Learning Achievement Essay

Learning achievement at the secondary school level is a national programme being implemented by RMSA (Rashtriya Madhyamik Shiksha Abhiyan). This programme is a vertical expansion of SSA (Sarva Shiksha Abhiyan). SSA, a flagship programme of the government of India, provides a variety of inputs designed to ensure access, equity and quality in education. As concerted efforts are made to achieve the objectives of SSA, it has become important to gather information about what children in schools know and can do at different stages of their education. In other words, accurate measures of the learning achievement of learners at different stages of education can provide important insights as to whether the inputs made into the education system had a

The primary function of education is to facilitate the all around development of the individual. Since personality has been defined as a set of cognitive and non-cognitive traits (Ebel and Frisbie, 1991), learning in schools encompasses the development of the desirable cognitive and non-cognitive characteristics of personality. The scholastic (cognitive) traits refer to the intellectual skills and knowledge, while the non-scholastic (non-cognitive) area refers to the affective and psycho-motor skills such as socio-personal qualities, interests, attitudes and values. It is important to remember that the affective and cognitive areas are not independent aspects of personality. Many affective goals can be reached through cognitive learning and the development of socio-personal traits also requires a certain level of cognition (Ebel & Frisbie, 1991). Research has thus established that learning achievements should refer to the acquisition of both cognitive and non-cognitive competencies which are necessary for the Childs overall development. Scholars feel that a reliable indicator of the quality of education would be the assessment as to whether pupils are learning effectively, acquiring knowledge and skills, and growing socially and morally or not (Aggarwal, 200; Govinda & Varghese, 1993). In our country, however, assessment tools do not as yet test the acquisition of non-cognitive skill. Schools

Learner achievement can be one indicator of teacher effectiveness. The learning outcomes/performance of students can be an indicator of the effectiveness of the school programme. Learning achievement is a result of combination of various factors. Our measurements of learning achievement are the individual test scores on maths and Hindi language tests. In this study, we use the standardized test scores for Hindi language and maths as the dependent variable.

Achievement is the result of an activity that has been done, created both individually and in groups (Diamarah, 1994). Meanwhile, according to Abdul Hassan Mas’ud Dahar in Diamarah (1994) that the achievement is what has to be created, the result of a job, pleasing results are obtained with tenacity the way of work.

From the definition set forth above, clearly visible differences on certain words for emphasis, but the point at which the outcome of an activity. For that, it understood that the achievement is the result of an activity that has been done, created, pleasing, obtained with tenacity the way of work, either individually or in groups in certain