The Impact of Learning Strategies and Academic Progress Among Senior High

Students in Libaylibay National High School

S.Y. 2023- 2024

Chapter 1

Background of The Study

Learning strategies are one of the essential elements to be successful in higher education
institutions. Nevertheless, not all educators and students are aware of the importance of
understanding learning strategy. In improving the academic achievements, the main priority is to
comprehend the educational complications (Khan & Rasheed, 2019). Traditional rote- learning
memorization has been the dominant learning strategy by students in educational institutions in
the kingdom of Saudi Arabia (KSA). This emphasis on rote memorization is responsible to a
great degree for Saudi students being passive recipients of information in the classroom (AI-
Seghayer, et al 2019). Recently, in KSA, there has been substantial interest in raising students’
awareness of learning strategies in an effort to increase the quality of learning in educational
institutions and satisfy preestablished global performance standards, such as the KSA national
accreditation requirements established by the National Commission of Academic Accreditation
and Assessment (NCAAA). The accreditation certificate is a significant indicator of educational
quality, and it’s assesses four aspects of the educational system: curriculum, instructors, teaching
strategies and students. In terms of student indicators, performance is the first measurement of
learning quality (Vermunt,2017), While learning is measured through attainment or accumulative
achievements, such as exam result. Ali, Medhekar and Rattanawiboonsom (2017) argued that
student achievements in a higher education institution can be improved through several critical
factors namely, the quality of the staff, the inclusion of information technology and appropriate
learning strategies. Thus, a number of local studies have investigated the role and impact of in
instructors in promoting student achievement and learning. For example, Bashir, Lockheed,
Ninan and Tan (2018) asserted that pedagogical practice and instructor knowledge play a critical
role in increasing student learning. Similarity, Buchori, Setyosari, Dasna , Degeng, and
Sa’dijah(2017) established that instructors strategies and techniques determine students roles,
activities and achievement in the learning process and likewise foster students responsibility for
their learning. Other studies investigated learning strategies which can help students acquire
information and take an active role in the learning process (e. g. McMullen, 2009; Sheh
 The Hilongos National vocational School (HNVS) in leyte, there are 59 academic and
vocational teachers and about 1,900 students. To date, HNVS has been serving the academic and
vocational training needs of the high school students of Hilongos as well as those from the
neighboring municipalities. Evaluation of the learning strategies at HNVS has never been done
but teaching performance had been evaluated through students’ performance. The teaching
performance is measured through the mean percentage score (MPS) in the students’ periodical
exams.Tyler(1949) and tenedro(2009) stated that evaluation is the process of determining the
extent to which the goals and objectives of a program are being attained. Hence, learning
strategies evaluation is the systematic process of determining the effectiveness of educational
endeavors in the light of evidence. Teaching strategies represent a modest attempt to present
some models of teaching approaches that easily lead to a wide range of content across
disciplines, ability levels, and age groups(Gagne et al., 1967). It should be recognized that
learning strategies offer a repertoire of teaching methodologies that have been tried and proved
effective in different yet conducive teaching- learning environment(Salandana, 2000).

One of the issues facing the senior high school in Libay libay pupil’s individual academic
progress behavior. As noted by the increasingly, children are having difficulty completing
assignment for school, exams, project, and performance tasks. The senior high school years are
challenging of the life of each student. Several factors, such as their studies and diligence in their
coursework, contribute to the majority of kids and teenagers are acting inappropriately and
should be decide.

Statement of the Problem

This study aims to determine the significant relationship between Academic Progress and
Learning Strategies of students in Libaylibay national high school.

1.What is the demographic profile of the participants in terms of:

1.1 Gender

1.2 Age

1.3 Strategies of Learning

 2.What is the Academic Progress of Grade 12 Eagle students as a respondents in
libaylibay

National High School? In terms of:

2.1 Student Assessment

2.2 Scores

2.3 High Grades

3. Is there a significant relationship between the academic Progress and Learning

Strategies of Students in Libay libay National High School?

Hypothesis of the study

Null Hypothesis

To test the significance of the research study the following null hypothesis were

formulated for statistical analysis.

H01

There is no significant difference between the Academic Progress and Learning Strategies to
academic management behavior.
H02

There is no significant difference between the Academic Progress and Learning Strategies to
academic management behavior when grouped according to gender, age and strategies of
learning.

Review Related Literature

The Impact of Academic Progress on Students Academic Achievements is discussed in

this part. It also covers the potential effects of Academic Progress on Students. Information that
is pertinent to and related to the current study can be familiarized with thanks to those that were
stated in this part.

Learning strategies are defined as a set of approaches that learners use to acquire information
and knowledge, such as taking notes, organizing information, summarizing and coding (Muelas
& Navarro, 2015). There is a difference between learning style is used to describe the
information processing routines associated with students’ personalities, whereas learning
strategies refer to students learning approaches in specific learning activities and learning
situations (Curry, 1990; Li, Medwell, Wray, Wang & Xiaojing, 2016). Effective learning
strategies refer to techniques and approaches learners use to achieve the acquisition, storage,
retention, recall and adoption of knowledge. Cognitive learning theories consider learners as
primary participants in the educations process in which their role goes beyond passively
acquiring information to being active participants. Consequently, student not only receive
information and knowledge but also perform mental activities to process and adopt information
effectively9shi, 2017). Accordingly, learners have a wide range of sources and are free to select
their learning strategies, direct their learning objectives (Diaz,.Et al). Academics claim that
students are not well prepared to meet higher education requirements, and they face huge
challenges in being self-regulated students (Rosario et al., 2015). The study by Tomar and Jindal
(2014) described seven effective learning strategies as follows: (1) Determine the information
that is most significant by extracting keywords, ideas and models. (2) Make notes that are more
frequently used within classroom time, which help students to recall the information mentioned
by the lecturer. (3) Retrieve relevant information associations and newly acquired information.
(4) Organize the content and material using the specific plan and obvious objectives previously
formulated by learners. (5) Elaborate on the content of the material and course sources, extract
conclusions and extrapolate the information. (6) Summarize the information into general ideas
and concepts and determine the more important relationships and conceptual definitions. (7)
Monitor their memorization and comprehension periodically to ensure their understanding and
their knowledge. Similarly, the study of Montero and Arizmendiarrieta (2017) explicated 10
learning strategies consisting of elaboration, time and effort, perseverance, organization,
classmates support, metacognition, self-questioning, the study environment, repetition and
instructors help. Furthermore, Juste and Lopez (2010) identified seven learning strategies that
include the planning and reinforcement of self-esteem, classification, problem-solving,
repetition, cooperation, deduction and inference, and prediction and assessment. Apart from
identifying specific strategies, Muelas and Navarro (2015) classified strategies, into four main
categories (i.e. information coding strategies, information acquisition strategies, information
coding strategies, information retrieval strategies and processing support strategies,), while
Vega-Hernandez, Et al (2017) identified three main categories of learning strategies: cognitive
and learning control strategies, learning support strategies and study habits. Further studies have
attempted the classification of learning strategies into micro and macrostrategies (Jimenez,.et al
2017). Planning and self-regulation are the main pillars of macrostrategies while summarizing
and highlighting information are related to tasks and situations that are present in
micr0strategies. According to Nikou and economides (2019), homework is one of the main
examples of a microlearning strategies, and this explains why microlearning delivers learning
through small and short units within short, focused activities. in microlearning students
summarize and highlight content to obtain smaller units, such as definitions, formulas and brief
paragraphs. Conversely, the concept of microstrategies is seen as set of approaches
encompassing monitoring, revising, cheking and self-assessment. Macrostrategies are more
general and developmental, and they cannot be directly defined. Another classification
associated with the use of learning strategies was proposed by Rosario et al. (2015) who stated
that students have to be self-regulated to control their learning and effectively implement
learning strategies. Therefore, students must acquire three types of knowledge: declarative
procedural and conditional knowledge. Declaration knowledge includes information about
various learning strategies. Procedural knowledge includes knowing the appropriate way to apply
the different learning strategies. Finally, conditional knowledge identifies the proper context to
implement a specific learning strategy. In addition to identifying and classifying the different
learning strategies that students employ, a number of studies were carried out of the examine the
different preferences among students when adopting learning strategies. Vega-Hernandez et al.
(2017) explored the differences in learning strategy utilization among students according to
gender and age and found that male students preferred learning support strategies and study
habits, while female students used cognitive and learning control strategies more frequently.
Diaz et al. (2019) also revealed that studying in a group, learning through graphic expression
and focusing on information synthesis are most commonly used by university students. In a
recent study, Tan (2019) found that students rarely used surface or strategic learning strategies,
but at a moderate level, thus exhibiting less interest in reading and solving word and numeric
problems in math. The subject has also been found to have an effect on the use of learning
strategies. For example, Muelas and Navarro (2015) investigated student strategy use in three
main subject areas: language, math and social science. In the language subject, the information
recovery strategies were found to be the most significantly related to higher achievement. The
coding strategy was the only strategy that had a significant correlation with higher achievement
in math and social science subjects. Muelas and Navarro (2015) argued that teaching learning
strategies can be a remedial solution for low student achievement, and they illustrated how
student achievement, studies have also looked at other psychological aspects at the context of
effective use of learning strategies. For example, Tan (2019) concluded that the use of learning
strategies has a moderating effect on the relationship between self-concept and problem-solving
skills in the student studying mathematics Similarly, Montezo and Arizmendiarrieta (2017)
found that remedial interventions in enhancing the use of learning strategies improved student
motivation and learning beliefs. Vega-Hernandez et al. also found the use of learning strategies
had a positive relationship with perceived emotional intelligence (repair, attention and clarity).
While there are a number of studies that investigated different aspects of the use of learning
strategies by university students, there is a lack of such research in the higher education context
of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by
looking at the use of learning strategies by grade 12 Eagle students and the relationship between
strategy use and academic progress. The research question that guided the present study was:
“What is the impact of Academic progress and Learning Strategies in Libaylibay National High
School?” The study further explored wether gender makes any difference in the selection and use
of learning strategies.
Theoretical/Conceptual Framework

The study is anchored from the theoritical support of the three models on the impact of
learning strategies on academic progress by ( Muelas & Navarro, 2015), defined as a set of
approaches that learners use to acquire information and knowledge, such as taking notes,
organizing information, summarizing and coding. they also argued that teaching learning
strategies can be a remedial solution for low student achievement, and they illustrated how to
exploit brain competencies through learning strategies to improve academic achievement. the
definition of (Li, Medwell et al, 2016) there is a difference between learning style and learning
strategies. Learning style is used to describe the information processing routines associated with
students personalities, whereas learning strategies refer to students learning approaches in
specific learning activities and learning situations.

The effective learning strategies refer to techniques and approaches learners use to achieve the
acquisition, storage, retention, recall and adoption of knowledge. Cognitive learning theories
consider learners as primary participants in the education procress in which their role goes
beyond passively acquiring information to being active participants. Consequently, students not
only received information and knowledge but also perform mental activities to process and adopt
information effectively (Shi, 2017).

Conceptual Framework

Independent Variable Dependent Variable

 Academic Progress
Learning Strategies
 Student Assessment
 Concept mapping  Scores
 Strategic highlighting  High Grades
 Reciprocal questioning

Significance of the study

The primary purpose of this study is to provide clear ideas and to better understand the current
situation of students in dealing academic problem.

This study will give a benefit to the following:

For the Students. The findings of this research will be helpful for students in determining the
right actions they should do to have a good academic progression. It will also give clear ideas
and strategies for them to enhance their performance.

For the Teachers. To help learners participate, connect, and add excitement to the content
being delivered.

For the Parents. The result of this research will help them open their minds to learn more in
coping up with their children academic. This study will give them more ideas and strategies in
guiding their children in making right on their school.
for the Future Researchers. The discovery of this study will unlock the mystery questions they
have and would help the future researchers in pursuing research in this related topic

Definition of terms

Constructivism is the theory that says learners construct knowledge rather than just passively
taken in information.

Learning Strategies are steps taken by learners to enhance their learning.

Discovery Learning is an inquiry-based learning method that takes a constructivist approach to

education, where students are encouraged to construct their own knowledge through a self-
directed learning process.

Spiral Curriculum is one that continually circles back to a topic, deepening the complexity of
the content each time.