The purpose of this study was to compare the mathematics learning effects of Prathom Suksa V students with different learning achievement levels from inductive and deductive methods of presentation in comic books. The samples used were ninety Prathom Suksa V students enrolled in the first semester of 1995 academic year, at Kanchanaburi Kindergarten School, Kanchanaburi. They were randomly assigned into six experimental groups

15 students each. The first, third and fifth experimental groups learned from inductive method of presentation in comic books and the second, fourth and sixth experimental groups learned from deductive method of presentation in comic books, without limitation of the learning time. Right after the lesson, the mathematics learning achievement test was given to the samples. The data then were statistically analyzed by using One-way Analysis of Variance and Two-way Analysis of Variance. The results of the study indicated that : 1. Students who learned from Deductive method of presentation in comic books had higher the mathematics learning effects than students who learned from Inductive method of presentation in comic books at .05 level of significance 2. There was no significant difference between the time in learning effects of students who learned from Inductive and Deductive method of presentation in comic books. 3. There was a significant difference between the mathematics learning effects of students who had different mathematics learning achievement levels and learned from different of presentation in comic books at .05 level.