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

The sample consisted of one hundred and twenty students studying in three sections of the IX class of K. M. Public Senior Secondary School, Bhiwani. Each section comprised of forty students. One section formed the Control Group and the other two sections formed the two experimental groups.

The following tools were used: (i) Geography Achievement Test developed by the investigator him Self; (ii) Self -concept test developed by R.K. Saraswat; (iii) Cattell’s Culture Fair Intelligence Test developed by Cattell & Cattell; and (iv) Socio-economic Status Scale Form A (Urban) developed by Dr. S. P. Kulshreshtha.

The findings of the study were: (1) The group of students taught Geography through Mastery Learning Model have scored significantly higher on the Criterion Achievement test than the group of students taught Geography through Conventional Method. (2) The group of students taught Geography through Memory Model have scored significantly higher on the Criterion Achievement test than the group of students taught Geography through Conventional Method. (3) The group of students taught Geography through Mastery Learning Model have scored significantly higher on the criterion Achievement test than the group of students taught Geography through Memory Model. (4) The group of students taught Geography through Mastery Learning Model have scored significantly higher gain on the Criterion Achievement test than the group of students taught Geography through Conventional Method. (5) The group of students taught Geography through Memory Model have scored significantly higher gain on the Criterion Achievement test than the group of students taught Geography through Conventional Method. (6) The group of students taught Geography through Mastery Learning Model have scored significantly higher gain on the Criterion Achievement test than the group of students taught Geography through Memory Model. (7) The group of students taught Geography through Mastery Learning Model have scored significantly higher on the test of Self -concept than the group of students taught Geography through Conventional Method. (8) The group of students taught Geography through Memory Model have scored significantly higher on the test of Self -concept than the group of students taught Geography through Conventional Method. (9) The group of students taught Geography through Mastery Learning Model have scored significantly higher on the test of Self -concept than the group of students taught Geography through Memory Model. (10) The group of students taught Geography through Mastery Learning Model have scored significantly higher gain on the test of Self -concept than the group of students taught Geography through Conventional Method. (11) The group of students taught Geography through Memory Model have scored significantly higher gain on the test of Self -concept than the group of students taught Geography through Conventional Method. (12) The group of students taught Geography through Mastery Learning Model have scored significantly higher gain on the test of Self -concept than the group of students taught Geography through Memory Model.