The objectives of study were: (1) To study the effectiveness of Inquiry Training Model in terms of achievement in Economics of students. (2) To study the effect of treatment, SES (Socio-Economic Status) and their interaction on Reasoning Ability of students. (3) To study the effect of treatment, sex and their interaction on Reasoning Ability of students. (4) To study the effect of treatment, SES and their interaction on achievement in Economics of students. (5) To study the effect of treatment, sex and their interaction on achievement in Economics of students. (6) To study the reaction towards Inquiry Training Model of students taught Economics through Inquiry Training Model. 

The hypotheses of study were: (1) There is no significant difference between mean scores of achievement in Economics before and after the treatment. (2) There is no significant effect of treatment, SES and their interaction of Reasoning Ability of students. (3) There is no significant effect of treatment, sex and their interaction on Reasoning Ability of students. (4) There is no significant effect of treatment, SES and their interaction on achievement in Economics of students. (5) There is no significant effect of treatment, sex and their interaction on achievement in Economics of students.

The sample comprised 91 students of standard XI were selected purposively from M.S. Higher Secondary School,  Khambhat city.

The tools used were Group test of Intelligence by Desai – Bhatt, SES Scale by K.G. Desai, Reasoning Ability Test by C.C. Pathak, Criterion Test and opionnaire for students were developed by the investigator. 

Pretest – posttest experimental and control group experimental design was adopted.

Data was analyzed with the help of t-test.

The findings of study were: (1) The Inquiry Training Model (ITM) improved the achievement of students more as compared to the students taught through the traditional method. (2) The strategies, the phases and the order of phases and the teaching – learning activities, helped students to progress. It provided opportunity for the development of Reasoning Ability in a mixed Ability class. (3) The students of all levels in experimental group benefited by the ITM. (4) The ITM developed Reasoning Ability in students better than that of Traditional Method. (5) On the comparison of means of high S.E.S., average S.E.S. and low S.E.S. of both the group, it was found that the students coming from the parents having high S.E.S. benefited more than the other groups of students coming from the parents of average S.E.S. and low S.E.S.