This paper reports on an Action Research project undertaken with the aim to induce academic achievement behaviour in the group of Primary Five students in four participating schools. This study was an attempt to bring together diverse achievement training techniques in one set of treatment to improve scholastic behaviour.

This experimental research involved an experimental and a control group. Pre- and post- experimental treatment tests were carried out to evaluate the effects of treatment. The tests involved the use of questionnaire surveys on five variables; attitude / motivation, locus of control, time management, self-esteem and study skills.

The treatment programme adopted a cognitive-behaviour approach that involved the empowerment of the individual by inculcating a sense of self-efficacy and self-determination in his/her life-goals. This was operationalised in terms of enhancing self- concept, developing an internal locus of control, teaching study skills which incorporate metacognitive processes and a problem-solving approach that includes self evaluation.

The results of the statistical analyses of the five variables showed that the achievement motivation programme was effective in improving the attitudes, locus of control, time management, self-esteem and study skills of the experimental group students. On the other hand, the control group students experienced a “decline” in the statistical results of the five variables. The ratings of the experiment. students on the perception of the effectiveness of the programme showed very favourable responses. These indications showed that the treatment did have an impact on the programme participants and that achievement motivation and study skills can be taught and learned.

Owing to the constraints and the circumstances at the time of the study, the analyses of the students’ term results did not include the control group. The study could not indicate conclusively that the programme had improved the academic results of the programme participants.

Reflecting on the findings, it was felt necessary to take serious actions to reverse the underachievement syndrome. The writer proposed greater promotion on the awareness of the importance of achievement motivation in schools and remedial actions and intervention strategies to improve scholastic behaviour of underachieving students.