The Impact of Learning Strategies on Academic Performance of Junior High School Students

This study explores the impact of various learning strategies on English academic performance among junior high school students at Mindanao Mission Academy during the 2024–2025 school year. The research specifically aims to identify the types of learning strategies used, find out the significant relationship between the types of learning strategies utilized and the English subject academic performance, to state if specific learning strategies predict English subject academic performance among different demographic groups (age, gender, and grade level) of junior high school students at Mindanao Mission Academy. Using a descriptive-correlational design, 482 students responded using the Academic Learning and Cognitive Resource Assessment (ACRA) developed by Román & Gallego (1994) questionnaire to assess the academic learning strategies and cognitive resource of the students. The academic performance was based on their first grading grade in English subject. Furthermore, Albert Bandura’s Social Learning Theory, Alice Eagly’s Social Role Theory, and Wilder Penfield’s Critical Period Hypotheses, including others were used to support the findings. Results indicate that structured study habits show significant correlations with higher academic performance (Estimate = 2.300, SE = 0.523, t = 4.397, p < .001), highlighting study habits as a key contributor to improved English subject academic performance, while other strategies showed limited predictive power. Gender-based differences were observed in the impact of microstrategies (Estimate = -2.612, SE = 1.271, t = -2.055, p = 0.040), suggesting a variation in how these strategies impact academic outcomes. The study also found that demographic factors—such as age, gender, and grade level—do not significantly predict the learning strategies on English performance. These findings emphasize the need for refinement in educational approach of institutions not just in teaching learning strategies but also improving learning environments. Implementing individualized support and collaborative learning opportunities can improve English academic performance. These results have implications for institutions incorporating better programs, tailored to improve English proficiency of students.