Learning Strategies And Perceived Academic Achievement Among Higher Secondary Students: A Correlational Study

This study examined students’ learning strategies and their perceived relationship with academic achievement at the higher secondary level in the districts of Okara and Sahiwal, Pakistan. A quantitative, cross-sectional correlational design was used. The instrument covered three related dimensions: learning strategies used by students, the perceived relationship between learning strategies and academic achievement, and the perceived impact of learning strategies on achievement. Descriptive results indicated high agreement with several study practices, including reviewing class notes and revisiting lessons. Pearson correlations reported positive and statistically significant: learning strategies were associated with the perceived relationship dimension (r = .732, p < .001) and with the perceived impact dimension (r = .922, p < .001); the latter two dimensions were also correlated (r = .805, p < .001). Gender comparisons showed higher mean scores for male respondents across the three questionnaire dimensions, while the school-sector comparisons were not statistically significant. One-way ANOVA results also indicated differences across obtained-mark categories. The findings suggest that learning strategies and students’ perceptions of their academic value are closely connected.