The present study aimed to investigate attitude towards learning of Science and academic achievement in Science among students at the secondary level. Using random sampling technique 422 students, from the secondary level in different systems of education, namely, state, matriculation and central board schools were chosen. The Attitude toward Learning of Science Scale (Grewal, 1972) was used to assess the attitude towards learning Science and the marks scored in Science were taken from their half yearly performance. The data collected was subjected to statistical analysis, namely, mean, standard deviation, 't'-test, 'F'-ratio, Karl Pearson's Product Moment Correlation Co-efficient 'r'. Results showed that the students belonging to the central board schools have a higher level of attitude towards learning of Science compared to students in state board but did not differ with students in matriculation board schools at the secondary level. Similarly, students belonging to central board schools performed better in Science subject compared to the students in state and matriculation board schools at the secondary level. The girls are significantly better in their attitude toward learning of Science when compared to the boys in all categories of schools. In matriculation and central board schools the girls are better than boys in their academic achievement in Science whereas in state board schools there is no significant difference in their gender. A positive correlation was found to exist between attitude towards learning Science and academic achievement in Science among the students.

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Self-concept is the cognitive aspect of self and generally refers to the totality of a complex, organized and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence. Self-concept and achievement are dynamically interactive and reciprocal. It is found that certain psychological factors like self-concept plays a major role in determining the academic achievement of students. Hence the need for this study. A sample of 321 students in different categories of schools following different systems of education at the higher secondary level was chosen. The findings of the study conducted revealed that students belonging to central board schools were better in their self-concept and academic achievement when compared to students from other boards. There is also a significant and positive relationship between self-concept and academic achievement of students at the higher secondary level.

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