<span>The educational productivity theory directed that students’ variables affect their performance. Therefore, this descriptive correlational study was designed to examine students’ interpersonal skills and its association with their achievement. There were 3,200 high school students participated in this study, selected from 80 high schools of Punjab through multistage random sampling technique. The Interpersonal Skills Scale (ISS) was adapted from DiPerna and Elliott’s Academic Competence Evaluation Scales-Student form (ACES-Student). ISS demonstrated a good internal consistency (coefficient alphas=0.819 and composite reliability=0.845). The results exhibited that students have a competent level of interpersonal skills. Moreover, a statistically significant difference was found in female and male students’ perceptions about interpersonal skills, while female have more interpersonal skills than male. Furthermore, ANOVA results concluded that administrative division (location) influences students’ perception of interpersonal skills. It is concluded from the correlational analysis that students’ interpersonal skills are indirectly associated with their achievement because a negative weak relationship was found in students’ interpersonal skills and their achievement as r=0.031, p=0.081. It is suggested that teachers may promote interpersonal skills by integrating cooperative and collaborative learning strategies into their classrooms.</span>

<span lang="EN-US">This study was conducted to examine students’ perceptions regarding reading habits and to explore gender-wise, sector-wise, and grade-wise differences in secondary school students’ reading habits. The students (N=538) who participated in this cross-sectional survey were selected through a non-proportional stratified random sampling technique from district Lahore. The researchers developed a questionnaire comprised of four subscales (perceptions, purpose, preferences, and problems in reading) to measure students reading habits. They ensured the validity of the instrument from experts and calculated the reliability that was Cronbach’s alpha=0.802. Data were analyzed by using different statistical techniques (mean, standard deviation, and independent samples t-tests). The results of descriptive statistics indicated that students gave more preferences to reading than perceptions about reading, the purpose of reading, and problems in reading. However, the least contributing factor was problems in reading. Whereas the findings of independent samples t-tests showed a significant difference in students’ perceptions about reading habits based on gender and class. However, an insignificant difference was found in students’ perception of reading habits based on sector-wise (public and private) schools. Books of students’ interests may be provided in libraries to encourage them to read. Moreover, teachers may also arrange more reading activities to enhance students’ reading skills.</span>