The objectives of the study were: (1) To compare the adjusted mean scores of Achievement in English of Jerk Technology and Lecture Method Groups by considering Pre-Achievement in English and Intelligence as covariates. (2) To study the Reaction towards Jerk Technology of students taught through Jerk Technology. (3) To compare the mean scores of Students’ Liking of Teacher of Jerk Technology and Lecture Method Groups. (4) To study the effect of Treatment, Sex and their interaction on Achievement in English by taking Pre – Achievement in English and Intelligence as covariates. (5) To study the effect of Treatment, Intelligence and their interaction on Achievement in English of students by considering Pre-Achievement in English as covariate. (6) To study the effect of Treatment, Personality and their interaction on Achievement in English of students by considering Pre-Achievement in English as covariate. (7) To study the effect of Treatment, Achievement Motivation and their interaction on Achievement in English of students by considering Pre-Achievement in English as covariate. (8) To study the effect of Treatment, Level of Aspiration and their interaction on Achievement in English of students by considering Pre-Achievement in English as covariate. (9) To study the effect of Treatment, School Adjustment and their interaction on Achievement in English of students by considering Pre-Achievement in English as covariate. (10) To study the effect of Treatment, Self – Concept and their interaction on Achievement in English of students by considering Pre-Achievement in English as covariate. (11) To study the effect of Treatment, Creativity and their interaction on Achievement in English of students by considering Pre-Achievement in English as covariate.

Hypotheses were: (1) There is no significant difference in adjusted mean scores of Achievement in English of Jerk Technology and Lecture Method Groups by considering Pre–achievement in English and Intelligence as covariates. (2) There is no significant difference in mean scores of Students’ Liking of Teacher of Jerk Technology and Lecture Method Groups. (3) There is no significant effect of Treatment, Sex and their interaction on Achievement in English of Students by taking Pre –Achievement in English and Intelligence as covariates. (4) There is no significant effect of Treatment, Intelligence and their interaction on Achievement in English of students when Pre–Achievement in English is taken as a covariate. (5) There is no significant effect of Treatment, Personality and their interaction on Achievement in English of students when Pre–Achievement in English is taken as a covariate. (6) There is no significant effect of Treatment, Achievement Motivation and their interaction on Achievement in English of students when Pre–Achievement in English is taken as a covariate. (7) There is no significant effect of Treatment, Level of Aspiration and their interaction on Achievement in English of students when Pre–Achievement in English is taken as a covariate. (8) There is no significant effect of Treatment, School Adjustment and their interaction on Achievement in English of students when Pre–Achievement in English is taken as a covariate. (9) There is no significant effect of Treatment, Self – Concept and their interaction on Achievement in English of students when Pre–Achievement in English is taken as a covariate. (10) There is no significant effect of Treatment, Creativity and their interaction on Achievement in English of students when Pre–Achievement in English is taken as a covariate.

Sample consisted of 62 students of class IX of Mumbadevi High School situated in the city of Mumbai. All the students were from Urban Area, 14 year to 17 year of age group and both gender. Sample represented all the three levels of socio-economic status.

Tools used for collecting data were: Achievement in English Test, and Reaction towards Jerk Technology Scale developed by investigator; Students’ Liking Scale; Intelligence test of Raven’s Standard Progressive Matrices; Self – Concept Questionnaire by Saraswat; Passi Test of Creativity by B. K. Passi; The School Adjustment Inventory by Bhagia; Level of Aspiration Test by C.B. Dwivedi; Introversion-Extroversion Inventory by Aziz and Agnihotry; Measuring Achievement Motivation by Prayag Mehta.

The study was experimental. Pretest Posttest Control Group Design was followed.

Finding were: (1) Jerk Technology was found to be superior to Lecture Method in facilitating Achievement in English of students when groups were matched separately with respect to Pre- Achievement in English as well as Pre – Achievement in English and Intelligence.  (2) Students expressed favourable reactions towards different aspects of Jerk Technology and Jerk technology on the whole. (3) The students taught by Teacher using Jerk Technology were found to have liked the teacher significantly higher than those who were taught by the teacher using Lecture Method. (4) Females were found to be significantly superior in English than Males when Pre - Achievement in English was taken as covariate. (5) Achievement in English was found to be independent of Intelligence when Pre – Achievement in English was taken as a covariate. (6) Achievement in English was found to be independent of Personality when Pre – Achievement in English was taken as a covariate. (7) Achievement in English was found to be independent of Achievement Motivation when Pre – Achievement in English was taken as a covariate.  (8) Achievement in English was found to be independent of level of Aspiration when Pre – Achievement in English was taken as a covariate. (9) Although Jerk Technology was found to be more beneficial for students having good School Adjustment in comparison to those having poor School Adjustment. But Jerk Technology can be used for Teaching English to students with different levels of School Adjustment when Pre – Achievement in English was taken as a covariate. (10) Achievement in English was found to be independent of School Adjustment when Pre – Achievement in English was taken as a covariate.  (11) Achievement in English was found to be independent of Self-Concept of students when Pre – Achievement in English was taken as a covariate. (12) Achievement in English was found to be independent of Creativity of students when Pre – Achievement in English was taken as a covariate. (13) Jerk Technology can be used to teach English to students irrespective of their Gender, level of Intelligence, Personality Profile, level of Achievement Motivation, Level of Aspiration, Self – Concept and Creativity when Pre – Achievement in English was taken as covariate.