ABSTRACT The present study aims to investigate the impact of school media club on childrens learning.

To address the issue a quasi experimantal design is used. A sample of standard III students of SadhuVaswani International School for girls at AnandNiketan, were taken as experimental group who took part in the research on the content based movies. One section of the 3 rd standard was taken as the controlled group. The objectives of the research were to study the impact of school media club on students Interpersonal Skills Development, critical thinking and logical reasoning skill development and students media competence.And to further study the impact of content based movies on childrens academic achievement. For the study purposeful sampling was used for the present study. For the first three objectives (phase-1) students of standard III & IV who were part of school media club were taken as sample.For the fourth objective 40 students from Standard III, Section A were taken as experimental group and 40 students from Standard III, Section B were taken as control group. The Standard A students were taught through content based movie prepared by the media club students. The Standard B students were taught through traditional teaching. Thirty eight students were taken from the media club who took part in the making of the content based movie. They were further divided into three sub groups each given a different theme (namely plants, water, and animals) to make the movie. Media club students were asked to form sub groups within their group so that each group can work on one aspect of the themes. The content based movie was made using the clips , photographs from internet ( you tube and others) and then a power point presentation was made using the cut outs , self-made write up with each slide by the media club students in their respective groups. Windows Movie Maker was used for movie making to edit the clip , add animated effects and timing for each slide . The voice over was done by the students only as a skill learnt during media club. The content based movies were made in English language, easy and comprehend able vocabulary was used keeping in mind the age group of students. The content of the teaching learning material was woven around the selected theme by keeping in mind content of textbook information.For the data analysis process both quantitative and qualitative tools were used.

The researcher and Media Club Instructor observed the media club students progress on (a) Interpersonal Skills (b) Critical Thinking Skills and Logical Reasoning skills and (c) Media Competence through rubrics prepared by the researcher. The observations were recorded every week on eight occasions spread over a period of two and half months. The rubric was used by the researcher and media club instructor individually to record their observations for inter-observer reliability. The Content Based Movie prepared by the media club students were used to engage the learners of experimental group in learning. (i) Classroom Process The researcher prepared lesson plan for all the three themes to engage the experimental group. Steps were taken to keep the classroom process learner centred using constructivist approach. The classroom interactions were audio recorded and transcribed for the later analysis. (ii) Assessment of Students Learning The researcher prepared achievement test for all the three themes in Multiple Choice Questions. The achievement test was conducted for both experimental and control group. The researcher concluded that content based movies helped or encouraged students to think and participate which is in conformation with the research done by sumeets (2005) . IT developed positive relationship between children and teacher. Several differences were observed in students who understood the concept through content based movies. Content based movies helped studenst to comprehend the concept properly and take active part in the learning process. The achievement test results showed that the experimental group had better understanding on the themes than the controlled group. It was also observed that creating a conducive classroom environment positively impact students learning. Using technology to improve education is one of the best ways. Teacher should create conducive environment for students to actively participate in learning. This would provide a scope for peer learning , co-operative learning , team learning and freedom of creative expression. Computers and visual aids are indeed useful to create such an environment