Abstract:
Background: Learning is a complex cognitive process. It can be improved with different
techniques. Learning strategies are very efficient in improving learning and academic
performance. There are many different learning strategies and the effect of different learning
strategies differ on the individual, subjects and many other confounding factors.
Objectives: The objective of this research is to identify the effectiveness of learning
strategies in mathematics to the academic performance of senior secondary students in Galle
Municipal Council Area in Sri Lanka.
Methodology: A descriptive cross-sectional study was conducted among 352 senior
secondary (grade 11) students who were preparing for the G.C.E. ordinary level examination
from three randomly selected schools within the Galle municipal council area. The
correlation between the academic performance in the term test and the score obtained from
the modified version of mathematics motivated learning strategies (self-administered)
questionnaire was analyzed.
Results and conclusions: Significant positive correlation was seen only between academic
performance and Meta cognitive learning strategies (p=0.015) out of four main categories.
Further analysis revealed that there is a significant positive correlation between academic
performance and each of the following factors; rehearsal (p=0.027), critical thinking (0.008)
and help seeking (p=0.045). The results of this study studies show that leaning strategies
have a significant effect on the academic performance of students. In addition, some specific
learning strategies have variable effects on learning. Therefore, steps should be taken to
improve the teaching and learning process by considering the effects of specific learning
strategies to the academic performance of students.
