| dc.description.abstract | This study aimed to determine the relationship between Language Learning Strategies and Students’ Academic Achievement among Grade 12 ABM 2 Senior High School Students of UM Panabo College. The independent variable in the study was Language Learning Strategies. The indicators of Language Learning Strategies were memory, cognitive, compensation, metacognitive, affective, lastly social learning strategies. On the other hand, the dependent variable of this study was academic achievement represented by general average in English Subjects. The researchers used the descriptive-correlational method and universal sampling technique in determining the number of respondents. The statistical tools used were, Mean and Pearson Product Moment Correlation Coefficient (r). The result of computation using R-value is -0.076 associated with the significant value of 0.609 P-value which is greater than 0.05. Moreover, the null hypothesis is not rejected , in other words, there is no significant relationship between Language Learning Strategies and Academic Achievement. It implies that Language Learning Strategies such as memory, cognitive, compensation, metacognitive, affective and social has no evident impact on one’s academic achievement. In other words, Language Learning Strategies could not affect the Academic Achievement among Grade 12 ABM 2 Senior High School Students of UM Panabo College.
Keywords: Language Learning Strategies, Academic Achievement, Grade 12 ABM 2 Senior High School Students of UM Panabo College. | en_US |
