Dissertation (MA Education)The study aimed to investigate the influence organization of learning in academic achievement. The objectives of the study were to identify the schools with moreeffective and less-effective in organization of learning; to find out the differences between schools with more-effective and less-effective in organization of learning in relation to teacher’s profile, and teacher- student interaction, teaching activity and pupils’ academic achievement; to find out the relationship between organization of learning and academic achievement of standard seven pupil’s; to explore stakeholders recommendation for improving organization of learning. The study employed both quantitative and qualitative approaches. The descriptive survey method was used to carry out this study. A total number of 30 schools were included in the sample of the present study. A total of 698 respondents were involved in the study in terms of 540 pupils, 120 teachers, 30 head teachers, 2 school inspectors and 6 educational officers. The data collected through techniques namely observations, interviews, Focus Groups Discussions (FGD) and documentary review. Quantitative data were analyzed by using SPSS version 20.0 programme and Qualitative data were subjected to content analysis. On the basis of the findings of the present study revealed that the schools were found to have better teachers’ profile, teacher-student interaction, teaching activity and pupils’ academic achievement were identified as schools with more-effective in organization of learning. There was a real association between organization of learning and pupils’ academic achievement. The study recommends that in-service training, adequate teaching and learning material/aids, rewards and motivation would improve organization of learning in primary schools.