Learning strategies, academic dilemmas and coping processes as shaping mechanisms of the academic performance of a select group of Filipino pre-service education students

• Main Authors: Abergos, Gerald S., Adamos, Joel L., Cabusao, Rosario R., Dayao, Honorata S., Tadeo, Milagros C., De Guzoma, Allan B.
• Format: text
• Published: Animo Repository 2009
• Subjects: Academic achievement; Learning strategies; Education students > Philippines; Education
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/13140
• Institution: De La Salle University

Academic performance is a composite blend of individual characteristics and social influences. By and large, student learning is affected by multitudinous factors such as motivational beliefs, learning strategies, stress, among others. The current study probes into the impacts of learning strategies, academic dilemmas and coping mechanisms on the academic performance if Filipino Pre-Service Education sophomores. A total of two hundred (200) Elementary and Secondary Education sophomores took part in the investigation comprising 72% of the population. Data were collected through robotfotos, a modified Likert tool and the Motivated Strategies for Learning Questionnaire (MLSQ) developed by Pintrich, et. al. Data were treated using factor analysis, Pearson's correlation and Analysis of Variance (ANOVA). Results revealed that academic environment and relationships have significant impact on academic performance. Secondary Education students appear more stressed but have better academic performance and are able to cope with environment-related pressure by adopting collaborative learning strategies and engaging in recreation. Notably, coping mechanisms were not found to influence academic performance. Cognitive learning strategies and academic performance are inversely correlated. These striking results suggest a need for students to engage in reflective practice for a more effective learning.