1.To develop the Interactive Computer Assisted Instruction (ICAI) Programme in Educational Psychology for pupil-teachers. 2.To develop a scale to measure the attitude of pupil-teachers towards the Interactive Computer Assisted Instruction (ICAI) Programme. 3.To compare the effectiveness of ICAI Programme and Traditional method of teaching in terms of pupil-teacher achievement in Educational Psychology. 4.To compare the effectiveness of ICAI Programme and Traditional method of teaching with regard to pupil-teachers attitude towards ICAI Programme. 5.To compare the effectiveness of ICAI Programme-cum-Lecture method and Traditional method of teaching in terms of pupil-teachers achievement in Educational Psychology. 6.To compare the effectiveness of ICAI Programme-cum-Lecture method and Traditional method of teaching with regard to pupil-teachers attitude towards ICAI Programme. 7.To compare the effectiveness of ICAI programme and ICAI programme-cum-Lecture method in terms of pupil-teachers  achievement in Educational Psychology. 8.To compare the effectiveness of ICAI Programme and ICAI Programme-cum-Lecture method with regard to pupil-teachers  attitude towards ICAI Programme.

1.Interactive Computer Assisted Instruction (ICAI) Programme is more effective than traditional method of teaching in terms of pupil-teachers achievement in Educational Psychology. 2.Interactive Computer Assisted Instruction (ICAI) Programme is more effective than traditional method of teaching with regard to pupil-teachers attitude towards ICAI Programme. 3.ICAI Programme-cum-Lecture method is more effective than traditional method of teaching in terms of pupil-teachers achievement in Educational Psychology. 4.ICAI Programme-cum-Lecture method is more effective than traditional method of teaching with regard to pupil-teachers attitude towards ICAI Programme. 5.ICAI Programme-cum-Lecture method is more effective than ICAI Programme in terms of pupil-teachers achievement in Educational Psychology. 6.ICAI Programme-cum-Lecture method is more effective than ICAI Programme with regard to pupil-teachers attitude towards ICAI Programme.

The population of the study consisted of pupil-teachers of Kurukshetra University, Kurukshetra. Purposive method of sampling was employed in order to select the sample. The sample comprised of 75 pupil-teachers pursuing their B.Ed. course from one college of education affiliated to Kurukshetra University, Kurukshetra i.e. Lord Krishna College of Education, Adhoya, Distt. Ambala. These pupil-teachers were randomly assigned to three groups of 25 pupil-teachers in each group i.e. E1, E2 & C.

I. Instructional Tools: a.ICAI Programme on ˜Concept and Theories of Learning developed by the investigator. b.Lesson plans for traditional teaching II.Measuring Tools: a.Two parallel forms of Criterion Referenced Test in Educational Psychology (Concept & theories of Learning) were developed by the investigator. b. Scale to measure attitude towards ICAI Programme was developed by investigator.

For the present study pre-test, post-test control group experimental research design was followed by the investigator. The design consisted of three different parallel groups. The parallel groups were formed by random allocation of subjects to different groups. The three different groups were designated as E1, E2 & C. E1 and E2 were experimental groups and exposed to Interactive Computer Assisted Instructions (ICAI) programme and Interactive Computer Assisted Instructions (ICAI) programme-cum-Lecture method respectively whereas control group was taught through Traditional Method of teaching i.e. Lecture method only. One independent variable i.e. method of teaching was identified for the present study. It had three levels: a. Traditional Method of Teaching i.e. Lecture Method. b. Interactive Computer Assisted Instruction (ICAI) Programme c. Interactive Computer Assisted Instruction (ICAI) Programme-cum-Lecture method

Following techniques were used for Data Analysis: 1.Mean and Standard Deviation of the scores were worked out to know the nature of the data. 2.Gain scores were worked out by finding out difference between post-test and pre-test scores. 3.The effect of Interactive Computer assisted instruction on achievement and attitude of the pupil-teachers was compared by using ‘t’ test.

1 Section Wise Mean Achievement Gain Scores and Standard Deviations of E1, E2 and C 1. Mean achievement gain scores of pupil-teachers taught through ICAI programme (E1) in sections A, B and C were 2.04, 4.72 and 10.24 respectively. Standard deviations with respect to the said sections were 1.57, 2.07 and 5.51 respectively. 2. Mean achievement gain scores of pupil-teachers taught through ICAI programme -cum- Lecture method (E2) in sections A, B and C were 2.96, 4.76 and 11.20 respectively. Standard deviations with respect to the said sections were 1.62, 2.01 and 3.55 respectively. 3. Mean achievement gain scores of pupil-teachers taught through traditional method of instruction (C) in sections A, B and C were 1.40, 2.76 and 7.12 respectively. Standard deviations with reference to the said sections were 1.00, 1.50 and 3.85 respectively. 5.1.2 Objective Wise Mean Achievement Gain Scores and Standard Deviations of E1, E2 and C 4. Mean achievement gain scores of pupil-teachers taught through ICAI programme (E1) at different levels of learning viz. knowledge, understanding, application and skill were 4.56, 5.72, 3.88 and 2.84 respectively. Standard deviations with respect to the said levels were 2.66, 2.76, 1.72 and 0.94 respectively. 5. Mean achievement gain scores of pupil-teachers taught through ICAI programme -cum- lecture method (E2) at different levels of learning viz. knowledge, understanding, application and skill were 4.76, 6.36, 4.52 and 3.28 respectively. Standard deviations with respect to the said levels were 1.88, 1.91, 1.08 and 0.74 respectively. 6. Mean achievement gain scores of pupil-teachers taught through traditional method of instruction i.e. Lecture method (C) at different levels of learning viz. knowledge, understanding, application and skill were 3.80, 4.80, 1.24 and 1.44 respectively. Standard deviations with reference to the said levels were 1.47, 1.73, 1.01 and 1.04 respectively. 5.1.3 Mean Total Achievement Gain Scores and Standard Deviations of E1, E2 and C 7. Mean total achievement gain score of pupil-teachers taught through ICAI programme (E1) was 17.00 and Standard deviation score was 7.21. 8. Mean total achievement gain score of pupil-teachers taught through ICAI programme -cum- lecture method (E2) was 18.92 and Standard deviation score was 4.79. 9. Mean total achievement gain score of pupil-teachers taught through traditional method of instructions i.e. lecture method (C) was 11.28 and Standard deviation score was 3.92. 5.1.4 Mean Attitude Gain Scores and Statistics.

2. Teachers-Educators should get orientation in teaching through computer and pupil-teacher should be oriented to the computer based learning on the newly as well as technically introduced curriculum. 

3. Extension lectures by prominent educationists, experienced computer teachers and technical experts should be arranged frequently to highlight the importance and usages of ICAI. 

4. Workshops for teacher-educators should be arranged to develop necessary skills in developing Interactive computer assisted instructions.

5. The university and college Libraries should have resource material based on ICAI on different topics related to education i.e. Educational Psychology, Educational Philosophy, Educational Technology etc.

6. The curriculum of the different courses should be connected to the uses of computers in education.

7. Students should be encouraged to use interactive computer assisted instructions in preparing their projects, seminars, assignments etc.

8. The needed infrastructure such as provision of computer lab., internet facility, audio and video conferencing and other electronic devices should be provided to the students to get the optimum benefit of ICAI programmes.

9. Theoretical and practical aspects of ICAI should be included in pre-service and in-service training programme for teacher-education.