Academic achievement as related to learning strategies

Pages: 1516-1519
Umed Singh and Dheeraj Kaushik (Department of Psychology, Kurukshetra University, Kurukshetra, Haryana)

The present study was mainly designed to study academic achievement of science and commerce students in relation to learning strategies. Two groups of 12th grade students (104 from science & 100 from commerce) participated in the study. Selected subjects were tested with Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was indexed in terms of marks of the last examination. Obtained data were analysed by descriptive statistics, t-ratios, Pearson’s Correlations, and Factor Analysis (Principal Component). Results revealed the science students to be high on Intrinsic Goal Orientation, Task Value, Control Beliefs, Self-Efficacy, Test Anxiety, Rehearsal, Elaboration, Organisation, Critical Thinking, Metacognitive Self-regulation, Effort Regulation and Pear Learning than Commerce students. Intrinsic Goal Orientation, Organisation, Effort Regulations, and Pear Learning emerged significant correlates of academic achievement in science stream. On other hand, Metacognitive Self-regulaton, Peer Learning, Critical Thinking, Organisation, Elaboration, Help-Seeking, and Rehearsal emerged as the significant strategy correlates of academic achievement in Commerce stream.