A CORRELATIONAL STUDY BETWEEN STUDY STRATEGIES AND ACADEMIC

PERFORMANCE OF GRADE 12 STUDENTS OF HARRIS MEMORIAL COLLEGE

A Quantitative Research
Presented to the Faculty Members of the Basic Education Department
Harris Memorial College
Taytay, Rizal

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

Presented by:
Oxina, Kristine Jade B.
Andes, Gio Lenard
Añon, Catherine D.P.
Calipay, Raizel Chanelle A.
Cruz, Remi
Maaño, John Paul Teody
Molintas, Karyle D.G.
Tamayo, Lyra Gaile B.
Solima, Dm C.
Vergara, Norien S.J.

April 2023
 APPROVAL SHEET
The research entitled, prepared and submitted by Oxina, Andes, Añon, Calipay,
Cruz, Maaño, Molintas, Tamayo, Solima, and Vergara in partial fulfillment of the
requirement for the Practical Research 2 has been examined and is hereby
recommended for approval and acceptance…

April 26, 2021 Ma. Cecilia Loristo

Date Adviser

Approved in the partial fulfillment of the requirements for the subject of Practical
Research 2 by the faculty members of the Basic Education Department of Harris
Memorial College.
 ACKNOWLEDGEMENT

The researcher wishes to express their gratefulness and gratitude to the

following people who have freely and fully extended personal and professional
assistance in order to accomplish this academic effort.
DEDICATION
ABSTRACT
 TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION vi
ABSTRACT vii
TABLE OF CONTENTS v
LIST OF APPENDICES x
LIST OF TABLES xi
LIST OF FIGURES xii
LIST OF APPENDICES xii
Chapter
1 THE PROBLEM AND ITS BACKGROUND

Introduction 1
Background of the Study 3
Scope and Limitation of the Study 6
Statement of the Problem 7
Hypothesis of the Study 9
Theoretical Framework 9
Conceptual Framework 11
Definition of Terms 14

2 RESEARCH METHODS AND PROCEDURES

Methods of Research 37
Setting of the Study 38
Subject of the Study 41
Procedure of the Study 41
Sources of Data 42
Statistical Treatment of Data 43
 Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction

A study strategy is a set of discipline, behavior and activities that a learner

applies when it comes to studying. Various learning strategies are used by students
regardless of level in order to meet their academical requirements. It is common for a
student to set a study strategy to study materials more efficiently and to absorb more
learnings from the curriculum. Though, students also have different preferences when it
comes to setting their own study strategies.

Study strategies can be categorized into 4 main categories; (1) visual strategies
which involves reading, looking at images and watching videos, (2) audio strategies
which mainly revolves around listening to instructors and professors, (3) interpersonal
strategies that are socially inclined strategies, and (4) intrapersonal strategies that has a
more individualistic approach and includes memorization.

Technology especially the internet also plays a role in setting a study strategy
because a student chooses their own study strategy based on the resources that are
available to them. Study strategies that have a high utility, are those that both improve
memory retention and can be easily applied to any learning situation, Dunlosky, J., &
Rawson, K. A. (2015). Study strategies of students are seen as one of the main
influences of the students’ academic performances. This research aims to understand
the correlation of students’ study strategies to their academic performance and to
identify the most effective strategies to enhance a student’s academic performance.
Background of the Study

        Study strategies certainly affect the student's academic performance as it is one of

the primary indicators for the student upon their learning progress in school. The
involvement of various study strategies of students is highly reflected in their academic
performance in which its effectiveness depends on the student's preference for
learning. 

       A study strategy involves choosing the best study resources that fit your learning
style while taking into account a variety of aspects, including your budget and general
subject knowledge. Not every study guide is appropriate for everyone. It involves
determining what to study as well as how to study. Every method and subtlety that must
be considered early on in the study process in order to be adequately prepared for the
following steps should be included in the study strategy. It needs to identify which
formulas are most crucial and precisely how you should study, comprehend, and
memorize them. (Brea., 2017). Study strategies acquire good study skills—they are a
crucial set of transferable life skills that you need in order to study and learn effectively.
It indicates that as you improve your study techniques, you'll learn what works and what
doesn't work for you. (skillsyouneed., 2011)
 
     Study strategies are anchored to academic performance which refers to the
measurements of student performance in a range of academic areas. Standardized test
scores, graduation rates, and classroom performance are frequently used by educators
to gauge student performance. (ballotpedia.org., 2022). 

      Student performance can be measured using a number of indicators in assessing

the student achievement, such as grade point average (GPA), high school graduation
rate, annual standardized examinations, and college entrance exas. On a scale from 0
to 4, a student's GPA is commonly calculated. Graduation rates are gathered by state
and federal education officials and used as a benchmark for assessing the effectiveness
of secondary education. For the purpose of determining a student's proficiency in areas
like English and mathematics, each state administers examinations to students in
elementary, middle, and high school every year. The federal education standards are
also met using these assessments. (Arne Duncan, John Q. Easton, Jack Buckley.,
2011)

      Cited in Saudi Arabia, the international study elucidates the impact of learning
strategies on the academic achievement of university students revealed that micro
strategies and study habits are the most preferred strategies by Saudi university
students. There were statistically significant differences in the usage of learning
strategies between male and female students, with female students outperforming male
students. The study also discovered that learning styles are a strong predictor of
students' academic progress. (Yousef Almoslamani., 2022)

   While in the Philippines, the previous local study examined the learning style
preferences, study habits and level of academic achievement of students enrolled in
applied science courses on one campus of a public higher education institution in the
Philippines. According to the survey's findings, students in applied sciences courses
favoured or preferred visual, social, and kinesthetic learning techniques, with a
moderate level of study habits. They also have a high level of academic achievement.
(Gilbert C. Magulod Jr., 2018)
     
    In the meta-analysis study about the Effectiveness of learning strategy instruction on
academic performance. The findings of research on learning strategy teaching aimed at
boosting self-regulated learning were pooled to identify which specific techniques were
most helpful in improving academic performance. The meta-analysis sought to improve
cognitive, metacognitive, and management strategy abilities, as well as motivational and
metacognitive understanding. In all of them, metacognitive knowledge teaching
appeared to be beneficial. Furthermore, when self-developed assessments were
employed, the effects were found to be greater than when intervention-independent
measures were used. (A.S. Donker, H. de Boer, D. Kostons, C.C. Dignath van Ewijk,
M.P.C. van der Werf., 2014)
        In relevance, the previous study of the status of study habits and its relationship
with academic achievement in medical sciences students in Kermanshah-Iran showed a
result stating it was at moderate level for most students. This study proves that study
habits and academic achievement had a direct and significant relationship. As a result,
it is advised that students' study habits be considered and assessed at the time of entry
into university; also, particular training should be provided to students in order to assist
them learn or improve study habits in order to increase their academic performance.
 (Jafari H, Aghaei A, Khatony A., 2019)

        From this perspective, there is no denying the fact that students' strategies have a
great impact on the student's academic performance. It is probed evidently in the
quantitative study which aims to explore the influence of study habits in the
development of academic performance of senior high school students at Cagraray
island, Philippines. This was accomplished by deploying paper questionnaires to collect
data from individuals. Descriptive and inferential statistics were used to establish
students' study habits and assess their relevance to their academic success. The study
demonstrated focused on study habits such as focusing on the teacher while talking,
memorizing, and reviewing courses in preparation for attending classes by employing
proportion and ranking.  This study concluded that senior high school students on
Cagraray Island, Philippines, lacked awareness in determining the most effective and
important study habits that lead to their academic achievement. (Jay Mar A. Barcenas,
Michael Bolaños Bibon., 2022)

        Hence, our present study intends to evaluate the different types of academic
strategies and determine the effectiveness of study strategies regarding the students'
learning style preference based on their academic performance of students. This study
will further elucidate the importance of utilizing academic strategies in accordance to the
student's preferable means of learning. The researchers conducted this study that aims
to disseminate information regarding how academic strategies can improve students'
academic performances and to acknowledge students about the effectiveness of
various study strategies that are suitable for them. 
Scope and Limitation of the Study
This study seeks to defines the parameters on the relationship between the study
variables of various study strategies and academic performance of grade 12 students of
Harris Memorial College.

The population of this study consists of all senior high school students from
various academic and nonacademic strands who freely responded to the prior surveys
and interviews conducted by the researchers and who were presently enrolled in the
12th grade at the time of the study. The learners would be randomly selected as the
sample size to provide responses to various questions presented during the duration of
surveys which, in the end, will synthesize a study of the variables that influence learners'
usage of various learning strategies and how well they perform academically.

The given investigation of this research was carried out exclusively at one
institution during the academic year 2022-2023 at Harris Memorial College (HMC),
which is located on G. K.  Bunyi Street, Taytay, Rizal. As for the locations in charge of
the questionnaire survey, which is likely to take place in face-to-face setting, the
researchers will eventually use as another instrumentation to collect the necessary data
needed, by conducting in-person surveys to the selected respondents if necessary.

Furthermore, this study used the quantitative methodology approach that relies
on the results to all of the selected target respondents from different strands in Harris
Memorial College. The overall necessary questions that are thought to be crucial for the
correctness of this research are included in the questionnaires that will be distributed to
the respondents. In order to ensure that all of the chosen students participate in this
survey and have the chance to respond to the offered questions, the researchers will
perform an online and room-to-room surveys.

Wherein, the given results will be significant on justifying the correlational design
that was used to investigate the association between the learning strategies employed
and the academic performance of learners on assessing the differences as well as the
main factors that affects the efficacy, and effectiveness of obtaining knowledge through
the various study strategies that the students have.

Statement of the Problem

The study tackles the main objective of the Correlation of Study strategies
between the Academic Performance of G12 students of Harris Memorial College.

Specifically, these are the key focus of the research, which sought to answer the
following questions:

1) What are the different study strategies used by the Grade 12 students?

2) What’s the most used study strategies by Grade 12?

3) Which of the different study strategies are most effective in developing their
academic performance?

4) How study strategies affect the Academic Performance of G12 students?

5) What is the significant difference on the contribution of knowing and selecting the
students study strategies?

Hypothesis of the Study

The study tested the Null Hypothesis stating that there is no positive relationship
between study strategies and Academic Performance. Wherein students who knows
how to develop their study strategies does not have higher chances to have good
grades in response to their Academic Performance.
Theoretical Framework

This study was anchored on Flemimg’s VARK learning style model which it
identifies a person's chosen sensory modalities for learning. The four learning modes
identified by this paradigm are visual (V), aural (A), read-and-write (R), and kinesthetic
(K). Fleming eventually created a learning style questionnaire to identify the learning
type used in the VARK model. The questionnaire is easily accessible online, along with
an explanation of how to interpret the results and make the best use of them.

Fleming first created his idea in 1987 while using Barbe's VAK model. However,
Fleming expanded the paradigm by include a new component called read/write learning
style. In Barbe’s Vak Model, it set out to look into people's modalities, establishing three
distinct learning styles: visual, aural, and kinesthetic. Together with his colleagues
Milone and Swassing, he conducted research that led to the discovery that people had
strengths in the visual, mixed, auditory, and kinesthetic domains of about 30% each
(Barbe & Milone, 1981).

Moreover, VARK is distinguished to be readily incorporated into classrooms

and workplaces, and it may also be customized for individual use. Educators can create
an effective lesson plan based on a variety of materials that appeal to visual learners,
auditory learners, read/write learners, and kinesthetic learners by keeping the various
learning needs in mind.

There is a huge range of learning preferences among students. Thus, makes it

necessary to know the previous theories that are interconnected with it. As for
mentioned learning strategy models above, it will play a significant role in supporting the
objective hypothesis and assumption that this study seeks to show. However, it might
either support and enlighten certain prior parts of those theories, or it could debunk
some portions of it based on the present results of research that has been conducted.
Conceptual Framework

OUTPUT
The strategy
INPUT preference of
General Weighted students with high
Average of Senior METHODOLOGY GWA will determine
High School Students Survey questionnaires the effective study
and the usage rate of through online and strategies and overall,
various study physical forms. the results will show
strategies that they the correlation of
set. study strategies and
academic
performance.

Figure 1
A Conceptual Model of the Correlational Study of Study Strategies and Academic
Performance of Grade 12 Students of Harris Memorial College (HMC)
Definition of Terms

The following terminologies are defined within the context of this research to
improve comprehension of the study.

Academic Performance. It refers to the assessment of students’ performance in a

variety of educational fields.

Cognitive. Pertaining to the process of the brain associated with comprehending,

acquiring information and practicing knowledge.

Correlational Study. It refers to a design of research that investigates the connection

between two or numerous variables.

Descriptive Statistics. It refers to the procedure of analyzing, describing and

summarizing the properties of data.

Inferential Statistics. It refers to the process of using estimations and conducting

hypothesis experiments to determine the characteristics of a population.

Kinesthetic. It refers to the relation with motion and consciousness of the senses.

Metacognitive. It refers to comprehending through exceptional logic.

Study Manuals. It is a tool that is designed to extend help for students in an organized
structure.

Study Strategies. A skill that a student uses to learn in academics and cope in a
convenient manner.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

FOREIGN

          According to an article entitled “A Comparative Analysis of Student Motivation in

Traditional Classroom and E-Learning Courses from Regent University, United States,
conducted a multivariate analysis of variance was utilize to determine if there were any
variations in seven measures of motivation between students enrolled in 12 e-learning
and 12 traditional classroom university courses (N = 353). The findings show that e-
learning students had higher intrinsic drive than on-campus students who attend face-
to-face classes on three measures of intrinsic motivation: (a) to know, (b) to accomplish
things, and (c) to experience stimulation. There were no differences in any of the three
extrinsic motivation or amotivation measures. Furthermore, in both e-learning and
traditional courses, graduate students reported higher intrinsic motivation than
undergraduate students. However, there was no indication of ethnic differences in
motivation. There are suggestions for additional investigation. (Anthony Anggrawan;
Qudsi S. Jihadil., 2018).

It is well recognized that study habits and skills have a significant impact on
academic success (Diderloo & Khalkhal, 2014). Study habits are defined as external
factors that aid in the study process, such as work planning, reading, or note taking
(Karnataka, 2009), whereas study skills are defined as the student's knowledge of
appropriate study strategies to meet the demands of academic tasks (Gettinger &
Seibert, 2002). According to Cerna and Pavliushchenko (2015), despite the relevance of
these determinants in academic success, educational institutions pay little attention to
studying them. In this context, the reality is that students may encounter challenges
during their university studies, not because of a lack of competence to deal with them,
but because they do not employ appropriate study methods (Tejedor Tejedor & Garca-
Valcárcel, 2007).

As previously said, developing a standard questionnaire to predict students'

academic achievement is not always possible due to the unique characteristics of each
type of study and education system (Karagiannopoulou & Christodoulides, 2005;
Salamonson et al., 2013). Furthermore, the majority of these studies have been
conducted at the basic and secondary education levels, with little information accessible
regarding university students, particularly those pursuing Science, Technology,
Engineering, and Mathematics (STEM) degrees. Furthermore, changes brought about
by the complete implementation of the European Higher Education Area, which imply a
higher emphasis on autonomous work as well as a variety of learning activities, push
the quality of learning techniques to increase (Méndez, 2005).

Less proficient learners have been described as having negative assessments of

their talents, which can translate to a lack of motivation to use tactics to make their
studying more productive (Bonsaksen, Brown, Lim, & Fong, 2017). Students with poor
study habits and skills do not devote enough time to their studies. They also memorise
minutiae to the exclusion of important ideas, do not set goals, and frequently study all of
the material the night before tests (Gettinger & Seibert, 2002). These findings are
consistent with the findings of the current study, which found that nearly half of students
who took regular notes in class and studied all topics belonged to the high academic
performance group.

According to Hassanbeigi et al. (2011), one of the primary barriers to academic

accomplishment is the difficulty of protecting academic goal pursuit from undesirable
distractions. In the current study, participants who never studied in the library passed all
of their subjects on the first try and had a 0.5-point higher grade average than those
who did. This could be owing to the presence of settings in the library that hinder pupils'
concentration. According to Nourian, Sha, and Mousavi (2010), one of the simplest
ways to achieve good academic performance is to choose comfortable and distraction-
free settings to study. These findings may pave the way for further study into the impact
of many environmental conditions that can occur in libraries on students' academic
achievement.
LOCAL

     In the early stage of the Philippines' adoption to the K-12 educational system,
several issues have been raised upon its implementation in regards with the status of
students' academic performance.  With such results, it is vital to assess the state of the
Philippine K-12 educational system. This research seeks to address these concerns by
analyzing the academic performance of K-12 children using a standardized approach. In
this study, the Scholastic talents Test for Adults, a standardized test for testing adult
academic ability, is utilized to assess scholastic talents. The descriptive analyses
performed in this research may contribute in the construction of more strong strategy
frameworks for situating the current K-12 educational system in response to global and
industry demands. Furthermore, the findings of this study will assist stakeholders in
overseeing initiatives to solve present inadequacies in the country's K-12 educational
system. (Porferio M. Almerino et al., 2020)
 
        In order to Identify the significant factors that affect the low academic performance,
Dr. Rebecca M Alcuizar (2018) created a study about the “Determinants of low
academic performance among pupils in upland barangays, Iligan City, Philippines." The
paper reviewed what can cause the students low academic performance. There are
many factors that can affect our low academic performance, it may be from nutrition, the
family’s living condition and how the parent’s support their children. This study
investigates the most factor that the students' low academic performance because of
their nutrition and their family living condition. This doesn’t apply to elementary students
but as well as the high school and college students can also be affected. This study tells
that the Government should focus on the rural areas of a certain city in the Philippines
so they can help them through the poor living conditions of each family living there.
    Cited from the quantitative research established from Cagraray Island, Philippines
(Jay Mar A. Barcenas, Michael Bolaños Bibon., 2022), statistically states that study
habits are important factors in the sustainability of the academic performance of
students. The study demonstrated concentrating on study habits such as focusing on
the teacher while discussing, memorizing, and reviewing courses in preparation for
attending classes using proportion and ranking. However, study habits such as creating
and carrying out exam review schedules (r 2 =0.064), reading (r 2 =0.057), and taking
notes (r 2 =0.042) were the most influential study habits contributing to students'
academic performance as supported by coefficient of determination (r 2) results, and yet
these study habits were the least practiced. The correlational test found a weak
association (r=0.23) between general study habits and academic performance of senior
high school students, indicating that knowledge acquisition was attributed to factors
outside the scope of the current study. This study revealed that senior high school
students on Cagraray Island, Philippines, lacked awareness of the most effective and
impactful study habits that contribute to their academic performance. It was suggested
to the school, teachers, and students that a comfortable class schedule be provided,
reading comprehension be improved, and strategic note-taking be practiced.

Finally, it was evident from the review of this study that there is a discrepancy
between the results of the aforementioned studies. The previous research investigations
could be explained by the fact that they were conducted in different nations with varied
samples, gender, levels, and scales. It was also clear that there was a paucity of
research literature on the correlation between study tactics and academic performance
among students.
 Chapter 3

RESEARCH METHODS AND PROCEDURES

Methods of Research
The research methodologies utilized by the authors are described in this part of
the study in order to investigate various forms of learning strategies that have an impact
on learners' academic performance, this study's researchers used a quantitative
approach to define the relationship between students' academic performance and study
techniques. The respondents are Grade 12 students who are known to be very
academically responsible, especially given that they are close to graduating. Each of
them has a unique learning style that they use to assist them to study in a way that will
be most effective for them.

The research tool employed is a survey technique since it is effective for both
data gathering and maximizing the amount of time students have.

Four categories—visual, auditory, interpersonal, and intrapersonal—are used to

group learning approaches. Participants responded to the category with their most
favored and productive learning method.

The results collected appeared that respondents primarily chose the

intrapersonal category of study strategy. The qualities that are intrapersonal include
self- regulation, self-reflection and self-esteem are the characteristics that lie in
intrapersonal.
 The respondents' preferred study style has an impact on their academic
performance in such a way that they obtain success that demonstrates its effectiveness.

Setting of the Study

The setting of this study was conducted at the Harris Memorial College that is
located on G. K. Bunyi St., Barangay Dolores. Taytay, Rizal. Wherein, it’s the present or
current school where the researchers’ studies. As for the background of this school, it is
pioneered in 1922 on early childhood education that considered to be the first school in
the Philippines to have a kindergarten school during those times. After receiving the
distinction of being the first school that offers a kindergarten course, the government
also recognized this school in year 1968. As for the following years after, the name of
this school has been changed into Harris Memorial College in accordance to the update
and revision in recognition by the Bureau of Private Schools to have their curriculum
changed.

In the year 1969 to 1970, this school finally had the Bachelor of Kindergarten
Education and Bachelor of Arts Major in Christian Education that successfully conferred
to the graduates as for the recognition of those given degrees by the government. At
this present times, Harris Memorial College also offers an education from pre-school up
to Senior High School Department that includes the following courses were successfully
conferred on graduates in recognition of their completion of these degrees. In keeping
with the times, Harris has opened or offers education from preschool to Senior High
School, with various strands or tracks. Humanities and Social Science (HUMSS),
Science, Technology, Engineering and Mathematics (STEM), Accountancy, Business
and Management (ABM), Technical-Vocational-Livelihood (TVL), and GAS are the
academic tracks offered by Harris. Senior High School was also referred to as a part of
the K to 12 curriculum that was recently added to each student's school years.
The location of the school was presented by a map to the next page.

The figure presented above is the directional map where Harris Memorial
College is located on.
Subject of the Study

This quantitative study aims to investigate the correlation between study

strategies and the academic performance of grade 12 students at Harris Memorial
College. The study will explore the study habits and approaches that students typically
use to prepare for their exams and assess whether these strategies have a positive or
negative effect on their academic results.

The subject participants of this study were the selected students from all strands
that includes all the Grade 12 respondents from HUMSS, ABM, STEM, TVL and GAS in
the Senior High School Department. The respondents of this study are all under the
academic tracks in the K-12 curriculum during the School Year 2022-2023 in the Harris
Memorial College. This particular sample was chosen because grade 12 students are
nearing the end of their high school journey and are preparing for college and career
opportunities. Studying the correlation between study strategies and academic
performance could help these students better prepare for their future academic pursuits.

The study will use a sample of approximately 200 grade 12 students, randomly
selected from the population of students at Harris Memorial College. Participants will be
asked to complete two surveys; one survey collecting data on their typical study habits
and strategies, and another survey collecting data on their academic performance. The
first survey will include questions about their preferred methods of studying, including
whether students rely mainly on textbooks, notes, or online resources. The survey will
also gauge how often students engage in group study, how they track their progress,
and how they manage their time.

The second survey will collect information on academic performance, such as

their grade point average or what we called (GWA) on the previous semester so that, it
can be used to provide a more detailed analysis of the participants’ academic
achievements.

Procedure of the Study

The researchers followed a series of steps and procedures to finish this study,
this includes the following:
1. Research Design: This study utilizes a quantitative research design with a
correlational approach to determine the relationship between study strategies and
academic performance of Grade 12 students of Harris Memorial College.
2. Sampling Procedure: The study will use purposive sampling method to select 300
Grade 12 students who are currently enrolled in Harris Memorial College for the
academic year. The sample will include both male and female students from different
academic programs and levels.
3. Data Collection: A questionnaire will be used as the primary data collection tool to
gather information on study strategies employed by the students and their academic
performance. The questionnaire will be composed of two sections: the first will gather
demographic information about the students, while the second section will assess their
study habits and strategies.
4. Data Analysis: Descriptive statistics such as frequency, percentage, mean and
standard deviation will be used to summarize the data. Correlation analysis will be used
to investigate the relationship between study strategies and academic performance of
the respondents. Statistical Package for Social Science (SPSS) will be used to analyze
the data.
5. Ethical Considerations: The study will be conducted in compliance with the ethical
standards set by the Harris Memorial College Research Ethics Committee. Participants
will be given informed consent forms to ensure their voluntary participation in the study.
Confidentiality and privacy of the respondents will be strictly observed.
6. Limitations: The limitations of this study may include the subjectivity of self-reported
study strategies and the potential for sampling bias. Additionally, the findings of the
study may not be generalizable to other institutions or populations beyond the scope of
the study.

Sources of Data
In the present era of progress and competition, students are looking for various
strategies that can help them perform better academically. The acquisition of knowledge
and skills is an essential part of education, and students who understand the
importance of study strategies tend to achieve academic success. The purpose of this
study is to look into the relationship between study strategies and academic
accomplishment among G12 students at Harris Memorial College.
Academic performance is the measurement by which students’ academic
accomplishment is measured. Grades are used to assess academic success since they
indicate the student's level of mastery of the subject being taught. Several elements,
including the learner's study strategies, might have an impact on academic
achievement.
A study strategy is the approach or technique that students employ to learn a
specific topic or subject. Students might employ several study tactics depending on the
course's difficulty, their preferences, and the level of participation required for the
subject. Some students prefer to study independently, while others prefer group
discussions or visual assistance.
Various sources of data will be discussed, including books, academic articles,
journals, and online resources, that support the research objectives. The study would be
conducted by collecting data from different sources, including secondary sources such
as academic articles, textbooks, and primary sources such as surveys and interviews.
The primary focus of this research is to identify the various study strategies employed
by G12 students and how they perform academically while using these strategies.
The review of the sources of data has revealed that several strategies can help
students achieve academic success, such as effective time management, active
learning, and critical thinking skills. Moreover, these sources of data have established
the importance of self-reflection and feedback, which aids in the development of
effective study habits and strategies. This study aims to provide further insights into this
area and to identify the most effective study strategies that can help students achieve
academic success through the means of evaluation and assessment of students’ most
preferable study strategies that they used at school.

Statistical Treatment
After the successful distribution of online surveys, the researchers started to gather data
in a tabulated form and processed them manually by Microsoft Excel.

The Statistical tools and formulas used are mean, frequency distribution, percentage
and test of Relationship as the type of Statistical treatment which are; Pearson
Correlation and Spearman Correlation.

Mean this refers to the representation of the average value in a data set.

The formula applied was:

Where:

= is the mean

              = is the sum of the scores

              = the number of respondents

Frequency Distribution and Percentage refer to the count of numbers and the
proportion of a specific category or number. 

The formula applied was:

Where:
% = is the percentage 

f = is the frequency or the number of results in any category

N = the total number of results in all category 

To determine the demographic profile of the respondents, the researchers applied these
tools to correctly gather the data in terms of strand, gender, age, etc. 

Pearson Correlation Coefficient is the descriptive statistics referring to the degree and
direction of the linear relationship between two quantitative variables and specifically
provides a summary of a dataset's properties.

The formula applied was:

This is utilized in order to determine the independent and dependent variables and
process the relationship of study strategies when it comes to students' academic
performance. 

Spearman's rank correlation coefficient is a non-parametric test to measure and

determine the degree of association in assessing how well the relationship is between
the two variables.

The formula applied was:

Wherein, it is intended to evaluate the rank order of study strategies based on the
student's means of preference learning in which its effectiveness is measured through
the student's academic performance.

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the findings, analysis and interpretation of data gathered
based on the statement of the problem.

Table no.1 (mean,percentage,frequency ) Gio part

PEARSON CORRELATIONAL COEFFICIENT

Table no.2: Significant Relationship of Study Strategies and Academic Performance of

Grade 12 students of Harris Memorial College
Study Academic R - Value P – Value Remarks Description
Strategies Performance
Visual Academic 0.252 1.505 Very-low Accept Null
Performance Positive Hypothesis
Correlation
Auditory Academic -0.174 0.325 Very-low Accept Null
Performance Positive Hypothesis
Correlation
Interpersonal Academic -0.091 0.091 Very-low Accept Null
Performance Positive Hypothesis
Correlation
 Intrapersonal Academic -0.201 0.201 Very-low Accept Null
Performance Positive Hypothesis
Correlation
Kinesthethic Academic -0.231 0.189 Very-low Accept Null
Performance Positive Hypothesis
Correlation
*Correlational at the level of 0.05 (Two-Tailed)
It is represented by the table that the 5 types of Study strategies are obtained by their
p - value of 1.505, 0.325, 0.091 which are all greater than the 0.05 level of significance.
Therefore, it showcases that the data obtained is insufficient to reject the null
hypothesis. Thus, this indicate that the study strategies of grade 12 students of Harris
Memorial College is not correlated in terms of their Academic performance as it have
very low Correlation and null hypothesis should be accepted.
This result is also coherent to the representation of the study conducted by Bibon
(2022) which states that there is a discrepancy between the result of study habits and
Academic Performances. Therefore, the Independent Variable does not affect the
Dependent variable. Thus, the General Average that was collected by the data of each
respondent is not dependent to the Study Strategies that students used.

Conclusion;

Conclusion:
Based on the summary of the findings, the conclusion are drawn;

1. Based on the Researchers study the study strategies that was mostly used by the
grade 12 students are the Visual, Auditory, Intrapersonal, Interpersonal and Kinesthetic.
2. The study presented that the hypothesis that was used for Chapter 1 is accurate.
Therefore, the Researchers Academic Guest proves that the Independent variable does
not have any relationship and does not affect the Dependent Variable.

3. In relation to the Hypothesis testing that was used, the study also indicates that the
General Average that each respondents had does not relate to their used study
strategies.

4. Lastly, the study also indicates that the most used study strategies is _____