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EFFECT OF TREATMENT, INTELLIGENCE AND THEIR INTERACTION ON ACADEMIC ACHIEVEMENT AMONGEST GRADE XI STUDENTS Dr. Monika Singh The educational process includes teaching learning process which acts as a platform for learning. It is a concern of how the class is analyzed and synthesized and the manner in which instruction is applied. For applying effective online instruction the instructor must needs to know how the technological based tools will be implement, how to manage traditional communication into technology dependent communication, and how to deviate from traditional class and connect the directions of conversations to all those, who can facilitate and guide the learning process amongst students who are interested and engaged in the task. There was no significant effect of Intelligence on Academic Achievement of learners when Pre-Academic Achievement is taken as covariate. In this light, the null hypothesis that there is no significant effect of Intelligence on Academic Achievement of learners when Pre-Academic Achievement is taken as covariate is not rejected. It may therefore, be said that Academic Achievement of learners was found to be independent of Intelligence when Pre-Academic achievement is taken as covariate. The null hypothesis that there is no significant effect of interaction between Treatment and Intelligence on Academic Achievement of learners when Pre Academic Achievement is taken as covariate is not rejected. It may, therefore, be said that Academic Achievement was found to be independent of the interaction between Treatment and Intelligence when Pre-Academic Achievement is taken as covariate. EFFECT OF TREATMENT, INTELLIGENCE AND THEIR INTERACTION ON ACADEMIC ACHIEVEMENT AMONGEST GRADE XI STUDENTS Dr. Monika Singh The educational process includes teaching learning process which acts as a platform for learning. It is a concern of how the class is analyzed and synthesized and the manner in which instruction is applied. For applying effective online instruction the instructor must needs to know how the technological based tools will be implement, how to manage traditional communication into technology dependent communication, and how to deviate from traditional class and connect the directions of conversations to all those, who can facilitate and guide the learning process amongst students who are interested and engaged in the task. There was no significant effect of Intelligence on Academic Achievement of learners when Pre-Academic Achievement is taken as covariate. In this light, the null hypothesis that there is no significant effect of Intelligence on Academic Achievement of learners when Pre-Academic Achievement is taken as covariate is not rejected. It may therefore, be said that Academic Achievement of learners was found to be independent of Intelligence when Pre-Academic achievement is taken as covariate. The null hypothesis that there is no significant effect of interaction between Treatment and Intelligence on Academic Achievement of learners when Pre Academic Achievement is taken as covariate is not rejected. It may, therefore, be said that Academic Achievement was found to be independent of the interaction between Treatment and Intelligence when Pre-Academic Achievement is taken as covariate. EFFECT OF TREATMENT, INTELLIGENCE AND THEIR INTERACTION ON ACADEMIC ACHIEVEMENT AMONGEST GRADE XI STUDENTS Dr. Monika Singh The educational process includes teaching learning process which acts as a platform for learning. It is a concern of how the class is analyzed and synthesized and the manner in which instruction is applied. For applying effective online instruction the instructor must needs to know how the technological based tools will be implement, how to manage traditional communication into technology dependent communication, and how to deviate from traditional class and connect the directions of conversations to all those, who can facilitate and guide the learning process amongst students who are interested and engaged in the task. There was no significant effect of Intelligence on Academic Achievement of learners when Pre-Academic Achievement is taken as covariate. In this light, the null hypothesis that there is no significant effect of Intelligence on Academic Achievement of learners when Pre-Academic Achievement is taken as covariate is not rejected. It may therefore, be said that Academic Achievement of learners was found to be independent of Intelligence when Pre-Academic achievement is taken as covariate. The null hypothesis that there is no significant effect of interaction between Treatment and Intelligence on Academic Achievement of learners when Pre Academic Achievement is taken as covariate is not rejected. It may, therefore, be said that Academic Achievement was found to be independent of the interaction between Treatment and Intelligence when Pre-Academic Achievement is taken as covariate. EFFECT OF TREATMENT, INTELLIGENCE AND THEIR INTERACTION ON ACADEMIC ACHIEVEMENT AMONGEST GRADE XI STUDENTS Dr. Monika Singh The educational process includes teaching learning process which acts as a platform for learning. It is a concern of how the class is analyzed and synthesized and the manner in which instruction is applied. For applying effective online instruction the instructor must needs to know how the technological based tools will be implement, how to manage traditional communication into technology dependent communication, and how to deviate from traditional class and connect the directions of conversations to all those, who can facilitate and guide the learning process amongst students who are interested and engaged in the task. There was no significant effect of Intelligence on Academic Achievement of learners when Pre-Academic Achievement is taken as covariate. In this light, the null hypothesis that there is no significant effect of Intelligence on Academic Achievement of learners when Pre-Academic Achievement is taken as covariate is not rejected. It may therefore, be said that Academic Achievement of learners was found to be independent of Intelligence when Pre-Academic achievement is taken as covariate. The null hypothesis that there is no significant effect of interaction between Treatment and Intelligence on Academic Achievement of learners when Pre Academic Achievement is taken as covariate is not rejected. It may, therefore, be said that Academic Achievement was found to be independent of the interaction between Treatment and Intelligence when Pre-Academic Achievement is taken as covariate. EFFECT OF TREATMENT, INTELLIGENCE AND THEIR INTERACTION ON ACADEMIC ACHIEVEMENT AMONGEST GRADE XI STUDENTS Dr. Monika Singh The educational process includes teaching learning process which acts as a platform for learning. It is a concern of how the class is analyzed and synthesized and the manner in which instruction is applied. For applying effective online instruction the instructor must needs to know how the technological based tools will be implement, how to manage traditional communication into technology dependent communication, and how to deviate from traditional class and connect the directions of conversations to all those, who can facilitate and guide the learning process amongst students who are interested and engaged in the task. There was no significant effect of Intelligence on Academic Achievement of learners when Pre-Academic Achievement is taken as covariate. In this light, the null hypothesis that there is no significant effect of Intelligence on Academic Achievement of learners when Pre-Academic Achievement is taken as covariate is not rejected. It may therefore, be said that Academic Achievement of learners was found to be independent of Intelligence when Pre-Academic achievement is taken as covariate. The null hypothesis that there is no significant effect of interaction between Treatment and Intelligence on Academic Achievement of learners when Pre Academic Achievement is taken as covariate is not rejected. It may, therefore, be said that Academic Achievement was found to be independent of the interaction between Treatment and Intelligence when Pre-Academic Achievement is taken as covariate. keywords - Intelligence, Academic Achievement