The objectives of the study were: (1) To study the effect of modes of teaching, types of school and their interaction on achievement in different sub-topics separately. (2) To study the effect of modes of teaching, types of school and their interaction on achievement in menstruation’. (3) To compare attitude of teachers of government schools and public schools towards ETV programs. (4) To compare attitude of principals of government and public schools towards ETV programs.

The sample comprised of class X students, teachers and principal of government and public schools of urban area of Delhi. 

The tool used for data collection included questionnaire to access the ETV programs in mathematics, achievement test for selected topics, questionnaire on feedback of ETV programs by students and teachers.

The present study was quasi-experimental, post-test only design with single control group. Selection of schools was based on purposive sampling technique. Control group was taught through traditional methods, experimental group I and experimental group II were taught through ETV programs without interaction with teacher and with active participation by the teachers respectively. After teaching each sub-topic, there was a gap of fifteen day, than again taught the next subtopic. This continued till all the subtopics were taught. 

The data was analyzed by using percentage, mean, ANOVA and Scheffe’s test. 

The findings of the study were: (1) Most of the students felt that ETV Programmes would help them to a great extent if some of the difficult topics were taught to them by one of the best teacher through ETV program. (2) Many students preferred to watch ETV programs on VCR using recording whereas most of the students agreed to see live ETV programs with telephonic facility for asking questions. (3) There should be a special slot in their school time-table. (4) ETV programs in mathematics can help their students to understand difficult topics. (5) It should be shown using VCR to enable students to control time and pace of programs. (6) There should be a slot in school time-table for showing the ETV program. (7) Achievement test showed that Public school students had a better understanding of Area of Rectilinear figures’, menstruation, circle, segment of circle, volume and surface area of cylinder-cones and spheres in comparison to the government schools students. (8) Achievement in the topic of menstruation, area of rectilinear figures, circle, sector and segment of a circle, volume and surface area of a cuboids were found to be independent of interaction between modes of teaching and school type- while volume and surface area of a cylinder were to be found affected by the interaction between modes of teaching and school type. (9) Menstruation, volume and surface area of cylinder topics were found to be taught more effectively through ETV programs. Experimental group I had a better understanding of volume and surface area of cones and spheres’. (10) The public school teachers had a more positive attitude towards ETV programs in comparison to the government school teachers. (11) The principals of public schools had more positive attitude towards ETV programs in comparison to the principals of government schools. (12) Nearly 62.5% of the students rated the programs to be excellent.