EXECUTIVE SUMMARY

For over a century, education has remained largely unchanged. Classrooms full of students deferring to the wisdom of an all-knowing teacher has, is, and many believe, will continue to be the accepted mode of instruction. Despite many technological advances and the introduction of new pedagogical concepts, the majority of today's classrooms continue to utilize this traditional mode. Educators have thrived in a bubble immune from advancements in technology, but the increasing rate of change of these advances now look to be threatening to burst this bubble. The world is changing -- it is getting both smaller and bigger at the same time. Our world shrinks as technologies now allow us to communicate both synchronously and asynchronously with peers around the world. Conversely, the explosion of information now available to us expands our view of the world. As a result of the ability to communicate globally and the information explosion, education must change. Most educators might not want to change, but the change is coming it is a matter of when not if. The challenge is to prepare the children of today for a world that has yet to be created, for jobs yet to be invented, and for technologies yet undreamed. Similarly rural India still lack behind in terms of technological advancement in education. The main emphasis of the study is to analyse the implication of technology in education domain in rural India. Rural India has a very long way to go to achieve a much needed change in education.

INTRODUCTION INTRODUCTION TO THE SUBJECT

We have a place, all of us, in a long story, a story we continue, but whose end we will not see. It is a story of a new world that became a friend and liberator of the old. The story of slave-holding society, that becomes a servant of freedom. That became a power that went into the world to protect but not possess, to defend but not to conquer. It is the story of Indian society. We Indians dare not to forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Indians born in this century. We want our citizens to adopt the value of satyam (Truth), Shivam (Love), Sundaram (beauty) in their lives. For this we need to create a bridge between culture and knowledge that is an accord between mind, body and deed. This bridge will have to be on the pillars of education. The present system of education in India, from the preschool stage to higher education, has been imported from west in bits and pieces over the last 200 years. The overall cultural context of Indian society and the cultural specialties of its varied segments have been ignored by this system, with the result that it has never been fully accepted by the people. It hardly needs to be pointed out that the ecological inheritance, ethos and cultural commitment of Western societies have been quite different from those of oriental societies. The climate, natural environment, types of settlements, their historical evolution and the resultant goals and occupations, and the life-views of these societies have always been
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poles apart. This is the main cause of the continuing discord between education and society in India. That educational systems are subsystems inherent in any given social system and cannot be imposed from outside without damage to the social fabric was realized by Mahatma Gandhi long ago. In his speech delivered on 20 October, 1931 at the Royal Institute of International Affairs, London, he lamented that the British administrators of education had failed to notice the special characteristics of Indian culture which had a tradition thousands of years old of education and instead of taking hold of things as they were, they had begun to root them out. They scratched the soil and began to look at the root, and left the root like that, and the beautiful tree perished. The unrest which filled Gandhijis heart at the sight of the mindless destruction of the vast network of literacy and knowledge-gathering enterprise embedded in Indian culture was directed not so much against individual officials but against the colonizing mindset which always attempts to impose its own culture on a vanquished society. But this view of the colonial educational system was neither understood nor shared by many an educated Indian of those days. Gradually, however, this understanding did dawn on Indian educationists, but by then the damage had already been done. The imported system had created two new classes in Indian society: the elite and the masses. The hybridized elite and the conquered masses became two cultural groups in a continuous state of conflict in the socio-economic and political fields. Efforts to cope with this conflict have seriously told upon the peoples intellectual health, Creative urges self-respect and self-confidence. This damage to the Indian spirit has to be understood if a new educational era is to begin for the Indian

people and give them the strength to meet material and spiritual challenges. The remedy was Prescribed by Gandhiji: searching for cultural roots which have a refreshing diversity along with a common bond forged over thousands of years, and appreciating the beneficial aspects of other cultures with an open mind. Since independence, the central and state governments have been expanding the provision of primary formal and non-formal education to realize the goal of Universalization of Elementary Education (UEE). The challenge now is to sustain and develop current reforms in education and encourage local planning as well as management of strategies for expanding and improving the primary education.Considering the immense potential of education to change life of individual, effortshave been made to raise the level of literacy by the governmental and nongovernmental Organizations in India. The role of education as most important factor in the development of nation is universally accepted. Any country, therefore, needs to accord a high priority to its educational development and ensure its quality to produce the right king of personnel required. Education in developing countries like India assumes a far greater importance. It is also being increasingly realized that the existing education and training of teacher leaves much to be desired. The Education Commission has, therefore, rightly stressed the need and importance of the quality of teacher educator, teachers, sufficient materials for the education, environmentally sound location, pucca building, separate sanitation facilities, and organized administration to provide calculative record service effectively and so on.

INTRODUCTION TO THE INDUSTRY

The Indian education market has witnessed a series of developments and changes in the last few years, which resulted in a significant increase in market size of the education industry compared to previous years. The present Indian education industry is in its development stage. With increasing per capita income, national economic growth and enhanced technology it has become necessary to develop the structure of the Indian education sector. Private players have taken several initiatives for development of education infrastructure and quality. The emergence of new segments like e-learning is slowly shifting the education market towards new heights. Indian education market consists of two segments formal and non-formal education system. K-12 segment has shown tremendous increase in terms of market growth and revenue from past years and is expected to grow at same pace. Private professional institutes are expanding with a strong growth rate which has opened the doors for foreign universities. There is tremendous opportunity in the test preparation market in India. The growing IT industry in India is driving IT education and training market as well as enhanced teaching techniques. Increase in GDP and per capita Income has raised the enrollment ratio in education sector. Growth in service sector revenues and collaborations with foreign universities have also driven the sector's growth. Educomp Solutions, Everonn Systems and NIIT, are the largest players within the space. Educomp's smart class segment constitutes the largest percentage share. In ICT segment, Everonn contributes major share in terms of revenue growth. NIIT has tied up with various companies for providing training and skill through e-learning.

Today education system in India can be divided into many stages.

Pre- Primary - It consists of children of 3-5 years of age studying in nursery, lower kindergarten and upper kindergarten. At this stage student is given knowledge about school life and is taught to read and write some basic words. Primary - It includes the age group of children of 6-11 years studying in classes from first to fifth. Middle - It consists of children studying in classes from sixth to eighth. Secondary - it includes students studying in classes ninth and tenth. Higher Secondary - Includes students studying in eleventh and twelfth classes. Undergraduate - Here, a student goes through higher education, which is completed in college. This course may vary according to the subject pursued by the student. For medical student this stage is of four and a half years plus one year of compulsory internship, while a simple graduate degree can be attained in three years. Postgraduate - After completing graduation a student may opt for post graduation to further add to his qualifications.

Education Governing Bodies

The Central Board of Secondary Education (CBSE): This is the main governing body of education system in India. It has control over the central education system. It conducts exam and looks after the functioning of schools accredited to central education system. The Council of Indian School Certificate Examination (CISCE): It is a board for Anglo Indian Studies in India. It conducts two examinations 'Indian Certificate of Secondary Education' and 'Indian School Certificate'. Indian Certificate of secondary education is a k-10 examination for those Indian students who have just completed class 10th and Indian school certificate is a k-12 public examination conducted for those studying in class 12th. The State Government Boards: Apart from CBSE and CISCE each state in India has its own State Board of education, which looks after the educational issues. The National Open School: It is also known as National Institute of Open Schooling. It was established by the Government Of India in 1989. It is a ray of hope for those students who cannot attend formal schools. The International School: It controls the schools, which are accredited to curriculum of international standard.

Elementary Education According to the Constitution of India, elementary education is a fundamental right of children in the age group of 6-14 years. India has about 688,000 primary schools and 110,000 secondary schools. According to statistics two third of school going age children of India are enrolled in schools but the figures are deceptive as many don't attend schools regularly. At least half of all students from rural area drop out before completing school. The government has rolled out many plans to increase the percentage of elementary education. The plans such as 'Sarva Siksha Abhiyan (SSA), District Primary Education Program (DPEP), Operation Blackboard, Mid Day Meal have been successful to great extent. Sarva Shiksha Abhiyan (SSA) The main goal of this program is that all children of 6-11 years of age should complete primary education by the year 2007 and all children of 6-14 years of age should complete eight years of schooling by 2010. This plan covers the whole country with special emphasis on girl education and education of Schedule Caste (SC) and Schedule Tribe (ST) children and children with special needs. The SSA centers are mainly opened in those areas, which do not have any school or where schools are very far off. Special girl oriented programs include:

Girl education at elementary level. National Program for Education of Girls at Elementary Level (NPEGEL) Kasturba Gandhi Balika Vidyalaya (KGBV) Mahila Samakhya Scheme

District Primary Education Program This program was launched in 1994 with the objective of universalization of primary education. Its main features are Universal Access, Universal Retention and Universal Achievement. It aims that the primary education should be accessible to each and every child of school going age, once a child is enrolled in school he/ she should be retained there. The final step is achievement of the goal of education. The main components of this program are:

Construction of classrooms and new schools Opening of non-formal schooling centers Setting up early childhood education centers. Appointment of teachers. Providing education to disabled children.

The program has been successful to the large extent as 1,60,000 schools and 84,000 alternative schools have been opened under this program. And work is going on for the construction of new buildings of 52,758 schools. 4,20,203 disabled students have been successfully enrolled into the schools. Operation Blackboard It was started in 1987-88. The aim of this program is to improve human and physical resource availability in primary schools of India. According to this program every primary school should have at least two rooms, two teachers and essential teaching aids like blackboard, chalk, duster etc.

National Bal Bhavan The National Bal Bhavan was opened with the aim of developing overall personalities of children of all strata of society irrespective of their caste, creed, religion and gender. It supplements school education by helping children to learn in play way and natural environment. Other important endeavors taken up by Indian government for the development of education in India includes:

Navodaya Vidyalaya Samiti Kendriya Vidyalaya Sangathan Integrated Education for disabled children National Council of Educational Research and Training

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INTRODUCTION TO THE COMPANY

SUNDARAM MULTI PAP LTD The Company was incorporated on 13th March, 1995 with the Registrar of Companies, Maharashtra, at Mumbai and the Certificate of Commencement of Business was obtained on 10th April, 1995. Shri Amrutbhai P. Shah and Shri Shantilal P. Shah promoted the Company. The Company took over the partnership firm viz. Star line Industries engaged in the manufacture of exercise note books, account books and other paper stationery products, with its assets, bank liabilities and business and the said promoters were the partners of this partnership firm. The purchase consideration was fixed at Rs. 42,20,000/- and the same was paid by the Company through the issue of 4,22,000 Equity Shares of the Company of Rs. 10/- each, fully paid up, at par. The Company made its maiden public offer of 1.8 million Equity Shares of Rs. 10/- each for cash at par aggregating to Rs. 18 million on 23rdFebruary, 1996 which was fully subscribed and obtained the listing of its Equity Shares on Pune and Ahmedabad Stock Exchanges. In July 2005 the Equity Shares of the Company were also listed on BSE. At the start of the Company in the year 1995, the Company had a capacity of 5 tons per day of conversion of paper into paper stationery, which was increased to 20 tons per day in 1998 with the addition of two German made machines, to 50 tons per day in 2001 with the addition of one more unit of manufacture, and to 60 tons per day in 2003 with the addition of one more unit of manufacture. This therefore, is the current capacity of conversion of paper into paper stationery of the Company .
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COMPANY OVERVIEW The school paper stationery market in India is about Rs. 9,000/- crore annually and little over 95% of the manufacturing is within the unorganized sector, which is the main reason for the region-wise fragmentation of the market. This is to say that there are hardly any nationally available branded paper stationery products, though the branded products do exist but they are well known in their regions only. The office paper stationery market is estimated to be around Rs. 5,000/- crore annually and about 90% of this is within the unorganized sector. The school and office paper stationery markets are growing at 15% p.a. and it is estimated to grow even higher on account of the consolidation process that has begun within the industry as a whole. Sundaram markets its products in Maharashtra, Gujarat and Goa and presently commands 15% of the market share among the organized sector players and by 2010-11 would grow to command 25% of the market share of these regions. The Company has undertaken the massive expansion plans of doubling its manufacturing capacities from 60 tons per day to 120 tons per day by 2010-11 and to expand its existing dealer/retailer network from 20,000 to 40,000 in Maharashtra, from 1,000 to 12,000 in Gujarat and to establish the said network in the States of Madhya Pradesh and Chhattisgarh in next two years. The paper stationery business relates directly to the rate of literacy, which is currently about 61% in India. This means that there is lot to achieve in this regard. Since independence, education has been visualized in the government policies as precursor to national development as well as to better quality of life. In the education policy of 1968 it was envisaged that public expenditure
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on education as a proportion of GDP should touch 6%. However, it has not gone beyond 3.9% till date. The 11th FYP stresses the urgency on this front because the 86th Amendment to the Indian Constitution made free and compulsory education, a fundamental right for all children in the age group of 6-14 years. In the present era of globalization, liberalization and privatization, education is viewed not only as an input to empowerment and social justice, but also as being basic to the very survival of individuals and nations. This is where the Sarva Shiksha Abhiyan {SSA} as an important objective of National Education Policy {NEP} has addressed the need of providing elementary education and the surveys show that 90% of rural population was served by primary schools in 2002-03. Quality of education in terms of better educational attainment levels is a thrust area for the next phase of SSA in the 11th FYP. All this augurs well for the Company's business and its growth potential. Emphasis on education brings with it the increasing need for producing and supplying various learning materials and paper stationery products. There are more than 600 pulp & paper mills in India, the total annual turnover is around Rs. 15,000/- crore and between 2003-04 and 2007-08 this industry grew at a CAGR of 9% and is estimated to grow at 8% over next five years. The average global per capita consumption of paper is 52 klgs; while the Indian average is 6 klgs. The continued economic reforms and emphasis on eradication of illiteracy will fuel the growth in consumption of paper.

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SUNDARAM EDUSYS PVT. LTD The company strongly believes that without proper education it would not be proper to be in business in globalized environment nor would it be proper for the young brigade of our country to obtain meaningful job opportunities. Therefore, the company has undertaken a new business vertical of creating a radical form of imparting education through Virtual Class, revolutionary software which will offer the entire syllabus of 1st to 10th standards of Maharashtra Board to the English medium students to begin with and later on to Marathi students as well. The market for this product is very large for those companies who are able to give the best content of all subjects under the Boards curriculum at the most affordable prices to the individual students, schools and coaching classes. This business vertical is through wholly owned subsidiary Sundaram Edusys Pvt. Ltd. and the marketing was commencing from September, 2009 for the back to school 2010. This business is expected to generate the total sales of around Rs. 50 crore in the first year and is expected to cross 100 crores in the very second year of its operations.

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INTRODUCTION TO THE PROJECT

For quite some time now, the lure of rural India has been the subject of animated discussion in corporate suites. And there is a good reason too. With urban markets getting saturated for several categories of consumer Goods and with rising rural incomes, marketing executives are fanning out and discovering the strengths of the large rural markets as they try to enlarge Their markets. Today, the idea has grown out of its infancy and dominates Discussions in any corporate boardroom strategy session. Rural India with its traditional perceptions has grown up over the years, not only in terms of income, but also in terms of thinking. The rural markets are growing at about two time faster pace than urban markets, not surprisingly, rural India accounts for 60 per cent of the total national demand. 'Go Rural' is the slogan of marketing gurus after analyzing the socioeconomic changes in villages. The Rural population is nearly three times the urban, so that rural consumers have become the prime target market for consumer durable and non-durable products, food, construction, Electronics, automobiles, banks, insurance companies and other sectors Besides hundred per cent of agri- input products such as seeds, fertilizers, Pesticides and farm machinery. The Indian rural market today accounts for Only about Rs 8 billion of the total ad pie of Rs 120 billion, thus claiming 6.6 per cent of the total share. So clearly there seems to be a long way ahead.

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Similarly in educational products, rural India still lack behind. The exploitation of marketers for their products have restricted to urban areas but educational products like AVL concepts for students should not be limited only for urban India. Modern technologies and advancements in education should be introduced in rural areas which has a great potential. The study conducted here was to know about the awareness level of AVL concepts and other modern electronic resources used in the education industry. Efforts were been made to understand the needs and wants of rural consumer and to know about the extent to which these modern resources are implemented in the education field in rural areas. The indicative study involved the research work with different tools and technique to gather the data and information in an appropriate manner.

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About Audio Visual Learning The Importance of Audio Visual Materials in Teaching and Learning Are you an auditory learner? If you listen to foreign language tapes or CDs under your pillow at night before an exam, chances are, if you are an auditory learner, you will do quite well on the test! Do you even know what kind of learner you are? Perhaps, you are a combination of an auditory and visual learner. Do you learn quicker if a kinesthetic approach is used? In other words, are you a hands-on person? You probably learn by doing, rather than passively listening. Children that are these types of learners, do very well in Learning Centers that were prevalent in the 1960s and have come fullcircle! Some educators think that they are a waste of time, where they like whole group instruction better than breaking children into groups; regardless, whether these centers are visible in the classroom or not, they might very well be tactile/kinesthetic learners, even outside the classroom. Do you have to be shown something repeatedly before you catch on? Can you learn by merely reading directions? Reading does not make you a visual learner; visually, you need to be shown. If students are given audio visual materials in combination with visual stimulation, such as a video, they may or may not learn better than if given just audio. Chances are that when they are just listening, they will focus and use their imagination more, such as the task of their listening to a story on tape, or an E-book, but the combination of the two learning tools, audio and visual will enhance their learning, most of the time. Students will not only hear but also see and make a connection. They will

remember what they have seen and recall is so important. Collectively, the
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audio visual learner will recall the words of songs? What implication is this for life? That learner will remember phone numbers, formulas, and recall names, with the latter being important in social and business situations. Since auditory learners are good listeners, they generally work well in groups, because they have the skill of explaining well to others. If that learning style is combined with visual characteristics, then one style is used in conjunction with the other. Mere visual learners often find it difficult to study; they may not understand what concepts are and have difficulty in processing information, therefore they must take notes. They have to copy, write, outline, write spelling words in the air, have flash cards to be drilled, and watch videos. It is important to understand how the visual learner learns in order to understand how the auditory/visual learner absorbs information. When the strategies above are used in conjunction with listening, recall is that much easier; in fact, rote learning and drilling doesnt help them understand the process in which they learn, but rather, the concept of using auditory skills aides in their understanding. It is fine to memorize the periodic table or multiplication tables when using auditory aides but the use of both styles enables the auditory/visual pupil to make sense of it all. Audio visuals are useful for most students, regardless of their learning characteristics, when used together. Think of watching a movie and while remembering the lines might not be prevalent to a discussion afterwards, the concepts which the words were used as tools, would be highly effective and important. Merely using audio tools, while imagination is crucial, might change the authors purpose in ones eye and the viewers perception, substantially. Interpretation, separate from mere opinion, would wane, when

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audio

and

visualization

are

coerced

together.

Transmitting

and

communicating information would have a very different outcome. First let us place visual learning in its proper context, learning as a whole. The influential management and systems thinker pioneer Russel Ackoff suggested, the most important contribution of a first rate 21st century education is not content. It is that we acquire the capability to learn and are motivated to do so throughout our lives, we are, by any objective standard, not doing a very good job. In the developed world today, falling global competitiveness is blamed on education [Karen Ward HSBC:2011 ], our schools, our universities, our tried and tested auditory sequential systems are broken, no longer fit for purpose, a relic of the 19th century [Ackoff]. It is through this lens that we should judge the early pioneers attempts to use psychology to better our society. The great promise of learning styles, we can prepare our population so they are better able to internalize, reflect, boil down, apply and synthesize information from many, many different sources over extended time frames. As a society, we can do better. We must do better, and we will do better. Although learning styles have "enormous popularity" and both children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid.[2] Well-designed studies "flatly contradict the popular meshing hypothesis".[2] The studies flat contradiction fails by confusing practice and theory; for deep background see [Linda Silverman, Thomas G West, Stephen Heppel]. The
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popular meshing hypothesis as implemented by the study designers is much too simplistic in both application and conception. If learning styles are to become a true science of attention proper screening has to be introduced, differentiated materials need to be prepared and communicated in multiple mediums so the learning channels need to overlapped in the correct order.

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OBJECTIVE

To study and analyse the awareness level of Audio Visual Learning Concept in Rural Areas.

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RESEARCH METHODOLOGY

Research methodology includes the following steps to carry out the project under study. Research approach: - Descriptive research approach has been applied to this research study because it includes survey and fact finding enquiries of different kinds. It helps to know the state of present affairs.

Type of Research: - Field Research is used in which Personal Interview method is applied. In this method researcher used schedule with open and closed questions

Data Source: - Primary data has been collected for the research study.

Approach Instrument: - Primary data has been collected through scheduled questionnaire framed for parents and Teachers.

Data Analysis: - Data analysis is based upon classification, tabulation,

Type of Respondents: - To serve the objective of the study Rural Area has been selected. The Area includes the Teachers and Parents living in rural area.

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SAMPLING DESIGN AND SAMPLE SIZE

Sample Size: - A sample of 100 respondents comprises 50% respondents parents living in rural area and 50% teachers and professionals who has school going children.

Sampling Procedure: - Stratified and Convenient sampling technique

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LIMITATIONS

The study pertains to 6 villages of banaskantha district which may not be representative of the whole population. The respondents interviewed were of middle class segments in rural areas who had some knowledge about education. Respondents were not too keen to answer all the questions.

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ANALYSIS AND FINDINGS

Q1) Does your child face problem in memorizing his/her studies?

YES 85% NO 15%

Question no: 1 YES NO

Respondents 85 15

INTREPRETATION: The analysis shows that 85% of the rural people accept that their child face problems in memorizing their studies.

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Q2) What type of learning your child enjoys?

READING 4 % WRITING 26 % PICTORIAL 70 %

Question no: 2 Reading Writing Pictorial

Respondents 4 26 70

INTREPRETATION: As per the study conducted in rural area, only 4% of the population says that their child enjoys studies by reading. 26% were of the opinion that their child enjoys writing and 70% has a strong believe that their child enjoys studies when presented in a pictorial or diagrammatic manner.

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Q2) Have you heard about the Audio Visual Learning Concept?

YES 48 %

NO 52 %

Question no: 3 yes No

Respondents 48 52

INTREPRETATION: This analysis shows that 48% of the sample

population are aware about the AUDIO VISUAL LEARNING CONCEPT. Whereas 52% of the population is not aware about the concept. The indicative study states that almost 50% of the rural population is aware about the modern concepts and technology in education domain.

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Q4) How did you come to know about the Audio visual Learning
Concept?

Internet 13 % Newspaper 22 % T.V 16 % FRriends/Relative/Associat 0 10 20 30 40 50 60

Question no: 4 Internet Newspaper Television Friends/Relative/Associate

Respondents 13 22 16 49

INTREPRETATION: The above chart talks about the source from where

the rural people came to know about the AUDIO VISUAL concept. 13% found it on INTERNET. 22% caught on NEWSPAPER. 16% saw on TELEVISION.49% came to know from their FRIENDS, RELATIVES and ASSOCIATES.

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Q5) Do you think this Concept of learning is helpful for the students?

YES 68 % NO 1 % MAYBE 31 %

Question no: 5 Yes No Maybe

Respondents 68 01 31

INTREPRETATION: This diagram states that 68% of the population

accepts that this concept of AUDIO VISUAL LEARNING would be helpful for the student. Whereas 31% feels that it May be helpful.

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Q6) Do you think this concept would improve students performance

80 60 40 20 0 YES 71 % NO 0 % MAYBE 29 %

Question no: 6 Yes No Maybe

Respondents 71 00 29

INTREPRETATION: This figure states that 71% people agree that this

modern concept of learning would surely help students to improve their academic performance.

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Q7) Will you advise your child to adopt the concept of Audio Visual
learning?

100 80 60 40 20 0 YES 88 % NO 1 % MAYBE 11 %

Question no: 7 Yes No Maybe

Respondents 88 01 11

INTREPRETATION: Here, 88% of the rural population were of the

opinion that they will advise their children to adopt this new concept of learning. And the percentage of people saying NO is only 1% which shows how rural people are keen about their children education.

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Q8) How much are you willing to spend on such product?

100
50

0
5,000-10,000 10,000-20,000 86% 13%

More than 20,000 1%

Question no: 8 5,000-10,000 10,000-20,000 More than 20,000

Respondents 86 13 01

INTREPRETATION: Here a general question was addressed to the

respondents about their willing and affordability to pay for such educational products. 86% of the rural population are ready to pay between 5,000 to 10,000 for such products. This proves that the rural India has the potential to pay if offered a quality and useful product.
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SUMMARY OF THE FINDINGS

o 85% of students are facing problems in their studies lack of interest. o 70% students enjoy pictorial studies increases interest. o 52% people are not aware about the Audio Visual Learning concept. o 68% thinks Audio Visual Concepts would help to increase the interest level of their children towards studies o 71% think that student performance would improve using Audio Visual Learning concept. o 88% would subscribe Audio Visual Learning kits for use by their children. Analysis proves that fifty percent of rural population are very much aware about the Audio Visual Learning concepts . As 8/10 students face problem their studies, Audio Visual Learning concept will be very helpful in their studies. Maximum numbers of parents/teachers are willing to buy this product and believes that it will help in improving the performance of their child/students. Audio Visual Learning Concept helps to generate higher interest among the students in the rural population (limited to the study conducted) Rural population is keen to recommend and use Audio Visual Learning Concepts for the education of their children.

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CONCLUSION

The outcome of the research study indicates that almost 50% of the rural population is not aware of Audio Visual Learning concept. The rural population has shown a great amount of interest towards Audio Visual Learning Concept and is willing to adopt such modern electronic resources in their life. The indicative study states that the Audio Visual Learning concept if launched in the rural market will prove to be good for marketers and rural children. Opinions and feedback of the untapped rural market suggests that rural India has a great potential and are ready to upgrade themselves in any domain.

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RECOMMENDATIONS

Based on the indicative study, Government and other policy makers should explore encourage and promote the development and use of emerging modern Audio Visual Learning concepts at all levels of educations in rural areas. The cost of Audio Visual Learning concepts must be made affordable for students and institutions in rural areas. Till today, many of the rural markets in the context of education are untapped, which the marketers can exploit in the best possible manner. The companies must provide training to teacher and students about the use of Audio Visual Learning concept. Companies should strive at their best to make the rural consumers aware about the pedagogical or educational concept. The educational products have less competition in rural areas, so the respective companies should start using the formula of GO RURAL. To increase the usage and acceptance of such Audio Visual Learning concepts in rural areas Power and Infrastructure needs substantial development from the existing level.

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ANNEXURE

Questionnaire for Audio Visual Learning Concept in Rural Area.

Name:_______________________________________________________________________ Age:____________________ Gender:____________________

Occupation___________________________________________________________________ Q1) Does your child face problem in memorizing his/her studies? Yes No

Q2) What type of learning your child enjoys? Reading Writing Pictorial/Diagrammatic

Q3) Have you heard about the audio visual learning concept? Yes No

Q4) How did you come to know about the Concept? TV Magazine Newspaper Internet Friends/Relative/Associate Other:_________________________________________________________

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Q5) Do you think this concept of learning is helpful for the students? Yes No May be

Q6) Do you think this concept would improve students performance? Yes No May be

Q7) Will you advice your child to adopt the Concept of AUDIO VISUAL LEARNING? Yes No May be

Q8) How much are you willing to spend on the product? 5,000 10,000 Rs. 10,000 20,000 Rs. More than 20,000 Rs.

THANK YOU

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BIBLIOGRAPHY
http://snsvo6.seekandsource.com/sundarammultipap/

http://www.mapsofindia.com/india-education.html

http://www.ehow.com/about_5263298_audio-versus-visual-learning.html

http://schoolsupplies.lifetips.com/cat/60153/learn-about-school-software/index.html

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2578648/?page=3

http://articles.timesofindia.indiatimes.com/2011-04-19/ahmedabad/29446810_1_dropout-rateenrolment-schools-in-rural-areas

http://your-story.org/india-education-industry-demand-and-opportunities-229348/

http://www.sundaramgroups.in/

www.sundaramgroups.in/documents/Information%20memo.htm

http://www.e-class.in/

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