The objectives of the study were: (1) To develop the CAI software/package. (2) To compare the effect of Total Television Teaching with Traditional Teaching on achievement in mathematics. (3) To compare the effect of computer-assisted instruction with traditional teaching on achievement in mathematics. (4) To compare the effect of computer assisted instruction with total television teaching on achievement in mathematics. (5) To study whether sex accounts for differential achievement in mathematics. (6) To study whether there is any significant interaction between sex and strategies of teaching on achievement in mathematics. 

The hypotheses of the study were (1) The students exposed to total television teaching perform significantly better on achievement in mathematics than the students exposed to traditional teaching. (2) The students exposed to computer aided instruction perform significantly better on achievement in mathematics than the students exposed to traditional teaching. (3) There is no significant difference between the students exposed to computer assisted instruction in mathematics. (4) Sex does not account for differential achievement in mathematics. (5) There does not exist significant interaction between sex and teaching strategies. 

The sample comprised 85 students of class X from Shiwalik Public School Ropar selected by random sampling technique. Video tutorial program by CIET, New Delhi and CAI developed by researcher were used as treatment. 

Achievement Test (Test-retest reliability coefficient=0.87 and concurrent validity coefficient=0.80) developed by researcher was used for data collection.

Randomized group, pre test-post test experimental design was used by researcher. The duration of treatment was 13 days. Traditional teaching, total television teaching and computer assisted instruction (CAI) were used by researcher. I.Q., sex, and socio-economic status were controlled through randomization. 

The data were analyzed by mean, mode, median, skewness, Kurtosis and two way ANOVA. 

The findings of the study were: (1) Total television teaching and traditional teaching did not differ significantly with respect to achievement in mathematics. (2) Computer assisted instruction and traditional teaching did not differ significantly with respect to achievement in mathematics. (3) Computer assisted instruction proved significantly better than total television teaching. (4) Sex did not account for differential achievement in mathematics. (5) Interaction between strategies of teaching and sex was found to be significant.