Paper Title
A Study of Reflective Thinking As A Correlate of Academic Achievement Among Secondary School Physics Learners

Abstract
This study examines the relationship among Secondary school Physics Learners considering Gender and Educational Board types. The Academic Achievement test includes Physics test scores across grade six to nine from Secondary School learners of; Central Board of Secondary Education (CBSE), Council For The Indian School Certificate of Examinations (CISCE), The Maharashtra State Board of Secondary and Higher Secondary Education (MSBSHSE) andCambridge Assessment for International Education (CAIE). The Study found Statistically Significant differences in the Reflective Thinking skills of male and female Physics learners. Male Physics learners showed higher scores as compared to female Physics learners in Reflective Thinking. There was also a significant difference observed in the Reflective Thinking Skills across the different boards under study. However, the Study found no significant Gender based difference in the Correlation between Reflective Thinking and Academic Achievement across the differentEducational boards under study. The study emphasizes the importance of integrating Reflective Learning Strategies into teaching practices to improve Academic outcomes in Physics.The findings suggest that while Reflective Thinking development may vary across demographic and curricular contexts, its impact on Academic Achievement remains consistent. Keywords - Reflective Thinking and Academic Achievement