The objectives of the study were: (1) To study the influence of psycho-social factors on Receptive Learning Skill of teacher trainees (Student Teachers). (2) To develop & standardize the Computer Assisted Receptive Skill Assessment Package (CARSAP) for assessing Receptive Learning Skill of teacher trainees. (3) To identify, adopt & Standardize tools for assessing the psycho – social factors affecting the Receptive Learning Skill of teacher trainees. (4) To study & assess the Receptive Learning Skill (Learning & Reading) of teacher trainees. (5) To study & group teacher trainees based on their Receptive Learning Skill. (6) To study the influence of social characteristics on Receptive Learning Skill of teacher trainees. (7) To study the influence of cognitive abilities on Receptive Learning Skill of teacher trainees. (8) To study the influence of non – cognitive abilities on Receptive Learning Skill of teacher trainees.

The hypotheses were: (1) There will be a significant association between personal characteristics & Receptive Learning Skill of selected teacher trainees. (2) There will be a significant mean score difference in Listening & Reading Skill in Tamil & English between the groups of selected teacher trainees who possess differential receptive learning skills. (3) There will be a significant mean score difference in Socio – economic status between the group of selected teacher trainees who possess differential Receptive Learning Skills. (4) There will be a significant mean score difference in selected dimensions of institutional environment between the groups of selected teacher trainees who possess differential Receptive Learning Skills. (5) There will be a significant mean score difference in Verbal Intelligence between the groups of selected teacher trainees who possess differential Receptive Learning Skills. (6) There will be a significant mean score difference in Language Aptitude (Tamil & English) between the groups of selected teacher trainees who possess differential Receptive Learning Skills. (7) There will be a significant mean score difference in selected dimension of Study Habits between the group of selected teacher trainees who possess differential Receptive Learning Skills. (8) There will be a significant mean score difference in Scholastic Achievement in Tamil & English between the groups of selected teacher trainees who possess differential Receptive Learning Skills. (9) There will be a significant mean score difference in selected dimensions of Learning Styles between the groups of selected teacher trainees who possess differential Receptive Learning Skills.

 A group of 107 teacher trainees of first year of DIET, Perundurai, Erode District is considered as a group at Hand Sampling techniques. The sample was from urban population. The teacher trainees admitted during the academic year 2002-03 have been considered as sample for the present study.

The measuring tools of study: Computer Assisted Receptive Skill Assessment Package (CARSAP) developed, standardized & validated by the investigator; Language Aptitude Test – Tamil (Adopted from Ravi); Language Aptitude Test – English (Adopted from Ravi); Group Test of Intelligence (Verbal) (GGIT) – English (Adopted from G.C. Ahuja); Study Habits Inventory – Adopted from Patel translated in Tamil & Standardized by R.Ravi; Learning Styles Questionnaire – adopted from Grasha & Ruchiman, translated in Tamil & standardized by the investigator; Personality Trait Scale – Adopted from Cattel, translated in Tamil & standardized by R Ravi; Self concept – Tamil – Adopted from R. Malliga; Locus of Control – Adopted from Crandall, translated in Tamil & standardized by R. Ravi; Failure, Tolerance – Adopted from Marget Mc. Clifford, translated in Tamil & standardized by R. Ravi; General Anxiety – Adopted from S.B. Sarason translated in Tamil & standardized by R. Ravi; Institutional Environment Scale – Adopted from Arockiadoss translated in Tamil & standardized by the investigator; Socio – Economic Status Scale – Adopted from Bhardraj & Gupta, translated in Tamil & standardized by the investigator.

The investigator has selected the descriptive sample survey design for the present study.The assessment of psycho-social factors and Receptive Learning Skills of the teacher trainees involves the assessment of the abilities, performance & behavioral observation.

 The data were analyzed with the help of t-test and correlation.

The findings of the study were: (1) There is no significant association between sex and Receptive Learning Skill. The sex does not influence the Receptive Learning Skill among the selected teacher trainee. (2) There is no significant association between age and Receptive Learning Skill. Further, it can be said that the age as one of personal characteristics is not influencing the Receptive Learning Skill among the selected teacher trainee. (3) The reading ability in English influences the Receptive Learning Performance Skill among the selected teacher trainees. (4) Socio – Economic status has not exercise influence on the Receptive Learning Skill among the selected teacher trainees. (5) Of the five dimensions of Institutional Environment, three do not facilitate learning & two dimensions influence the learning process positively. The Institutional Environment as perceived by the teacher trainees generally influences the Receptive Learning Skills of the selected teacher trainees. (6) The analysis reveals that intelligence is a facilitator for Receptive Learning Skill of the selected teacher trainees. (7) Aptitude in English does not facilitate the Receptive Learning Skill of teacher trainees. (8) Scholastic Achievement of teacher trainees in Tamil & English does not facilitate their Receptive Learning Skill. (9) Study Habits on the whole facilitates the improvement in the Receptive Learning Skill of the selected group of teacher trainees to some extent. (10) Of the six dimensions of learning style, none of the learning style facilitates the improvement in Receptive Learning Skill among the selected group of teacher trainees.