The objectives of the study were: (1) To study the effectiveness of students belonging to class VI, VII and VIII separately. (2) To compare adjusted mean scores of logical reasoning of experimental group with control group of students belonging to VI, VII and VIII class separately by considering pre-logical reasoning and socio-economic status as covariates. (3) To study the effect of treatment, educational adjustment and their interaction on logical reasoning of VI, VII and VIII class students separately by taking pre-logical reasoning and socio-economic status as covariates. (4) To study the effect of treatment, emotional adjustment and their interaction on logical reasoning of VI, VII and VIII class students separately by taking pre-logical and socio-economic status as covariates. (5) To study the effect of treatment, social adjustment and their interaction on logical reasoning of VI, VII and VIII class students separately by taking pre-logical and socio-economic status as covariates. (6) To study the effect of treatment, overall adjustment and their interaction on logical reasoning of VI, VII and VIII class students separately by taking pre-logical and socio-economic status as covariates. (7) To study the effect of treatment, attitude towards science their interaction on logical reasoning of VI, VII and VIII class students separately by taking pre-logical and socio-economic status as covariates. (8) To study the effect of treatment, reading comprehension and their interaction on logical reasoning of VI, VII and VIII class students separately by taking pre-logical and socio-economic status as covariates. (9) To study the effect of treatment, study habit and their interaction on logical reasoning of VI, VII and VIII class students separately by taking pre-logical and socio-economic status as covariates. (10) To study the effect of treatment, self-confidence and their interaction on logical reasoning of VI, VII and VIII class students separately by taking pre-logical and socio-economic status as covariates.

The study was experimental in nature and Equivalent Time Samples Design with single Control Group was used. 

Sample comprised of randomly selected students of class VI, VII and VIII of CBSE affiliated Schools of Indore city. The treatment continued for 22 days of 14 day PLM reading and of 8 days exercises. 

Data was analyzed with the help of t-test and ANCOVA techniques.

The findings of the study were: (1) The treatment was found to be effective in term of development of logical reasoning of students belonging to class IV, VII and VIII separately. (2) Treatment of PLM followed by exercises on logical reasoning and discussion was found to enhance significantly the logical reasoning of students belonging to class IV, VII and VIII than their counter parts of Traditional Method. (3) Logical reasoning was found to be independent of Educational Adjustment of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning & SES as covariates. (4) Logical reasoning of students was found to be independent of interaction between Treatment and Educational Adjustment of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning & SES as covariates. (5) Logical reasoning was found to be independent of Emotional Adjustment of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning & SES as covariates. (6) Logical reasoning of students was found to be independent of interaction between Treatment and Emotional Adjustment of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning & SES as covariates. (7) Logical reasoning was found to be independent of Social Adjustment of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning & SES as covariates. (8) Logical reasoning of students was found to be independent of interaction between Treatment and Social Adjustment of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning & SES as covariates. (9) Logical reasoning was found to be independent of Adjustment of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning & SES as covariates. (10) Logical reasoning of students was found to be independent of interaction between Treatment and Adjustment of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning & SES as covariates. (11) Logical reasoning was found to be independent of Attitude towards Science of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning & SES as covariates. (12) Logical reasoning was found to be independent of interaction between Treatment & Attitude towards Science of students belonging to VI, VII and VIII class separately by taking pre-logical reasoning & SES as covariates. (13) Logical reasoning was found to be independent of Reading Comprehension and interaction between Treatment and Reading Comprehension of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning and SES as covariates. (14) Logical reasoning was found to be independent of Study Habits of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning and SES as covariates. (15) Logical reasoning was found to be independent of interaction between Treatment & Study Habits of students belonging to VI, VII and VIII class separately by taking pre-logical reasoning & SES as covariates. (16) Logical reasoning was found to be independent of Self-confidence of students belonging to IV, VII and VIII class separately by taking pre-logical reasoning and SES as covariates. (17) Logical reasoning was found to be independent of interaction between Treatment & Self-confidence of students belonging to VI, VII and VIII class separately by taking pre-logical reasoning & SES as covariates.