(1) To construct an achievement test in physics to assess achievement in physics. (2) To study the relationship of achievement in physics with some demographic factors, like, sex, age, caste, birth – order, and family type. (3) To study the association of achievement in physics with some social – psychological factors including socio – economic status, intelligence, scientific aptitude, achievement – motivation, attitude towards the subject physics and study habits. (4) To assess the relative contribution of social psychological factors to explain the variance of achievement in physics. (5) To assess the existing facilities of the institutions (like laboratory and library) and to relate these factors with achievement in physics.

(1) There is no difference in the achievement in physics of boys and girls. (2) There is no difference in the achievement in physics among different categories (Caste category – 1, Caste category – 2 and Caste category – 3). (3) There is no relationship between birth order and achievement in physics among different sample groups. (4) There is no relationship between the family – type and achievement in physics. (5) There is no association between age and achievement in physics. (6) There is no association between socio – economic status and achievement in physics. (7) There is no association between intelligence and achievement in physics. (8) There is no association between scientific aptitude and achievement in physics. (9) There is no association between achievement motivation and achievement in physics. (10) There is no association between attitude towards the subject physics and achievement in physics. (11) There is no association between study habits and achievement in physics.

Sample comprised of 315 Boys and Girls from 9 different Schools of Lucknow City. It was selected with the help of Two Stage Random Sampling Technique.

Data were collected with the help of Socio – Economic Status (SES) (Urban) by B. Kuppuswamy (1962), Standard Progressive Matrices (SPM) by J.C. Raven (1983), Scientific Aptitude by A.K.P. Sinha and L.N.K. Sinha (1987), Achievement Motivation by D. Gopal Rao (1974), and Study – Habits Scale by Palsane and Sharma (1989). Achievement in Physics, Attitude Towards the Subject Physics and Institutional Facilities Proforma developed by Researcher were used for data collection.

(1) Sex plays an important role in achievement in physics. Boys are found to score significantly higher than girls. (2) Mean value of achievement in physics is higher (maximum) in caste category – 1 followed by caste category – 2 and caste category – 3. (3) The relationship between caste category – 1 and caste category – 2 and caste category – 1 and caste category – 3 is significant, while it is not significant in case of caste category – 2 and caste category – 3. (4) Birth – order does not play any role in achievement in physics. (5) Family type (family size or joint family and single family) does not play an important role in case of combined sample as well as for girls sample though it is significant in case of boys sample. (6) Age gives a positive correlation with achievement in physics in case of combined sample as well as in case of girls sample, age is negatively correlated with achievement in physics and age is not significantly correlated with achievement in physics. (7) Socio – economic status is inversely associated with achievement in physics in case of girls. In case of combined sample SES is positively associated with achievement in physics. Though, in these two cases it is not significantly correlated. But in case of boys’ sample socio – economic status is significantly and positively associated with achievement in physics. (8) Intelligence gives a positive and significant correlation with achievement in physics in case of combined, boys and girls sample. Higher the level of intelligence higher is the level of achievement in physics. (9) Scientific aptitude is positively and significantly associated with achievement in physics in case of combined, boys as well as girls sample. (10) Achievement motivation gives a positive association with achievement in physics in case of combined, boys and girls sample, though it is not significant in each case. (11) Attitude towards the subject physics is positively and significantly associated with achievement in physics in case of combined, boys as well as for girls sample. (12) Higher the level of attitude towards the subject physics, higher is the level of achievement in physics. (13) Study habits are positively associated with achievement in physics in case of combined sample, boys sample and girls sample, though it is not significant in case of girls sample.