The main objective of the study was to compare the effectiveness of the three different procedures, namely, Advance Organizer Model, Analytic-Synthetic Method and Traditional Method of teaching logical geometry to the students of secondary schools from the points of view of school differences, area differences, sex differences and potentiality difference pertaining to the conceptual-dissemination-process-discrimination and analytic-synthetic skills.

The hypotheses of the study were: (1) There is no significant difference between the means of achievement scores of the groups of the students taught through Advance Organizer Model (AOM) and Analytic-Synthetic Model (ASM). (2) There is no significant difference between the means of achievement scores of the groups of the students taught through ASM and the Traditional Method (TM). (3) There is no significant difference between the means of achievement scores of the groups of the students taught through AOM and traditional method. (4) There is no significant difference between the means of the conceptual discrimination scores of the groups of the students taught through AOM and ASM. (5) There is no significant difference between the means of the conceptual discrimination scores of the groups of the students taught through ASM and the TM. (6) There is no significant difference between the means of the conceptual discrimination scores of the groups of the students taught through AOM and the TM. (7) There is no significant difference between the means of the process discrimination scores of the groups of the students taught through AOM and ASM. (8) There is no significant difference between the means of the process discrimination scores of the groups of the students taught through ASM and the TM. (9) There is no significant difference between the means of the process discrimination scores of the groups of the students taught through AOM and the TM. (10) There is no significant difference between the means of the scores related to analytic-synthetic skills of the groups of the students taught through AOM and ASM. (11) There is no significant difference between the means of the scores related to analytic-synthetic skills of the groups of the students taught through ASM and the TM. (12) There is no significant difference between the means of the scores related to analytic-synthetic skills of the groups of the students taught through AOM and the TM. (13) There is no significant difference between the means of the achievement scores of the groups of the students living in urban and rural area taught through AOM. (14) There is no significant difference between the means of the achievement scores of the groups of the students living in urban and rural area taught through ASM. (15) There is no significant difference between the means of the achievement scores of the groups of the students living in urban and rural area taught through TM. (16) There is no significant difference between the means of the achievement scores of boys and girls living in urban and rural area taught through AOM. (17) There is no significant difference between the means of the achievement scores of the groups of boys and girls living in urban and rural area taught through ASM. (18) There is no significant difference between the means of the achievement scores of the groups of boys and girls living in urban and rural area taught through TM.

Sample consisted 180 equivalent triads of ninth standard students from the selected six high schools in Jalgaon district. The equivalent triads were made on the basis of intelligence, socio-economic status and test scores in geometry. The selected content was the ‘Quadrilateral’.

Achievement test was constructed by the investigator to measure the variable.

The findings of the study were: (1) AOM was found more effective than ASM of teaching in every case of comparison. (2) ASM was found more effective that Traditional Method. Further, for content unit U3, (a) the difference between the means of the conceptual-discrimination scores of urban area and rural area is not significant; (b) the difference between the means of the process-discrimination scores of the urban area and rural area is not significant; (c) the difference between the means of the conceptual-discrimination scores of boys is significant at 0.05 level; (d) the means of the conceptual-discrimination scores of girls is not significant; and (e) the difference between the means of process-discrimination scores for the groups for girls is not significant. (3) AOM is far more effective than the traditional method of teaching. (4) From the point of view of the development of the three mental processes, it was found that, for the development of conceptual-discrimination, AOM is more effective than ASM; for the same process, the comparison between ASM and TM, ASM is more effective than TM, with few exceptions given in conclusion 2(a) and 2(e). In case of the comparison between AOM and TM, it was found that AOM is far more effective than the TM in all such comparisons considered. (5) For the development of process-discrimination, in the case of the comparison between AOM and ASM, AOM is more effective in all the comparison; for the same process, ASM is more effective than TM with few exceptions given in conclusion 2(b) and 2(f); it was found that AOM is far more effective than the traditional method in all such comparisons considered. (6) For the development of analytic-synthetic skills, AOM is more effective than ASM of teaching in all the such comparison considered; same as ASM is more effective than TM and AOM is more effective than TM of teaching. (7) There is no significant difference between the means of the achievement scores of the groups of the students living in urban and rural area taught through AOM. (8) There is no significant difference between the means of the achievement scores of the groups of the students living in urban and rural area taught through ASM. (9) There is no significant difference between the means of the achievement scores of the groups of the students living in urban and rural area taught through TM. (10) There is no significant difference between the means of the achievement scores of boys and girls living in urban and rural area taught through AOM. (11) There is no significant difference between the means of the achievement scores of the groups of boys and girls living in urban and rural area taught through ASM. (12) There is no significant difference between the means of the achievement scores of the groups of boys and girls living in urban and rural area taught through TM. (13) When taught through AOM, the conceptual-discrimination and the analytic-synthetic skills separately are more affected than the process discrimination. (14) The conceptual-discrimination is more affected than analytic-synthetic skills when taught through Advance Organizer Model. (15) When taught through ASM, the conceptual-discrimination is more affected than the process-discrimination. (16) Analytic-synthetic-skills are more affected than the process-discrimination when taught through ASM. (17) The conceptual-discrimination is more affected than analytic-synthetic skills when taught through ASM.