Learning Strategies and Academic Performance in Mathematics of Senior High School Students

Abstract

This study investigated learning strategies in Mathematics among Grade 11 students in relation to their academic performance. The study involved a total of 292 Grade 11 students enrolled during the school year 2025–2026 in one of the secondary schools in a selected School Divisions in Negros Occidental. It employed a quantitative-descriptive and correlational research design. The respondents’ learning strategies was assessed using the short version of the Motivated Strategies for Learning Questionnaire (MSLQ-PTS) developed by Morais et al. (2025), and their academic performance was determined through their Fourth Quarter grades in Mathematics. The results showed that the students exhibited a high level of learning strategy utilization where Help seeking recorded the highest mean score while critical thinking registered the lowest mean scores among its subconcepts. The level of academic performance in Mathematics was very satisfactory. It was also revealed that there is a significant relationship between learning strategies in Mathematics and the academic performance of the Grade 11 students.