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CHAPTER I

The Problem and Its Scope

Rationale of the Study

The rationale for this study lies in the imperative to understand

and assess the relationship between learning strategies and academic

performance among senior high school students at Bolocboloc High

School. As education plays a crucial role in shaping individuals’ future

prospects, identifying effective learning strategies that positively impact

academic outcomes becomes essential.

This study aims to contribute valuable insights to educators,

administrators, and policymakers by examining how various learning

strategies employed by senior high school students correlate with their

academic performance. The research seeks to identify pattern

s, strengths, and weaknesses in the application of learning strategies,

ultimately aiding in the development of targeted interventions to enhance

academic success.

Understanding the impact of learning strategies on academic

performance can guide educators in tailoring instructional approaches to

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better align with students’ preferences and needs. Furthermore, the

findings may facilitate the implementation of evidence-based practices,

fostering a more conductive learning environment at Bolocboloc High

School.

By conducting a quantitative analysis, the study aims to provide

statistically significant evidence of the relationship between learning

strategies and academic performance, offering a foundation for evidence-

based decision-making in educational practices. This research is not only

pertinent to Bolocboloc High School but can also serve as a reference for

educational institutions facing similar challenges in optimizing student

learning experiences.

In conclusion, investigating the impact of learning strategies on

academic performance at Bolocboloc High School holds significant

relevance for enhancing educational practices and student outcomes.

The findings may pave the way for targeted interventions, instructional

improvements, and policy enhancements, contributing to the overall

advancement of the educational landscape.

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Statement of the problem

This study generally aims to explore the relation of learning

strategies on academic performance among SHS in Bolocboloc High

School SY: 2023-2024

Specifically, this research seeks to find the answers to the

following questions.

[Link] is the profile of the respondents in terms of the following

1.1. Sex,

1.2. Grade level, and

1.3. Socio- economic status?

2. What are the levels of senior high school student learning

strategies in terms of:

2.1. Listening and taking down notes

2.2. Memorization and Oral Recitation.

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2.3. Peer learning

2.4. Watching educational videos, and

2.5. Reading with comprehension

[Link] is the academic performance of Senior High student

respondents?

[Link] there a significant relationship between respondent’s profile

and their academic performance?

[Link] there a significant relationship between respondent’s learning

strategies and their academic performance?

Significance of the study

The following are the individuals and entities that will benefit the study:

1. Educational Institutions: Bolocboloc High School, along with other

educational institutions, will benefit from insights gained through this

study. Understanding the effectiveness of different learning strategies

can aid in refining teaching methodologies and curriculum design.

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Institutions can tailor their educational approaches to better align with

students' learning preferences and needs, ultimately enhancing the

overall quality of education provided.

2. Teachers and Educators: Teachers play a pivotal role in facilitating

student learning. This study can equip educators with valuable

knowledge about the most effective learning strategies for senior high

school students. Armed with this information, teachers can implement

diverse teaching techniques that cater to students' individual learning

styles, fostering a more conducive learning environment and maximizing

student engagement and academic achievement.

3. Students: Senior high school students at Bolocboloc High School are the

primary beneficiaries of this study. By understanding the relationship

between learning strategies and academic performance, students can

gain insights into how they learn best and which strategies are most

effective for their individual needs. Armed with this knowledge, students

can adopt more efficient and personalized learning approaches, leading

to improved academic outcomes and overall success in their educational

endeavors.
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4. Parents and Guardians: Parents and guardians play a crucial role in

supporting their children's education. Understanding the impact of

learning strategies on academic performance can empower parents to

actively engage with their children's learning processes. They can provide

guidance and support tailored to their children's preferred learning

methods, helping them achieve their academic goals and fostering a

positive attitude towards learning.

5. Researchers and scholars about the relationship between learning

strategies and academic performance. This knowledge can contribute

to the ongoing discourse on educational practices, providing a

foundation for further research and exploration in the field of learning

methodologies and academic success.

Scope and limitation of the study

The study will focus on investigating the relationship between

learning strategies and academic performance among senior high

students at Bolocboloc High School for the school year 2023-2024. It will

involve assessing the various learning strategies employed by students

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and how these strategies impact their academic achievements. It will

also assess the relationship between students’ profile (age, sex, and socio

economic status) and their academic performance.

The research will aim to identify patterns, correlations, and

potential predictors of academic success based on the learning strategies

utilized by the [Link] study will utilize established tools or

inventories commonly used in educational research to assess learning

strategies, such as the Learning and Study Strategy Inventory (LASSI) or

other relevant instruments. Data collection will involve surveys,

questionnaires, and possibly academic performance records of the

students. Both quantitative and qualitative analyses may be employed to

explore the relationship comprehensively.

The study limits the following: Sample Size: The study’s findings

may be limited by the number of participants from Bolocboloc High

School who are willing to participate in the research. A smaller sample

size could affect the generalizability of the results. Time Constraints: The

timeframe of one school year (2023-2024) may limit the depth of analysis

that can be conducted regarding long-term effects of learning strategies

on academic performance. Ethical Considerations: Ensuring student

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privacy, consent, and ethical conduct throughout the research process

will be crucial but could also pose limitations in terms of data access and

participant engagement. School-Specific Context: Findings may be

specific to Bolocboloc High School and may not be directly generalizable

to other schools or educational settings due to unique characteristics of

the institution. Causality: Establishing a direct cause-and-effect

relationship between learning strategies and academic performance may

be challenging due to the presence of confounding variables that cannot

be fully controlled in a school-based study.

Theoretical framework

This study is anchored within three theoretical frameworks that

offer valuable insights into the relationship between learning strategies

and academic performance among senior high students: Cognitive Load

Theory (Sweller, 1988), Self-Determination Theory (Deci & Ryan, 2000),

and Control-Value Theory of Achievement Emotions (Pekrun et al.,

2002).
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Cognitive Load Theory posits that the cognitive demands placed on

individuals during learning tasks significantly impact their ability to

process information effectively. When considering learning strategies and

academic performance, students may experience varying levels of

cognitive load depending on the complexity of the task and the strategies

employed. Effective learning strategies that help manage cognitive load,

such as spaced repetition or elaborative interrogation, can enhance

students' understanding and retention of academic material, ultimately

leading to improved academic performance.

Self-Determination Theory suggests that individuals are inherently

motivated to pursue activities that fulfill their basic psychological needs

for autonomy, competence, and relatedness. In the context of learning

strategies, students who feel a sense of autonomy in their learning

process, perceive themselves as competent in their academic endeavors,

and feel connected to their educational environment are more likely to

engage in adaptive learning strategies. These students may exhibit higher

levels of academic performance due to their intrinsic motivation and

active involvement in their learning process.

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Control-Value Theory of Achievement Emotions emphasizes the

role of students' perceptions of control and the value they place on

academic tasks in shaping their emotional responses and, subsequently,

their learning strategies and academic performance. Students who

perceive themselves as capable of controlling their academic outcomes

and who find value in their learning tasks are more likely to experience

positive emotions such as interest and enjoyment, leading to the

adoption of adaptive learning strategies and, ultimately, higher academic

performance.

Conceptual Framework

In this conceptual framework, researches aimed to explore the

relationship between learning strategies and academic performance

among senior high students at Bolocboloc High School for the school

year 2023-2024. Understanding how different learning strategies impact

academic performance can provide valuable insights for educators,

students, and parents to enhance educational outcomes.

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Learning strategies refer to the approaches or methods that

individuals use to acquire, retain, and apply knowledge. These learning

strategies includes listening while taking down notes, memorization and

oral recitation, peer learning, watching educational videos and reading

with comprehension.

Academic performance is a measure of a student’s achievement in

various educational tasks, such as exams, assignments, and projects.

Indicators of Academic Performance: Grades, test scores, class

participation, and overall understanding of the subject matter.

Researchers also aimed to explore the relationship between

students’ profile and academic performance.

Considerations: Factors such as socio-economic background,

motivation levels, and prior academic experiences may influence their

learning strategies and academic performance. By integrating these key

components within a comprehensive conceptual framework, researchers

can gain valuable insights into the intricate relationship between

learning strategies and academic performance among senior high

students at Bolocboloc High School for the academic year 2023-2024.

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Shown in figure one (1) is the paradigm of the study. It shows the

relationship between the independent variables (Learning Strategies and

Students’ Profile) and dependent variable (Academic Performance). The

study assumed that the students’ academic performance is affected by

their learning strategies and their profile.

Paradigm

Independent variable Dependent variable

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Review of related literature

The existing literature suggests that students who quickly reject

faulty strategies, solve more problems, and rework previously difficult

problems tend to outperform their peers who are less efficacious

[Zimmerman & Martinez-Pons, 22]. Moreover, Zimmerman and Martinez-

Pons highlighted the positive correlation between students' perceptions of

efficacy, utilization of learning strategies, and academic progress. They

emphasized that students' beliefs about their academic efficacy offer

valuable insights into individual differences in learning and motivation.

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The general expectancy-value model of motivation delineates

motivation into three components: value components encompassing goal

orientation and task value, expectancy components including self-

efficacy and control beliefs, and the affective construct of test anxiety

[18], all of which are pertinent to this study.

Conversely, learning strategies pertain to the steps undertaken

by students to augment their learning capabilities. As Zimmerman [21]

articulated, self-regulated learning strategies entail actions and

processes aimed at acquiring information or skills, involving agency,

purpose, and instrumentality perceptions by learners. Examples of

learning strategy usage encompass rehearsal, organization, critical

thinking, time and study environment management, effort regulation,

peer learning, and help-seeking [23]. There is mounting evidence of the

significance of these strategies due to their impact on academic

performance [21]. Research indicates that students employing cognitive

strategies such as elaboration and organization engage with content at a

deeper level and are more likely to retain and recall information later [8].

A study of 404 college students by Al Khatib [11] found that intrinsic

goal orientation, self-efficacy, test anxiety, and metacognitive self-

regulated learning significantly predict college students' performance.

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Conversely, students reporting higher levels of test anxiety were less

likely to exhibit self-regulation [8].

Recognizing that these concepts (students' motivations and

learning strategies) are teachable, this study is instrumental in

delineating Liberian junior and senior school students' motivational

beliefs and learning strategy utilization across various subjects. It also

identifies potential impediments to student learning and offers

recommendations for enhanced academic performance in Liberia. It is

anticipated that the research findings will enhance understanding of

Liberian students' motivation and learning strategy utilization, aiding

students, administrators, and policymakers in refining teaching and

learning practices through policy development or program alignment in

the interest of nation-building.

Listening While Taking Down Notes

In the literature, the studies addressing various benefits of note-

taking during listening are mostly seen in higher education contexts.

When the learners do not take down notes, their attention span is 10 to
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15 minutes, but thanks to note-taking, extending this period and

increasing the interest and motivation level of the listeners might help

them understand better. Therefore, learners should be encouraged to

acquire note-taking skills (Howe, 2001). In a study by Carrell, Dunkel,

Mollaun (2002) on note-taking, the participants believed that they felt

comfortable and relieved when they were allowed to take notes during

lessons; they also noted that it was useful to answer the questions

related to the course content and it was easier for them to remember

what they learned. Similarly, various researchers stressed that note-

taking improves learning and facilitates recalling (Kneale, 1998; Laidlaw,

Skok, & McLaughlin, 1993; Ayer & Milson, 1993; Davis & Hult, 1997;

Kiewra, 2002; Boyle, & Weishaar, 2001; Titsworth & Kiewra, 2004;

Brent, 2004; Bonner & Holliday, 2006; Tok, 2008).

If one thinks that note-taking is the act of writing down the

material by shortening it in certain ways unique to the listener, it means

that this activity is oversimplified (Piolat, et al., 2004: 306). In fact, note-

taking is a process that necessitates cognitive processing; it is composed

of several steps; that is, listening, comprehension, analysis, selection and

writing in the form of notes (Ozbay, 2005: 88). As it is clear from these

lines, note-taking while listening renders listeners more active by

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involving them in higher-order cognitive skills such as evaluation,

interpretation, decision-making and summarizing.

Listening while writing down notes is a crucial skill that can

significantly impact information retention, understanding, and overall

productivity. Several studies have explored the effects of different note-

taking methods on listening comprehension and memory recall. Here is a

review of the literature on this topic:

[Link] Note-Taking: Research has shown that taking notes

using pen and paper, as opposed to typing on a laptop, can lead to better

retention of information. Mueller and Oppenheimer (2014) conducted a

study that revealed students who took notes longhand performed better

on conceptual questions compared to those who typed their notes. The

act of physically writing engages the brain more effectively, leading to

improved understanding and memory.

[Link] of Shorthand in Effective Note-Taking: Shorthand techniques,

such as Teeline shorthand used by journalists and court reporters, play

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a significant role in capturing spoken information accurately and

efficiently. By condensing spoken words into symbols or abbreviated

forms, note-takers can keep up with fast-paced conversations without

losing essential details (Pitman & Isaac, 1837).

[Link] Benefits of Handwritten Notes: Studies have indicated

that handwritten notes allow for better synthesis and organization of

information compared to typed notes. A study by Pam A. Mueller and

Daniel M. Oppenheimer (2014) demonstrated that students who took

handwritten notes were better able to understand complex ideas and

retain information over time.

In conclusion, the literature suggests that actively listening while writing

down notes using traditional methods like pen and paper can lead to

improved comprehension, memory retention, and overall learning

outcomes.

Memorization and Oral Recitation

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Memorization and oral recitation are essential components of

language learning strategies that have been studied extensively in the

field of education. These strategies play a crucial role in helping students

acquire, retain, and recall information effectively. In the context of

foreign language learning, memorization helps learners store vocabulary,

grammar rules, and other language components in their long-term

memory for later use. Oral recitation, on the other hand, involves

speaking aloud or rehearsing learned material to improve fluency,

pronunciation, and overall language proficiency.

The Role of Memorization and Oral Recitation in Student Learning

Memorization strategies such as repetition, association,

visualization, and mnemonics aid students in encoding information into

memory efficiently. These strategies can enhance vocabulary retention,

grammar mastery, and overall language comprehension. Similarly, oral

recitation allows students to practice speaking skills, improve

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pronunciation accuracy, and build confidence in using the target

language communicatively. By combining memorization with oral

recitation activities, students can reinforce their learning through

multiple modalities.

Benefits of Integrating Memorization and Oral Recitation

Integrating memorization and oral recitation techniques in

language learning offers several benefits to students. It enhances their

memory retention capacity by engaging both auditory and visual senses

during the learning process. Additionally, oral recitation promotes active

participation and interaction in the classroom, leading to improved

speaking proficiency and communication skills. By incorporating these

strategies into language lessons, educators can create a dynamic

learning environment that caters to diverse learning styles and

preferences.
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Challenges and Considerations

While memorization and oral recitation are valuable learning

strategies, educators should be mindful of potential challenges

associated with their implementation. Students may struggle with

maintaining motivation during repetitive memorization tasks or feel self-

conscious when practicing oral recitation in front of peers. To address

these challenges, teachers can incorporate interactive activities, peer

feedback sessions, and supportive learning environments to encourage

student engagement and participation.

Future Directions for Research

As research on memorization and oral recitation continues to

evolve, future studies could explore innovative approaches to integrate

these strategies into language curricula effectively. Investigating the

impact of technology-enhanced learning tools, gamification techniques,

or collaborative platforms on student engagement and performance could

provide valuable insights for educators seeking to optimize language

instruction. Additionally, longitudinal studies tracking the long-term

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effects of memorization and oral recitation practices on language

proficiency development could offer comprehensive evidence-based

recommendations for pedagogical practices.

Peer Learning

Peer learning strategies have gained significant attention in

educational research as effective methods to enhance student cognition,

critical thinking, and overall learning outcomes. Various studies have

explored the benefits and implementation of peer learning strategies in

different educational settings. Here is a comprehensive review of the

literature on peer learning strategies for students:

1. Benefits of Peer Learning Strategies: Research by Lu & Law (2012),

Moore & Teather (2013), and Topping (1998) highlights several key

benefits of peer learning strategies:

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Engages students in cognitively demanding activities such as reviewing

work, providing feedback, identifying misconceptions, and summarizing

information, leading to deeper understanding.

Fosters participation in peer review fosters collaboration skills,

communication, negotiation, acceptance of criticism, and justification of

one’s position.

Contributes to the affective domain by promoting motivation, self-

confidence, empathy through feedback exchange.

peer review with self-assessment enhances metacognitive skills and self-

reflection among students.

2. Implementation Strategies for Peer Learning: Effective

implementation of peer learning strategies involves the following key

guidelines:

* Aligning peer review activities with clear learning objectives and

expectations.
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* Developing assessment criteria using rubrics or guidelines to guide

students’ evaluations.

* Providing training, examples, and practice opportunities for students to

build confidence in peer assessment.

* Allowing adequate time for the peer review process, monitoring student

progress, providing feedback, and encouraging revisions based on

feedback.

* Implementing peer review across various contexts such as

presentations, projects, essays, reports to maximize its benefits.

3. Peer Learning Models in Practice: Several peer learning models can

be implemented in educational settings:

* Peer Review: Involves students evaluating and providing feedback on

each other’s work.

* Collaborative Assignments: Students work together in pairs or groups

to discuss concepts or solve problems.

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* Think-Pair-Share: Students reflect individually before discussing ideas

with peers and sharing with the class.

* Socratic Seminar: Open discussion based on assigned readings where

students engage in dialogue.

* Jigsaw: Breaking down content into parts for groups to become experts

before teaching others.

* Panel Presentations: Small groups prepare arguments on a topic for

public discussion.

Overall, the literature emphasizes the importance of peer

learning strategies in enhancing student engagement, critical thinking

skills, collaboration abilities, and overall academic performance.

Watching Educational Videos

Educational videos have become a prevalent tool in modern

education, offering a dynamic way to deliver content and engage

students. Understanding how students learn from these videos is crucial

for educators to optimize their effectiveness.

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Impact of Educational Videos on Learning Educational videos can have

both advantages and drawbacks in the learning process. While they

provide a visual and auditory medium for information delivery, they may

lack the social interaction and engagement present in traditional

classroom settings.

Cognitive Load and Video Learning

One critical aspect to consider is cognitive load theory, which

emphasizes the importance of managing intrinsic, extraneous, and

germane cognitive loads when designing educational materials, including

videos. By minimizing extraneous load and optimizing germane load,

educators can enhance student learning outcomes.

Student Engagement with Video Content

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Maximizing student engagement with educational videos is

essential for effective learning. Strategies such as incorporating

interactive elements, peer co-viewing, and providing opportunities for

pausing or rewinding can help maintain student interest and focus.

Active Learning through Video

Promoting active learning while watching educational videos

involves encouraging students to interact with the content actively. This

can be achieved through reflective exercises, discussions, or assignments

that require applying the knowledge gained from the video.

Incorporating principles of cognitive load management video

learning, student engagement strategies with video content, and active

learning techniques through video can significantly enhance student

learning outcomes when utilizing educational videos as a teaching tool.

Reading with Comprehension

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Reading comprehension is a crucial skill that students need to

develop to succeed academically. Implementing effective strategies can

help students monitor their understanding, improve metacognition, and

enhance their overall comprehension abilities. Here is a review of the

literature on reading comprehension strategies for students learning:

1. Monitoring Comprehension

Students who are adept at monitoring their comprehension

have the ability to identify what they understand and what they do not.

Instruction in comprehension monitoring can assist students in

becoming better at recognizing and resolving comprehension issues as

they arise. By being aware of their understanding, identifying areas of

difficulty, and using appropriate strategies to address these challenges,

students can enhance their overall comprehension skills.

2. Metacognition
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Metacognition, or “thinking about thinking,” plays a vital role

in reading comprehension. Good readers utilize metacognitive strategies

to control and reflect on their reading process. Before, during, and after

reading, students can clarify their purpose for reading, monitor their

understanding, adjust their reading speed based on text difficulty, and

check their comprehension post-reading. These metacognitive practices

help students engage more deeply with the text and improve their overall

comprehension.

3. Graphic and Semantic Organizers

Graphic organizers are valuable tools that help students

visualize concepts and relationships within a text through diagrams or

charts. These organizers aid in focusing on text structure differences

between fiction and nonfiction texts, examining relationships within the

text, and writing well-organized summaries. Examples of graphic

organizers include Venn diagrams, storyboards for sequencing events,

story maps for charting story structures, and cause/effect diagrams.

4. Answering Questions
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Question-answer relationships (QAR) encourage students to

improve their question-answering skills by categorizing information as

textually explicit, textually implicit, or based on background knowledge.

Different types of questions such as “Right There,” “Think and Search,”

“Author and You,” and “On Your Own” prompt students to actively

engage with the text, monitor comprehension, and relate new information

to prior knowledge.

5. Generating Questions

Encouraging students to generate questions while reading

enhances their awareness of content understanding and promotes

critical thinking skills. By asking themselves questions that require

synthesizing information from different parts of the text, students can

deepen their comprehension and retention of key information.

6. Recognizing Story Structure

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Instruction in story structure helps students identify

categories like characters, setting, events, problem, resolution within a

narrative. Story maps are often used to teach story structure concepts

effectively, leading to improved comprehension among students.

7. Summarizing

Summarizing requires students to distill essential information

from the text into their own words. This practice helps them identify

main ideas, connect central concepts, eliminate unnecessary details,

retain key information from the reading material.

By incorporating these evidence-based strategies into classroom

instruction, educators can support students in developing strong reading

comprehension skills essential for academic success.

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Methodology

Research Design

The study aims to investigate the relationship between learning

strategies and academic performance among senior high school students

at Bolocboloc High School for the school year 2023-2024. The research

will employ a quantitative research design, which is a method of

investigation that seeks to quantify data and analyze statistical

relationships (Creswell, 2014). This design is appropriate for this study

as it will allow for the analysis of relationships between variables and the

ability to generalize findings to a larger population.

RESEARCH RESPONDENTS

The research participants will be all senior high school students at

Bolocboloc High School during the school year 2023-2024. A total of 70

participants will be included in the study, with the exact number

dependent on the size of the student population. Participants will be

selected using simple random sampling, where every student has an

equal chance of being selected for the study.

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LOCALE OF THE STUDY

In the locale of Bolocboloc High School for the school year 2023-

2024, a study was conducted to investigate the relationship between

learning strategies and academic performance among senior high

students. This study aimed to provide insights into how different learning

strategies employed by students may impact their academic

achievements.

Research Instrument

The research instrument used was the researcher-made survey

questionnaire composed of two parts namely, Part I Profile of the

respondents and Part II Learning strategies.

Population and Sampling

In this study, researchers utilized a convenience sampling method

to select participants from each grade level (e.g., Grade 11 and Grade 12)

to ensure representation across senior high levels.

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Scoring and Interpretation

The learning strategies of students are scored and interpreted as follows:

1.00-1.80 – Poor

1.81-2.60 – Fair

2.61-3.40 – Average

3.41-4.20 – Good

4.20-5.00 – Excellent

Data Gathering Procedure

Data collected using two standardized instruments: the Academic

Performance Rating Scale (APRS) and the Learning Strategy Scale (LSS).

The APRS will measure participants’ academic performance, while the

LSS will measure participants’ use of learning strategies. Both scales

have been previously validated and demonstrate good reliability and

validity (e.g., Pintrich, Smith, Garcia, & McKeachie, 1993; Zimmerman &

Martinez-Pons, 1986). The APRS will be administered to participants’

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teachers, who will rate each student’s academic performance based on

their grades and classroom behavior. The LSS will be administered to

participants themselves, who will rate their use of various learning

strategies.

Statistical Treatment of Data

To analyze the relationship between learning strategies and

academic performance among senior high students at Bolocboloc High

School for the school year 2023-2024, a statistical treatment of data is

essential. Here is a comprehensive approach used in the analysis:

For the descriptive part the statistics used were mean, percentage

and frequency counts. While on testing the research hypothesis Pearson

correlation coefficient was utilized.

Definition of terms
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Academic performance-is the measurement of senior high school

students’ achievement across various academic subjects in Bolocboloc

Highschool.

Learning strategies-refer to a range of strategies that the senior high

school students in Bolocboloc High School implemented to improve

learning. Examples are, taking down notes, memorization and oral

recitation, peer learning, watching educational videos, listening with

comprehension.

Listening with comprehension-is the skill or a learning strategy that

senior highschool students of Bolocboloc High School actively and

attentively processing spoken information in order to understand its

meaning.

Memorization-is the process that senior high students in Bolocboloc

Highschool used in learning and retaining information by repetition,

enabling the individual to recall details or content without relying on

external aids.

Oral recitation-is the act that senior high students in Bolocboloc High

School used to verbally present or express information from memory.

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Peer learning-is the process of senior high students in Bolocboloc High

School learning with and from each other. Examples are study groups,

peer-to-peer learning partnerships, and group work.

Reading comprehension-is the ability of senior high school students

used as a learning strategy to read text, process it and understand its

meaning.

Socio Economic Status- refers to the profile or the background of the

senior high students in Bolocboloc High School which includes their

name, age, sex and the monthly income of the student's family.

Students-these are the senior high school respondents studying in

Bolocboloc Highschool in school year 2023-2024.

Taking down notes-is the practice that the senior high students of

Bolocboloc High School used as learning strategy by recording key

information, ideas, or details during a lecture, presentation, meeting, or

while studying.

Watching educational videos- the senior high students in Bolocboloc

High School used as a learning strategy that involves the act of viewing
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multimedia content designed to impart knowledge, explanations, or

insights on a specific subject.

Chapter II

Presentation, Interpretation and Analysis of Data

This section shows the presentation. Interpretation and analysis of

data.

Profile of the Respondent

Table 1

Profile of the Student

Age Frequency Percentage

16-17 48 48%
18-19 43 43%
20-21 6 6%
21- and above 3 3%
Total 100 100%
Sex Frequency Percentage
Female 57 57%
Male 48 48%
Total 100 100%
Socio Economic
status Frequency Percentage
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15k below 62 62%

15,001-20k 19 19%
20,001-30k 10 10%
30,001-50k 7 7%
50,001 and above 2 2%
Total 100 100%

This table shows the profile of the students about this study of

relationship of learning strategies and academic performance of senior

high school students in Bolocboloc High School, S.Y. 2023 - 2024. This

study specifically determined the profile (age, sex, and socio-economic

status) from 100 randomly selected students the said school.

The research shows the following; 48% of the students are 16-17 years

old, 43% are 18-19 years old, 6% are 20-21 years old, and 3% are 21-

and above. The research showed the following: The population of the

Senior High School students are led by females with 57% while males

have 43% total of the population. The socio-economic status of the

students’ family income shows that 62% has Php15,000 below, 19% has

Php15,001 to Php20,000 family income, 10% has Php20,001 to

Php30,000 family income, 7% has Php30,001 to Php50,000, and 2% has

Php50,001 and above has family income.

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Accordance with the result that is shown in Table 2 about the

learning strategies such as listening while taking down notes,

memorization and oral recitation, peer learning, watching educational

videos, and reading comprehension utilized by students.

Table 2

Learning strategies

Taking down notes Mean Interpretation

1. During a lecture, I jot down key points and 4.00 Good
explanations to help me remember the important ideas.
2. While reading a textbook, I summarize each 3.85 Good
paragraph in my own words to ensure I understand the
content.
3. In class, I write down action items and deadlines to 3.79 Good
keep track of tasks that need to be completed.
4. When conducting a report, I jot down the important 3.94 Good
findings and sources to reference in my work.
5. I make notes on the discussion topics and decisions 3.99 Good
made for future reference.
Total 3.91 Good
Memorization and oral recitation Mean Interpretation
1. I find memorization to be an effective learning 3.74 Good
technique.
2. I prefer memorizing information using techniques 3.88 Good
such as repetition.
3. Active participation in oral recitation influences my 3.95 Good
academic performance.
4. Being good at remembering and talking helps me do 3.99 Good
well overall in school.
5. When I speak up and take part in class discussions, 4.00 Good
it helps me do better in school.
Total 3.93 Good
Peer Learning Mean Interpretation
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1. I'm comfortable studying together with my classmate. 3.82 Good

2. We can share our ideas to make the study easier. 3.92 Good
3. Peer learning is useful for students who can't study 3.71 Good
alone.
4. Collaboration with your classmate can be 4.03 Good
educationally beneficial to both of you
5. Participating and cooperating with your partner in 4.10 Good
school study can make the study perfectly done.
Total 3.92 Good
Watching Educational videos Mean Interpretation
1. I have improved my critical thinking skills through 3.67 Good
watching educational videos.
2. I am motivated to watch educational videos primarily 3.69 Good
for personal interests and academic development.
3. I often take notes while watching educational videos. 3.47 Good
4. I find watching educational videos to be an effective 3.60 Good
way to learn new concepts.
5. Watching educational videos has improved my 3.72 Good
academic performance.
Total 3.63 Good
Reading with Comprehension Mean Interpretation
1. I believe reading with comprehension is an essential 4.38 Excellent
skill for effective understanding of written content.
2. I actively practice reading with comprehension in my 4.16 Good
daily study and academic activities.
3. Reading with comprehension is more challenging 3.91 Good
with complex or dense materials.
4. I often use strategies like summarizing or asking 3.97 Good
questions to ensure I understand written content.
5. I make an effort to comprehend both the surface 4.11 Good
meaning and underlying messages when reading
academic materials.
Total 4.11 Good
Over- all Total 3.90 Good

Listening While Taking Down Notes

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It is shown in that during a lecture, they jot down key points and

explanations to help them remember the important ideas (x̄=4.00), while

reading a textbook, they summarize each paragraph in their own words

to ensure they understand the content (x̄=3.85), during class they write

down action items and deadlines to keep track of tasks that need to be

completed (x̄=3.79), when conducting a report they jot down the

important findings and sources to reference in their work (x̄=3.94), they

make notes on the discussion topics and decisions made for future

reference (x̄=3.99)

Memorization

They find memorization to be an effective learning technique

(x̄=3.74), they prefer memorizing information using techniques such as

repetition (x̄=3.88), they prefer memorizing information using techniques

such as repetition (x̄=3.88), active participation in oral recitation

influences their academic performance (x̄=3.95), being good at

remembering and talking helps them to do well overall in school (x̄=3.99),

when they speak up and take part in class discussions, it helps them do

better in school (x̄=4.00)

Peer Learning
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They are comfortable studying together with their classmate

(x̄=3.82), they can share their ideas to make the study easier (x̄=3.92),

peer learning is useful for students who can't study alone (x̄=)

collaboration with their classmate can be educationally beneficial to both

of them (x̄=3.71), participating and cooperating with their partner in

school study can make the study perfectly done (x̄=4.03),

Watching Educational Videos

They have improved their critical thinking skills through watching

educational videos (x̄=3.67), they are motivated to watch educational

videos primarily for personal interests and academic development

(x̄=3.69), they often take notes while watching educational videos

(x̄=3.47), they find watching educational videos to be an effective way to

learn new concepts (x̄=3.60), watching educational videos has improved

their academic performance (x̄=3.72).

Reading Comprehension

They that believe reading with comprehension is an essential skill

for effective understanding of written content (x̄=4.38) They actively

practice reading with comprehension in their daily study and academic

activities (x̄=4.16), reading with comprehension is more challenging with

complex or dense materials) (x̄=3.91), They often use strategies like

 44

summarizing or asking questions to ensure they understand written

content (x̄=3.97), they make an effort to comprehend both the surface

meaning and underlying messages when reading academic materials

(x̄=4.11).

Table 3

Academic Performance

Academic Description Frequency Percentage

performance

90-100 Outstanding 19 19%

85-89 Very satisfactory 35 35%

80-84 Satisfactory 29 29%

75-79 Fairly 15 15%

satisfactory

75 and below Did not meet 2 2%

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expectation

Total 100 100%

The findings in table 3 indicated the academic performance of the

respondents. It shows that 19% of the students has an outstanding

performance 90-100 with a frequency of 19, 35% of the students has a

very satisfactory performance 85-89 with a frequency of 35, 29% of the

students has a satisfactory performance 80-84 with a frequency of 29,

15% of the students has a fairly satisfactory 75-79 with a frequency of

15, and 2% of the students did not meet expectation 75 and below with a

frequency of 2.

Table 4

Test Relationship between Profile (Age, Sex and Socio-Economic Status)

and Academic Performance

Academic Correlation Significant Significance at

performance coefficient two tailed (P- P<.05

value)
(r-value)

Age -.03 .843 Not significant

Sex .19 .057 Not significant

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Socio economic .19 .570 Not Significant

status

Table 4 stipulates the relationship between students’ profile (age,

sex and socio-economic status) and academic performance. The findings

indicated that among the profile (age, sex and socio-economic status)

none of them showed significant relationship (age r=-.03, p= .843, p>.05;

sex r=.19. p =.057, p>.05; socio-economic r=.19, p=.570, p>.05). This

means that younger or older, female or male, rich or poor students have

no

significant association with the academic achievements of the students.

This can be attributed to the demands of time that everyone should have

education as a ticket to success.

Table 5

Test Relationship Between Learning Strategies (Listening and Taking

Down Notes, Memorization and Oral Recitation, Peer Learning, Watching

Educational Videos, Reading with Comprehension) and Academic

Performance

Academic Performance r-value P-value Significance at

 47

P<.05

Learning Strategies .31 .001 Significant

Listening and Taking .35 .000 Significant

Down

Notes

Memorization .27 .007 Significant

Peer Learning .26 .009 Significant

Watching Educational .02 .882 Not Significant

videos

Reading with .34 .000 Significant

comprehension

Table 5 showed the relationship between students’ learning

strategies (listening and taking down notes, memorization, peer learning,

watching educational videos and reading with comprehension) and

academic performance. The findings indicated that learning strategies

has a significant effect to the academic performance of the student with

r=.31, p=.001 p<.05. Among the learning strategies, listening and taking

down notes (with r=.35 p=.000 p<.05), memorization (with r=.27 p=.007

p<.05), peer learning (with r=.26 p=.009 p<.05) reading with

 48

comprehension (with r=.34 p=.000 p<.05) were the strategies that have

significant relationship with academic performance. While only watching

educational videos (with r=.02 p=.882, p>.05) has no significant

relationship with academic performance.

This findings means that students who listens to the discussion of

the teachers and taking down notes, with good memorization, have time

to learn with friends, and who take time to read and comprehend the test

they are reading have higher tendencies of getting good grades in their

subjects.

Chapter III

Summary of Findings, Conclusion and Recommendations

This section contains the summary of the findings of the study,

conclusion and recommendation.

Summary of the Findings

This study on the relationship of learning strategies and academic

performance among senior high school students

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in Bolocboloc High School, SY: 2023-2024, determined the profile (age,

sex, and socio economic status) , learning strategies, and academic

performance from 100 randomly selected students of the said

school. This study examines the relationship between the students’

profile (age, sex, and socio economic status) and academic performance,

as well as the relationship between student’s learning strategies

and academic performance. Researchers gathered the data, mean and

percentage using a survey questionnaire and Pearson correlation

coefficient was used to test relationships between variables.

The research finding showed that most of the students are 16-17

years old that has 48% of the population followed by 43% of the students

who are 18-19 years old. It was identified that senior high school

students are dominated by females which has 57% of the

populationwhile male population has 43%. Furthermore, it also

determined that majority of the students’ socio-economic status based on

the family income every month is Php15,000 below which has a

percentage of 62%.

To examine the relationships, Pearson correlation coefficient was

established to show the relationship between profile (age, sex, and socio

economic status) and academic as well as learning strategies and

 50

academic performance. The outcome of the analysis showed that among

the variables tested, learning strategies, specifically; listening while

taking down notes, memorization and oral recitation, peer learning

and especially reading with comprehension showed positive significant

relationship with students’ academic performance. This implies that

students have to pay more attention to the use of the learning strategies

specifically; listening while taking down notes, memorization and oral

recitation, peer learning and especially reading

with comprehension if they are to enhance their academic performance.

Conclusion

Based on the results of this study, learning strategies played a

significant role in students' academic performance. Specifically, these

effective learning strategies are listening while taking down notes,

memorization and oral recitation, peer learning, and reading with

comprehension. According to this study, students who utilizes those

learning strategies performs well academically. In addition, these

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learning strategies can help students to become more efficient and more

effective learners if they are to enhance their academic performance.

Therefore, it can be concluded that the use of the said effective learning

strategies positively influences students' academic achievement.

Recommendations

Based on the main results of this study, the following

recommendations were postulated:

1. The Catch-up Friday is an activity designed to help students

understand and interpret written text. Since this has significant relations

to the academic performance of the students, it is deemed appropriate to

reinforce this activity by providing more books, and text materials that

can be accessed by the students easily. This can be filed or organized in

a mini library or library corner in every classroom.

2. Teachers should encourage the students to listen attentively and take

notes during class discussions, so that they have to memorize and can

participate during oral recitation.

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3. Peer learning is an education method that helps students solidify their

knowledge by teaching each other The school should conduct a seminar

on Peer-to-Peer learning so that students are guided on how to maximize

their strategy of peer-to-peer learning.

3. Further study along the strategies in teaching and academic

performance is recommended particularly about the teacher's effective

teaching strategies and techniques in relation to the learning strategies

of the senior high students.