The study has the following objectives1. To assess the effectiveness of Inductive Thinking Model of Teaching (ITMT) on learners’ achievement in three subject areas of Social Studies.The sub objectives under this major objective were;i. To assess the effectiveness of Inductive Thinking Model of Teaching (ITMT) on learners’ achievement in Geography.ii. To assess the effectiveness of Inductive Thinking Model of Teaching (ITMT) on learners’ achievement in History.iii. To assess the effectiveness of Inductive Thinking Model of Teaching (ITMT) on learners’ achievement in Civics.2. To compare the impact of Inductive Thinking Model of Teaching (ITMT) and Traditional Method of Teaching on Learners’ achievement in Social Studies. This objective was constituted of the following three sub-objectives;i. To compare the impact of Inductive Thinking Model of Teaching (ITMT) and Traditional Method of Teaching on learners’ achievement in Geography.\ii. To compare the impact of Inductive Thinking Model of Teaching (ITMT) and Traditional Method of Teaching on learners’ achievement in History.iii. To compare the impact of Inductive Thinking Model of Teaching (ITMT) and Traditional Method of Teaching on learners’ achievement in Civics.3. To compare the impact of Inductive Thinking Model of Teaching (ITMT) and Traditional Method of Teaching on learners’ inductive reasoning ability.4. To compare the impact of Inductive Thinking Model of Teaching (ITMT) and Traditional Method of Teaching on learners’ creative thinking ability.5. To compare the impact of Inductive Thinking Model of Teaching (ITMT) and Traditional Method of Teaching on learners’ concept attainment ability.

Hypotheses of the Study: 1. The adjusted mean achievement score on Geography of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching.2. The adjusted mean achievement score on History of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching. 3. The adjusted mean achievement score on Civics of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching.4. The adjusted mean score on Inductive Reasoning of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching. 5. The adjusted mean score on creative thinking of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching. 6. The adjusted mean score on concept attainment ability of the learners taught through Inductive Thinking Model of Teaching (ITMT) does not differ significantly from that of the learners taught through the traditional method of teaching.

Sample for the Study 190 8th Std. students of the 4 selected schools out of 9 Oriya medium high schools of Sambalpur Municipal area, affiliated to BSE, Orissa constituted the sample for the pilot study. All the 35 students of Std. VIII of Budharaja High School constituted the Experimental Group for the final study, whereas, all the 34 students of Std. VIII of Zilla School constituted the control Group for the final study.

The characteristics of all the tools constructed by the investigator, namely, 3comprehensive tests, 18 learning assessment tests, on Geography, History and Civics, the Inductive Reasoning Test (IRT) and Concept Attainment Test (CAT) in parallel forms have been well established. The Verbal Test of Creative Thinking ( Mehdi, 1985) has been well selected for measuring Creative Ability.

Data Analysis Techniques Employed Compatible statistical techniques have been employed for data analysis, namely, Mean, SD, Skewness, Kurtosis, Percentiles and ANCOVA.

The study has the following finding: 1. ITMT was found to be effective on learners’ achievement in three subject areas of Social Studies, namely, Geography, History and Civics. 2. Impact of ITMT was found to be better than that of traditional method of teaching on learners’ achievement in Geography. 3. Impact of ITMT was found to be better than that of traditional method of teaching on learners’ achievement in History. 4. Impact of ITMT was found to be better than that of traditional method of teaching on learners’ achievement in Civics. 5. Impact of ITMT was found to be better than that of traditional method of teaching on learners’ Inductive Reasoning Ability. 6. Impact of ITMT was found to be better than that of traditional method of teaching in enhancing learners’ Concept Attainment Ability. 7. No significant difference was found in the impact of ITMT and Traditional Method of Teaching in enhancing the Learners’ Creative Ability.