The objectives of the study were: (1) To study the effects of TV language proficiency, viewing strategy and their interaction on the components of cognitive map in terms of corresponding cognitive map scores taking intelligent as a covariate. (3) To analysis the cognitive maps of learners of the treatment group in relation to different production variable, namely, message track, message presentation form and message type. (4) To analyse the cognitive maps of the different TV language groups in relation to different production variables, namely, message track, message presentation form and message type. (5) To analyse the learning distortions in the cognitive maps of the student in relation to viewing strategy, TV language proficiency and production variables, namely, message track, message presentation form and message nature.
Three non-randomly selected groups (each group consisted of students from a rural and urban school) were randomly assigned to different viewing strategies. Six schools, 3 each from rural and urban belt were purposively selected for the purpose. Six sections of students were randomly selected. From those six sections, three groups of sample students were randomly constituted. Each group of samples student was made of two intact classes one from a rural and the other from an urban school.
Tools employed in the study were: Test of Intelligence by Ravens (1958, TV language proficiency test (ILPT), Ideal cognitive map of in ETV, Cognitive map inventory, Rating scale for experts. The three groups selected randomly were trained for 7 days in classroom note taking using telegraphic phrasing, symbols, acronyms, arrow marks to indicate relations, and presenting classifications diagrammatically. The qualitative cognitive map data were subjected to rating by 3 teacher experts. Each Rater’s rating was converted to numerical scores and it was taken as the cognitive map score of the learner.
Experimental method was followed to seek answers to the questions underlying the study. he experiment with TV viewing strategy as independent; TV language proficiency as the moderating variable and cognitive map as the dependent variable was designed on the lines of posttest only control group design.
These scores were subjected to quantative analysis. The data were analyzed with the help of 3x3 ANCOVA with intelligence as the covariate followed by t’ test.
The findings of the study included: (1) Meaningful transaction of the message items in the viewers cognitive maps occurred mostly up to moderate extent barring occasional high meaningful transaction. (2) Meaningful transaction of the message types did not follow a fixed / regular pattern. Meaningful transaction of the message types was more of ETV specific than of random kind.
Keyword(s): Cognitive Map, Educational Video , Learners, Cognition, Cognitive Process