Interplay of Students' Learning Strategies and Academic Achievement at Higher Secondary School Level

Abstract

This quantitative inferential survey research study was carried out on 312 higher secondary school students, investigating the interplay of Students’ Learning strategies (Intrinsic goal orientation, Test anxiety, Self-regulation, Cognitive Strategies, Self efficacy, Self-determination and Academic Regulation), and Academic Achievement in district Bannu. Data was collected from the sample through a valid and reliable questionnaire. During the selection of the sample, a cluster random and proportional allocation technique were used; as descriptive statistics, the mean and standard deviation were used. As an inferential statistical test, linear regression and Pearson coefficient correlation were used. The findings of this study revealed that students experience various types of Learning strategies while studying and that this has a significant relationship with academic achievement. According to the researcher, schools should provide students with an environment where all Learning strategies can be mentioned on and promoted.