Learning strategy and its effect on academic achievement

Abstract

This study aimed to examine the correlation between learning strategies and academic achievement of undergraduate students. A self-report questionnaire was designed to collect data from a sample of 1127 students at Nong Lam University, Ho Chi Minh City, Viet Nam, who took part in the study. Pearson’ product moment correlation coefficients was used to measure how students’ learning strategies affected their academic performance. The results revealed a lack of correlations between academic achievement and six subscales of learning strategies namely anxiety, concentration, information processing, selecting main ideas, self testing and test strategies. In fact, only 3 subscales: attitudes, motivation and study aid were discovered to have a close relationship with the achievement students gain at university.