The objectives of study were (1) To study the effectiveness of video instructional material in terms of (a) theoretical understanding of the Concept Attainment Model (CAM), (b) reaction towards the CAM, (c) the willingness for implementation of the CAM, and (d) reaction towards Video Instructional Material. (2) To compare the Video Instructional Material (VIM) with live presentation in terms of theoretical understanding of CAM, and reaction towards CAM separately by taking intelligence as covariate. (3) To compare the competency teaching through CAM of students trained through VIM with those trained through live presentation. (4) To study the effectiveness of VIM in real setting in terms of competency in teaching through CAM of students trained through VIM. (5) To study the effect of treatment, attitude towards teaching profession and their interaction on competency in teaching through CAM. (6) To study the effect of treatment, academic achievement motivation and their interaction on competency in teaching through CAM. (7) To study the effect of treatment intelligence and their interaction on theoretical understanding of CAM. (8) To study the effect of treatment, academic achievement motivation and their interaction on theoretical understanding of CAM. (9) To study the effect of treatment, attitude towards teaching profession and their interaction on theoretical understanding of CAM. 

The hypotheses of study were – (1) The adjusted mean theoretical understanding scores of students taught through VIM will not differ significantly from those taught through live presentation by considering intelligence as covariate. (2) There will be no significant difference in adjusted mean reaction towards CAM scores of students taught through VIM and those taught through live presentation by considering intelligence as covariate. (3) There will be no significant difference between mean competency of teaching through CAM of students trained through VIM and those trained through live presentation. (4) There will be no significant influence of practice in real setting on competency in teaching through CAM of VIM group. (5) There will be no significant effect of treatment, attitude towards teaching profession, and their interaction on competency in teaching through CAM. (6) There will be no significant influence of treatment, academic achievement motivation and their interaction on competency in teaching through CAM. (7) There will be no significant effect of treatment on intelligence and their interaction on theoretical understanding of CAM at the end of theory. (8)  There will be no significant effect of treatment intelligence and their interaction on theoretical understanding of CAM at the end of practice. (9) There will be no significant influence of (a) treatment, achievement motivation and their interaction (b) treatment, attitude towards teaching profession and their interaction on theoretical understanding of CAM at the end of theory. (10) There will be no significant effect of (a) treatment, academic achievement motivation and their interaction (b) treatment, attitude towards teaching profession and their interaction, on theoretical understanding of CAM at the end of practice. 

The sample for study was comprised of 75 students and teachers admitted in Institute of Education, Devi Ahilya Vishwavidyalaya, Indore during 1991-92 academic session. 

For data collection tools used were – Theory Checkup by Sansanwal and Singh (1991) for theoretical understanding, reaction scale for measure the reaction towards CAM by Passi and Sansanwal (1985), Teaching Analysis Guide (TAG), by Sansanwal and Singh (1991) for competency in teaching through CAM, Scale for assessing willingness for implementation of CAM, reaction towards VIM, attitude towards teaching profession developed by investigator. Academic achievement motivation and intelligence were measured using Junior Index of Motivation (JIM) by Jack Frymier and Advance Progressive Matrices by Raven (1991) respectively. 

The present study was pretest-posttest control group experimental design.To control the intervening variables, selection of group and treatment assignment were perform randomly treatment were continued for 20 days at the rate of 1 hour per day. 

The findings of study were – (1) The VIM was found to be effective in terms of theoretical understanding of CAM, reaction towards CAM, reaction VIM and willingness for implementation of CAM. (2) The VIM was found (a) to be significantly superior to live presentation in terms of theoretical understanding of CAM when groups were matched the respect of significance (b) to develop competency in teaching through CAM significantly more than live presentation (c) to be effective in real setting in terms of competency in teaching through CAM. (3) The students of VIM had significantly more favorable reaction towards CAM as compared to live presentation group when intelligence was considered as covariate. (4) Attitude towards teaching profession did not significantly influence the competency in teaching through CAM. (5) The competency in teaching through CAM was found to be independent of interaction between treatment and attitude towards teaching profession. (6) Academic achievement motivation did not significantly influence in teaching through CAM. (7) The competency in teaching through CAM was found to be independent of interaction between treatment and academic achievement motivation. (8) At the end of theory, the higher level of intelligence, the higher level of theoretical understanding. But the theoretical understanding of CAM at the end of practice was found to be independent of intelligence. (9) The theoretical understanding of CAM at the end of theory as well as practice was found to be independent of interaction between treatment and intelligence. (10) At the end of theory as well as practice, the theoretical understanding of CAM was found to be independent of academic achievement motivation. (11) Both the ends of theory as well as practice the theoretical understanding of CAM was found to be independent of interaction between treatment and academic achievement motivation. (12) Attitude towards teaching profession did not significantly influence the theoretical understanding of CAM when assessed at the end of theory as well as practice. (13) The interaction between treatment and attitude towards teaching profession did not significantly influence the theoretical understanding of CAM when assessed at the end of theory as well as practice.