The objectives of the study were: (1) To compare the mean scores on the Criterion Achievement test in Social Science adjusted on Intelligence and Socio-economic Status of three groups of students taught Social Science with the use of Social inquiry model (SIM), Memory Model (MM) and Conventional Method of Teaching before the experimental treatment. (2) To compare the mean scores on the Criterion Achievement test in Social Science adjusted on Intelligence and Socio-economic Status of the three groups of students taught Social Science with the use of SIM, MM and Conventional Method of Teaching after the experimental treatment. (3) To compare the mean gain scores on the Criterion Achievement test in Social Science adjusted on Intelligence and Socio-economic Status of the three groups of students taught Social Science with the use of SIM, MM and Conventional Method of Teaching after the experimental treatment. (4) To compare the mean scores on the Self -concept test adjusted on Intelligence and Socio-economic Status of the three groups of students taught Social Science with the use of SIM, MM and Conventional Method of Teaching before the experimental treatment. (5) To compare the mean scores on the Self -concept test adjusted on Intelligence and Socio-economic Status of the three groups of students taught Social Science with the use of SIM, MM and Conventional Method of Teaching after the experimental treatment. (6) To compare the mean gain scores on the  Self -concept test adjusted on Intelligence and Socio-economic Status of the three groups of students taught Social Science with the use of SIM, MM and Conventional Method of Teaching after the experimental treatment.

The sample consisted of 120 students studying in three sections of IX class of Public Senior Secondary School, Gohana. Each section comprised forty students. One section formed the Control Group and the other two sections formed the two Experimental Groups.

The following tools were used: (i) Social Science Achievement Test developed by the investigator; (ii) Self -concept test developed by R.K. Saraswat; (iii) Cattell’s Culture Fair Intelligence test developed by Cattell and Cattell; (iv) Socio-economic Status Scale (SESS) developed by Rajeev Lochan Bhardwaj, Shama Gupta and N. S. Chauhan.

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 Social Science through Social Inquiry Model have scored significantly higher on the Criterion Achievement test than the group of students taught Social Science through Conventional Method of Teaching. (2) The group of students taught Social Science through Memory Model have scored significantly higher on the Criterion Achievement test than the group of students taught Social Science through Conventional Method. (3) The group of students taught Social Science through Social Inquiry Model have scored significantly higher on the Criterion Achievement test than the group of students taught Social Science through Memory Model. (4) The group of students taught Social Science through Social Inquiry Model have scored significantly higher gain on the Criterion Achievement test than the group of students taught Social Science through Memory Model. (5) The group of students taught Social Science through Memory Model have scored significantly higher gain on the Criterion Achievement test than the group of students taught Social Science through Conventional Method. (6) The group of students taught Social Science through Social Inquiry Model have scored significantly higher gain on the Criterion Achievement test than the group of students taught Social Science through Memory Model. (7) The group of students taught Social Science through Social Inquiry Model have scored significantly higher on the test of Self -concept than the group of students taught Social Science through Conventional Method. (8) The group of students taught Social Science through Memory Model have scored significantly higher on the test of Self -concept than the group of students taught Social Science through Conventional Method. (9) The group of students taught Social Science through Social Inquiry Model have scored significantly higher on the test of Self - concept than the group of students taught Social Science through Memory Model. (10) The group of students taught Social Science through Social Inquiry Model have scored significantly higher gain on the test of Self - concept than the group of students taught Social Science through Conventional Method. (11) The group of students taught Social Science through Memory Model have scored significantly higher gain on the test of Self -concept than the group of students taught Social Science through Conventional Method. (12) The group of students taught Social Science through Social Inquiry Model have scored significantly higher gain on the test of Self -concept than the group of students taught Social Science through Memory Model.