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EXECUTIVE SUMMARY
For over a century, education has remained largely unchanged. Classrooms
full of students deferring to the wisdom of an all-knowing teacher has, is, and
many believe, will continue to be the accepted mode of instruction. Despite
many technological advances and the introduction of new pedagogical
concepts, the majority of today's classrooms continue to utilize this traditional
mode. Educators have thrived in a bubble immune from advancements in
technology, but the increasing rate of change of these advances now look to
be threatening to burst this bubble. The world is changing -- it is getting both
smaller and bigger at the same time. Our world shrinks as technologies now
allow us to communicate both synchronously and asynchronously with peers
around the world. Conversely, the explosion of information now available to
us expands our view of the world. As a result of the ability to communicate
globally and the information explosion, education must change. Most
educators might not want to change, but the change is coming it is a matter
of when not if. The challenge is to prepare the children of today for a world
that has yet to be created, for jobs yet to be invented, and for technologies yet
undreamed. Similarly rural India still lack behind in terms of technological
advancement in education. The main emphasis of the study is to analyse the
implication of technology in education domain in rural India. Rural India has
a very long way to go to achieve a much needed change in education.
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INTRODUCTION
INTRODUCTION TO THE SUBJECT
We have a place, all of us, in a long story, a story we continue, but whose end
we will not see. It is a story of a new world that became a friend and liberator
of the old. The story of slave-holding society, that becomes a servant of
freedom. That became a power that went into the world to protect but not
possess, to defend but not to conquer. It is the story of Indian society. WeIndians dare not to forget today that we are the heirs of that first revolution.
Let the word go forth from this time and place, to friend and foe alike, that the
torch has been passed to a new generation of Indians born in this century. We
want our citizens to adopt the value of satyam (Truth), Shivam (Love),
Sundaram (beauty) in their lives. For this we need to create a bridge between
culture and knowledge that is an accord between mind, body and deed. This
bridge will have to be on the pillars of education. The present system of
education in India, from the preschool stage to higher education, has been
imported from west in bits and pieces over the last 200 years. The overall
cultural context of Indian society and the cultural specialties of its varied
segments have been ignored by this system, with the result that it has never
been fully accepted by the people. It hardly needs to be pointed out that the
ecological inheritance, ethos and cultural commitment of Western societies
have been quite different from those of oriental societies. The climate, natural
environment, types of settlements, their historical evolution and the resultant
goals and occupations, and the life-views of these societies have always been
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poles apart. This is the main cause of the continuing discord between
education and society in India. That educational systems are subsystems
inherent in any given social system and cannot be imposed from outside
without damage to the social fabric was realized by Mahatma Gandhi long ago.
In his speech delivered on 20 October, 1931 at the Royal Institute of
International Affairs, London, he lamented that the British administrators of
education had failed to notice the special characteristics of Indian culture
which had a tradition thousands of years old of education and instead of
taking hold of things as they were, they had begun to root them out. They
scratched the soil and began to look at the root, and left the root like that, andthe beautiful tree perished. The unrest which filled Gandhijis heart at the
sight of the mindless destruction of the vast network of literacy and
knowledge-gathering enterprise embedded in Indian culture was directed not
so much against individual officials but against the colonizing mindset which
always attempts to impose its own culture on a vanquished society. But this
view of the colonial educational system was neither understood nor shared by
many an educated Indian of those days. Gradually, however, this
understanding did dawn on Indian educationists, but by then the damage had
already been done. The imported system had created two new classes in
Indian society: the elite and the masses. The hybridized elite and the
conquered masses became two cultural groups in a continuous state of
conflict in the socio-economic and political fields. Efforts to cope with this
conflict have seriously told upon the peoples intellectual health,
Creative urges self-respect and self-confidence. This damage to the Indian
spirit has to be understood if a new educational era is to begin for the Indian
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people and give them the strength to meet material and spiritual challenges.
The remedy was
Prescribed by Gandhiji: searching for cultural roots which have a refreshing
diversity along with a common bond forged over thousands of years, and
appreciating the beneficial aspects of other cultures with an open mind. Since
independence, the central and state governments have been expanding the
provision of primary formal and non-formal education to realize the goal of
Universalization of Elementary Education (UEE). The challenge now is to
sustain and develop current reforms in education and encourage local
planning as well as management of strategies for expanding and improvingthe primary education.Considering the immense potential of education to
change life of individual, effortshave been made to raise the level of literacy by
the governmental and nongovernmental Organizations in India. The role of
education as most important factor in the development of nation is universally
accepted. Any country, therefore, needs to accord a high priority to its
educational development and ensure its quality to produce the right king of
personnel required. Education in developing countries like India assumes a
far greater importance. It is also being increasingly realized that the existing
education and training of teacher leaves much to be desired. The Education
Commission has, therefore, rightly stressed the need and importance of the
quality of teacher educator, teachers, sufficient materials for the education,
environmentally sound location, pucca building, separate sanitation facilities,
and organized administration to provide calculative record service effectively
and so on.
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INTRODUCTION TO THE INDUSTRY
The Indian education market has witnessed a series of developments and
changes in the last few years, which resulted in a significant increase in
market size of the education industry compared to previous years. The
present Indian education industry is in its development stage. With increasing
per capita income, national economic growth and enhanced technology it has
become necessary to develop the structure of the Indian education sector.
Private players have taken several initiatives for development of education
infrastructure and quality. The emergence of new segments like e-learning is
slowly shifting the education market towards new heights.
Indian education market consists of two segments formal and non-formal
education system. K-12 segment has shown tremendous increase in terms of
market growth and revenue from past years and is expected to grow at same
pace. Private professional institutes are expanding with a strong growth rate
which has opened the doors for foreign universities. There is tremendous
opportunity in the test preparation market in India. The growing IT industry
in India is driving IT education and training market as well as enhanced
teaching techniques. Increase in GDP and per capita Income has raised the
enrollment ratio in education sector. Growth in service sector revenues and
collaborations with foreign universities have also driven the sector's growth.
Educomp Solutions, Everonn Systems and NIIT, are the largest players within
the space. Educomp's smart class segment constitutes the largest percentage
share. In ICT segment, Everonn contributes major share in terms of revenue
growth. NIIT has tied up with various companies for providing training and
skill through e-learning.
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Today education system in India can be divided into many stages.
Pre- Primary - It consists of children of 3-5 years of age studying in
nursery, lower kindergarten and upper kindergarten. At this stagestudent is given knowledge about school life and is taught to read and
write some basic words.
Primary - It includes the age group of children of 6-11 years studying inclasses from first to fifth.
Middle - It consists of children studying in classes from sixth to eighth. Secondary - it includes students studying in classes ninth and tenth. Higher Secondary - Includes students studying in eleventh and twelfth
classes.
Undergraduate - Here, a student goes through higher education, whichis completed in college. This course may vary according to the subject
pursued by the student. For medical student this stage is of four and a
half years plus one year of compulsory internship, while a simple
graduate degree can be attained in three years.
Postgraduate - After completing graduation a student may opt for postgraduation to further add to his qualifications.
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Education Governing Bodies
The Central Board of Secondary Education (CBSE): This is the maingoverning body of education system in India. It has control over the
central education system. It conducts exam and looks after the
functioning of schools accredited to central education system.
The Council of Indian School Certificate Examination (CISCE): It is aboard for Anglo Indian Studies in India. It conducts two examinations
'Indian Certificate of Secondary Education' and 'Indian School
Certificate'. Indian Certificate of secondary education is a k-10
examination for those Indian students who have just completed class
10th and Indian school certificate is a k-12 public examination
conducted for those studying in class 12th.
The State Government Boards: Apart from CBSE and CISCE each statein India has its own State Board of education, which looks after the
educational issues.
The National Open School: It is also known as National Institute ofOpen Schooling. It was established by the Government Of India in 1989.
It is a ray of hope for those students who cannot attend formal schools.
The International School: It controls the schools, which are accreditedto curriculum of international standard.
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Elementary Education
According to the Constitution of India, elementary education is a fundamental
right of children in the age group of 6-14 years. India has about 688,000
primary schools and 110,000 secondary schools. According to statistics two
third of school going age children of India are enrolled in schools but the
figures are deceptive as many don't attend schools regularly. At least half of all
students from rural area drop out before completing school. The government
has rolled out many plans to increase the percentage of elementary education.
The plans such as 'Sarva Siksha Abhiyan (SSA), District Primary Education
Program (DPEP), Operation Blackboard, Mid Day Meal have been successful togreat extent.
Sarva Shiksha Abhiyan (SSA)
The main goal of this program is that all children of 6-11 years of age should
complete primary education by the year 2007 and all children of 6-14 years of
age should complete eight years of schooling by 2010. This plan covers the
whole country with special emphasis on girl education and education of
Schedule Caste (SC) and Schedule Tribe (ST) children and children with
special needs. The SSA centers are mainly opened in those areas, which do not
have any school or where schools are very far off. Special girl oriented
programs include:
Girl education at elementary level. National Program for Education of Girls at Elementary Level (NPEGEL) Kasturba Gandhi Balika Vidyalaya (KGBV) Mahila Samakhya Scheme
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District Primary Education Program
This program was launched in 1994 with the objective of universalization of
primary education. Its main features are Universal Access, Universal
Retention and Universal Achievement. It aims that the primary education
should be accessible to each and every child of school going age, once a child is
enrolled in school he/ she should be retained there. The final step is
achievement of the goal of education. The main components of this program
are:
Construction of classrooms and new schools Opening of non-formal schooling centers Setting up early childhood education centers. Appointment of teachers. Providing education to disabled children.
The program has been successful to the large extent as 1,60,000 schools and
84,000 alternative schools have been opened under this program. And work isgoing on for the construction of new buildings of 52,758 schools. 4,20,203
disabled students have been successfully enrolled into the schools.
Operation Blackboard
It was started in 1987-88. The aim of this program is to improve human and
physical resource availability in primary schools of India. According to this
program every primary school should have at least two rooms, two teachers
and essential teaching aids like blackboard, chalk, duster etc.
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National Bal Bhavan
The National Bal Bhavan was opened with the aim of developing overall
personalities of children of all strata of society irrespective of their caste,
creed, religion and gender. It supplements school education by helping
children to learn in play way and natural environment.
Other important endeavors taken up by Indian government for the
development of education in India includes:
Navodaya Vidyalaya Samiti Kendriya Vidyalaya Sangathan Integrated Education for disabled children National Council of Educational Research and Training
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INTRODUCTION TO THE COMPANY
SUNDARAM MULTI PAP LTD
The Company was incorporated on 13th March, 1995 with the Registrar of
Companies, Maharashtra, at Mumbai and the Certificate of Commencement of
Business was obtained on 10th April, 1995. Shri Amrutbhai P. Shah and Shri
Shantilal P. Shah promoted the Company. The Company took over the
partnership firm viz. Star line Industries engaged in the manufacture of
exercise note books, account books and other paper stationery products, withits assets, bank liabilities and business and the said promoters were the
partners of this partnership firm. The purchase consideration was fixed at Rs.
42,20,000/- and the same was paid by the Company through the issue of
4,22,000 Equity Shares of the Company of Rs. 10/- each, fully paid up, at par.
The Company made its maiden public offer of 1.8 million Equity Shares of Rs.
10/- each for cash at par aggregating to Rs. 18 million on 23rdFebruary, 1996
which was fully subscribed and obtained the listing of its Equity Shares on
Pune and Ahmedabad Stock Exchanges. In July 2005 the Equity Shares of the
Company were also listed on BSE.
At the start of the Company in the year 1995, the Company had a capacity of 5
tons per day of conversion of paper into paper stationery, which was
increased to 20 tons per day in 1998 with the addition of two German mademachines, to 50 tons per day in 2001 with the addition of one more unit of
manufacture, and to 60 tons per day in 2003 with the addition of one more
unit of manufacture. This therefore, is the current capacity of conversion of
paper into paper stationery of the Company .
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on education as a proportion of GDP should touch 6%. However, it has not
gone beyond 3.9% till date. The 11th FYP stresses the urgency on this front
because the 86th Amendment to the Indian Constitution made free and
compulsory education, a fundamental right for all children in the age group of
6-14 years.
In the present era of globalization, liberalization and privatization, education
is viewed not only as an input to empowerment and social justice, but also as
being basic to the very survival of individuals and nations. This is where the
Sarva Shiksha Abhiyan {SSA} as an important objective of National Education
Policy {NEP} has addressed the need of providing elementary education and
the surveys show that 90% of rural population was served by primary schools
in 2002-03. Quality of education in terms of better educational attainment
levels is a thrust area for the next phase of SSA in the 11th FYP.
All this augurs well for the Company's business and its growth potential.
Emphasis on education brings with it the increasing need for producing and
supplying various learning materials and paper stationery products.
There are more than 600 pulp & paper mills in India, the total annual turnover
is around Rs. 15,000/- crore and between 2003-04 and 2007-08 this industry
grew at a CAGR of 9% and is estimated to grow at 8% over next five years. The
average global per capita consumption of paper is 52 klgs; while the Indian
average is 6 klgs. The continued economic reforms and emphasis on
eradication of illiteracy will fuel the growth in consumption of paper.
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SUNDARAM EDUSYS PVT. LTD
The company strongly believes that without proper education it would not be
proper to be in business in globalized environment nor would it be proper for
the young brigade of our country to obtain meaningful job opportunities.
Therefore, the company has undertaken a new business vertical of creating a
radical form of imparting education through Virtual Class, revolutionary
software which will offer the entire syllabus of 1st to 10th standards of
Maharashtra Board to the English medium students to begin with and later on
to Marathi students as well. The market for this product is very large for
those companies who are able to give the best content of all subjects under
the Boards curriculum at the most affordable prices to the individual
students, schools and coaching classes. This business vertical is through
wholly owned subsidiary Sundaram Edusys Pvt. Ltd. and the marketing was
commencing from September, 2009 for the back to school 2010. This business
is expected to generate the total sales of around Rs. 50 crore in the first year
and is expected to cross 100 crores in the very second year of its operations.
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INTRODUCTION TO THE PROJECT
For quite some time now, the lure of rural India has been the subject of
animated discussion in corporate suites. And there is a good reason too. With
urban markets getting saturated for several categories of consumer Goods and
with rising rural incomes, marketing executives are fanning out and
discovering the strengths of the large rural markets as they try to enlarge
Their markets. Today, the idea has grown out of its infancy and dominates
Discussions in any corporate boardroom strategy session. Rural India with its
traditional perceptions has grown up over the years, not only in terms of
income, but also in terms of thinking. The rural markets are growing at about
two time faster pace than urban markets, not surprisingly, rural India
accounts for 60 per cent of the total national demand. 'Go Rural' is the slogan
of marketing gurus after analyzing the socioeconomic changes in villages. The
Rural population is nearly three times the urban, so that rural consumers have
become the prime target market for consumer durable and non-durable
products, food, construction, Electronics, automobiles, banks, insurance
companies and other sectors Besides hundred per cent of agri- input products
such as seeds, fertilizers, Pesticides and farm machinery. The Indian rural
market today accounts for
Only about Rs 8 billion of the total ad pie of Rs 120 billion, thus claiming 6.6
per cent of the total share. So clearly there seems to be a long way ahead.
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Similarly in educational products, rural India still lack behind. The
exploitation of marketers for their products have restricted to urban areas but
educational products like AVL concepts for students should not be limited
only for urban India. Modern technologies and advancements in education
should be introduced in rural areas which has a great potential.
The study conducted here was to know about the awareness level of AVL
concepts and other modern electronic resources used in the education
industry. Efforts were been made to understand the needs and wants of ruralconsumer and to know about the extent to which these modern resources are
implemented in the education field in rural areas. The indicative study
involved the research work with different tools and technique to gather the
data and information in an appropriate manner.
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About Audio Visual Learning
The Importance of Audio Visual Materials in Teaching and Learning
Are you an auditory learner? If you listen to foreign language tapes or CDs
under your pillow at night before an exam, chances are, if you are an auditory
learner, you will do quite well on the test! Do you even know what kind of
learner you are? Perhaps, you are a combination of an auditory and visual
learner. Do you learn quicker if a kinesthetic approach is used? In other
words, are you a hands-on person? You probably learn by doing, rather
than passively listening. Children that are these types of learners, do very well
in Learning Centers that were prevalent in the 1960s and have come full-circle! Some educators think that they are a waste of time, where they like
whole group instruction better than breaking children into groups; regardless,
whether these centers are visible in the classroom or not, they might very well
be tactile/kinesthetic learners, even outside the classroom.
Do you have to be shown something repeatedly before you catch on? Can
you learn by merely reading directions? Reading does not make you a visual
learner; visually, you need to be shown. If students are given audio visual
materials in combination with visual stimulation, such as a video, they may or
may not learn better than if given just audio. Chances are that when they are
just listening, they will focus and use their imagination more, such as the task
of their listening to a story on tape, or an E-book, but the combination of the
two learning tools, audio and visual will enhance their learning, most of thetime.
Students will not only hear but also see and make a connection. They will
remember what they have seen and recall is so important. Collectively, the
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audio visual learner will recall the words of songs? What implication is this
for life? That learner will remember phone numbers, formulas, and recall
names, with the latter being important in social and business situations. Since
auditory learners are good listeners, they generally work well in groups,
because they have the skill of explaining well to others. If that learning style is
combined with visual characteristics, then one style is used in conjunction
with the other. Mere visual learners often find it difficult to study; they may
not understand what concepts are and have difficulty in processing
information, therefore they must take notes. They have to copy, write, outline,
write spelling words in the air, have flash cards to be drilled, and watchvideos. It is important to understand how the visual learner learns in order to
understand how the auditory/visual learner absorbs information. When the
strategies above are used in conjunction with listening, recall is that much
easier; in fact, rote learning and drilling doesnt help them understand the
process in which they learn, but rather, the concept of using auditory skills
aides in their understanding. It is fine to memorize the periodic table or
multiplication tables when using auditory aides but the use of both styles
enables the auditory/visual pupil to make sense of it all.
Audio visuals are useful for most students, regardless of their learning
characteristics, when used together. Think of watching a movie and while
remembering the lines might not be prevalent to a discussion afterwards, the
concepts which the words were used as tools, would be highly effective andimportant. Merely using audio tools, while imagination is crucial, might
change the authors purpose in ones eye and the viewers perception,
substantially. Interpretation, separate from mere opinion, would wane, when
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audio and visualization are coerced together. Transmitting and
communicating information would have a very different outcome.
First let us place visual learning in its proper context, learning as a whole. The
influential management and systems thinker pioneer Russel Ackoff suggested,
the most important contribution of a first rate 21st century education is not
content. It is that we acquire the capability to learn and are motivated to do so
throughout our lives, we are, by any objective standard, not doing a very good
job. In the developed world today, falling global competitiveness is blamed on
education [Karen Ward HSBC:2011 ], our schools, our universities, our tried
and tested auditory sequential systems are broken, no longer fit for purpose, a
relic of the 19th century [Ackoff]. It is through this lens that we should judge
the early pioneers attempts to use psychology to better our society. The great
promise of learning styles, we can prepare our population so they are better
able to internalize, reflect, boil down, apply and synthesize information from
many, many different sources over extended time frames. As a society, we can
do better. We must do better, and we will do better.
Although learning styles have "enormous popularity" and both children and
adults express personal preferences, there is no evidence that identifying a
student's learning style produces better outcomes, and there is significant
evidence that the widespread "meshing hypothesis" (that a student will learn
best if taught in a method deemed appropriate for the student's learning
style) is invalid.[2] Well-designed studies "flatly contradict the popular
meshing hypothesis".[2]
The studies flat contradiction fails by confusing practice and theory; for deep
background see [Linda Silverman, Thomas G West, Stephen Heppel]. The
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popular meshing hypothesis as implemented by the study designers is much
too simplistic in both application and conception. If learning styles are to
become a true science of attention proper screening has to be introduced,
differentiated materials need to be prepared and communicated in multiple
mediums so the learning channels need to overlapped in the correct order.
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OBJECTIVE
To study and analyse the awareness level of Audio
Visual Learning Concept in Rural Areas.
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RESEARCH METHODOLOGY
Research methodology includes the following steps to carry out theproject under study.
Research approach: - Descriptive research approach has been
applied to this research study because it includes survey and fact finding
enquiries of different kinds. It helps to know the state of present affairs.
Type of Research: - Field Research is used in which Personal
Interview method is applied. In this method researcher used schedule
with open and closed questions
Data Source: - Primary data has been collected for the research
study.
Approach Instrument: - Primary data has been collected through
scheduled questionnaire framed for parents and Teachers.
Data Analysis: - Data analysis is based upon classification,
tabulation,
Type of Respondents: - To serve the objective of the study Rural
Area has been selected. The Area includes the Teachers and
Parents living in rural area.
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SAMPLING DESIGN AND SAMPLE SIZE
Sample Size: -A sample of 100 respondents comprises 50% respondents
parents living in rural area and 50% teachers and professionals who has
school going children.
Sampling Procedure: - Stratified and Convenient sampling technique
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LIMITATIONS
The study pertains to 6 villages of banaskantha district which may notbe representative of the whole population.
The respondents interviewed were of middle class segments in ruralareas who had some knowledge about education.
Respondents were not too keen to answer all the questions.
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ANALYSIS AND FINDINGS
Q1) Does your child face problem in memorizing his/her studies?
Question no: 1 Respondents
YES 85
NO 15
INTREPRETATION: The analysis shows that 85% of the rural people accept
that their child face problems in memorizing their studies.
YES 85%
NO 15%
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Q2) What type of learning your child enjoys?
Question no: 2 Respondents
Reading 4
Writing 26
Pictorial 70
INTREPRETATION: As per the study conducted in rural area, only 4% of thepopulation says that their child enjoys studies by reading. 26% were of the
opinion that their child enjoys writing and 70% has a strong believe that their
child enjoys studies when presented in a pictorial or diagrammatic manner.
READING 4 %
WRITING 26 %
PICTORIAL 70 %
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Q2) Have you heard about the Audio Visual Learning Concept?
Question no: 3 Respondents
yes 48
No 52
INTREPRETATION: This analysis shows that 48% of the sample
population are aware about the AUDIO VISUAL LEARNING
CONCEPT.
Whereas 52% of the population is not aware about the concept. The
indicative study states that almost 50% of the rural population is
aware about the modern concepts and technology in education
domain.
YES 48 %
NO 52 %
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Q4) How did you come to know about the Audio visual Learning
Concept?
Question no: 4 Respondents
Internet 13
Newspaper 22
Television 16
Friends/Relative/Associate 49
INTREPRETATION: The above chart talks about the source from where
the rural people came to know about the AUDIO VISUAL concept.
13% found it on INTERNET.
22% caught on NEWSPAPER.
16% saw on TELEVISION.49% came to know from their FRIENDS,
RELATIVES and ASSOCIATES.
0 10 20 30 40 50 60
FRriends/Relative/Associat
T.V 16 %
Newspaper 22 %
Internet 13 %
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Q5) Do you think this Concept of learning is helpful for the students?
Question no: 5 Respondents
Yes 68
No 01
Maybe 31
INTREPRETATION: This diagram states that 68% of the population
accepts that this concept of AUDIO VISUAL LEARNING would be
helpful for the student. Whereas 31% feels that it May be helpful.
YES 68 %
NO 1 %
MAYBE 31 %
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Q6) Do you think this concept would improve students performance
Question no: 6 Respondents
Yes 71
No 00
Maybe 29
INTREPRETATION: This figure states that 71% people agree that this
modern concept of learning would surely help students to improve
their academic performance.
0
20
40
60
80
YES 71 % NO 0 % MAYBE 29 %
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Q7) Will you advise your child to adopt the concept of Audio Visual
learning?
Question no: 7 Respondents
Yes 88
No 01Maybe 11
INTREPRETATION: Here, 88% of the rural population were of the
opinion that they will advise their children to adopt this new
concept of learning.
And the percentage of people saying NO is only 1% which showshow rural people are keen about their children education.
020
40
60
80
100
YES 88 % NO 1 % MAYBE 11 %
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Q8) How much are you willing to spend on such product?
Question no: 8 Respondents
5,000-10,000 86
10,000-20,000 13
More than 20,000 01
INTREPRETATION: Here a general question was addressed to the
respondents about their willing and affordability to pay for such
educational products.
86% of the rural population are ready to pay between 5,000 to10,000 for such products.
This proves that the rural India has the potential to pay if offered a
quality and useful product.
0
50
100
5,000-10,000
86% 10,000-20,00013% More than
20,000 1%
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SUMMARY OF THE FINDINGS
o 85% of students are facing problems in their studies lack ofinterest.
o 70% students enjoy pictorial studies increases interest.o 52% people are not aware about the Audio Visual Learning
concept.
o 68% thinks Audio Visual Concepts would help to increase theinterest level of their children towards studies
o 71% think that student performance would improve using AudioVisual Learning concept.
o 88% would subscribe Audio Visual Learning kits for use by theirchildren.
Analysis proves that fifty percent of rural population are very muchaware about the Audio Visual Learning concepts . As 8/10 students face
problem their studies, Audio Visual Learning concept will be very
helpful in their studies. Maximum numbers of parents/teachers are
willing to buy this product and believes that it will help in improving the
performance of their child/students.
Audio Visual Learning Concept helps to generate higher interest amongthe students in the rural population (limited to the study conducted)
Rural population is keen to recommend and use Audio Visual LearningConcepts for the education of their children.
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CONCLUSION
The outcome of the research study indicates that almost 50% ofthe rural population is not aware of Audio Visual Learning
concept.
The rural population has shown a great amount of interesttowards Audio Visual Learning Concept and is willing to adopt
such modern electronic resources in their life.
The indicative study states that the Audio Visual Learning conceptif launched in the rural market will prove to be good for
marketers and rural children.
Opinions and feedback of the untapped rural market suggests thatrural India has a great potential and are ready to upgrade
themselves in any domain.
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RECOMMENDATIONS
Based on the indicative study, Government and other policymakers should explore encourage and promote the development
and use of emerging modern Audio Visual Learning concepts at all
levels of educations in rural areas.The cost of Audio Visual Learning concepts must be made
affordable for students and institutions in rural areas.
Till today, many of the rural markets in the context of educationare untapped, which the marketers can exploit in the best possible
manner.
The companies must provide training to teacher and studentsabout the use of Audio Visual Learning concept.
Companies should strive at their best to make the ruralconsumers aware about the pedagogical or educational concept.
The educational products have less competition in rural areas, sothe respective companies should start using the formula of GO
RURAL.
To increase the usage and acceptance of such Audio VisualLearning concepts in rural areas Power and Infrastructure needs
substantial development from the existing level.
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ANNEXURE
Questionnaire for Audio Visual Learning Concept in Rural
Area.
Name:_______________________________________________________________________
Age:____________________ Gender:____________________
Occupation___________________________________________________________________
Q1) Does your child face problem in memorizing his/her studies?
Yes No
Q2) What type of learning your child enjoys?
Reading Writing Pictorial/Diagrammatic
Q3) Have you heard about the audio visual learning concept?
Yes No
Q4) How did you come to know about the Concept?
TV Magazine
Newspaper Internet
Friends/Relative/Associate
Other:_________________________________________________________
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Q5) Do you think this concept of learning is helpful for the students?
Yes No May be
Q6) Do you think this concept would improve students performance?
Yes No May be
Q7) Will you advice your child to adopt the Concept of AUDIO VISUAL LEARNING?
Yes No May be
Q8) How much are you willing to spend on the product?
5,000 10,000 Rs. 10,000 20,000 Rs. More than 20,000 Rs.
THANK YOU
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http://snsvo6.seekandsource.com/sundarammultipap/
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http://schoolsupplies.lifetips.com/cat/60153/learn-about-school-software/index.html
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2578648/?page=3
http://articles.timesofindia.indiatimes.com/2011-04-19/ahmedabad/29446810_1_dropout-rate-
enrolment-schools-in-rural-areas
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