Objectives of the study were: (1) To study the effectiveness of the instruction material in term of  (a) achievement of student in Economics on criterion test and comprehensive test, and (b) reaction of student towards model (employing the material developed on line of CAM). (2) To compare the Concept Attainment Model (employing the material prepared on the lines of this model) with traditional method in terms of achievement of student in Economics. (3) To compare the attitude of students towards Economics taught through CAM (employing the material prepared on the lines of this model) with that of those taught through traditional method by taking their pretest scores of attitude towards Economics as covariate. (4) To compare the self-concept of students taught through CAM (employing the material prepared on the lines of this model) with that of those taught through traditional method by taking their pretest scores of self-concept as covariate. (5) To compare the retention by students taught through CAM (employing the material prepared on the lines of this model) with that of those taught through traditional method. (6) To study of effect of treatment, sex and their interaction on achievement of students in Economics. (7) To study the effect of treatment, sex and their interaction on students attitude towards Economics. 

Hypotheses of the study were: (1) The mean score of achievement of students in Economics taught through CAM (employing the material prepared on the lines of this model) will not differ significantly from those taught through traditional method. (2) There will be no significant difference between the adjusted mean scores of attitude towards Economics of students taught through CAM (employing the material prepared on the lines of this model) and those taught through traditional method when their pretest scores of attitude towards economics are taken as covariate. (3) There will be no significant difference between the adjusted mean self-concept scores of students taught through CAM (employing material prepared on the lines of this model) and that of their counterparts taught through traditional method when their pretest scores of self-concept are taken as covariate. (4) There will be no difference between the mean retention scores of students taught through CAM (employing the material prepared on the lines of this model) and that of their counterparts taught through traditional method. (5) There will be no significant effect of Treatment on Achievement of students in Economics. (6) There will be no significant effect of sex on Achievement of students in Economics. (7) There will be no significant effect of interaction between treatment and sex on achievement of students in Economics. (8) There will be no significant effect of treatment on students’ attitude towards Economics. (9) There will be no significant effect of sex on students’ attitude towards economics. (10) There will be no significant effect of interaction between treatment and sex on students’ attitude towards Economics.

For data collection tools were used: Self-concept questionnaire by Saraswat, Reaction Scale, Achievement Test and Attitude towards Economics developed by researcher. 

The study was experimental in nature. Researcher used pretest-posttest control group design.

The data were analyzed by percentile, SD, coefficient of Variation, Chi-square, ANOVA and ANCOVA.

The findings of study were: (1) The instructional material developed through CAM was found to be effective in terms of student achievement in Economics and their reactions towards model (employing the material developed on the lines of CAM). (2) The mean scores of achievement of students in Economics taught through CAM (employing the material prepared on the lines of this model) were found to be significantly higher than those of their counterparts taught through the traditional method. (3) The adjusted mean scores of students attitude towards Economics taught through CAM (employing the material prepared on the lines of this model) were fond to differ significantly from those taught through the traditional method when their pretest scores of attitude towards Economics were taken as covariate. (4) The adjusted mean self-concept scores of students taught through CAM (employing the material prepared on the lines of this model) and those taught through the traditional method did not differ significantly when their pretest scores of self-concept were taken as covariate. (5) The mean reaction scores of students taught through the CAM (employing the material prepared on the lines of this model) were found to be higher than that of those taught thought the traditional method. (6) Sex did not influence significantly the student’s achievement in Economics. (7) The interaction between treatment and Sex did not influence significantly the students’ achievement in Economics. (8) Students’ attitude towards Economics was significantly influenced by the treatment. (9) Sex did not influence significantly the students’ attitude towards Economics. (10) Students’ attitude towards Economics was not significantly influenced by the interaction between treatment and sex.