Expert in the field of Lesson Planning

Concerned expert checked over the Lesson Plans to make sure that the material is
well organised and the presentation is technically appropriate. Necessary changes
were made as per the guidance provided by the expert.

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(iii) Editing by the Language Expert

Language expert examined the material to make sure that the language used is
technically correct and grammar rules have been followed. Required changes were
incorporated as per the valuable suggestions obtained by the expert.

Tryout

The modified lesson plans were tried out on a group of 22 students of Bhagwan
Parshuram College, Kurukshetra. Required modifications were made as per the need
of the lesson.

Validity of Lesson Plans

At the end of every lesson, gain ratio was calculated to check the feasibility and
effectiveness of lesson plans. It was calculated in the same manner as in case of Self-
learning Modules.

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Table 4.3

Gain Ratio of Ten Lesson Plans

Sr. Lesson Plan Pre-test Post- Full Gain %

No. mean test Score Ratio
score mean
score

1. Planning; Meaning and Types of Plans- (A) 1.23 11.5 15 .75 75

On the basis of Time (B) On the basis of
Managerial Levels
2. Types of Plans on the basis of Use .32 5.91 11 .52 52
3. Organising; Concept and Types of .64 6.46 10 .62 62
Organisation Structure- Line Organisation
Structure & its Types, Line & Staff
Organisation Structure
4. Functional Organisation Structure 1.36 12.23 14 .86 86
5. Leadership; Meaning and Styles- Motivational 1.27 10.64 13 .80 80
Leadership Styles
6. Power Based Leadership Styles and Result 1.27 11.14 13 .84 84
Based Leadership Styles
7. Motivation; Meaning, Process and Theory of 1.05 6.32 10 .59 59
Motivation
8. Communication; Meaning, Process and 1.46 10.86 15 .70 70
Principles of Effective Communication
9. Communication Network 2.14 11.68 15 .74 74
10. Controlling; Meaning and Process 1.77 7.55 11 .63 63

Gain Ratio of all the Lesson Plans was in the range of 0.52 to 0.86. It shows that
gain ranges from 52% to 86%. Average gain of all lesson plans was 71%. It means
the lesson plans were effective for the students. These lesson plans are given in
Appendix III.

After Tryout and Validation of Lesson Plans, these were found ready to be
administered for experimentation purpose.

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4.4 COMPARISON OF VALIDITY OF SELF-LEARNING MODULES AND
LESSON PLANS FOR CONVENTIONAL MODE OF TEACHING

One of the objective of the study was to compare the effectiveness of Self-learning
Modules and Lesson Plans for Conventional mode of teaching. So, it was necessary
to develop material for both the methods and establish the validity of the material.

Table 4.4

Comparison of Validity of Self Learning Modules and Lesson Plans for

Conventional Mode in terms of Gain Ratio
Sr. Topic Gain Ratio Gain Ratio
No. (Self Learning (Conventional
Modules) mode of teaching)
1. Planning; Meaning and Types of Plans- (A) On the basis .94 .75
of Time (B) On the basis of Managerial Levels
2. Types of Plans on the basis of Use .82 .52
3. Organising; Concept and Types of Organisation Structure- .89 .62
Line Organisation Structure & its Types, Line & Staff
Organisation Structure
4. Functional Organisation Structure .93 .86
5. Leadership; Meaning and Styles- Motivational Leadership .91 .80
Styles
6. Power Based Leadership Styles and Result Based .98 .84
Leadership Styles
7. Motivation; Meaning, Process and Theory of Motivation .86 .59
8. Communication; Meaning, Process and Principles of .94 .70
Effective Communication
9. Communication Network .86 .74
10. Controlling; Meaning and Process .88 .63
Gain Ratios for both the groups were compared and it was revealed that the gain of
students learning through Self-learning Modules (average gain = .90 or 90%) was
much more as compared to gain of students learning through conventional mode of
teaching (average gain = .71 or 71%). Thus the Self-learning Modules were
considered more effective as compared to conventional mode of teaching.

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