The objectives of study were: (1) To develop an introductory course on “Women and Law” including laws pertaining to women. (2) To study the effectiveness of video package for teaching selected units. (3) To study the effectiveness of video films in terms of students’ achievement according to the stream of study at higher secondary school. (4) To study the effectiveness of video films in terms of students’ achievement according to the medium of instruction at school. (5) To study the effectiveness of video films in terms of students’ achievement according to the place of residence. (6) To study the effectiveness of video films in terms of students’ achievement according to their inclination towards social science. (7) To study the effectiveness of video films in terms of students’ achievement according to their family’s legal exposure. (8) To study the effectiveness of video films in terms of students’ achievement according to their social work background. (9) To study the effectiveness of video films in terms of students’ achievement according to their mother’s occupation. (10) To study the effectiveness of video films in terms of students’ achievement according to their exposure to TV and video. (11) To study the effectiveness of video films in terms of students’ achievement according to the social-economic status. (12) To study the effectiveness of video films in terms of students’ achievement according to the overall modernity. (13) To study the effectiveness of video films in terms of students’ achievement according to their personality. (14) To study the effectiveness of video films in terms of students’ achievement according to the level of academic achievement. (15) To study the effectiveness of video films in terms of students’ achievement according to their English competence.

The hypotheses of study were: (1) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to the stream of study at higher secondary school. (2)There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to the medium of instruction at school. (3) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to the place of residence. (4) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to their inclination towards social sciences. (5) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to their family’s legal exposure. (6) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to the social work background. (7) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to their mother’s occupation. (8) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to their exposure to TV and video. (9) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to the socio-economic status. (10) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to the overall modernity. (11) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to their personality. (12) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to the level of academic achievement. (13) There will be no significant difference in knowledge gain in terms of pre-post scores of the students according to their English competence.

Sample comprised of 279 students of first year of the Faculty of Home Science, M.S. University, Baroda in the year 1992-93. A set of seven video films of 12-30 minutes each giving information on law related to women made by the investigator.

For data collection a questionnaire, and seven knowledge tests to measure the gain in knowledge were developed by the investigator but socio economic status scale by Desai, scale to measure level of modernly by Mehta et al., and Personality inventory by A. Hafeez and V.S. Shantamani were also used for collecting the data.

Data were analyzed by using percentages, mean value, t-test and ANOVA statistical technique.

The findings of study were: (1) Majority of the students were from general stream having urban background with social science inclination and majority did not possess legal and social work background. (2) Majority of the respondents were modern and extroverts although their mothers were housewives. (3) Nearly equal percentages of respondents were having high as well as low exposure to TV and video. (4) Majority of students were from high socio-economic status and nearly 60% had high English competence, but low academic achievement. (5) All the seven video films were effective as there was considerable increase in the mean scores of the students’ achievement on post-test for all the seven video films. (6) Overall, the film “Trauma of Rape I” was found to be most effective and film on “Introduction to Law” was least effective. (7) There was significant difference in gain in knowledge of students from English medium school as they learnt more in comparison to the students from vernacular school. (8) The science stream respondents gained significantly higher than the general stream respondents for al the seven video films. (9) Respondents who had science inclination learnt significantly higher than the respondents having social science inclination. (10) The presence and absence of legal exposure had nothing to do with the knowledge gain. However, in some cases, the previous legal exposure of students’ family raised this awareness. (11) The respondents from city learnt significantly higher from the film “Are You Eve Teased”. For rest of the films variable places of residence did not play any role. (12) The film “Marriage Made Easy With Law” was found most effective by those whose mothers were house wives. (13) The effect of variable “English Competence” was found to be significant for all the seven video films. (14) The respondents from high socio-economic status gained significantly higher from the video films in comparison to students from middle and low socio-economic groups. (15) There was no significant difference in learning in relation to social work background, TV and video exposure, modernity, academic achievement and personality.