The objectives of the study were: (1) To compare the mean scores on the Criterion Achievement test in Commerce of three groups of students to be taught Commerce with the use of Inductive Thinking Model (ITM), Mastery Learning Model (MLM), Conventional Method of Teaching before the experimental treatment. (2) To compare the mean scores on the Criterion Achievement test in Commerce of three groups of students to be taught Commerce with the use of Inductive Thinking Model (ITM), Mastery Learning Model (MLM), Conventional Method of Teaching after the experimental treatment. (3) To compare the mean gain scores on the Criterion Achievement test in Commerce of three groups of students to be taught Commerce with the use of Inductive Thinking Model (ITM), Mastery Learning Model (MLM), Conventional Method of Teaching after the experimental treatment. (4) To compare the mean Self -concept scores of three groups of students to be taught Commerce with the use of Inductive Thinking Model (ITM) Mastery Learning Model (MLM) Conventional Method of Teaching, before the experimental treatment. (5) To compare the mean Self -concept scores of three groups of students to be taught Commerce with the use of Inductive Thinking Model (ITM) Mastery Learning Model (MLM), Conventional Method of Teaching after the experimental treatment. (6) To compare the mean gain Self -concept scores of three groups of students to be taught Commerce with the use of Inductive Thinking Model (ITM) Mastery Learning Model (MLM) Conventional Method of Teaching after the experimental treatment.

The sample consisted of 120 students of IX class studying in three different sections of Hisar city. Students were selected randomly. One section formed the Control Group and the other two sections formed the two Experimental Groups.

The following tools were used:  (i) Achievement Test in Commerce prepared by the Investigator; (ii) Self -Concept Test developed by R.K. Saraswat; (iii) Cattell’s Culture Fair Intelligence Test; and (iv) Socio-economic Status Scale (Urban) developed by Kuppuyswamy.

The data were analysed with the help of ANOVA followed by t-test

The findings of the study were: (1) The group of students taught Commerce through Inductive Thinking Model scored significantly higher on the criterion of Achievement test than the group of students taught Commerce through Conventional Method. (2) The group of students taught Commerce through Mastery Learning Model scored significantly higher on the criterion of Achievement test than the group of students taught Commerce through Conventional Method. (3) The group of students taught Commerce through Inductive Thinking Model scored significantly higher on the criterion of Achievement test than the group of students taught Commerce through Mastery Learning Model. (4) The group of students taught Commerce through Inductive Thinking Model scored significantly higher gain on the criterion of Achievement test than the group of students taught Commerce through Conventional Method.  (5) The group of students taught Commerce through Mastery Learning Model scored significantly higher gain on the criterion of Achievement test than the group of students taught Commerce through Conventional Method. (6) The group of students taught Commerce through Inductive Thinking Model scored significantly higher gain on the criterion of Achievement test than the group of students taught Commerce through Mastery Learning Model. (7) The group of students taught Commerce through Mastery Learning Model scored significantly higher on the test of Self - concept than the group of students taught Commerce through Conventional Method. (8) The group of students taught Commerce through Inductive Thinking Model scored significantly higher on the test of Self -concept than the group of students taught Commerce through Conventional Method. (9) The group of students taught Commerce through Mastery Learning Model scored higher on the test of Self - concept than the group of students taught Commerce through Inductive Thinking Model. (10) The group of students taught Commerce through Mastery Learning Model scored higher gain on the test of Self -concept than the group of students taught Commerce through Conventional Method. (12) The group of students taught Commerce through Inductive Thinking Model scored significantly higher gain on the test of Self -concept than the group of students taught Commerce through Conventional Method. (12) There is no significant difference between the gain on the test of Self -concept, while teaching through Inductive Thinking Model and Mastery Learning Model.