1. To compare the effectiveness of three instructional package (CIS, AVIS, & MIS) in terms of achievement. 2. To study the relative retention in learning through three instructional package (CIS, AVIS, & MIS). 3. To study the interaction effects of instructional package (CIS, AVIS, & MIS) at different level of intelligence (Average & High). 4. To study the attitude of teachers towards the use of instructional package (CIS, AVIS, & MIS). 5. To study the interaction effects of instructional package at different level of gender. 6. To study the interaction effects in different levels of intelligence (Average & High) and gender factor. 7. To study the interaction effects in terms of achievement in Information Technology having instructional package (CIS, AVIS, & MIS), two levels of intelligence (Average & High) and two levels of gender.

 H-1. There is no significant difference between the mean achievements of students receiving instructions through three Instructional packages (CIS, AVIS, & MIS). H-2. There is no significant difference in the relative retention of students receiving instructions through three instructional packages (CIS, AVIS, & MIS). H-3. There is no significant interaction between three instructional packages (CIS, AVIS, & MIS) and two levels of intelligence (Average & High). H-4. There is no significant interaction between three instructional package (CIS, AVIS, & MIS) and two levels of gender. H-5. There is no significant interaction between two levels of intelligence (Average & High) and two levels of gender. H-6. There is no significant interaction between three instructional packages (CIS, AVIS, & MIS), two levels of intelligence (Average & High) and two levels of gender.

Sample - The sample is restricted to the available secondary school students only. Total 120 students are selected randomly from three secondary schools. Three equal matched groups of 40 students are taken from each school considering their previous numbers in Information Technology subject in their previous class to reduce the school effect.

EXPERIMENTAL METHOD: The study is completed in four steps; pre-test control group design is employed. After selection of the sample schools, researcher divides all the available students into three homogenous groups. Before teaching the content, achievement test a pre-test was given to all the students of three groups. All the students of three groups were exposed to the three types of Instructional System viz. Conventional, Audio-Video and Multimedia Instructional packages of Instructions, assigned randomly to three groups. After completion of the instructions, again achievement test as first post-test was given to all the students. After fifteen days the same test was re-administered to study retention in learning. Again achievement test as second post-test was given to all the students. Thus, obtained scripts were scored and submitted for further statistical treatments. 1.4.0 Pre test stage: Initially at the present stage pre achievement of each students of the sample in the form of their scores in information Technology subject of secondary school students was noted from the school records. The scores of intelligence test were controlled by administering a Group test of intelligence for Children by Dr. R. K. Tondon.

Education plays a very significant role in bringing about the desired social as well as economic changes and is considered an accepted tool in shaping the future destiny of any nation. The objectives of the study were to investigate the effect of conventional instructional package, audio-visual instructional package and multimedia instructional package on the achievement of information technology in school education. The other main objectives were to compare the effectiveness of three instructional packages (CIS, AVIS, & MIS) in terms of achievement. To study the relative retention in learning through three instructional package (CIS, AVIS, & MIS).To study the interaction effects of instructional packages (CIS, AVIS, & MIS) at different level of intelligence (Average & High). To study the attitude of teachers towards the use of instructional packages (CIS, AVIS, & MIS).To study the interaction effects of instructional packages at different level of gender. To study the interaction effects in different levels of intelligence (Average & High) and gender factor. To study the interaction effects in terms of achievement in Information Technology having instructional packages (CIS, AVIS, & MIS), two levels of intelligence (Average & High) and two levels of gender. Experimental Research Method will be adopted in present investigation. To achieve the objectives of investigation Pre-Test, Post-test group design was employed. The design comprised of three different schools, forty students of class IX. The class was selected from each school. Achievement in Information Technology was the dependent variable where as three instructional systems were the independent variable. The intervening variables were controlled either statistically or administratively. The students of all the three groups (I, II, III) were administered intelligence test, so as to obtain three equal groups on the basis of their score in intelligence test matched with respect to intelligence. The scores of intelligence test and pre achievement were the controlled variables which were adjusted statistically. The study was conducted in four steps:- Pre test stage, Experimental Treatment stage, First post test stage & Second post test stage. An achievement test developed by the investigator himself was administered treatment (school post test stage). Some of the Delimitations are as follows:- The study is confined to the Secondary schools of Bulandshahr (U.P.) only. The study is delimited to secondary school students only.