A COMPARATIVE STUDY OF EFFECTIVENESS OF MODULAR AND E-LECTURE APPROACHES FOR LEARNING EDUCATIONAL RESEARCH CONCEPTS BY P.G. AND POST P.G. STUDENTS IN THE CONTEXT OF LOCUS OF CONTROL

The purpose was to study the effect of Treatment, Locus of Control and their interaction on Achievement of Research Comprehension, Achievement of Research Skill and Overall Research Achievement in Educational Research when groups were equated on Pre-Achievement of Research Comprehension, Pre-Achievement of Research Skill and Overall Pre-Research Achievement in Educational Research respectively. The present study was Quasi- experimental in nature, designed on the lines of Non-Equivalent Control Group Design by Campbell and Stanley. The sample comprised of 130 students, out of these 91 were P.G. students and 39 were post P.G. students studying in different Institutions of Jammu and Kashmir. Out of 130 students, 45 P.G. students and 20 Post P.G. students constituted the Modular group while as 46 P.G. students and 19 Post P.G. students constituted the e-lecture group. Some common topics were taught to both the groups using different strategies of teaching viz., module and e-lecture. The Achievement of Research Comprehension and Research Skill of P.G. and Post P.G. students was assessed with the help of (i) Achievement of Research Comprehension Test and Research Skill Test in Educational Research developed by the researcher. The data related to Locus of Control was collected with the help of standardized tool Locus of Control developed by Roma pal. The data were analysed with the help of Two Way ANCOVA. The findings of the study were: (i) Modular Approach was found to be effective in terms of Achievement of Research Comprehension, Research Skill and Overall Research Skill in Educational Research as compared to e-lecture approach when groups were equated on Pre-Achievement of Research Comprehension, Pre-Achievement of Research Skill and Overall Pre-Research Achievement in Educational Research respectively. (ii) Locus of Control and its interaction with Treatment was found to have no significant influence on Achievement of Research Comprehension, Achievement of Research Skill and Overall Research Achievement in Educational Research when groups were equated on Pre-Achievement of Research Comprehension, Pre-Achievement of Research Skill and Overall Pre-Research Achievement in Educational Research respectively. 1. Doctoral Research Scholar, School of Education, DAVV, Indore, M.P. 2. Former, Professor, Head and Dean, School of Education, Indore, M.P.