Acknowledgement

The researchers would like to express their sincerest and

deepest appreciation to the following who have contributed

their different ways in the realization of this study.

To Mr. Albren V. Echin, the OIC principal of Southern

Mindanao Colleges High School Department, the researchers

competent and efficient Practical Research teacher, for the

valuable guidance, incredible support and being patience for

reviewing and checking the researcher’s papers.

To the efficient respondents of this study, the school

administrators and teachers of Southern Mindanao Colleges, for

their honest, sincere and tactful information given during the

conduct survey.

To the researchers’ parents, sisters, brothers, and

friends for their fervent prayers and concern, for all time

willingness to offer help, for their untiring and unselfish

assistance in many ways, for the kindness and generosity, and

for financial and understanding.

To the co-researcher, for sharing their ideas about the

study, for exerting effort to conduct a survey and helping

each other to make the research done well.

 To all those individuals who are not mentioned here but

also contributed in the realization of writing this study, may

profound gratitude and sincerest thanks to all of you.

Above all to God Almighty, for the bountiful blessings

and divine grace that made this research possible. To God be

the glory.
 DEDICATION

This study is wholeheartedly dedicated to the

researchers’ beloved parents, who are always there to help

them during their ups and down. For supporting them

spiritually, morally and financially. Also, for inspiration,

advises and encouragement the researchers to continue their

research.

Above all the researchers solemnly dedicate to Almighty

God for the source of their hope, strength, courage and

wisdom.

By the researchers
 TABLE OF CONTENTS

Title Page . . . . . . . . . . . . . . . . . . . . . . . . i

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . ii

Acknowledgement. . . . . . . . . . . . . . . . . . . . . . iii

Dedication . . . . . . . . . . . . . . . . . . . . . . . . v

Table of Contents . . . . . . . . . . . . . . . . . . . . . vi

PAGE

CHAPTER I – THE PROBLEM AND ITS SETTING

Introduction . . . . . . . . . . . . . . . . . . . . . .

Problem Statement . . . . . . . . . . . . . . . . . . .

Significance . . . . . . . . . . . . . . . . . . . . . .

Scope and Delimitation . . . . . . . . . . . . . . . . .

Definition of Terms . . . .. . . . . . . . . . . . . . .

7
CHAPTER II – REVIEW OF RELATE LITERATURE

Relate Literature . . . . . . . . . . . . . . . . . .. 10

Types of Learning Strategies . . . . . . . . . . . . . 11

Study Skills . . . . . . . . . . . . . . . . . . . . . 13

Note-Taking . . . . . . . . . . . . . . . . . . . . . .

14

The Six R Principles of Note-Taking . . . . . . . . . .

15

Summarizing . . . . . . . . . . . . . . . . . . . . . .

16

Definition of Learning Style . . . . . . . . . . . . . 18

Classification of Learning Style . . . . . . . . . . . 21

CHAPTER III – RESEARCH METHODOLOGY

Overview of the chapter . . . . . . . . . . . . . . . .

22

Research Method . . . . . . . . . . . . . . . . . . . .

23

Gathering Data . . . . . . . . . . . . . . . . . . . ..

24
 CHAPTER I

THE PROBLEMS AND SCOPE

Introduction

The research has been conducted in the Senior High School

Department at Southern Mindanao Colleges Pagadian City. This

research will help the students in future to move forward with

a better vision though effective learning strategies to

improve their learner autonomy and develop their performance.

Learning strategies are steps taken by students to

enhance their own learning. Strategies are especially

important for language learning because they are tools for

active, self-directed involvement, which is essential for

developing communicative competence. Appropriate language

learning strategies result in improved proficiency and greater

self-confidence.

Definition of Learning Strategies

According to Chamot (1987), “learning strategies are

techniques, approaches, or deliberate actions that students

take in order to facilitate the learning and recall of both

linguistic and content area information”. Oxford and Nam’s

(1998) study indicates that “learning strategies is a

technical phrase that means any specific conscious action or

behavior student takes to improve his or her own learning”.

Oxford (1990) considers that “any specific action taken by the

learner to make learning easier, faster, more enjoyable, more

self-directed, more effective, and more transferable to new

situations” is a language learning strategy (LLS). Strategies

are the conscious steps of behavior used by language learners

to enhance the acquisition, storage, retention, recall and one

of new information (Oxford & Ehrman, 1990).

 PROBLEM STATEMENT

The study aims to explore the students’ effective ways of

studying as perceived by the Senior High School Students of

Southern Mindanao Colleges of Pagadian.

Specific Problem

1. How did the students study effectively?

2. What techniques or strategy did the students use in

studying?

3. What are the common problems of students during class

lesson?
 SIGNIFICANCE OF THE STUDY

The result of the study will provide great importance to

the following:

Students

The students with strategies in their learning will easy

understand their lesson. They can answer their task in every

quizzes and examination. They can come up with a high grade

and they can become successful with brighter future.

Teacher

Teacher can benefit the effective learning strategy

became a good leader of the student. Teacher can also guide

the students learning. Teacher can develop the students to

teach the strategies that they should learn. The teacher will

not be frustrated during class hour because students are

cooperating on their class. They will be also promoted and

proud that their students are intelligent

Parents
 Parents would be an easy when the students use the

effective learning strategies. In time of their study the

parents can totally make sure that they will not have a hard

time, also in the time of doing homework. It will make the

parents heart full of joy because they are happy and

contented. It will also make them proud, they would be

confident of the achievements of their children, and their

bright future. Lastly, that can benefit this research is the

school.

School and Administration

The school will become more popular and known to the

others. There will be more students from other school will

become interested to studied at the certain school. The more

students the more school will promote and developed.

 SCOPE AND DELIMITATION

The study focuses on the students’ way of learning

strategies. The study will be further validated based on the

student’s responses on the open-ended questions, while the

student’s profiles and views on effective learning strategies

will be categorized based on the survey and the answer of the

chosen respondents. The study will be conducted at Southern

Mindanao Colleges Senior High School Department, on the 1st

semester of school year 2022-2023. The respondents will only

answer some questions based on the chosen topic. There are 50

students used as respondents to this study. The respondents

both came from grade 11 and 12, and the students from this

level are mostly taken from the strand of STEM.

 DEFINITION OF TERMS

Active learning is generally defined as any instructional

method that engages students in the learning process.

Adaptive learning is an educational method which uses

computers as interactive teaching devices, and to orchestrate

the allocation of human and mediated resources according to

the unique needs of each learner.

Cooperative learning is an educational approach which

aims to organize classroom activities into academic and social

learning experiences.

Core knowledge is a curriculum used in the United States.

It is a systematic syllabus of topics to be studied by

students in prekindergarten through 8th grades.

Critical thinking is the intellectually disciplined

process of actively and skillfully conceptualizing, applying,

analyzing, synthesizing, and/or evaluating information

gathered from, or generated by, observation, experience,

reflection, reasoning, or communication, as a guide to belief

and action.

Encoding. Memory involves the encode, storage and recall

or retrieval of information.

Evaluation. Educational evaluation is the evaluation

process of characterizing and appraising some aspect/s of an

educational process.

Experiential learning is the process of learning through

experience, and is more specifically defined as “learning

through reflection on doing”.

Note-taking is the practice of recording information

captured from another source. By taking notes, the writer

records the essence of the information, freeing their mind

from having to recall everything.

Study skills or study strategies are approaches applied

to learning. They are generally critical to success in school,

considered essential for acquiring good grades, and useful for

learning throughout one’s life.

 CHAPTER II

REVIEW OF RELATED LITERATURE

The chapter presents the review of related literature and

studies that have some bearings to the present study. Each

reviewed literature and studies indicate frame of reference,

which is justified with the use of clincher in connection the

relatedness of the borrowed literature and studies

RELATED LITERATURE

Schumaker and Deshler (1992) define a learning strategy

as “an individual’s approach to a task. It includes how a

person thinks and acts when planning, executing, and

evaluating performance on a task and its outcomes.” Much of

this thinking about learning is dome unconsciously. For

example, most of us automatically slow down when reading

content that is difficult for us to understand. We also make

use a variety of strategies for helping us organize and

remember-both key elements of the learning process.

Students who have repeatedly experienced failure in

school due to lack of “tools” that can help them approach

learning efficiency are likely to become less persistent in

addressing school tasks. Acquiring some additional tools

learning strategies increases their likelihood of success, and

may also increase their willingness to take on new challenges.

Learning strategy instruction focuses on strategies that

facilitate the active learning process by teaching students

how to learn and how to use what they have learned to solve

problems and be successful. These strategies involve teaching

how to develop a plan for studying a test, monitoring,

understanding of the content, clarifying the materials, and

evaluating work. This type of self-regulated learning is the

key to successful life-long learning and includes the

development of such strategies as goal setting, self-

instruction, and self-monitoring. (Graham, Harris, & Reid

1992)

Two types of learning strategies

Meaningful learning depends just as much on the teaching

process as it does on the way students process the teaching.

Educational psychologists have spent a lot of time thinking

about both aspects and have come up with theories to make them

better. In this article we’re going to talk about the second

part: Learning Strategies

The mnemonic
 Mnemonic learning strategies help students memorizing

content, like facts or terms. For example, they’re useful for

remembering capital cities, important dates, vocabulary, etc.

When you have to memorize “meaningless” information, mnemonic

strategies are a great way to give it some kind of meaning.

The value of mnemonic devices is widely agreed upon,

which is why they’ve been used for such as a long time. The

psychologist Allan Paivio explained that these devices for

three reasons.

Dual decoding many involve using non-verbal codes (images)

along verbal ones (words). What that means is that the same

bit of content gets two different codes. According to the

principles of connectionism, that makes it easier for students

to access the information.

Organizing another way these strategies work is by creating a

consistent box to put the information in. That helps students

keep all the related information together, instead of its

being split apart. For example, it’s easier for you to

remember a list of words if you form a sentence with them.

Association creating strong connections between different

elements is also a strategy for meaningful learning. Strong

associations are helpful because when you see either one of

the two things, you’ll remember the other one easily.

Structural strategies

Structural strategies stimulate active learning by

encouraging students to mentally pick out important

information and put it together into one structure. This is

where you’ll see techniques like making conceptual maps, flow

charts, or outline obviously it’s not enough for the teacher

to tell students they have to do outlines and summaries. Those

things will only be helpful if the students know how to make

them. The hardest part of teaching them how to do it is

showing them how to pick out the most important or meaningful

part of the text or presentation.

According to Jasmina Hasanbegovic “learning strategies

refer to student’s self-generated thoughts, feelings, and

actions, which are systematically oriented toward attainment

of their goals”. Therefore, implementation of appropriate

learning strategies is related to student’s self-regulation

behavior which in turn should be encouraged by pedagogical

designs.

STUDY SKILLS

According to Belen, Biray, Caoile, Olan, and Rabang

(2003:89-115). Studying is an art and an all-out effort at

learning which involves a number of things – from getting to

class on time and answering examination effectively. One of

the most neglected activities in studying perhaps in keeping

notes on class work and reading. One needs to take down notes

for they do not provide record of the things discussed in

class but also identify the most important or the most

difficult points of the lesson. Whether you have a textbook of

the subject, it is still necessary to acquire and maintain

good habits in note-taking.

NOTE-TAKING

One of the problems that students face while studying is

the ability to take down notes especially when confronted with

long lessons and unrecorded lectures and speeches. Indeed,

note taking is a skill one should develop to be efficient in

college work. Good lecture and classroom notes can be key to

successful academic performance. These prove very helpful when

you take examinations as they serve as good memory aid.

Hundreds of students who have done badly on their examination

have been found deficient in their note-taking.

Note-taking is writing in condensed from the content of a

chapter or a whole book or classroom lectures or speeches. It

involves activities that require mental alertness,

concentration, reflection and analysis. It also requires the

ability to select and organize ideas or concepts to take down.

The Six R Principle of Note-taking

According to Professor Walter Pauk of the Study Center

at Cornell University and other specialist on learning skills

posted at

http://tutorials.istudy.psu.edu/notetaking/notetaking8.html

organized and presented the six R principles for taking good

notes.

1. Record

Record refers to write down meaningful ideas and facts in

a lecture.

2. Reduce

Reduce refers to summarizing notes taken down from the

lecture.

3. Recite

Recite refers to reducing the main idea and facts to form

suitable statements for recitations.

4 Reflect

Reflect refers to thinking of ideas that make your notes

more meaningful to you. Organized your notes and arranged them

logically.

5 Review
 Review refers to reciting of notes frequently either

nightly or several times during the week.

6 Recapitulate

Recapitulate refers to summarizing of what have been

taken down, picking out keywords and concepts and providing

clues to details described in the notes.

Kind of Notes

Reading Notes

Reading notes are the notes that you take down while

reading a chapter in a textbook, an article from newspaper or

any periodical.

Lecture Notes

Lecture notes are notes written from the lectures,

reports, speeches, interviews and other speaking activities of

your instructor or speakers.

Steps in Taking Good Reading Notes

SUMMARIZING

A summarizing is a shorten version of another person’s

text, explanation, argument, or narrative in your own.

 Summarizing skills will make you a better student by

improving your thinking, speaking and writing abilities. You,

too, you can more efficient in your study skills like note-

taking, preparing reports and taking examinations.

PARAPHRASING

Paraphrasing means rephrasing the words of an author,

capturing his/her thoughts into your own words.

A paraphrase can be review as a “translator” of the

original source. When you paraphrase, you reword the source’s

ideas, words, phrases and sentence structure. A paraphrased

text is often, but not always slightly shorter than the

original work.

TEXT MAPPING

Text mapping is another helpful technique in facilitating

your understanding of messages. A map is a visual

representation of a text or speech that helps you retain in

your mind the important ideas and their relationships. It is

like an outline or a summary that condenses lengthy

information.

Definition of Learning Style

 The term “learning style” originates from psychology. It

broadly refers to the way in which a learner tries to learn

something, based on individual characteristics, used

unconsciously and not perceived. Everyone has a learning

style, but each person’s is as unique as a signature. Each

signature appears to be influenced by both nature and nurture.

Keefe (1979: 4) defines learning style as “characteristic

cognitive, affective, and physiological behaviors that serve

as relatively stable indicators of how learners perceive,

interact with and respond to the learning environment”;

“Learning style is a consistent way of functioning that

reflects underlying causes of behavior”. This definition is

most comprehensive and acceptable.

In 1987, Willing defines learning style as an inherent,

pervasive set of characteristics related with how learners

prefer to learn or to deal with new information. Reid (1995,

69) define learning style as “an individual’s natural,

habitual, and preferred way(s) of absorbing, processing, and

retaining new information and skills, and a pervasive quality

in the learning strategy or the learning behavior of an

individual”.

Oxford & Ehrnan (1991) define the term “learning style”

as preferred or habitual patterns of mental functioning and

dealing with new information. And Dum and Dunn (1993: 7)

define learning styles as a “biological and developmental ser

of personal characteristics that make the identical

instruction effective for some students and infective for

others”.

Classification of Learning Styles

Many researchers have tried different ways to investigate

learning styles. Among them, some have used survey to collect

data on learners’ stated learning preferences. In 1984, Reid

generated six kinds of learning styles and provided the

“Perpetual Learning Style Preference Survey”. Reid’s six

learning styles are as follows:

1. Visual learning (e.g. reading and studying charts,

learning from seeing words in books, and participating

class discussion)

2. Auditory learning (e.g. listening to lectures or audio

tapes, reading aloud and participating class

discussions)

3. Kinesthetic learning (e.g. involving physical

responses, role-playing in the classroom, actively

participating in activities)

4. Tactile learning (e.g. hands-on learning as in building

models; writing notes or instructions)

5. Group learning (e.g. learning with others)

6. Individual learning (e.g. learning alone)

 Later Willing (1987) did another survey to investigate

the learning styles of 517 adult ESL learners in Australia.

According to the collected data, he identified two major

dimensions of learning style. One was cognitive and

corresponded closely to that of field independence/dependence.

The other was more affective in nature. Based on these two

dimensions, Willing describes four general learning styles.

Researchers led by John Dunlosky (et al. 2013) from Kent

State University decided to take a critical look at the 10

most common learning techniques available to students and see

whether they had strong or little backing in the research

literature. The study methods examined were:

1. Elaborative interrogation – Generating an explanation for

why an explicitly stated fact or concept is true

2. Self-explanation – Explaining how new information is

related to known information, or explaining steps taken

during problem solving

3. Summarization – Writing summaries of to-be-learned texts

4. Highlighting/underlining – Making potentially important

portions of to-be-learned materials while reading

5. Keyword mnemonic – Using keywords and mental imagery to

associate verbal materials

6. Imagery for text – Attempting to form mental images of

text materials while reading or listening

 7. Rereading – Restudying text material again after an

initial reading

8. Practice testing – Self-testing or taking practice test

over to-be-learned material

9. Distributed practice – Implementing a schedule of

practice that spreads out study activities over time

10. Interleaved practice – Implementing a schedule of

practice that mixes different kinds of material, within a

single study session.

Working with classmates encourages an interactive

environment to keep you engaged. This gives you a chance to

test your knowledge with others, quiz each other on the

content, and help boost each other’s confidence.

Learning how to study better helps avoid panic and

frustration the next time a big test is coming up. After all,

you are more likely to do well and be less stressed before a

test when you have had time to properly review and practice

the material.

Mastering effective study habits not only makes it easier to

learn but will also help you to get better grade in high

school and post-secondary.

The main goal of learning strategies is to get students to

become more effective learners. Research on the topic has

shown us plenty of different ways to do that. But the two most

famous learning strategies are Mnemonic and Structural.

The inclusion of the literature, herein reviewed provides

relevant information to enrich the discussion of the present

study being the main source of the second set of the

identified variables.
 CHAPTER III

RESEARCH METHODOLOGY

This portion of the chapter gives the research method,

the research instrument and its validation, gathering

procedure, sampling design and the statistical treatment of

data.

Overview of the chapter

This study was conducted in order to know the importance

and impact of learning strategies to students. To be able to

gather the necessary data, the researcher utilized the

descriptive method using qualitative approaches. The survey

method was the research instruments used for data-gathering.

The students who have been chosen in this study

accomplished a survey questionnaire to evaluate the students

who are using Learning Strategies in their studies. The

results of the survey were then processed by computing the

weighted mean of each data interpretation. The relevant

literatures for also used to support the gathered findings.

 Research Method

This study made use of the descriptive survey method.

Padua and De Guzman-Santos (1998:28) pointed out that

descriptive method usually makes some type of comparison and

contrast in carefully planned and orchestrated descriptive

researches. Its purpose is to “describe” the status of events

or subjects as they exist. Descriptive research is also a

fact-finding with adequate interpretation. Relatively, the

method is appropriate to this study since it aims to describe

the present condition on technical analysis as it is used in

the stock market. The technique that was used under

descriptive method is the normative survey approach and

evaluation, which is commonly to explore opinions according to

respondents that can represent a whole population.

Gathering Data

Two type data were used: The primary and the secondary

data. The primary data were derived from the answer’s

respondents gave in the self-administration questionnaire

prepared by the researcher, in addition, the information

obtained from the interview also provide primary research data

that support the study. The secondary on the other hand, were

derived from the finding’s estate in published documents and

literatures related to the research problem. These were based

from the recent literatures related to learning strategies and

challenge to apply the learning styles in studying.

In term of approach, the study employed both qualitative

and quantitative approaches. The quantitative approach focused

on obtaining numerical findings was use with the survey

method. The interview on the other hand, made up the

qualitative and individual insights of the respondents.