Relationship between learning strategies and academic achievement; based on information processing approach

This study was conducted to compare learning strategies between under-achiever and upper-achiever students (including both genders in 3 school grades). This study was designed in retrospective framework. Subjects were high school students in Qazvin Province selected by random multi-level cluster sampling method. Among the samples, two 90- person groups were chosen as upper and under achiever students. Participants completed the Learning and Study Skill Inventory (LSSI) form. This inventory assesses cognitive and meta-cognitive learning strategies. To test the hypotheses, independent t-test, one way ANOVA and multivariate regression method were used. Findings showed that upper students used cognitive and meta-cognitive strategies more than the lower group (p<0.001). Girls used LSS more than boys (p<0.000). No significant difference was found among school grades in using of LSS. Meta-cognitive strategies predict academic achievement more effectively than cognitive strategies. (C) 2010 Elsevier Ltd. All rights reserved.