问卷共分为两部分，共二十个部分，第一部分是关于学校教育、学生学习成绩和学生学习成绩的信息。第二部分包含使用AV艾滋病在演讲的喜好和看法相关的问题，在这十二个属性进行测量，根据量表的评分为强烈同意/同意/不同意/反对意见/。分数分配的序列是5/4 / 3/2 / 1.the鼓励与会者提供独立和公正的没有在问卷中暴露自己身份的意见。结果：属性和艾滋病之间的关联是AV偏好描述（表1）。分析使用独立属性视听援助的最好方法排名表，采用分配顺序升序。很明显，排名黑板的意思，PPT和预先录制好的讲座是低于大多数属性的动画视频。在“弗里德曼测验”的应用上，有显著性差异（p＜0.001），说明不同教学方式对学生的偏好有显著性差异。动画影片是最优先性艾滋病的参与者大多数属性而黑板是用来记笔记和图者优先考虑。描述表-2，学生的大部分的视听器材组合使用的首选（45.1%），而男性学生喜欢动画影片大多数女生组合艾滋病优先使用的大部分，但这种差异没有统计学意义。
The questionnaire consists of twenty questions designed in two parts, first part composed of information regarding schooling, HSC board & HSC percentage of the participants. Second part contained questions related to the preferences and opinions for use of AV aids in lecture delivery, in which twelve attributes were measured, based on Likert’s scale of grading as strongly agree/Agree/ No opinion/ Disagree/ strongly disagree. The scores allotted in the aforementioned sequence are 5/4/3/2/1.The participants were encouraged to furnish their independent and unbiased opinion without revealing their identity in the questionnaire.Results: Association between attributes and preference of AV-aids is depicted in (TABLE- 1).To analyze the best method of audio visual aid in use for independent attributes, ranking scale was adopted allotting the sequence in ascending order. It is evident that mean ranking for blackboard ,PPT & prerecorded lectures were lower than that of animation videos for most of the attributes. On application of “Friedman test” a significant association was found (p <0.001),which conclude that there is significant difference in preference of students in different teaching modalities. The animation videos was the most preferred A-V aids by participants for majority of attributes while blackboard was preferred for taking notes & diagrams. As depicted in Table-2,majority of the student has preferred use of combination of audio-visual aids(45.1%).Majority of Female students preferred use of combination of aids while majority of male students preferred animation videos, but this difference was not statistically significant.