Abstract

The findings were as followed: 1. There were no differences between the undergraduate students taught by inductive with deductive based instruction. 2. The undergraduate students taught by inductive based instruction gained higher posttest achievement on social studies seminar than in pretest criterion at the 0.01 level of significance. 3. The undergraduate students taught by deductive based instruction gained higher posttest achievement on social studies seminar than in pretest criterion at the 0.01 level of significance. 4. There were no differences in analytical thinking ability between the undergraduate students taught by inductive and deductive based instruction. 5. The undergraduate students taught by inductive based instruction gained higher analytical thinking ability in posttest than in pretest criterion at the 0.01 level of significance. 6. The undergraduate students taught by deductive based instruction gained higher analytical thinking ability in posttest than in pretest criterion at the 0.01 level of significance.