The objectives of study were: (1) To prepare a program of the composite Approach integrating the experiences and Jurisprudential Inquiry Model related to the selected set of values. (2) To prepare a program of experiences of sufficient duration for developing the selected set of five values. (3) To study the effectiveness of the Rational Approach to Value Education. (4) To study the effectiveness Rational of the Traditional Approach to Value Education. (5) To compare the effectiveness of the Approach and the Traditional Approach to Value Education. (6) To study the effectiveness of the Composite Approach to Value Education. (7) To compare the effectiveness of the Traditional Approach and the Composite Approach to Value Education. (8) To study the effect of the duration of the Value Education Program on the effectiveness of the program. (9) To study the role of Socio-economic Status (SES) of pupils in Value development. (10) To compare effectiveness of the Rational and the Composite Approach to Value Education.

The random sample consisting of ninety-five pupils was divided into three sub-groups; each consisting of thirty-two, thirty-two and thirty-one pupils. Each sub-group was assigned different Value program through randomization for the period of ten weeks that was divided into two halves of five weeks each. 

The data were analyzed using t-test and ANOVA. 

The study was completed in two phases: Preparatory and Experimental phase. Pretest Posttest Control Group Design was selected for the experiment. The selected Values for the study were Equality, Fraternity, Justice, Liberty, and Secularism. The dependent variables were Moral Judgment, Value Preference, Value Intensity, Value Development. Socio-economic Status was treated as the covariate. 

The tools used were Defining Issues Test(DIT) (Marathi Translation), Value Clarification Battery part A’ and B’, Value Development Scale developed by the researcher and Kaliaths SES Scale. 

The major findings of the study were: (1) Rational Approach  (JIM) to Value Education develops Moral Judgment of the pupils. The Traditional Approach and the Composite Approach do not develop Moral Judgment of the pupils. (2) Too shorter and the longer duration of the Traditional Approach to Value Education have equal effect on the Moral Judgment of the pupils. (3) The Socio-economic Status does not play a significant role in the development of Moral Judgment of the pupils. (4) The Rational Approach to Value Education does not change Value preference in respect of all the five Values, viz., Equality, Fraternity, Justice, Liberty and Secularism from the selected set of Values. (5) The Traditional Approach to Value Education changes Value preference in respect of Liberty’. It reduces the Value preference for the Liberty’. In case of the other four Values the Traditional Approach does not change in the Value preference. (6) The Rational Approach reduces Value preference for Fraternity’ in comparison with the Traditional Approach to Value Education. (7) The Rational Approach changes Value preferences. The Rational Approach is more effective than the Traditional Approach in Value preferences of Liberty’ and Secularism’ Value from the selected set of Values. (8) The longer and shorter duration of the Traditional Approach to Value Education have differential effects for different Values from the selected set of Values. The effect of the short duration of the Traditional Approach diminished in the case of Liberty’ with the longer duration of the Traditional Approach. (9) The Socio-economic Status plays a significant role in development of Liberty’ and Justice’. (10) The Rational Approach to Value Education develops Values requiring “Moral Judgment and Rationality" where as the Traditional Approach develops values dominated by Affect’. (11) The Rational Approach to Value Education increases the Value intensity of Equality’ in the pupils. This Approach does not increase the intensity of the other four Values from the selected set of Values. (12) The duration of the Traditional Approach has differential effect for different Values. The short duration program changes Value preference in favor of Liberty’ Value; but not in case of the other values, the long duration Traditional  Approach reduces Value preference in case of Liberty’ value.