Academic achievement is a very important aspect of education and an important goal as it has a major impact on the educational profile of the adolescents. Today, it is also an index of a child's future success in this highly competitive world. Every child does not achieve academic success and understanding the reasons for such individual differences in scholastic achievement has always been a concern of educational psychologists. Academic achievement generally implies to the child's amount of learning, level of acquiring knowledge and academic status in different subjects. It provides an index of both accomplishment as well as shortcomings of the individual in the academic domain. It is a product of all learning experiences that are provided in the environment and are intricately woven into physical, cognitive, social and emotional development. Lavin (1965) conceptualized academic achievement as a multidimensional construct of evaluation of both physical and mental ability in a school setting. It refers to the "level of performance in school, accomplishment or success" and is also denoted as the knowledge attained and skill developed in the school subjects usually designated by test scores. Wolman (1976) and Balasubramanain (1997) view it as the level of proficiency attained in scholastic or academic work assessed on the basis of achievement tests in the form of examination. While Kobal and Musek (2001) and Kumar (2001) regarded it as the self-perception and self-evaluation of one's academic success and is the sum total of information gained after completing a course of instructions (partially or fully) in a particular grade on achievement test. It generally refers to the performance or how well an individual is able to assimilate, retain, recall and communicate his knowledge of what has been learnt from an educational program as opined by Joe, Kpolovie, Osonwa & Iderima (2014). It may also be the distance travelled in knowledge, skills and personal development and the competence actually exhibited by pupils in subjects in which they have been imparted training (McGrath and colleagues, 2015),