Paper Title
A Study on Secondary School Students’ Life-Long Learning (LLL) Competencies

Abstract
There is a strong urge to foster Life-Long Learning (LLL) competencies with its key components - motivation, self-regulated learning and their co-curricular activities in nurturing healthy learning - from early in the education system. In general, School is not presently considered to be successful in systematically bestowing inspiration, self-directed learning and co-curricular activities learning strategies. This is why this paper aimed at answering the following questions: How well are Erode students equipped for the future, in terms of their Life-Long Learning competencies? Can perceived classroom structure and their school predict students’ LLL, and Is there a correlation of students’ LLL with their achievement in the co-curricular activities? This paper analyses the secondary school students’ Life-Long Learning competencies and their relation with classroom structure and achievement. Both primary and secondary data were collected for this paper. The sample size is 82 students from Private and Government schools. Structured questionnaires were used to collect primary data from secondary school students. Secondary data was collected from school websites and reports. SPSS was used for statistical analysis, and statistical procedures such as percentage analysis, correlation and 'z' test were utilised. Findings based on research hypothesis, demographic profile and various dimensions of secondary school students’ Life-Long Learning competencies and their relation with classroom structure and achievement were analysed. Keywords - Co-curricular activities, Performance approach, Interest, Self-efficacy, Surface-level strategies, Deep-level strategies, Achievement level.