Abstract
The study was experimental in nature and investigated on the sample of 500 students, as per the requirements of 3* 2* 2 factorial design in which the independent variables of Instructional Strategies (I), Achievement Motivation (A) and Cognitive Styles (C) were studied. Achievement on some concepts of English was taken as dependent variable. There were three levels of Instructional Strategies and two levels of each of the variables of Achievement Motivation and Cognitive Styles. Instructional Strategies were studied as Modular Instructional Strategy (I1), Multimedia Instructional Strategy (I2) and the third group consisted of the Control Group (Io). The results showed that F ratios were significant for the main effects of Instructional Strategies, Achievement Motivation and Cognitive Styles as also for the double interaction effects of I*A , A*C and I*C. However, the triple interaction effect of I * A * C was not significant even at .05 level of confidence.
Keywords: Instructional strategies, Achievement, Cognitive styles, Achievement motivation.
[1] Assistant Professor, S.R.M. College of Education, Vill. Dandrawal, Tehsil Raipur Rani, Distt Panchkula, Haryana.
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