The objectives of study were: (1) To find out the relative effectiveness of teaching science between control group (taught with text) and experimental group (taught without text but with reference material) on the following criterion variables: (a) Achievement in Science (Unit-1), and (b) Achievement in Science (Unit-2). (2) To find out which of the following types of students have benefited most in terms of science achievement low scholastic aptitude or high scholastic aptitude. (3) To find out to what extent the following covariates have affected the performance of the students: Non-Verbal Intelligence and Verbal Intelligence. (4) To find out whenever the interaction between treatment and Scholastic Aptitude (SAT) is significant. (5) To find out whether there is any significant difference in the opinion of Teachers with less experience (less than 10 years) and Teacher with more experience (10 years and above) regarding the effectiveness of teaching science without the textbook. (6) To find out whether there is any significant difference in the opinion of teachers teaching standard VII and below (Middle school) and teacher teaching above standard VIII (high school). (7) To find out whether there is any significant difference in the opinion of Graduate teachers and Postgraduate teachers. (8) To find out the view of teachers on the quality of standard VI science textbook in particular and science textbooks in use in general. (9) To find the views of teachers on different aspects of teaching science and the problems involved in it. 

The hypotheses of study were: (1) There is no significant difference in the mean science achievement scores between the control group and experimental group on the following criterion (a) Achievement in Science (Unit-1), (b) Achievement in Science (Unit-2) and (c) Achievement in Science (Units-1+2). (2) There is no significant difference in the mean science achievement scores between the following group of students: Low scholastic aptitude and High scholastic aptitude. (3) The following covariates do not significantly affect the performance on science achievement of the students Non-verbal intelligence and Verbal intelligence. (4) There is no significant interaction between treatment and scholastic aptitude (SAT) on the performance of science achievement of the students. 

For the first phase ,the sample comprised of 180 students (90 from English and 90 from Marathi medium). In the second phase,The sample comprised of 211 teachers from 50 different schools. 

The tools used were Scholastic Aptitude Test (SAT), Nafde’s Non-Verbal Test of Intelligence (NVTI), Otis Self Administered Test of Mental Ability (OTIS), and Achievement Test in Science (Unit-1, Unit-2 and Unit-1+2) developed by researcher.  In the second phase, the survey method was used. A scale to measure the opinion of teachers regarding the effectiveness of teaching science without textbook and questionnaires to study the opinion of teachers were used. 

This study was carried out in two phases. In the first phase, the experimental method was followed. The design was Two parallel groups posttest. In the second phase, the survey method was used. 

The findings of study were: (1) In regard to the total achievement in science (Unit 1+2) of the total experimental group (N=90) and total control group (N=90), the experimental group performed significantly higher as compared to control group. (2) On analyzing further it was observed that the total experimental group performed significantly higher in achievement in science (Unit-1) than total control group. But there is no significantly difference between the performance of the total experimental group and total control group in achievement in science (Unit-2). (3) In regard to total group, the scholastic aptitude has a significant effect on the performance of the students in achievement in science (Unit-1, Unit-2 and Unit-1+2). (4) The verbal intelligence as covariate (OTIS) had a significant effect on the performance of the students in achievement in science (Unit-1) and achievement in science in (Unit-1+2) but not in achievement in science (Unit-2). (5) The interaction between treatment and scholastic aptitude was not significant. (6) There is no significant difference in the opinion of the teachers with less experience (<10 years) and teacher with more experience (10 years and above) regarding teaching science without the textbook. (7) The opinion of the teachers regarding above standard VII is significantly better than teachers teaching standard VII and below on the teaching without the textbook gives you better opportunities to teach students to discover the facts of science. (3) The opinion of graduate teachers is significantly higher than that of postgraduate teachers on the criterion variable than more of science can be taught when there is no textbook. (4) The opinion of postgraduate teachers is significantly higher than that of graduate teachers on the criterion variable- “It will be more interesting to teach science with pictures and actual specimens than through the textbook". (5) None of the teachers (from this population) were satisfied with the quality of standard VI science textbook in particular and science textbook in general, which led to teachers having problems in teaching science.