LEARNING STRATEGIES OF SENIOR HIGH SCHOOL

STUDENTSTOWARDS THEIR ACADEMICSUCCESS

A Research Paper
Presented to the Faculty of the
Matanao National High School- Senior High School
Matanao, Davao del Sur

In Partial Fulfillment
Of the Requirements for the Subject
Practical Research 2

Ian Rolex B. Brieta

Christian M. Cancio
Joana Marie S. Albarracin
Nicole Kate A. Alegarme
Shireen E. Benaro

JANUARY 2023
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APPROVAL SHEET
This research study entitled “LEARNING STRATEGIES OF THE SENIOR HIGH
SCHOOL STUDENTS TOWARDS THEIR ACADEMIC SUCCESS” prepared and
submitted by Ian Rolex B. Brieta, Christian M. Cancio, JoanaMarie S. Albarracin,
Nicole Kate A. Alegarme, and Shireen M. Benaro, in partial fulfilment of the
requirements for the first semester of Science,Technology, Engineering, and
Mathematics,has been examined and is hereby recommended for approval acceptance.
[Link],MBA
Research Adviser

PANEL OF EXAMINEERS

APPROVED by the Committee on Oral Examination with a grade of

JOEISA M. PRESBITERO, MAED- LT

Chairperson

SHENNETH KENNETH L. ALBARANDO GERALDINE S. LOPEZ

Member Member

APPROVED as partial fulfilment of the requirements for the first semester of

Science, Technology, Engineering, And Mathematics (STEM) strand.

RAYKI A. BUAT, Ph.D

Principal IV
Matanao National High School-SHS
Matanao, Davao del Sur

January 2023
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ACKNOWLEDGEMENT

The researchers would like to thank those who contributed to the completion of this

research. We want to thank the Matanao National High School for providing us with this

learning opportunity, which helped us develop valuable life lessons of patience,

perseverance, teamwork, resilience, cooperation, and, most importantly, the never-ending

pursuit of knowledge. Second, we would like to express our heartfelt appreciation to Janrey

Estribor for his immeasurable guidance, support, advice, comments, suggestions, and

provisions that contributed to the completion and success of this study. Working and

learning under his supervision was indeed a great privilege and honor. Rowena

Magdayao, our research grammarian, who generously shared her knowledge, experience,

and ideas that greatly aided us in writing our research study. We would also like to thank

our statistician, Geraldine Lopez, for sharing her knowledge, insights, and guidance

throughout this study. Lastly, we want to express our thankfulness to Almighty God for

providing us with the strength, knowledge, ability, and opportunity to conduct this research

study. With His guidance and mercy, we can complete this research and all of our daily

activities. All glory to God!

Researchers
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DEDICATION

This research paper is dedicated to the parents of researchers who have provided

us with unending support and inspiration throughout the study. They are the ones who

provide the resources required for the creation of this study. The researchers also pay

tribute to the teachers who helped make this research possible by guiding the researchers

through the process. This study is also dedicated to the school, which allows the

researchers to nurture, test, and collaborate to build this study. The researchers looked up

and dedicated this entire study to our Almighty God, who provides strength, knowledge,

wisdom, and protection. This would not be possible without Him. All glory belongs to the

Almighty God!
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ABSTRACT

The study sought to determine the significant relationship between the learning

strategies of the senior high school students of Matanao National High School towards

their academic success. In order to do so, the study utilized a non-experimental

quantitative research design using correlation analysis. 100 random respondents were

selected via quota sampling. The researchers employed survey questionnaires as a

research instrument to gather data and distributed it personally to 100 randomly selected

respondents via quota sampling. Results revealed that the level of effectiveness of the

learning strategies of the senior high school students that is descriptively interpreted as

High affects their academic success. Also, results revealed the level of academic success

of the Senior High School Students of MNHS is assessed as High. Lastly, there is a

significant relationship between the effectiveness of the learning strategies and the

academic success of the Senior High School Students in Matanao National High School.

Keywords: Learning Strategies, Academic Success, Correlational, Philippines

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Table of Contents
Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES ix

LIST OF FIGURES x

CHAPTER

1 INTRODUCTION

Rationale of the Study 1

Research Objectives of the Study 2

Hypothesis of the Study 3

Review of Related Literature 3

Theoretical Framework 27

Conceptual Framework 28

Significance of the Study 30

Definition of Terms 31

2 METHODS
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Research Design 32

Research Locale 32

Population and Sample 33

Research Instruments 33

Data Gathering Procedure 35

Statistical Tool 36

Ethical Consideration 36

3 RESULTS
Level of Efficacy of the Learning Strategies,
of the Senior High School Students in MNHS 38

Level of Academic Success of the

Senior High School Students of MNHS 39

Correlation Analysis of the Variables 42

4 DISCUSSIONS

Levels of Efficacy of the Learning Strategies,

Academic Success of the Senior
High School Students in MNHS 44

Significant Relationship Between Learning

Strategies and Academic Success of
The Senior High School Students in MNHS 45

Conclusion 46

Recommendation 48

REFERENCES

APPENDICES

A Survey Questionnaires 62

B Letter of Permission 67
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C Letter to the Validators 68

D Validation Sheets 70

E Statistician’s Certificate 73

F Grammarly Report 74

G Turnitin (Plagiarism Checker) Result 75

CURRICULUM VITAE
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LIST OF TABLES

Table Page

1 Level of Efficacy of Learning Strategies of the

Senior High School Students in MNHS 39

2 Level of Academic Success of the

Senior High School Students in MNHS 40

3 Correlation Analysis of the Variables 42

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LIST OF FIGURES

Figure Page

1 Schematic diagram showing the variables of the study 29

xi
 Chapter 1

INTRODUCTION

Rationale

Learning strategy refers to the approach or method that individuals use to

acquire and retain new knowledge and skills. However, there are some issues and

concerns related to learning strategies that can affect their effectiveness. Here are

some of them. First is the one-size-fits-all approach, many learning strategies are

designed to be generic and not tailored to the individual learner's needs. This

approach may not be effective for everyone, as people have different learning styles

and preferences. A more personalized approach to learning is needed to ensure

that individuals can maximize their learning potential. Second is the lack of

motivation, learning can be challenging, and some individuals may not be motivated

to learn, particularly if the subject matter is not of interest to them. Without

motivation, learning strategies may be less effective, and individuals may not be

able to reach their full learning potential. And lastly is limited resources, the

effectiveness of learning strategies can be limited by the availability of resources.

For instance, some learners may not have access to the technology or materials

needed for certain learning strategies. In such cases, alternative approaches or

resources may need to be considered. In conclusion, effective learning strategies

must be designed to address the individual needs and preferences of learners. This

includes their motivation and access to resources. And also, a tailored approach to

learning can help individuals maximize their learning potential and achieve their

learning goals. Academic success is important for individuals to achieve their

personal and professional goals. However, there are some issues and concerns that
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can affect academic success. The first one is poor time management, poor time

management skills can prevent students from achieving academic success.

Students who struggle with time management may find it difficult to balance their

academic responsibilities with other obligations and may struggle to complete

assignments on time. Secondly, is ineffective study habits, ineffective study habits

such as cramming, procrastination, and distraction can negatively impact academic

success. Students who engage in these habits may struggle to retain information

and may perform poorly on exams. And the last one is, limited access to resources

such as textbooks, technology, and tutoring can negatively impact academic

success. This is particularly true for students from disadvantaged backgrounds who

may not have the financial resources to invest in their education. In conclusion,

achieving academic success requires more than just attending classes and

completing assignments. It involves addressing factors that may negatively impact

student performance such as poor time management, ineffective study habits, and

lack of resources. By addressing these issues and concerns, students can improve

their academic performance and achieve their academic goals.

Furthermore, learning strategies can be trained by using it repeatedly.

Academic success can be more easily attained when learning strategies and the

learning setting align to make it easier to acquire new knowledge and integrate it

with existing knowledge. The student's academic progress may be impacted by the

use of various learning strategies. Numerous studies on learning strategies have

shown that students can use more than one learning strategy since other academic

tasks and their nature require a variety of processing procedures, ranging from

simple to more complex ones. On the other hand, some students may appear
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discouraged because their selected learning strategies do not apply when they are

accomplishing their learning goals. Moreover, the stated issue with the student's

academic success and learning strategies in learning settings encourage the

researchers to explore. Hence, this study aims to add to existing research on this

subject and provide new insights into it. The researchers believe that the stated

issue can be observed in their school, Matanao National High School. The study's

findings may also give recommendations or address issues related to the variables

discussed. Lastly, with this, the institution may take action on implementing plans

regarding the matter stated.

Objectives

1. Measure the level of efficacy of learning strategies of the SHS Students

in MNHS in terms of:

1.1 Meta-Cognitive Strategy;

1.2 Cognitive Strategy; and

1.3 Social/ Affective Strategies.

2. Assess the level of academic success of the SHS Students in MNHS in terms

of:

2.1 School Environment;

2.2 Relationship with Classmates;

2.3 Personal Expectations;

2.4 Social Capital;

2.5 Study Resources;

2.6 Climate in Class; and

2.7 Family Support.

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3. Determine the significant relationship between Learning Strategies and

Academic Success among Senior High School Students of MNHS.

Hypothesis

The hypothesis was tested at 0.05 level of significance.

H: There is no significant relationship between the learning strategies and the

academic success of SHS students in MNHS.

Review of Related Literature

This chapter presents the literature and investigations connected to the study.

They were acquired and chosen from books, papers from online sources, and other

academic journals to have an improved comprehension of the study.

Learning Strategies

Learning strategies are unique approaches to the processing of information that

improves understanding, learning, or recalling of information. Menendez et al. (2020)

states that learning strategies are specific actions, behaviors, or techniques that students

intentionally use to increase their comprehension. Students' flexible usage of learning

techniques has also been linked to improved perceptions of control over the learning

process (Obergriesser & Stoeger, 2020). Learning strategies describe how students

approach learning in particular learning circumstances and activities (Almoslamani,

2021). Certain studies focused on information-gathering methods and ways to get

students involved in the learning process (Shehzad et al., 2019). Students may employ a

variety of learning styles, according to studies done in this field. The range of academic

tasks and their demands cause learning approach processing techniques to be intricately

complex to simple. One of the critical components to achieving academic success is

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having effective learning strategies (Sabri, 2020). Certain studies also claim that learning

strategies is indeed a reliable indicator of academic success (Pinto et al., 2019). On the

other hand, the study by Vettori et al. (2020), discovered a negative link amongst

academic success and learning strategies. In order to accomplish their learning objectives,

students can choose from a wide variety of sources, regulate their own process of

learning, and control their interests and feelings (Diaz et al., 2019). Learning strategies

used in academic environments are connected to the processes students engage in on

several levels (cognitive, metacognitive, affective, and behavioral) to help them complete

learning tasks (Mazzetti et al., 2020). To put it in another way, learning strategies are

linked with people's thought processes to accomplish a particular objective (Parnrod &

Darasawang, 2018). And these tactics are similar to strategies that involve goal-oriented

movement, planning, competition, and competitiveness.

According to this perspective, learning strategies are methods that learners use to

successfully organize and apply active learning in order to get results that are satisfactory

in relation to a specific goal. These techniques may contain motivational, cognitive, meta-

cognitive, and affective domain aspects. Furthermore, it is emphasized that using learning

strategies effectively results in more remarkable academic accomplishment than limited

strategy usage (Sun et al., 2018). In addition, numerous studies indicate that those who

use and apply techniques like rehearsal, elaboration, organization, and critical thinking

effectively surpass those who do not believe in terms of academic achievement (Liu et

al., 2019).

Meta-cognitive Strategy

Meta-cognition is the method of choosing the most appropriate strategies for a given

problem, evaluating the results, and then modifying the strategy as needed in the context
 6

of the results. Higher-order thinking, another name for metacognition, is a crucial talent

for academic performance and problem-solving abilities. It entails exercising efficient

control over the cognitive processes involved in learning (Barnes & Stephens, 2019). By

selecting the appropriate cognitive tool for the job, meta-cognition enables students to

complete a personal goal. The management of thoughts, evaluation of learning, and

estimation of study time are all skills that students with meta-cognitive talents can

employ to manage their knowledge and its execution (Anthonysamy, 2020).

According to Whiteside et al. (2019), the technique that resulted from the cognitive

approach is meta-cognition. Learners can utilize questioning, revising, and assessment

techniques to improve their metacognition and ensure they are on the right road

(Khodjakulova, 2021). For students to actively participate in their education and succeed,

they must have strong metacognition abilities. Academic motivation, which is crucial to

both the process of learning and human behaviours, provides the foundation for achieving

academic success. According to psychologists, students must be fully engaged and deeply

involved in the learning process in order for them to be considered learners rather than

merely information recipients (Abdelrahman, 2020).

Furthermore, when a student is performing any form of planning before performing. In

other words, meta-cognition is a set of abilities that lets students see how they learn and

know how to evaluate and modify these abilities to learn more effectively. Additionally,

it strengthens a person's ability to exercise self- control and regulate their motivation for

learning. To put it another way, meta- cognition is a set of skills that enables learners to

recognize their learning processes and know how to assess and improve these skills to

learn more efficiently. The three sub-scales of meta-cognitive approaches help students

govern and regulate their cognition. Organizing (goal setting), moderating, and evaluating
 7

the learning processes are the three subscales (Hogh & Hilkel, 2020). According to Muijs

& Bokhove (2020), the most significant recent studies on meta-cognitive strategies were

examined. They discovered that they are primarily concerned with planning (including

goal setting and time management), monitoring, and self-assessment of learning.

According to Diken & Yürük (2019), students primarily use cognitive and meta-cognitive

strategies in problem-solving processes. According to Demirel (2020), speaking with

oneself before, during, and after a learning task concerning one's cognitive approach and

the task's requirements is known as meta-cognition; Sahranç (2019) also described it as

the student's assessment of their thought process.

Cognitive Strategy

In its most basic definition, "cognitive strategies" refers to using the mind (cognition)

to resolve a problem or finish a task. According to Margunayasa et al. (2019), cognitive

strategy is a method humans use to process, store, and utilize information to respond to

activities or events in their environment. One type of learning strategy that learners may

utilize to study more efficiently is a cognitive strategy. These include methods for

memorizing information, such as repetition, grouping new words, summarizing their

meaning, claiming meaning based on context, and employing imagery. Students that use

cognitive learning can make very effective use of their minds. In addition, cognition and

actions define how students manage their thoughts, emotions, and behaviors to get the

most out of their learning. Academic performance is largely reliant on efficient learning

methods. Gharghani et al. (2018) stated that, in order to better collect, store, and apply

knowledge, cognitive methods can be used.

Furthermore, this approach to learning is proactive, efficient, and long- lasting. It

encourages learners to actively participate in the teaching strategy, facilitating learning,

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thinking, and fundamental cognitive processes. Working memory is just one component

of the group of cognitive abilities that are essential for academic success, according to

(Peng et al., 2018). Executive function also refers to the mental processes, such as

thinking skills, and consciousness that support goal-directed behavior. Cognitive

strategies are only related to learning tasks (such as rehearsal, elaboration, and recall) and

refer to information processing for knowledge goals and structure) (Mazzetti et al., 2020).

Certain studies also said that cognitive strategies help you process the data you've

gathered like in class. This strategy includes planning, analyzing information critically,

developing ideas, and practicing lessons repeatedly (Hogh and Hilkel, 2021). To solve

problems, make judgments, or carry out necessary evaluations, critical thinking is the

process of applying existing knowledge to new and diverse situations. Another crucial

cognitive learning strategy that influences how students think critically, make decisions,

and solve problems is necessary thinking skills (Alivernini et al., 2019). While rehearsal,

organization, and elaboration are three of the most common cognitive learning strategies,

according to this idea, students employ rehearsal techniques to retain topics, elaboration

techniques to relate new information to what they already know, and organizational

techniques to deduce the core ideas of the topics they are studying (Liu et al., 2020).

Moreover, organizing tactics comprise activities like using simple terms, taking notes,

drawing conclusions using summaries and concepts, and identifying essential facts that

are important to the learning process. Moreover, numerous research have looked into

different combinations of students' strategy utilization using a person-centered approach

since students tend to acquire a wide range of various combinations of cognitive learning

strategies in multiple learning circumstances (Rogiers et al., 2019). Cognitive strategies

for learners include expansion of concepts and the organization of information acquired
 9

from learning (Nabizadeh et al., 2019). Cognitive skills and academic success affect each

other through development. Academic success and necessary cognitive abilities (working

memory, reasoning, executive function) are correlated with each other and should get

better over time (Peng et al., 2020).

Social/Affective Strategies

Robiansyah & Rochmahwati (2020) stated that the social/affective approach aids in

regulating and controlling a learner's emotions, motives, and attitudes toward learning. It

also aids in the facilitation of learning through social interaction. One research study uses

social/affective strategies for students speaking in class, and it indicates in their research

that social/affective learning strategies help students believe in themselves and build their

confidence. According to Wissam (2019), according to their definition, social/affective

strategies are various mental and behavioral techniques that students can employ to either

strengthen their learning abilities or cope with the emotional and sociocultural difficulties

they face during the course of their studies. The social and affective domains are seen as

the most crucial for developing learning skills. The significance of social/affective

strategies is that they are seen as being the most vital for honing learners' abilities. Hauck,

(2005) as cited in Wissam (2019), states that learners who have honed their

social/affective methods are likely to become more successful. Furthermore, Chou,

(2004) as cited in Wissam (2019), added that if social/affective strategies are considered

in the classroom, they may enhance students' communication skills and motivation.

According to Muin (2019), the collaborative strategy and the strategy of seeking

confirmation are the two sub-strategies that make up socio-affective strategies.

Furthermore, according to the study by Indriana (2019), socio- affective strategies are the

most used learning technique by some students. A lot of students take advantage of this
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specific tactic. Students must practice speaking in public or in front of other students to

enhance their skills in public speaking. Most students use almost all of the components of

socio-affective strategies. Students apply the preferences component of cooperating with

others. Cooperating with others is the student's primary method of operation. Students

may collaborate in groups to identify answers that they have in common. When it comes

to the social-affective listening strategy and listening, the study of Chriswiyati (2021)

discovered that, despite the minimal link between the two, listening anxiety increased

when social-affective listening strategies were less frequently used. The study by

Žindžiuvienė (2019) stated that socio-affective learning strategies could be incorporated

into exercises for various skills, including vocabulary, grammar, pronunciation, speaking,

reading, and writing. Their study revealed that these techniques are primarily employed

in speaking- related activities, with pronunciation receiving the fewest social-affective

learning strategies.

Following the study by Kouachi (2021), the findings of the study stated that without

being aware of it, students were unconsciously reducing their anxiety in class by utilizing

a certain socio-affective strategy to support them. The results corroborated their study's

hypothesis that learners' speaking anxiety can be reduced by using socioaffective

strategies. Budiman (2019) cited in his research that it also discovered that students prefer

using relaxation, taking a deep breath, and cooperating with others or peers as sorts of

socio-affective techniques that can boost their accomplishment in class. To assist students

in managing and controlling their feelings, motivations, and attitudes toward learning,

socio- affective strategies must be used. Thus, through contact and interaction with

others, the students will be able to learn. They will also gain confidence in speaking

during speaking activities in class (Nurwandi, 2022). In the midst of the pandemic,
 11

Suryani (2022) mentioned in their research study that socio-affective strategies link to

social interaction. Upon conducting various studies on this particular concept, the

researcher found that social/affective strategies were mainly used to improve the speaking

skills of the students and more on interaction with other learners. In addition,

social/affective strategies are also used to enhance the learners' speaking skills in class,

which is a great factor in attaining academic success.

Academic Success

According to Alturki (2020), to the definition of academic success is quite broad and

complex. Academic success is defined as a degree to which a student, instructor, or

institution has reached their short- or long-term educational goals is known as academic

success or achievement. Academic success is the completion of educational milestones

such secondary school diplomas and bachelor's degrees. Academic success are results

from the learning process, the accumulation of subject information, and the development

of skills (Cachia, 2018). In educational institutions, academic success is crucial since it is

frequently utilized as a performance indicator. The achievement of at- risk students can

be considerably increased through preventive measures and early detection (Alyahyan &

Düştegör, 2020). Despite (and perhaps because of) its ambiguity, academic success is one

of the terms that is most frequently used in educational research and evaluation,

according to a study by (Guterman, 2021). According to Kim (2020), academic success is

often measured using this criterion which is the overall grade point average (GPA).

Student interactions are also a strong predictor of good academic performance. In

general, minority of the students’ perceptions of their interpersonal interactions with

other students is seen crucial. Moreover, academic success is significantly impacted by

how frequently students connect with peers about academic and social issues (Atuahene,
 12

2021). Indeed, the key players in the “academic success” scenario are the students

themselves, according to the study by (Holtorf, 2021). Participation in activities with an

educational purpose, satisfaction, acquiring desired knowledge, skills, and competence,

and perseverance in achieving educational goals are therefore considered key components

of a student's success. Bokan (2021) demonstrated in their study that the desire to enroll

in school could be considered as a potential predictor of success in academic performance

in terms of learning. Understanding and defining academic success is crucial for raising

students' success rates.

Furthermore, the hobbies and personal conduct of the student make up the

psychological characteristics, which have been proved in several studies to have an effect

on students' academic success. Student interests are one of these (Hamoud et al., 2018).

The achievement of summative examinations, as required by learning outcomes, has

always been linked to the idea of academic success. However, other academics contend

that this term's definition is disputed since it has an "abstract" character that depends on

various subjective viewpoints. In fact, academic success can refer to both students’ ability

to land a professional employment connected to their degree and their achievement of

knowledge proven through excellent evaluation grades (Lynam et al., 2018).

School Environment

The phrase "school environment" refers to the collection of interpersonal interactions

that take place inside a school community and are influenced by the structural, individual,

and functional elements of the educational institution that give schools their

distinctiveness. Due to the theoretical importance of the human-environment connection,

new insights into the importance of social relationships in the educational setting, and

uncertainty about the purposes of education in the modern world, research on the physical
 13

aspects of school environments is currently receiving more attention (Lundberg &

Abdelzadeh, 2019); (Aldridge & McChesney, 2018). According to Ngussa & Nzowa

(2019) the relationship between commitment to learning and academic and school-related

concerns is additive. Furthermore, they contend that characteristics related to the

educational environment, including commitment, influence student success. Additionally,

the school is a social setting where the education, training, and personality development

of students—who are the future assets of a community—are built and managed by

appropriate training techniques, suitable physical space, and a supportive psychological

environment. Furthermore, the learning environment in schools is also a mix of human

practices and material systems, similar to how an ecology combines living organisms and

the natural world (Balog, 2018). Most existing research on learning environments places

more emphasis on their physical attributes than on how well spaces and practices

correspond with targeted educational activities, behaviors, and student perceptions.

According to Acton (2018), active learning environments are necessary for students.

Fisher (2019) stated that a learning place with a comfortable and active learning

environment allows for flexible classroom settings and involves greater participation and

collaboration from students (Asino & Pulay, 2019). In these settings, teachers and

students exhibit more expressive and assertive conduct, power dynamics are more fluid

and balanced, and learners operate as dynamic satellites as the teacher moves around the

classroom (Ravelli, 2018). According to Oden (2019), a student's ability to commit to

learning depends on several factors, including their location within the school's grounds,

the design of their classroom, and the accessibility of teaching tools. One's integration

into academic and social systems is referred to as social engagement, a term that is

sometimes used synonymously with terms like interaction, involvement, or even

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collaboration which can take place inside or outside of the classroom, in any communal

area of a school, including clubs, dorms, student unions, etc., and is linked to better

feelings of enjoyment, belongingness, and self-assurance when participating in

educational activities (Rath, 2021).

Personal Expectations

According to Hue (2018) expectations are a natural aspect of life. Each student is

different, and each expectations are personal. Additionally, each student brings their own

academic and personal histories as well as unique perspectives on their own skills.

Personal educational expectations are shaped by the experiences of students prior to

beginning the beginning of their education (Yale, 2019). When attempting to understand

academic success in education, student expectations are a crucial factor. Along with

objectives and motives for their future in school, these expectations include students'

perceptions of their own self-efficacy and worth (Araújo et al., 2019). In the context of

education, students have personal expectations and goals, and they are motivated to

achieve those goals effectively (Korstange, 2020). Academic performance as well as

students' academic and social engagement are positively impacted by students’ personal

expectations, which are molded by students' prior academic experiences. Furthermore,

the success of students when they first enter a classroom rests in part on their earlier

expectations of education, as these subsequent impressions are influenced by them

(Könings, 2022). Throughout the course of education, learners continuously create

expectations within themselves (Eskelä- Haapanen et al. 2020; Lopez-Agudo et al. 2021).

It is important that we recognize this variation and work to establish a detailed

understanding of the evolution of student expectations in order to better comprehend its

concept. Numerous studies have looked into the wide range of student expectations,
 15

which researchers have acknowledged to be very diverse (Rovers et al., 2018). High

academic expectations have detrimental consequences on mental health, specifically for

academic performance improvement (Lui et al., 2022). According to Asgarabad et al

(2021) when a student is unable to manage the demands or expectations in a certain

setting, they may feel the subjective stress known as the academic expectation of stress.

In addition, students, which can be influenced by various elements such as teaching

strategies and personal motivations and expectations, can be one of the most crucial

measures of a lesson's success (Naylor et al., 2021).

Social Capital

Social capital is defined as those substantive resources that are ingrained in social

institutions or interpersonal interactions. Social capital and academic performance of

students are two important and interrelated issues that can define the effectiveness of the

students’ social and academic activities in school (Ahmed et al., 2020). Learners who

succeed in education receive social capital benefits from their social networks, such as

access to institutional resources, knowledge, and support. Understanding how social

networks/capital formation in learning environments works arises as an important task

because networks and their structure is a determining factor on how it affects their

chances in achieving success in school and they also have an important effect on an

individual’s well-being. Yuan et. al (2018) stated that social networks are key elements in

school because they are a sort of a device or instrument which allows the exchange of

information, culture, knowledge and of course, social capital and social support. In

addition, social capital in education comprises oriented resources-whether instrument,

informational, or emotional- that students access through their social networks (Saw,

2020). Moreover, as the study of Ahmed et al. (2020) suggested, students with high social
 16

capital and communication skills interact more with their instructors and peers, and these

benefits will enhance their academic performance. It readily shows that social capital is

positively and significantly associated with academic performance. In the study of Daly

et al. (2020) that investigated the relationship between social capital and students’

educational achievement, concluded that all three dimensions of social capital (structural,

communication, and cognitive) in a family environment have a positive impact on the

students’ educational achievement. Learners with high social capital have high chances of

achieving success academically (Bartscher et al., 2020 and Pitas & Ehmer, 2020).

Additionally, different periods and expectations are common for students. As students

advance through the study, their individual expectations change according to their

personalities and experiences (Moraes et al., 2019).

Furthermore, weak ties allow for interactions across a variety of contexts and are

particularly important for gaining access to information-related social capital, which is

otherwise impossible to obtain by relying solely on intimate networks of family and

friends. The establishment of weak relationships and the type of social capital gained are

influenced by the characteristics of networks, such as socioeconomic status, education

level, resources, or power of the constituent network members. The resources one derives

from their network of friends, family, and communities are referred to as social capital

(Mishra, 2020). An individual's network of social connections and involvement in social

structures that provide a sense of belonging are referred to as their social capital (SC).

This term is crucial because it emphasizes the value of each person's involvement in

social groups. Students who attended more classes with friends overall had higher GPAs

in the cross-tabulations, it was found that students who participated in extracurricular

activities or organizations generally had higher GPAs (Pincince, 2020). In addition to

 17

that, not every student fails academically. Some do succeed, but research on their

circumstances is lacking, especially in light of the potential significance of social capital

for academic performance. The information channel, which comes through social

networks that rely on interpersonal connections to get information, is the second type of

social capital (Mutawally, 2018). According to the study of Mieziene et al. (2022),

learners who have more social capital in their various social contexts—such as their

families, neighborhoods, schools, and peer groups—get better grades. The author clarifies

that while social capital connected to schools can reflect ties to the community, it most

often refers to the bonds that kids develop with their instructors, which can help them

achieve academic success. Usually, different settings interact to produce outcomes when

social capital is developed. Social capital developed in families interacts with capital

developed at school to produce academic success. As a result, more positive school social

environments can counteract the negative effects of unhealthy family relationships

(Mieziene et al., 2022).

Study Resources

In a learning setting, study resources are employed to support and aid in the learner’s

growth and learning. They were made to help learners study more effectively and, in

certain circumstances, to assess their knowledge (Tunde, 2022). Study resources can be

any type of informational material according to some, while for others it must be

connected to learning objectives and it must have some sort of sequencing, like learning

objects. It may

be difficult for students who must utilize a variety of informational and educational

resources to meaningfully link, arrange, and integrate the information so that they can

expand their understanding but students can also combine information from various
 18

learning materials, both individually and collectively, to create meaningful knowledge

(Barzilai, 2018). As a result, learning is made easier and more thorough, integrating a

variety of viewpoints and ideas from different study resources (Farmer, 2019). The

effectiveness of schools is increased by the availability of teaching and learning resources

because these are fundamental elements that can result in students performing well

academically (Akintola, 2020). In addition, in various ways, the use and sufficiency of

teaching and learning resources affect educational outcomes in schools; bad use,

underuse, and unqualified teachers result in low educational success. One of the main

causes of students' poor learning outcomes in schools is the lack of adequate physical and

material resources. Schools that lack the necessary classrooms, workshops, laboratories,

and teaching and learning resources are unlikely to achieve satisfactory results. In the

study of Vu et al. (2021), he stated that the degree to which the study material was

mastered or the form in which feedback is given (e.g., a grade that either emphasizes the

student's ranking or feedback on effort rather than performance) are examples of

educational design elements that can affect perceived achievement in addition to true

achievement. According to Colvard (2018), using study resources has many benefits

including achieving their personal learning goals. Resources are essential to both teaching

and learning, according to that, without the availability of teaching tools, education

programs cannot be taught properly. This is largely due to the fact that instructional

materials support students' growth in cognitive analytical skills and in their perspectives.

Students' performance is considerably improved when teaching and learning resources

are made available to meet the comparative needs of the teaching and learning process.

This is because students will have access to the study resources provided and can learn at

their own pace (Aggrey, 2022). All study resources are significantly and favorably
 19

associated to student involvement, particularly prospects for growth and development,

according to the product-moment correlations for the relationship between study

resources and academic success (Cilliers et al., 2018). Additionally, study resources are

in fact essential in today's education. The impact of these materials (textbooks,

chalkboards, charts, etc.) is important since it can make the process of learning more

convenient. If implemented, these materials will provide numerous educational

advantages to both students and teachers (Etim, 2021). It is obvious that study resources

play a crucial role in education Sikorová (2019), given the nature of students' learning,

which is sometimes based mostly on self-study and students' individual preparation.

Relationship with Classmates

Adolescents spend the majority of their waking hours in school, where they interact

with their peers in both positive and negative ways (Juvonen, 2018). Even when they are

not there, they frequently reflect on events that have occurred or may occur at school,

whether it may be good or bad (Portt et al., 2020). Although they don't choose one

another, classmates engage in everyday interaction by interacting, publishing content

sending messages, and having mobile phone conversations. In reality, the widespread

availability of contemporary communication technology has influenced how adolescents

create and maintain their interpersonal relationships (Saldivia et al., 2020).

Furthermore, studies highlight the requirement for an accepting and encouraging

educational environment (Schulz and et al., 2018). Most of the educational and living

experiences that learners share take place in the same physical areas, including their time

and teachers. Numerous studies have shown how important it is to create flexible and

innovative learning settings in order to keep students engaged, in contact with their

classmates, and to combat social isolation. This will also help students feel more driven
 20

to perform well in class (Ozkanbekiroglu, 2022). According to Yang et al. (2019), it's

critical to comprehend the many kinds of social links that exist between classmates when

studying them to determine whether or not they can boost students' achievement

(Juvonen, 2018).

On the other hand, how teens interact with their social environment is significantly

influenced by peer acceptance and friendship (Wentzel et al., 2018). Some data suggests

that not all adolescents benefit equally from these relationships (Alivernini et al., 2019).

Being male or female has always been considered a significant factor when evaluating

interactions with peers. Girls are thought to be more focused on their peers

(MacLochlainn et al., 2022). However, other research has found that girls have weaker

social ties to their classmates than boys (Alivernini et al., 2019). Male peer interactions

appear to be characterized by larger groups and more links (Portt et al., 2020). They

experience more aggression than girls do, and they engage in more unfavorable peer

interactions overall (Casper, 2019 and Pistella et al., 2020). Therefore, it appears from the

research so far that having a less affluent household negatively affects peer connections.

According to other studies on troubled teenagers, friendships are very beneficial to them,

and peer approval doesn't seem to help them transition to school (Bianchi et al., 2021).

Weeks & Sullivan (2019) claimed that friendship and peer acceptability, which

predominantly occur in the environment of schools, seem to be important for teens. Using

communication technologies as intercultural connectivity tools can help with this process

(Vidal, 2021).

Climate in Class

Climate in class is referred to as the learning environment of the students. The

learners’ experiences in the classroom may be beneficial to their learning or it may hinder
 21

it. Climate in class includes various elements that affect how quickly students pick things

up. These components, according to Balog (2018), include people, curriculum, training,

and instruction; teaching aids; technological tools; learning resources; and the physical

environment or learning space. The people are the people who have a direct or indirect

impact on the student through a connection or relationship, which can help students grow

and succeed in school aspects. The people are the individuals who, either directly or

indirectly, have an affect on the student through a connection or relationship, which can

aid in the student's development and academic success. The lesson resources, technical

tools, and learning resources are instructional resources such as teaching aids, reducing

equipment, or instructional materials that support curriculum alignment and student

learning support. Each setting and classroom have their own unique characteristics that

make up the school environment. Learners actively enhance their knowledge in

environments that are designed with them in mind. Assessment and community

involvement are highly valued in knowledge-centered environments (Federation

University, 2018). However, some communities are less likely to have positive classroom

climates. Some students are unintentionally placed in classrooms where quality

interactions do not usually occur. As a result, these children are often at greater risk of

underachieving and not fulfilling their potential (Langeloo et al., 2019). Students'

impressions of the rules and procedures in their classroom are often gauged when

determining the environment of the classroom. Given this reality, it is particularly

important that optimal conditions for a positive classroom climate are created in

classrooms serving young children from minority backgrounds due to the relevance of

such conditions for fostering educational and social success (Justice et al., 2018).

According to individual student assessments of a classroom's variety of climate,

 22

intergroup outcomes, and adjustment are consistently linked (Baales et al., 2019). The

socioeconomic position of the kids' families may also somewhat reduce the impact of the

classroom climate on youth development. In other words, depending on whether a student

comes from a wealthier or lower socioeconomic background, the advantages of a positive

learning environment may differ in strength. It's feasible that low-income adolescents will

gain more from a supportive learning environment because they are more exposed to

personal advertising than their classmates who have better incomes (Wang et al., 2020). It

is common knowledge that the managing, supporting, and teaching behaviors of teachers

have an impact on students' behavior, emotional responses, and learning. The classroom

atmosphere is defined by these behaviors to the extent that they are more or less

consistent (Bardach et al., 2020). The interaction that occurs in the classroom leads to the

concept of "classroom climate," which is more precise than the term "classroom learning

environment. Academics claim that the actions teachers do to instruct, stimulate, control,

and promote their students' learning and behavior are the most important factors in

defining such a climate (Wang et al., 2020). Tapia & Ruiz (2021) stated that factors other

than student qualities that influence how students interpret their teachers' behavior in the

classroom include teachers' and schools' characteristics. In a previous multilevel study

about a factor of a classroom motivating atmosphere, Alonso-Tapia et al. (2020) found

that teachers' actions may differ depending on their aims and knowledge of motivation,

and this can alter how students see them. According to Freire (2018), in order to foster

critical consciousness, social injustice should be actively challenged and commented

upon in the classroom. To foster a more favorable learning environment, schools that

encourage critical consciousness educate students about social injustice, its causes, and

other types of group-based discrimination (Schachner, 2021).

 23

Family Support

A key factor in a student's path to academic success is family support. The previous

research of Roksa (2019) on education illuminates several elements that influence student

achievement including family support. However, few studies consider how families

might help students as they pursue education. Mishra (2020) claimed that a student's

personal connections, which include their family and community, have an impact on how

well they do in school. While students with higher academic backgrounds benefit from

both family support and social capital connected to information, minority students

typically only benefit from family support as social capital. The performance of minority

students is significantly influenced by communities, including religious and ethnic

networks, in addition to familial relationships. According to the study by Johnson (2019),

negative educational experiences may be partially countered by factors beyond the school

system, such as parental and family support. Smith (2018), as cited in Johnson (2019),

proposed that the concept of academic accomplishment may vary depending on the

educational history of one's family in order to achieve this. Although everyone who

participated agreed that family relationships are significant, each participant in the study

by Burger (2020) had varied opinions on their importance. Your family is aware that

others have achieved achievement, earned degrees, and are succeeding in their own right.

They anticipate you doing good like others as well.

Moreover, Tamara's familial and aspirational capital, one of the participants of the

study by Baker (2019), may have been transformed into academic success through family

support, demonstrating how different types of capital are interconnected and work

together to create riches. In the study of Irvine (2019), the single criterion that all of the

participants mentioned as being important to their academic performance was family

 24

support. Indeed, family support plays an important role in the academic success of

students. (Family support does, in fact, have a significant effect in students' academic

success.)

Furthermore, as cited in DeFauw (2018), academic success depends on family support.

Families must work together for students to achieve their best academic results. Although

several students claimed their parents relaxed to give them more opportunities to develop

independence and maturity, the parents did not forgo support. Despite being involved,

they kept their distance. As students grow more and are promoted to higher education,

their engagement with their families is slowly fading. Family support declines during

adolescence because teenagers are more independent than younger kids (Camarero-

Figuerola, 2020). However, it is clear from their research that families must be involved

in their children's education at that age and that it is still crucial. It seems that having a

supportive family environment can help shield adolescents from difficult situations.

According to Fuse (2018), students feel the support of their families and/ or

encouragement to pursue their degrees, yet many still appear discouraged because they

appear to be struggling financially. One problem also that the family is encountering is

the financial problem that could impact the students' family support for their academic

success and to proceed to higher education as they are promoted. A significant outside

element discovered to support the building of students' resilience requires a supportive

environment that includes their homes, schools, peer groups, and communities.

Moreover, studies have shown how important families are to promoting academic

success. Family support has been found to help with academic accomplishment and help

students "bounce back" after failure by raising students' morale and appreciation of

school and helping with time-consuming activities (Dadpe, 2018). Family support can
 25

help students in everything they need to achieve academic success. However, it has been

found that there are various problems that are being encountered by the families of the

students. One of the problems that a family may encounter is the financial instability, a

lot of the families of the students have this common problem in life, and this might affect

the students in achieving their academic success.

Theoretical Framework

The theories cited in the paper are presented in this section. It is mainly based on

Herbert Walberg's Theory of Educational Productivity (1981) and Claire Weinstein and

Richard Mayer's Learning Strategies Theory from (1986). The study is first anchored on

the theory of Weinstein and Mayer, which is the Learning Strategies Theory. According

to them, the range of learning strategies is wide, ranging from simple to complex

concepts in learning. Weinstein and Mayer stated that learning strategies are classified

into five main groups. These groups comprise strategies, namely elaboration, rehearsal,

organization, motivation, and lastly, meta-cognition. Furthermore, they also stated that

there is no perfect strategy that ensures success in all learning situations. It is on the

learners to find out what suitable strategies are for them and how they utilize them to

achieve success. Weinstein (1987) claimed that students should be trained to gain an

understanding and skills for using suitable tactics that meet their needs. Furthermore, the

second theory that is anchored in this study is the Theory of Educational Productivity of

Herbert Walberg. The subject of Walberg's theory tackles the learning influences that

impact a student's academic achievement. Additionally, Walberg used a number of

methods to pinpoint the elements that affect a student's capacity for effective function in

this study of academic achievement. Besides that, Walberg's study identified nine critical

variables that influence learning outcomes, including student aptitude or prior

 26

achievement, motivation, age or developmental stage, amount and quality of instruction,

classroom climate, home environment, peer group, and exposure to media outside of the

classroom. He further added that if these factors are not effectively managed, they may

have an adverse effect on learners' academic achievement. According to him, elevating

particular factors might significantly affect a student's academic success.

Conceptual Framework

The schematic diagram shown in the study's variables is illustrated in Figure 1 above.

The learning strategies, which include three indicators—meta- cognitive strategy,

cognitive strategy, and social/affective strategy—are the independent variable in this

study. It is based on the learning strategies used by students in performance assessments

in EFL classrooms by Sumardi (2018). On the other hand, the dependent variable of this

study is academic success, which consists of seven indicators namely, school

environment, relationship with classmates, personal expectations, social capital, study

resources, and climate in class, which is based on the academic success-development and

validation of a questionnaire about determinants of academic success in secondary school

students by (Mayayo et al., 2018). The variables of the study, learning strategies (IV) and

academic success, are shown in the schematic figure above (DV). The arrows show how

the various learning strategies affect academic success.

 Independent Variable Dependent Variable
Academic
Learning Strategies Meta-Cognitive Strategy Cognitive Strategy Success
Social/ Affective Strategy
School Environment
Relationship with Classmates
Personal Expectations
Social Capital
Study Resources
Climate in Class
Family Support

Figure [Link] Diagram Showing the Variables of the Study

 30

Considering that the primary objective of this research is to establish a significant relationship

between effective learning practices and academic achievement.

Significance of the Study

The main goal of this study is to ascertain whether there is a correlation between

senior high school students at Matanao National High School's learning strategies and their

academic success. Moreover, this study will be beneficial because this will provide necessary

information to the following: the Department of Education, the teachers, the students, and the

future researchers about the effectiveness of certain learning strategies that affect the

academic success of the senior high school students of Matanao National High School.

Department of Education. The results of this study will provide the Department of

Education with a basis for realizing that specific learning strategies do have a significant

influence on students' academic progress.

Teachers. The results of this study will make the teachers aware that the academic

success of the learners is significantly influenced by their learning strategies.

Students. The data and findings from this study will benefit the learners. They will be

able to identify their preferred learning strategy and apply it efficiently to succeed

academically.

Future Researchers. The information presented in this study will be the most

beneficial to future researchers. If ever they're going to conduct a study regarding this topic,

this study will serve as a piece of reliable information.

Definition of Terms

The following terms are defined as used in the study.

Learning Strategies. In this study, this phrase serves as an independent variable. It

can also mean the way Matanao National High School senior high school students approach a
 31

task.

Academic Success. Is used as the dependent variable of the study. In this study, it is

defined as the learning goals of the students.

Senior High School Students. In this study, they are the subject that is being studied

to determine if there is a significant relationship between their use of learning strategies

towards their academic success.

 Chapter 2

METHODS

Presented in this section are the research design, research locale, the population and

sample, research instrument, data collection, and statistical tool employed in the

study.

Research Design

The correlational method was used in this study's quantitative, non-

experimental research methodology. In order to ascertain the relationship between

the variables and establish which of the variables are connected, non- experimental

research was used. Cresswell (2012) adds that correlation research is a statistical

method used to spot the propensity for two (or more) variables or two sets of data to

change over time. Finding the connection between two variables is the aim of

correlational research.

Research Locale

The study was conducted at Matanao National High School. The school is

located at Poblacion, Matanao Davao del Sur. The researchers chose to carry out

their study at one of the largest school in the area since it is convenient for them to

conduct surveys there and it is where they attend classes regularly. The purpose of

the study, according to the researchers, was to determine whether senior high school

students at Matanao National High School's learning strategies were positively

significant to their academic success.

 33

Figure 2. Map of the Philippines, Matanao, Davao Del Sur

 34

Population and Sample

All of the senior high school students of Matanao National High School made

up the study population. The total number of respondents from the senior high school

was 100, and they were selected using the Quota sampling technique. The students

who wished not to participate were not forced nor bothered. All the data the

researchers gathered during the survey were kept confidential for the safety of the

students who participated.

Research Instrument

The researchers utilized survey questionnaires which were taken from the

study of Sumardi (2018), Learning Strategies Used by Students in Performance

Assessment in EFL Classroom. And the Academic Success Development and

Validation of a Questionnaire About Determinants of Academic Success in

Secondary School Students by (Mayayo et al, 2018). Before the questionnaires were

administered to the respondents. They were validated and checked by three

validators who are experts in this field. The computation and mean were scaled and

scored as follows to determine the effect of the SHS Students on their academic

success.

Table 1. below showed the interpretation of the mean scores of the level of

efficacy of the learning strategies of the senior high school students of Matanao

National High School. The first column showed the mean interval, the descriptive

equivalent in the second column, and the third column for the interpretation. This

contained the factors and questions listed under learning strategies. On a 5-point

Likert scale, these three strategies—meta-cognitive strategy, cognitive strategy, and

social/affective strategy—were scored. The questionnaires were frequently validated,

 35

and before the survey, the output was improved based on the validators' feedback

and suggestions.

Mean Interval Descriptive Interpretation

Equivalents

4.20-5.0 Very High This means that the level of efficacy of the
learning strategies of the Senior High School
Students is Very High.

3.40-4.19 High This means that the level of efficacy of the

learning strategies of the Senior High School
Students is High.

2.60-3.39 Moderate This means that the level of efficacy of the

learning strategies of the Senior High School
Students is Moderate.

1.80-2.59 Low This means that the level of efficacy of the

learning strategies of the Senior High School
Students is Low.

1.0-1.79 Very Low This means that the level of efficacy of the
learning strategies of the Senior High School
Students is Very Low.

Table 2 below showed the interpretation of the mean scores of the level of academic

success of the senior high school students of Matanao National High School. The first

column showed the mean interval, the descriptive equivalent in the second column, and

the third column for the interpretation. This contained the factors and questions listed

under academic success. These seven strategies— school environment, relationship with

classmates, personal expectations, social capital, study resources, climate in class, and

family support were rated on a 5- point Likert scale. The questionnaires were frequently

validated, and before the survey, the output was improved based on the validators'

feedback and suggestions.

 36

Mean Interval Descriptive Interpretation

Equivalents

4.20-5.0 Very High This means that the level of academic success
of senior high school students is Very High.

3.40-4.19 High This means that the level of academic success

of senior high school students is High.

2.60-3.39 Moderate This means that the level of academic success

of senior high school students is Moderate.

1.80-2.59 Low This means that the level of academic success

of senior high school students is Low.

1.0-1.79 Very Low This means that the level of academic success
of senior high school students is Very Low.

Data Gathering Procedure

The following are the steps involved in the process of conducting the study.

1. Determining the sample size of the students. With the use of Quota sampling,

the researchers identified 100 respondents in grade levels 11 and 12.

2. Validation of research instruments. Validation sheets, a letter approving the

study's conduct, and a letter to the validators were given to the experts to examine the

validity of the research instruments and the survey questionnaires as a provision in

conducting the actual survey. After the suggestions and comments of the validators were

received, the output was then improved.

3. Administration and Retrieval of the Research Instruments. Utilizing the

questionnaires adopted from the studies, the questionnaires were reproduced and
 37

administered the distribution of questionnaires personally. The questionnaires that were

distributed were afterward retrieved from the participants in the research.

4. Gathering of the results. Upon the completion of the surveys, the answered

questionnaires were collected, examined, and evaluated under the guidance of the

researchers’ statistician. The results became the basis of the researchers in determining

the significant relationship between the learning strategies and academic success of the

senior high school students of Matanao National High School.

Statistical Tool

The data were examined using Pearson's Correlation Analysis. According to

(Ahlgren et al., 2003), correlation is a method for determining the link between two

variables. This was used to determine the significant relationship between Learning

Strategies (IV) and Academic Success (DV).

Ethical Considerations

The following were the ethical considerations the researchers have ensured for the

participants.

Privacy and Confidentiality. The information given by the participants had been

identified to anybody but the researchers to protect privacy and confidentiality.

Informed Consent. Each participant received a permission letter outlining some of

the significant aspects of the study and what they may anticipate from both the researchers

and the participant.

 38

Right to Revoke. The researchers guaranteed that the participants' cooperation in

the study was entirely voluntary and that they were given the right to withdraw at any

moment.

Deceit. The research study ensured that the information provided by the

respondents was true and would not harm anyone in any way. No unethical schemes were

used by the researcher to mislead the participants. Correctly handling the provisions

prevented unwanted criticism and moral dilemmas.

Falsification. The research was based on reliable and accurate studies. The

writers were acknowledged, and their research was utilized to create the manuscript of the

research.
 39

Chapter 3

RESULTS

Shown in this chapter are the statistics and interpretation of findings based on the

responses of the results of the study based on the seven criteria: Meta- cognitive

Strategies, Cognitive Strategies, Social Affective Strategies, School Environment,

Relationship with Classmates, Personal Expectations, Social Capital, Study Resources,

Climate in Class, and Family Support.

Level of efficacy of the Learning

Strategies of the Senior High School
Students of Matanao National High School

Table 1 presented the results of the survey that measures the level of efficacy of

learning strategies among SHS Students in Matanao National High School with meta-

cognitive strategies, cognitive strategy, and social/affective strategies as the indicated

factors as perceived by the respondents.

Revealed in Table 1 was the overall mean of the first indicator, which was meta-

cognitive Strategies with a mean score of 4.14 and SD=0.1659, with a descriptive

interpretation of high. This indicated that the students often think about their own thinking

and learning. Students who used meta-cognitive strategies had the ability to reflect on their

own thinking and use it to their own advantage.

The second indicator under Table 1 was cognitive Strategy, with an overall mean of

4.07 and SD=0.6456 with a verbal interpretation, high. This implied that
 40

Table 1. Level of efficacy of the learning strategies of the SHS Students of MNHS

Indicators Mean SD DescriptiveLevel

Meta-cognitive 4.14 0.6159 High
Strategy
Cognitive 4.07 0.6456 High
Strategy
Social/Affective 4.02 0.5558 High
Strategies
Total 4.07 0.6057 High

the students often used cognitive strategies like memorization techniques, including

imagery and repetition, to achieve the best learning results in school.

Social/Affective Strategies. Shown in Table 1 was the third indicator,

Social/Affective Strategies. This indicator had an overall mean of 4.02 and SD=0.5558 with

a verbal interpretation, high. This indicated that the students often use social/affective

strategies, which is defined as mental technique to strengthen their learning abilities or to

cope with difficulties they face in school or class.

Table 1 showed that the overall mean of learning strategies is 4.07, with a standard

deviation of 0.6057, and was classified as High. The overall rating suggested that the three

factors listed under learning methods—meta-cognitive strategies, cognitive strategies, and

social/affective strategies—were those that senior high school students at Matanao

National High School use the most often.

Level of academic success of the Senior High School

Students of Matanao National High School
 41

Table 2 presented the results of the survey that measures the level of academic

success among SHS in Matanao National High School with the school environment,

relationship with classmates, personal expectations, social capital,

Table 2. Level of academic success of the Senior High School Students of Matanao

National High School

Indicators Mean SD Descriptive Level

School 3.67 0.4843 High
Environment
Relationship with 3.72 0.5249 High
Classmates
Personal 3.69 0.4691 High
Expectations
Social Capital 3.79 0.6086 High
Study Resources 3.31 1.0876 High
Climate in Class 3.73 0.5039 High
Family Support 3.60 0.6451 High
Total 3.64 0.6176 High

study resources, climate in class, and family support as the indicated factors as perceived

by the respondents.

School Environment. Revealed in Table 2 was the first indicated factor under the

indicator academic success with a mean score of 3.67 and SD=0.4843 and was described

as High. This implies that the students were surrounded by a positive school environment

where they are active and more eager to participate in class.

Relationship with Classmates. Shown in Table 2 was the second factor under the

indicator, academic success. This factor had a mean score of 3.72 and SD=0.5249 and

was described as High. This implied that the students have emphasized the pivotal role of

peer support for students’ stress and academic achievement.

 42

Personal Expectations. Indicated in Table 2 was the third factor under the

indicator, academic success. This factor had a mean score of 3.69 and SD=0.4691 and is

described as High. This signified that students are expected to be cooperative and

responsible and to constantly do their best.

Social Capital. Shown in Table 2 was the fourth factor under the indicator,

academic success. This factor had a mean score of 3.79 and SD=0.6086 and was

described as High. This entails that students engage in extracurricular activities and

practice social capital skills.

Study Resources. Table 2 showed the fifth factor under the indicator, academic

success. This factor had a mean score of 3.31 and SD=1.0876 and is described as High.

This specified that the students have access to the school's equipment, technology,

curriculum materials, textbooks, and other materials.

Climate in Class. Indicated in Table 2 was the sixth factor under the indicator,

academic success. This factor had a mean score of 3.73 and SD=0.5039 and was

described as High. This implies that the students had a positive classroom climate, safe,

respectful, welcoming, and supportive of student learning.

Family Support. Revealed in Table 2 was the seventh factor under the indicator

academic. This factor had a mean score of 3.60 and SD=0.6451 and was described as

High. This signifies that the students have family members who can encourage them to

develop good learning norms and behaviors.

As seen in Table 2, showed that the overall mean of academic success is 3.64, with

a standard deviation of 0.6176, and is interpreted as High. The overall rating suggested
 43

that the seven factors listed under academic success—school environment, relationship

with classmates, personal expectations, social capital, study resources, climate in class,

and family support—were those that senior high school students at Matanao National High

School utilize the most.

Table 3. Correlation Analysis of the Variables

Variables Sum of df Mean Square R P-Value

Squares
Learning Strategies 16.39 99 16.56 0.9031 <.00001
Academic Success 13.12 99 13.25
The P-value is <.00001. The result is significant at p <.05.

This meant that the null hypothesis, which stated that there was no significant relationship

between learning strategies and academic success, was rejected; it clearly indicated that

there is a significant relationship between learning strategies and academic success.

Correlation Analysis of the Variables

Revealed in Table 3 was the correlation analysis of the variables, learning strategies, and

academic success of the senior high school students of Matanao National High School. As

seen in the table, the bivariate correlation analysis was utilized using the Pearson product-

moment correlation to determine the relationship between the variables mentioned. The

independent variable, which was the learning strategies of the senior high school students

of Matanao National High School, had a sum of squares of 16.39, a degree of freedom of

99, and a mean square of 16.56. The dependent variable was the academic success of the

senior high school students of Matanao National High School has a sum of squares of

13.12, a degree of freedom of 99, and a mean score of 13.25. Furthermore, table 3
 44

showed the observations of the relationship between SHS students' learning strategies (IV)

and their academic success (DV). When learning strategies and academic success were

correlated, the computed r-value between the two was 0.9031, with a probability value of

p.00001, which is significant at the p.05 level. This means that the null hypothesis, which

stated that there was no significant relationship between learning strategies and academic

success, was rejected; it clearly indicated that there was a significant relationship between

learning strategies and academic success.

 45

Chapter 4

DISCUSSION

This chapter contains an analysis and interpretation of the outcomes of determining the significant

relationship between the learning strategies and academic success among senior high school

students of Matanao National High School.

Levels of Efficacy of the Learning Strategies,

Academic Success of the Senior High School Students in MNHS

The total level of learning strategies as perceived by the senior high school students in

Matanao National High School was predominantly high. The following three factors were

descriptively leveled, it was frequently revealed on the basis of their mean scores and standard

deviation (SD) from the information gathered from the respondents, with the use of questionnaires

for identifying the students' preferred learning strategies. It indicated that the senior high school

students of MNHS often utilized the three indicated factors under learning strategies, namely meta-

cognitive, cognitive, and social/affective strategies. The findings of this study coincided with those

of Almoslamani (2021), who found that effective learning strategies indeed have a large role in

student's academic success. He stated that each student has a different learning approach in specific

learning activities and learning situations. Moreover, the students’ preferred learning strategies can

assist them in gathering knowledge and it also took part in their learning. Furthermore, these

findings also agreed with the study of Sabri (2020) that students may employ a variety of learning

styles due to the variety of academic tasks and their requirements. Academic Success On the

contrary, the academic success of the SHS students in Matanao NHS was perceived as high. A

further look at the results indicated a slight disparity in the ratings among the seven factors. Social

capital garnered the highest ratings among the seven indicators, it agreed with the study of Bartscher

et al. (2020); Pitas & Ehmer (2020) that learners with high social capital had high chances of

achieving success academically. It readily shows that social capital is positively and significantly
 46

associated with academic performance. The senior high school students of MNHS had more social

capital in their various social contexts—such as their families, neighborhoods, schools, and peer

groups this results in getting better grades.

Significant Relationship Between Learning Strategies and Academic Success of the Senior
High School Students in MNHS

The present study discovered a positive relationship between academic success and learning

strategies. This implied that students with effective learning strategies have a higher chance in

succeeding in school. These findings agreed to the study of Pinto et al (2019), which claimed that

learning strategies was indeed a reliable indicator of academic success. It also agrees to the study of

Mazetti et al. (2020) which they stated that learning strategies used in academic environments are

connected to the processes students engage in on several levels (cognitive, metacognitive, affective,

and behavioral) to help them complete learning tasks and achieve academic success more

efficiently.

Conclusions

In the prior summary of the findings, the researchers derived these conclusions:

1. The level of efficacy of the learning strategies of the SHS Students of Matanao SHS is

predominantly high.

2. The level of academic success of the SHS Students of MNHS is predominantly high.

3. There is a very strong significant relationship between the learning strategies towards the

academic success of the SHS Students of MNHS.

Recommendations

After a careful analysis of the study's findings, the following recommendations have been made:

1. The results showed that learning strategies have a direct impact on the academic success

of the students. Other than that, the findings of this study may serve as an awareness for the students

that there are certain learning strategies that are suitable for them which they may apply in
 47

approaching a particular task or goal in school.

2. The Department of Education, especially the teachers of Matanao National High School

may use the findings of this study as a basis for raising awareness and educating students about the

different types of learning strategies and their possible effects on academic success.

3. The results of this study may serve as a reference for future researchers. If ever they might

be interested in this topic, they may also use the results and findings of this study as an additional

information.

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 58

APPENDI
 59

Appendix A
LETTER OF PERMISSION TO CONDUCT THE STUDY

Appendix B
 60

LETTER TO THE VALIDATORS

61
62
 63

Appendix C
VALIDATION SHEETS FOR THE RESEARCH INSTRUMENT
64
65
 66

Dear Respondents,
We are the researchers of Grade 12 STEM students, Group 2, we kindly request
your approval to participate in this research study entitled, “Learning Strategies
of Senior High School Students towards their Academic Success”.

In line with this, the researchers are humbly asking for your participation by
answering the survey form for the study. The researchers need the response of
SHS Students of MNHS, and are asking for your ample time in answering the
survey form. The researchers will conserve the participants’ anonymity and will
keep it confidential.
Sincerely,

The Researchers

Direction: Please indicate your level of agreement or disagreement with each of

these statements. Read carefully and put a check (✔) mark in the boxes below
for your answer.

Name: (Optional) Age:

Gender: Female Male

| 5- Strongly Agree | 4-Agree | 3-Neutral | 2-Disagree |

1-Strongly Disagree |

I. Questionnaires for Learning Strategies (Sumardi, 2018)

A. Meta-cognitive Strategy 5 4 3 2 1
1. I often pay attention to the teacher’s explanation and other
students performance.
2. I often arrange and plan my learning by organize it.
3. I often seek the opportunity to practice.
4. I have set my English learning goals.

B. Cognitive Strategies 5 4 3 2 1
1. I often practice pronunciation.
2. I often repeat my learning.
3. I am often using translation.
C. Social/Affective Strategies
1. I often ask the teacher or my friends when I do not
understand the material.
2. I believe that my performance will successful.
3. When performance assessment is applied, I often exercise
together with my friend
 67

4. When performance assessment is applied, I often exercise

together with my friend.
5. I notice if I am tense or nervous.
6. I often talk to someone about how I feel.

II. Questionnaires for Academic Success (Mayayo et al., 2018)

A. School Environment 5 4 3 2 1
1. When the teachers tell me not to do something, I know
they have a good reason for saying it.
2. The teachers are concerned about me.
3. At school there are teachers I can speak to if I have
problems.
4. The teachers are always willing to listen to the students’
ideas.
5. I feel secure and comfortable with my teachers at this
school.
6. The teachers punish students without knowing what has
happened.
7. My teachers keep the promises they make.
8. My teachers treat me with respect.
9. My teachers do not value me much in class.
10. In this school, you can talk openly with the teachers.
11. My teachers always expect the best of me.
12. If I fall behind with the content for the year, I don’t get
help from my teachers to catch up.
13. My teachers are willing to offer me extra help in relation
to the class work if I need it.
14. My teacher realize if I have problems understanding
something.

15. My teachers don’t give me specific advice on how to

improve my work in class.
16. If I don’t understand something in class, my teachers are willing
to explain it to me again in a different way.
17. My teachers expect all students to make a lot of effort.
18. My teachers want us to develop our capacity for reflection, not
just memorize things.
B. Relationship with Classmates
1. I feel isolated at school.
2. I make friends easily at school.
3. I often feel insulted, threatened, or harassed by my
classmates at school.
 68

4. I get on well with most of my classmates at school.

5. I feel like most of my classmates at school treat me with
respect.
6. With my classmates we help each other to learn.
7. I am capable of working in a team with my classmates.

8. At school I have classmates who help me when I need it.

C. Personal Expectations
1. I don’t expect to continue studying when I leave school.

2. I feel motivated and with strength to continue studying in

future.
3. With my studies I hope to get a better job than my parents
and family members.
4. Learning on its own is a good motivation for carrying on
studying.
5. I carry on studying because I have to.
6. I carry on studying because I don’t know what else to do.

7. I can’t find important reasons to continue studying.

8. In my situation, continuing studying seems like a waste of
time.
9. In my situation, continuing studying seems impossible to
me.
10. At school I develop important capacities and learn important
things.
11. The classes give me useful preparation for what I want to
do in life.
 69

12. I try to do my best in class.

[Link] Capital
1. My family maintains smooth communication with my
teacher.
2. My family voluntarily gets involved in activities and
projects at school.
3. The support of a monitor, educator, trainer, has been very
important for me in recent years.
4. I take part in social and/or leisure activities in the
neighborhood.
5. Activities I do outside of school help me improve as a
person.
6. I participate as a volunteer in any body or association.
7. I carry out extra-curricular activities during the school year.

[Link] Resources
1. I own computers and tablets in our house.
2. I have my own computer or tablet (i.e., just for you).
3 I have internet access at home.
F. Climate in Class
1. The students don’t listen to what the teacher says.
2. There is noise and disorder in class.
3. The environment in class stops me working well.
4. We don’t start working until a long time after the start of
the class.
5. My classmates believe that it is important to go to class
every day.
6. My classmates believe it is important to pay attention in
class.
7. My classmates believe that it is important to do their
homework.
8. My classmates make an effort to get good grades.
G. Family Support
1. As a student, I do not feel supported by my family.
2. My family encourages me to make an effort at school.
3. When I need it, someone from my family helps me with
my homework.
4. In my family nobody asks about my exams or homework.
 70

5. I feel like my family is proud of me.

6. There are people in my family I can talk to when I need it.
 71

Appendix D
APPROVED CERTIFICATE
 72

Appendix E
Grammarly Report
 73

Appendix F

Turnitin (Plagiarism Checker) Result)

 74

Curriculum
Vitae
 75

IAN ROLEX B. BRIETA

Researcher

Home Address : Purok, Country Homes,

Poblacion Matanao Davao del Sur

Phone no. : +639815230361

E-mail : chikobrieta1@[Link]

EDUCATION

2021 - Present Senior High School

Matanao National High School

Poblacion, Matanao, Davao del Sur

2017 - 2021 Junior High School

St. Mary’s College of Bansalan Inc

Dahlia Street, Poblacion Uno, Bansalan Davao del Sur

2011 – 2017 Elementary

Matanao Central Elementary School

Poblacion, Matanao, Davao del Sur

AWARDS AND HONORS

With Honors 2014

 76

CHRISTIAN M.
CANCIO
Researcher

Home Address : Purok 1A, Buri,

Matanao, Davao del Sur

Phone no. : +639266300653

Email : tancancio27@[Link]

EDUCATION

2021 – Present Senior High School

Matanao National High School

Poblacion, Matanao,Davao del Sur

2017 - 2021 Junior High School

Zamboanga National High School

R.T Lim Boulevard, Zamboanga City

2011 - 2017 Elementary

Zamboanga Central School SPED Center

Zone 1, Varela Street, Zamboanga City Region 9 -

Zamboanga Peninsula

AWARDS AND HONORS

With Honors – 2022

 77

JOANA MARIE S.
ALBARRACIN
Researcher

Home Address : Purok Mauswagon,

Poblacion, Matanao, Davao del Sur
Phone no. : +63910558393

Email : albarracinjoana83@[Link]

EDUCATION
2021- Present Senior High School

Matanao National High School

Poblacion, Matanao, Davao del Sur

2017 - 2021 Junior High School

Matanao National High School

Poblacion, Matanao, Davao del Sur

2011 – 2017 Elementary

Matanao Central Elementary Poblacion,

Matanao, Davao del Sur

AWARDS AND HONORS

With Honors 2017

With Honor 2021
NICOLE KATE A.
ALEGARME
Researcher

Home Address : Purok Narra, Buri, Matanao

Davao del Sur

Phone no. : +639639199365

Email : nicolekateaa@[Link]

EDUCATION
2021 – Present Senior High School

Matanao National High School

Poblacion, Matanao, Davao

del Sur

2017 – 2021 Junior High School

Matanao National High School

Poblacion, Matanao, Davao del

Sur

2011 – 2017 Elementary

Buri Elementary School

Matanao, Davao del Sur

AWARDS AND HONORS

With Honors 2017

With Honor 2021
SHIREEN E. BENARO
Researcher

Home Address : San Jose, Matanao

Davao del Sur

Phone no. : +6309104751147

Email : benaroshireen0@[Link]

EDUCATION
2023 – Present Senior High School

Matanao National High

School Poblacion, Matanao,

Davao del Sur

2017 - 2021 Junior High School

Matanao National High

School Poblacion, Matanao,

Davao del Sur

2011 – 2017 Elementary

Alfredo Eugenio Sr. Elementary

School San Jose , Matanao

Davao del Sur

AWARDS AND HONORS

With Honor 2016