LEARNING STRATEGIES AND TECHNICAL WRITING COMPETENCY OF SENIOR HIGH SCHOOL STUDENTS

Abstract This study was conducted to determine the relationship between learning strategies and technical writing competency of senior high school students of Region XII. This study utilized the quantitative causal method. Four hundred respondents were selected using stratified random sampling. The respondents answered the survey questionnaire through Google Form. The mean, Pearson r, and regression were used in the analysis of data. Results showed that the learning strategy and technical writing were high and found that learning strategies significantly relate to students' technical writing ability. The strong correlation highlights that students who effectively employ cognitive, behavioral, and self-regulatory strategies are more likely to excel in technical writing. It suggests that learning strategies enhance students' knowledge, skills, and attitudes towards technical writing, leading to better academic outcomes. Consequently, educators may emphasize the development of learning strategies to improve students' technical writing proficiency, ultimately contributing to their overall academic and professional success.