In the previous year program, 3-way ANOVA with a repeated measure was applied to test the effect of inquiry and expository models of instruction. No significant A (repertoire of instructional models) X B (different levels of cognitive development) interaction was found, but there appeared significant B X C (pre, mid, and post-tests) interaction. THe follow-up analysis indicated that the active students were superior to the non-active students. The greater number of the active students in the classes of inquiry learning models suggested that the inquiry approach of instruction increased the students' freedon of action, leading them to better learning. In the study this year, three more instructional models, including concept attainment and two other models in the realm of "social interaction family", i. e. "group investigation and role-playing", were added for further study on the effect of different repertoire of instuctional models. Again, 3 x 3 x 3 factorial design with a repeated-measure in C factor was applied. The result indicated that (1) students in the broader repertoire of instructional models were signigicantly (p < .01) better than the students in the single model of instruction on tested dependent variable, (2) no signigicant A (different repertoire of instructional models) f B (different levels of cognitive development) interaction was found.