Qualitative One

CesarE.
Vergara Memorial High School

Senior High School
Brgy.Lagare, Cabanatuan City, 3100
0
CesarE. Vergara Memorial High School
Senior High School
LEARNING STRATEGIES OF SENIOR HIGH SCHOOL LEARNERS IN CESAR E.
VERGARA MEMORIAL HIGH SCHOOL
A Research Proposal
Presented to
The Faculty of Cesar E. Vergara Memorial High School
Lagare, Cabanatuan City
In Partial Fulfillment of
The Requirements for the
SENIOR HIGH SCHOOL
In the ACADEMIC Track,
Humanities and Social Sciences Strand
Researchers:
ROWEL S. ALEJO
CONNIE FAITH L. LONGALONG
CHRIS LUSTER A. VALERIANO
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DEDICATION
The researcher dedicated the study of “Learning Strategies Of Senior
High School Learner In Cesar E. Vergara Memorial High School”
The Almighty God who always guide and gives them knowledge and wisdom
to finished the study and listened to the prayers of the proponents.
The Adviser and Critics of the research study who gave their best to
teach the student the proper way doing the research study and had
contributed to the confidence of the researcher.
The Parents, Guardian and Siblings of the researcher who supported
them in their moral, spiritual, and financial needs.
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ACKNOWLEDGEMENT
This research would not have been possible without the help, advice
and guidance of many concerned individuals. Therefore, the researchers would
like to express my profound appreciation and gratitude to the following
persons.
To my beloved parents, siblings and loved ones, who are my
inspiration, for their unending support, love, patience and encouragements,
and for enduring sacrifices for us to finish this study.
To all those who are not mentioned but part in the completion of this
study.
And the Almighty God who is the source of everything.
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Table of Contents
I. Dedication . . . . . . . . . . . . . . . 2
II. Aknowledgement . . . . . . . . . . . . . . . 3
III. Table of Content . . . . . . . . . . . . . . . 4
IV. Abstract . . . . . . . . . . . . . . . 5
V. Introduction . . . . . . . . . . . . . . . 6
VI. Conceptional Framework . . . . . . . . . . . . . . . 9
Conceptual paradigm of the study
VII. Definition of terms . . . . . . . . . . . . . . . 10
VIII. Significance of the study . . . . . . . . . . . . . . . 11
IX. Scope and limitation . . . . . . . . . . . . . . . 12
X. Review of related literature . . . . . . . . . . . . . . . 13
XI. Statement of the problem . . . . . . . . . . . . . . . 17
XII. Methods . . . . . . . . . . . . . . . 18
Research design and Methodology
Participants
Research Site
Materials and Instrumental
Data collection
Data analysis
XIII. Conclusion . . . . . . . . . . . . . . . 47
XIV. Recommendation . . . . . . . . . . . . . . . 47
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Abstract
Learning strategy is one of the most important factors that affect the
process of learning of the learners. This research makes a study on the
learning strategies used by semi-structured interview. It aims at finding
out how students use different learning strategies in terms of passing
their subjects, comparing between achievers and non-achievers using their
strategies, and recommending some constructive suggestions related to
Lerners strategies.
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Introduction
Learning of the learners are easily to define as skills and
knowledgeable by every aspect of studying. Learning is the key to success
based on Nelson Mandela “Education is the most powerful weapon in which you
can use to change the world.” Learner defined in the dictionary in Merriam
as to “gain knowledge or skill by studying practicing, being taught or
experiencing something. In being accepting the truth consider as the wisdom
and understanding are the one to know the number one experiences to our
life.
The primary duty of a student is to learn and acquired knowledge. The
student must do all the work that is given in the school at the right
moment. “Don’t measure yourself by what you have accomplished, but by what
you should have accomplished with your ability.” By (John Wooden, basketball
coach) the relevant are learner in academic way in needed to be a right
mindset and not consider your accomplish to be success, man fair punctuality
and also discipline.
Those are just some things that a student must have accomplished in
able to passed. Learners do skills on innovative strategies to prove their
accomplishment. Student says that studying is not easy, some said it’s just
a simple one to do. In addition student can’t absorb or understand the
lesson easily; in that case each of them has their own way on how to
understand their lesson in which they have some strategies to pass their all
subjects when they have quizzes, seatwork, activities or exam. Some of
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student strategies is cheat they’re copying ones another work it’s also
cheating.
Since students are at the core of learning process a study tailored to
their motivation and strategies and factors hindering their learning is
imperative as students themselves play pivotal roles in shifting their own
learning and acquiring enchanted academic achievements. Accordingly,
Pintrich acknowledged that research on student motivation is central to
research in learning and teaching settings.
However, we can’t deny that some students doing some dirty tricks just
to pass their grades. One of the reasons why students doing some strategies
are they have lack of time to study their lecture, typical learning style
that students strongly direct themselves towards the regulations as supplied
by instruction, but they experience insufficient hold on that. They
experience lack of regulation in their learning activities.
Students with this learning style are afraid that they are able to
cope with their studies, that they do not deal with them well, and that they
can’t learn the study materials. They have a negative view of themselves as
students, and have a little confidence in their study capabilities. They are
disappointed in themselves and have built up failure expectation in the
course of their studies. They worry about their own achievements and begin
to postpone studying.
In this learning style monitoring processes consist mainly of becoming
aware of the difficulties students themselves experience with the regulation
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of their learning processes. Some students noticed that they do not have a
feeling for what is important, that the quantity of the study materials is
far too large to processes in a reasonable time, and what their pace of
studying is too slow. These students also experience problems testing and
evaluating their learning results. They are strongly focused on the
questions, assignments, and self-tests supplied in the course materials or
by teachers but what they need to know for the exam remains unclear to them.
This study will help the senior high school learners to passed all of
their subjects by formulating some strategies that will help them to manage
their time and balance their students life into their personal and as well
as their social life. Learners must always remember that learning is the
sole purpose of education.
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Conceptual framework
The figure below shows the conceptual frame work of the study. This
paradigm shows the different existing practices and strategies in learning,
to see what is the effects of their techniques in achiever and non-
achievers. And to know what are the positive learning styles and practices
theory.
Figure 1
Conceptual Paradigm of the Study

Learners Existing Practices and
Strategies in Learning
Achievers Non-Achievers
Observation
Semi-Structured Interview
Structured
Positive Learning Style and

Practices Theory 9
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Definition of term
Achievements- A things done successfully, typically by effort courage, or
skill.
Achievers-A result gained by effort.
Learners- knowledge acquired through experience, study, or being taught:
scholarship, knowledge, education, erudition, illumination, edification,
book learning, information, understanding, wisdom.
Learning- knowledge or skills through experiences, study, or by being
taught.
Motivation- Willingness of someone to do something.
Non-achievers- A person who consistently fails to achieve, especially
academically.
Strategies-A plan of action or policy designed to achieve a major overall
aim.
Student- A person formally engaged in learning, especially one enrolled in a
school.
Style-In a way that is impressive or admired because it show talent, good
taste, etc.
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Significance of the study
The result of the study may benefit the following:
Students- learners may able to know the positive learning style that is
effective to use, and also know the different strategies in learning in the
easiest way.
The teachers- the result of this study can help the teachers to know which
achiever and non- achievers have potential to engage students and are
certainly excellent to create to their learning.
Future researcher- this may help to the students to have some information to
the upcoming researchers in their future studies and serve as their
reference. This study may also help the future researchers to be as a
guideline in conducting their study.
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Scope and limitation
This study “Learning Strategies of Senior High School learner in
C.E.V.M.H.S” was conducted in Cesar E. Vergara Memorial High School located
at Brgy. Lagare, Cabanatuan City Nueva Ecija where the respondents are the
Academic Track (Humanities and Social Sciences) and Technical Vocational
Track (Agri-Crop Production)of Senior High School Learners by using
questionnaire and series of interviews as the main tool in data gathering.
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REVIEW OF RELATED LITERATURE
According to this article is to develop a framework for understanding
the change process related to collaboration between academic and student
affairs. A national survey of collaboration between student and academic
affairs was conducted. Structural and cultural theories of change were used
to examine the research questions. The findings indicate that combined
models are best able to guide student and academic affairs collaboration.
The study results suggest that universities and comprehensive institutions
need to pay particular attention to structural strategies and obstacles.
The relationship between academic affairs and student affairs units
in higher education settings has traditionally and historically been
troubled by the divergent understandings of each other’s institutional role
and systematic division of labor between the two. However, for a variety of
reasons, not the least of which is a desire to substantiate student learning
across institution, the roles of the units have begun to blur. This has led
to increased collaboration between the units and research on such
collaboration. Through analyzing the words of chief officers of these units,
the findings of this qualitative study indicate that community colleges have
a unique opportunity to foster collaborations that focus on student
learning. Based on the unique factors, the authors offer suggestions for how
other institutions can nurture collaborations in their own setting.

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Based on the action research model, it provides school counselors with
the methods to connect to the mission of school and measure the school
Counselor’s contributions to student success. Learn how to lead, advocate,
and collaborate with colleagues. Learn strategies for building
accountability standards into counseling programs. Learn how to design and
implement accountable programs and how to measure and report results. In
this edition researcher will find: A simple step by step process for school
counselors to connect their work with expectations of schools improvement
and accountability discussion of how to create data driven school counseling
programs and make data driven decision. A proven method of linking school
counseling to the instructional program and student achievements action
research techniques that can be used to measure school counseling
effectiveness fifteen measure action plans submitted by practicing
counselors.
Online delivery has the potential to offer significant benefits in
achieving multiple goals related to sustainable education. For example,
students from a variety of background can access educational opportunity,
allowing for vast dissemination of education. In addition, the methods
employed in online learning are generally must lower in carbon intensity,
providing an added operational benefits to online education. Beyond this
stated benefits, we must also identify what components of online education
are deemed effective from the student’s perspectives. This article
summarizes a recent study conducted to overall students self-assessment of

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learning at a major online university, and compares these results with
general pedagogical assumptions regarding the perceive benefits of online
learning. The goal is to highlight what factor students find important in
ensuring quality learning environment. The extension of this work is to link
Successful components of online delivery to the general achievement of
sustainability in education delivery methods.
Following a review of the literature on learning styles and cognitive
styles for both native speakers (NSS) and non native speakers (NNSS) of
English, this article present the results of a questionnaire that ask 1,388
students to identify their perceptual learning style preferences.
Statistical analyses of the questionnaires indicated that NNS learning style
preferences often differ from one another in their learning style
preferences; that other variables such as sex, length of time in the United
States, length of time studying English in the U.S., field of study, level
of education, TOEFL score, and age are related to difference of learning
styles; and that modifications and extensions of ESL student learning styles
may occur with changes in academic environment and experience.
Inconsistent performance by gifted students has been a source of
frustration for both parents and educators for decades. Several studies on
gifted underachievement point to a connection between students learning
styles and classroom performance. This study examined the learning styles of
gifted middle school students, student perceptions of the classroom
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environment, and possible connections between learning styles, classroom
environment, and achievements levels. Eighty gifted students from grade 6,
7, and 8 were administered the Learning Styles Inventory (LSI) to identify
student learning style preferences. They were also administered the Student
Perception Inventory (SPI), developed for the study, in order to determine
perception of these learning styles elements in their classroom
environments. Results indicated that the LSI elements of persistence and
lighting correlated with achievements in all content areas. Additionally,
correlations between higher grade point averages (GPA) and LSI preferences
for responsibility and teacher motivation were found in science and math
classes. Results of the SPI revealed correlation between higher grade point
averages in social studies and science classrooms and following items:
consistence; motivation; and auditory, tactile, kinesthetic modalities. All
subject areas showed a correlation study between higher GPA and the students
perceived level of persistence.
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Statement of the problem
1.What learning strategies do senior high school learners of
C.E.V.M.H.S employ to pass their subject.
2.Do Senior high school learners has different strategies in
subject or areas of specialization.
3.From their learning strategies do student obtain a passing
remarks during examinations?
4.Are their similarities and differences in the learning styles of
achievers and non achievers.
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METHODS
Research Design and Methodology
The researcher will use a qualitative descriptive study using a
semi-structured interview to gather information regarding different learning
styles of senior high school learners of Cesar E. Vergara Memorial High
sSchool and its impact to their academic performance. Qualitative
descriptive design is used when a rich, straight description of an
experience or an event is required (Neergaard, Olesen, Andersen, &
Sondergaard, 2009).
This design seeks to obtain direct and straight descriptions of
an event. (Sandelowski, 2000. The researcher will use a purposive samplingto
target key informants in order to address the objectives of the study. The
researcher will use a semi-structured interview as data collection method.
Semi-structured interview are used to understand how intervention work and
how they could be improved. It also allows respondents to discuss in raise
issues that you may not have considered. (community sustainability
engagement; evaluation toolbox)
Participants
The Semi-structured interview is expected to be attended by at
least 6 participants; 3-achievers and 3- non- achievers representing their
section that compares the academic track and tech-voc strand.
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Research Site
Figure 2
This study entitle “Learning Strategies of senior high school to pass
all their subject in C.E.V.M.H.S” was conducted at Senior High School
Building of Cesar E. Vergara Memorial High School, Lagare, Cabanatuan City,
Nueva Ecija.
Cesar E. Vergara Memorial High School located at Lagare, Cabanatuan
City as shown in Figure 2.
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Materials and Instrumental
This study has two instruments that’s been use, Interview Guides and
Recorder. Interview Guides may help the researcher to know the different
exiting strategies of student. And the recorder may help the researchers to
be their guide as well as evidences in conducting their study.
Data Collection
The researcher will send request letter to the adviser of the
class where Senior High School learners will be coming from as respondents
for the semi-structured interview. Information regarding the study, the
objectives is written in the letter.
Data Analysis
The interview will be recorded using a cell phone and transcribed
for analysis. The recommended approach to analyze data for qualitative
descriptive studies is content analysis (Neergaard, Olesen, Andersen, &
Sondergaard, 2009)(Patton, 2002)(Sandelowski, 2000). It is defined as the
categorization of verbal data and an iterative process of coding and
classifying data to develop categories(Hancock, 2002)(Mays & Pope,
1995).Transcripts from the focus group and field notes will be analyzed and
coded into categories and sub-categories, using content analysis.
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Transcribed
Informant # 1
“Good morning po ma’am.” “Good morning din po.” “Ummm. May kaunting
katanungan lang po kami sa inyo.”-intrerviewer
“Ano po ba yung pangalan niyo ppo ba ma’am?” –interviewer
“Umm. Antonnete Pascual po.” – Informant
“Umm nag-aaral po ba kayo? –Interviewer “Yes po.”- informant
“Ummm… anong grade na po kayo”-interviewer
“Umm.. Grade 12 po sa may cesar po.” “umm.. ano pong strand o
course yung kinuha niyo po?” “”Umm.. ang kinuha ko po ngayon is
Humanities and social sciences tapos ang course ko naman pong balak
kuhanin sa college is yung AB Psychology.” “Ah.. .. Bilang
estudyande po ng grade 12 student po pagdating po bas a performance
kayo po ba ay high performance middle o low performance?” “Aaaaaa…
dun lang po ako sa sa may middle performance.” “ Ummm. Baklit po
dun sa middle performance?” “Eh? Kasi po hindi naman po ako yung tao
na palaging mataas po minsan may times po na kasi na sobrang baba po
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ng mga nakukuha ko ganun.” “Ano po ba yung makikita sa middle
performance?” “ Ummm… yun nga po yung mga tao sigurong hindi
masyadong nag eexcel pero nakakakuha ng mataas na marka ganun
hindi rin mababa pero hindi rin sobrang taas yung middle nga lang
po.” “Ah.. Bilang middle performance po ah ano po ba yung mga
ginagamit niyo pong strategies na masabi po kayo’y middle performance
po.”
“Ummm. Ano po yung nag rereview po ganun tapos yung mag iisip pong
mabuti ‘tas minsan po ano po nangongopya po.” “”Aaa.. sa mga
sinasabi niyo pong strategies na iyan ano po yung kalimitan niyo pong
ginagamit?”
“Ummm… yung pagrereview po.” “ Ummm.. Bakit po?” “umm..
syempre po kasi po dun parang dun po mas umaano po yung brain ko mas
dun po ako nakakapag-isip ng madali mas mabilis po pag nag-eexam nap
o kasi parang ang dali-dali sagutin nung exam lalo nap o kapag nag-
review ka.” “Sa ginagamit niyo po bang strategy nay an ay
nakakatulong po ba yan sa pagtaas ng grades niyo?” “ Oo naman .”
“ Ummm… bakit naman po?” “Yun nga po pag nag review nga po ako mas
madali mo pong masasagot iyong mga tanong, ‘tas ano po halimbawa po
nag quiz ganon, dahil nga pop o nag review ka matutuwa ka dahil
mataas na yung na kuha mo ganun.” “ Aaa.. minsan po ba hindi po ba
nagiging effective yung stategy mo?” “Opo may mga times po kasi
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na kinabisado mo lahat nireview mo lahat pero hindi po lumabas dun sa
pina-paquiz o pina-paexam.” “Bakit po ganun yung nangyayari?”
“Ummm.. hindi kop o alam.. Umm siguro po pagkukulang ko nalang din
yun kasi hindi ako masado magaling sa pag aanalyze po.” “ Aaa kapag
po ba hindi gumagana yung strategies niyo po meron po ba kayong ibang
style na ginagamit?” “Ummm… opo, yung ano po .. yung nangongopya po
ganon.. eh! Kasi po hindi naman po maiiwasan yun lahat naman po tayo
dumadaan doon lalo na pag-gipit na gipit na hahahah.” “Sa mga
different subjects niyo po ba may mga different learning strategies
pa po ba kayong ginagamit?” “Ummm… meron po.” “Kung meron po ano-
ano po ito?” “Ummm.. kasi po dipende po yan sa subjects eh, halimbawa
po yung mga MIL ( media and information literacy) po gsanun yung PPG
( Philippines and Politics and government) at saka po yung
Philosophy dun po yung kailangan po pinaka-nakikinig ka po na para sa
akin mahirap or kailangan po ng matinding pag-unawa po.” “ aaaa…” “
Kayo po ba ay isang achiever po? Sa school niyo po?” “Umm..opo.”
“IKaw po bilang isang achiever yung mga nabanggit niyo po ba na style
o learning strategies ay nagiging sangkap sa pagiging isang achiever
niyo po?” “ opo naman, yun po yung nagging susi kung nasaan ako
ngayon.” “Umm.. maraming salamat posa mga kasagutan niyo po, Ummm..
Thank you po.” “thank you din po.”
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Informant # 2
“Good afternoon po, ako nga po pala si Connie faith Longalong.” “
ano pong pangalan niyo?” “Amar Carpio” “ano pong taon.. ano na
pong age niyo na po?” “16 from 11- Liberty.” “Umm.. ano pong
taking-up strand niyo po?” “HUMMS.” “ humms … Humanista po pala
kayo.” “ So, eto po yung mga..mga some question po namin…bilang
estudyante po ano-ano po yung mga learning strategies mo na ina-a-
apply sa iyong pag-aaral?” “Una yung learning strategy ko is yung
‘wag maging… maging conscious sa time I mean yung bago mag karoon ng
exam or quiz kailangan mag-review ka ng paunti-unti by day… day by
day ay kailangan nagrereview ka… hindi yung kapag kung kalian lang
yung quiz kinabukasan ka lang mag rereview. Then, second nararanasan
din ng mga estudyante hindi rin maiiwasan na mangopya ka naranasan ko
na rin is yungmangodigo gamit yung ibang language and then yon,
nakakapasa ako.”
“sa mga sinabi mo pong strategies dyan ano po yung mga kalimitan niyo
pong ginagamit…. At bakit?” “yun yung una kong example is yung ‘wag
maging hassle sa time yung i-preserve mo yung utak mo sa pag-rereview
hindi yung kung dun ka palang magrereview dahil sa exam na yon.”
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“Sumunod po naming tanong sa ginagamit niyo pong stategy po ba na yon
nakakatulong po ba yun sa pag-taas ng grado niyo po?” “oo malaking
tulong yun kasi… dun sa paraan nay un nagiging prepared ako sa mga
bagay na kailangan kong sagutan which is kaya ako nakakakuha ng
mataas na grades o mataas na score gamit yung stategy na ‘yon.”
“minsan po ba yung sinabi niyo pong strategy pong kalimitan niyo
pong ginagamit minsan po hindi po ba nagiging effective yon? Bakit
po?” “yung ibang stategy katulad nung pangongopya and yung pag-
gamit ng ibang language sa pangongodogo.. kasi minsan hindi
maiiwasan na mahul ka ng teacher mo and thyen ipahiya ka sa mga
kaklase mo…” “ kapag ba hindi gumagana yung stategy mo na iyon
which is yung pagiging … pagrereview po ng agapan meron pa po ba
kayong back-up na ano strategy po..?” “ oo pag… Every night bago ako
matulog dun ako nagrereview tapos sa madaling araw dun din ako
nagrereview kasi ‘pag nagreview daw ng madaling araw mas madali mo
daw makakabisadio.. and then,mahilig din akong kumain nung mani sabi
kasi nila hindi daw nakakatalino yung pag kain ng mani and sabi pa
nila nakaka pimples daw…then, ang ginagawa ko is sinasabayan ko siya
nggatas.” “ano po…Are you achiever..achiever po ba kayo?” “OO”
“Sa mga different subjects mo po ba may mga different learning
strategies ka po ba na ginagamit?” “ sa ibang?” “ sa mga different
subjects niyo po halimbawa pos a gen. Math yung ano.. may mga
different.. diba different subjects tapos different learning

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strategies po each subjects po? …. Or… pare-parehas lang po na
stategy.?” “ yun lang din yun.” “yun lang din po.. hindi po kayo
gumagamit ng ibang stategy po?” “minsan pag nahihirapan ako sa
question nakiki-pag chat ako sa teachers ko saka sa mga classmates ko
kung paano ba yung formula ng ganto..” “ sa mga subjects niyo po
ngayon ano po yung mas mahirap po sa inyo? “Yung Gen. Math” “Bakit
po?” “Kasi sobrang hirap niya aminado naman kasi ako na hindi ako
kagakingan sa math and sobra akong nahihirapan ..yun … but then
nagagamit ko parin yung strategy na pangongopya sa mga kaklase.” “
so, kayo po ba yung middle perfrormer low po or high performer po ba
kayo?... halimbawa po yung mga middle po is yung mga sa average po
tapos yung high po is yung matataas nap o talaga.” “ middle lang din
pero ako yung middle na nag-eexcel naman, pero sa ibang subjects
hindi.” “ Ikaw po bilang isang achiever po yung mga nabanggit mo po
bang styles or stratregies ay nagging sangkap sa pagiging isang
achiever mo po?” “ OO kasi nagging malaking tulong yon upang
kaharapin yung mga bagay na kailangan kong harapin tulad ng yun nga
quiz exam… but then.may mga… may mga times na hindi mo magamit yung
mga styles na yan tulad ng exam.” “so, yun lang po yung mga
katanungan po namin… Thank you po.” “Welcome po.”
Informant # 3
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“good afternoon po, ako po si connie longalong. Ano pong pangalan
niyo po?” “Leslie May Somera po.” “Ano pong aaage niyo po?” “18
po.” “ano po yung section niyo po?” “11- Patriot po.” “ano po yung
taking-up strand niyo po?” “HUMMS po.” “Ah.. humanista pop ala
kayo,so eto po yung ilansa mga tanong po naming…… BIlang estudyante
po ano-ano ang mga lrearning strategies mo po na ginagamit s aiyong
pag-aaral?” “Ummm… nakikinig po akong mabuti tapos yung hindi kop o
na iintindihan tinatanong ko po para po makakasunod po.” Sa mga
sinabi mo pong strategies ano po yung kalimitan mo pong ginagamit/ At
bakit po?” “ ummm… pag nagtatanong po sumasagot po.” “ minsan po
ba natra-try mo po bang kumopya or gumawa po ng kodigo? If ever po na
may surprise quiz po day before po? “minsan palang po nangopya.” “
pero kodigo po?” “ hindi po.” ‘sa ginagamit mo pong strategy na
yannakakatulong [po bay an s apoag taas ng grado mo po? ‘ opo.”
“minsan po yung mga nabanggit niyo po ban a strategies na yon
effective po ba?” “opo” “minsan na man po hindi po ba nagiging
effective? “ “ opo kasi po pag minsan hindi ka po nakikinig ganun
po.” “ kapag ba hindi gumagana yung strategy mo nay an meron ka pa
bang ibang style na ginagamit or back-up?” “meron po.” “ ano poi
yon?” “umm, kokopya po ng lecture ‘tas mag rereview na lang po mag-
isa.” ‘ sa mga different subjects mo po ba may mga different
learning strategies ka pa po bang ginagamit? Oh? Pare-parehas lang
po?” “Paehas lang po.” Are you achiever po ba?” “opo” “bilang isa
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pong achiever yung mga nabanggit niyo po bang styles or strategies ay
nagging sangkap sa pagiging isang achiever mo po?” “ opo” “sa
paanong paraan po?” “syempre po kapag po nakinig ka may matutunan ka
yung mga .. surorise quizpo masasagot mo po, kasi po nakakapag aral
ka po ng mabuti.at kakasunod ka po sa lesson.” “ umm last na po are
you a middle or low and high performer po ba?” “ middle lang po.”
“ ayun , thank you po sa sagot niyo po.” “welcome po.”
Informant #4
“good afternoon po, ako po si conni eLongalong yung interviewer po,
Ano pong name niyo po?” “ Kyla camua po.” “‘yung Age niyo po?” “16
years old from 11-naturalist.” “ano pong taking-up strand niyo po?”
“ano.., tech-voc po.” “eto po yung ilan sa mga katanungan ko po..
bilang estudyante po ano-ano ang mga learning strategies mo po na
ina-apply sa inyong pag-aaral?” “syempre po,… pag-rereview po pagka
malapit nap o yung exam and then…yung pangongopya ganun misan po yun
po..” “sa mga sinabi mong strategies ano po yung kalimitan mo pong
ginagamit? At bakit po?” “Pagrereview po.” “ bakit po?” “eh,
wala po kasi akong maaasahan na makokopyahan misan ‘di mainam nap o
yung may alam ka diba.’ “ sa ginagamit mo pong starategies po na
yun nakakatulong po ba yun sa pag taas ng grado mo po?” “ opo..
napakalaki po syempre po alam mo po yung isasagot mo mataas yung
makukuha mo.” “ misan po ba hindi nagiging effective po yung

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strategy niyo po na pag rereview?” “oo minsan..misan kasi na
memental block ka ‘tas minsan wala sa nireview mo yung mga sagot o
yung ieexam.. ganon po.” ‘then, kayo po yung middle low or high
performer?” “ middle lang po siguro.” ‘kapag po ba hindi po
gumagana yung strategy mo po na iyon meron pa po ba kayong ibang
style na ginagamit?” “opo…yung sasabihin ko sa kaklase ko na uyyy,..
pakopya..” “ then, nagtra-try nap o ba kayong mangodigo?” “ opo
dati.” “ sa mga different subjects mo po ba may mga different
learning strategies ka po ban a ginagamit?” “opo sa gen.math nag-
aadvance reading po ako say un po.” “thank you po.” “ welcome din
po.”
Informant #5
‘good afternoon po ako po si connie faith longalong.” “so, ano po
yung name niyo po?” “Princess dela rosa po, from 11 naturalist.”
“ano po yung age niyo?” “ano.. 17” “ano po yung taking-up
strand niyo po?” ‘ ano, TVL agri-fishery po.” “ eto po yung ilang
katanungan ko po…..ano-ano ang mga learning strategies mo na ina-
apply mo po s apag aaral mo?” “ nag-aadvance reading minsan nag
rereview pagkadating galling sa school.. ayun.” “ so ano pa po?”
“pangongodigo … pangongopya sa classmate.” ‘ sa mga sinabi mo pong
strategy ano po yung kalimitan mo pong ginagamit? At bakit po?”
“pangongopya kasi minsan hindi ako nakakapag review minsan tska

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nakakapag-advance reading.” “ kayo po ba yung middle performer high
or low po?” “haha, middle lang.” “ sa mga ginagamit mo pong
strategies na iyan nakakatulong po bay an sa pag taas po ng grado
niyo po? Bakit po?” “oo kasi ano yung mga ibang hindi ko alam na
sagot nalalaman ko sa sa kaklase ko sa pagkopya ko sa kapwa ko
estudyande.” “ minsan ba hindi po nagiging effective po yung
strategy mo po na yon? Bakit po?” “ opo minsan po kasi mali po yung
nakokopya ko sa classmate ko hahha..” “kapag ba hindi po gumagana
yung strategy mo po na iyon meron ka pa po bang ibang syle na
ginagamit?” “ nililista sa kamay yung sagot tapos titignan kapg
tinanong sakin yung tanong.” ‘galing” “ eto po yung last
question po naming….. sa mga different subjects mo po ba may mga
different learning strategies ka pa po bang ginagamit? Or isa lang po
yun?” “ oo isa han na lang yun hahah.” Thank you po.”
Informant # 6
“Good afternoon po. Ako nga pala si Connie Faith Longalong, Ano pong
pangalan niyo?” “Lalaine V. Carrreon po.” “Ano pong age niyo
po?” “16 years old from 11-Patriot.” “Ano pong strand na
kinukuha niyo po ngayon?” “”Humanities and Social Sciences po.”
“Humaniata po, So eto po yung mga…mga tanong po………..Ano-ano po ba
yung mga learning strategies mo po na ina-apply mo pos a iyong pag-
aaral?” “Unang-una po syemprepo kaiangan po natin making sa mga

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teacher na nag-di-discuss tapospo gumagawa po ako ng mga lecture
habang nag-di-discuss sila tapo….at… pag time po ngmga exam or
quizzes po bukod po yung lecture ko sa reviewer ko po.’ “Ummm…Sa
mga po… sa mga po sinabi niyo na learning strategies ano po diyan
yung kalimitan mo pong ginagamit? At bakit?” “halos lahat naman po
pero.. palagi po yung sa ano pos a reviewer po kasi po yun po yungmas
madali ko pong matandaan na way para po maka-sagot pos a mga
examamination… ganon po.” “sa performance po kayo po ba ay isang
middle,low, high performance po?” “dipende po sa performance pona
ibibigay sa amin kasi po meron po yung mga time na wala po talaga
tayong ….for example pos a dancing or singing po ganun po..hindi
naman po lahat binigyan po ng pagkakataon na… ay hindi po lahat
binigyan ng gift na magaling mag-sayaw at magaling kumanta, dipende
na lang po.” “ so, ano ka doon?” “ for me, po high po siguro.”
“Sa ginagamit mong strategy na yan nakakatulong bay an sa pagtaas ng
grado mo?” ‘Syempre naman po kasipo kailaangan po nstin ng mgsa
strategies para po tumaas po yung grades natin kasi po hindi naman po
natin makukuha yung grades natin ng basta-basta lang kailangan po
natin itong pag-hirapan.” “ Minsan ba hindi nagiging
effective yung strategy mo? Bakit?” “Palagi naman pong
effective kasi po for example pos a pag-rereview pokapag po kasi nag
review ka sigurado po na may masasagot ka kapag naman po ‘di ka
nagreview dun ka pa lang po makakakuha ng mababang grades.” “

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kapagpo ba hindi gumagana yung strategy mo na ‘yon na pag-rereview
may iba ka pa bang style na ginagamit?” “wala naman na po.” “wala
na, sa mga different subjects mo po ba may mga different learning
strategy ka po ba na ginagamit?” “pare-parehas lang din po
kasi para sa akin pare-parehas po silang importante kaya ginagawa ko
na lang po yung best ko para po tumaas po dun sa mga subjects po na
iyon.” “ayan, so thank you lalaine” “ Welcome po.”
Informant # 7
“Ummmm.. isa po ako sa interviewer pwede ko po ba kayo matanong?” “
ah, sige…sige…” “Ano po ba yung pangalan niyo?” “Ah.. Ako si
Vince Aldrine Dacumos.” “ ano po kayong section?” “Ah.. ako’y
isang grade 12 student sa…. At ang section ay justice..” “ah…
anong strand po ba yung kinukuha niyo?” “Ah.. Ang strand na kinuha
ko ay Academic strand.” “Bilang isang mag-aaral po ba anopo ba
yung masasbi niyo pos a midlle performer po ba kayo high or lower?”
“ ah.. middle lang ako.” “ ah, bakit po?” “ kasi hindi naman ako
yung masyadong …magaling na tinatawag… hindi ako yung masyadong
magaling pero hindi naman ako yung sobrang tamad na tinatawag.” “
Sa paanong paraan po yun?” “gaya ng ano sa performance kasi …all
out man ako sa performance pero yung ibang vbagay naman gaya ng mga..
academically medyo nahihirapan na ako.” Sa, bilang middle
performance po ano po ba yung mga strategies na ina apply mo sa pag-

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aaral.” “”siguro yung mga strategy ina apply ko is try to enjoy
yung ginagawa mopara hindi ka masyadong stress or para mas madali mo
siyang iadopt pag kasi na-enjoy mo yung isang bagay ‘di mo madsyado
iniistress yung sarili mo mas papasok yan ng papasok at tuloy tuloy
na iyon.” “ah…sa mga sinabi niyo pong strategies na yanalin po yung
kalimitan niyo lang po ginagamit diyan? At bakit po?” “ah.. ang
ginagamit ko is yun nga ….yung … try to enjoy it para mas mdali
iadopt ng katawan mo yung or yung isip mo yung gusto mo talagang
matutunan.” “ sa ginagamit mo pong strategies na iyan naka tulong po
bay an s apagtaas po ng grades niyo po?” “some how way,……
nakakatulong naman siya .” “ at bakit po?” “Nakakatulong naman
siya kasi napapansin kong ko rin naman na hindi naman bumababa yung
grades ko hindi rin naman yung tipong lower na lower talaga ako…mas
napapaganda panga niyaa yung grades ko..” “ Sa paanong paraan po
yun?” “ yun nga gaya ng sa performance… ummm.. di.. diba tina try
kong i-enjoy yung ginagawa ko once na inenjoy mo siya…inenjoy mo
yung pagpeperform sa harapan so once na inenjoy mo siya.. ineenjoy ko
yung pagpeperform ko sa harapan mas nagugustuhan ng teacher ko mas
maganda yung binibigay niya sa aming grades.” “minsan ba hindi
nagigigng effective yung strategy mo po?” “Ay, oo kasi dumarating dun
sa point na yung pagka-engoy ko medyo sumosobra na medyo nagiging oa
at nawawala na ako sa focus na tinatawag .” “ pag ba hindi gumagana
yung strategies mo na iyo may iba ka pa po bang style na ginagamit.”

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“acctually meron pa akong ibang ginagamit yung try to adopt… or try
to adopt naman yung gusto ni lang makita sa’yo, halimbawa yung gusto
nilang makita sa’yo ay yung best performer ka sa lahat.” Sa mga
different subjects mo po ba may mga different learning strategies
din po ba kayo na ginagamit?” “actually .. yes eh, kasi iba’t-iba
yung mga gusto nung mga teacher diyan.for example sa, tinatawag
nating ….. sa mga grade 12 na humms ang subject na Philippine
politics and government dipende parin s ateacher kung ano gusto nila,
pa ang gusto nila ay yung taong talagang naka fovus ka tska na
aadopt mo yung…. Ang gagamitin ko ay yung una nga yung ienjoy yung
ienjoy mo lang yun yung strategy ko, tapos kagaya naman ng dun sa ano
gaya sa …. Tapos gaya sa DIASS pwede ko dun gamitin yung pangalawa
naman yung iaadopt ko kung ano yung gusting makita sa akin ng
teacher ……kung ang teacher na kiyon ay yung istrikto sa ganitong
bagay.. so gagawin ko ding strick yung sarili ko para mameet ko yung
tinatawag nilang expectation.” “ bakit po yun po yung strategies
po na napili niyo po.” Ah, sa lahat kasi ng ginamit kong strategies
yun yung pinaka… yung dalawa nay un yung mas madaling gamitin
magandang gamitin at higit sa lahat eh mas effective.” “ah… so yun
lang po maraming salamat po saoras din po.” “ah…sige…sige salamat.”
Informants#8
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Ahh magandang hapon po! Pwede po ba kayung mainterview? Ah anu
bay itatanung nyo? Ah may konte lang po kaming katanungan. About sa?
Tungkol sa learning strategies po, ah anu po bang pangalan nyo? Ako
po si Cecile B. Abuan from 11 ay, 12 ano Justice. Ah anung strand po bayung
kinuha nyo po? Humms po. Ah pagdating po basa perpormances po kayo po
bayung high or middle o lower perpormance po? Middle perpormer lang ako
eh. Bakit po? Ehh kase hindi ko naman masyadong sinisiryoso, kunyare may
sinabi yung teacher namen na may ganito, hoy may quiz daw sa ganito ganyan!
Wala akung pakialam ganyan, pero syempre hindi ko naman pinababayaan yung
grades ko. Ahh anu anu po ba yung learning strategies na inaaplly
nyo po bilang isang middle perpormance po? Ah strategy ko ede
halimbawa nag discus si teacher makikinig lang ako, dee pag sinabeng may
quiz yon di ako magrereview, kung anu lang yung natandaan ko sa discussion
nya, pag kung baga umaaasa lang ako sa tack knowledge kung anu lang yung
nasa utak ko talaga. Ah bakit po naman po ganun? Eh ayoko
kasing masyadong inistress yung sarili ko sa pagrereview eh kase nag review
ko, nung grade10 kase ganon ako nagreview ko ala blab blab la ganito ganyan
eh di naman, diko naman natatandaan parang binasa kolang ala ren, ala den,
kaya mas maganda yung nakinig ako, yung natutunan ko yun lang yung, kase
kadalasan lang naman sa quiz ganun lang din naman yung tinatanong, kung anu
lang din yung naidiscus, kung makikinig ka, may maisasagot ka pero kase kung
iaasa mo lagi sa ano sa review parang ala kading natututunan. Ah sa mga
sinabe nyu po bang strategies nayan alin po ba yung kalimitan nyu pong
ginagamet? Yon yung kalimitan kong ginagamet ano lang pakikinig lang
kapagka nagdidiscus yung teacher, yun lang kase halimbawa ganto noh
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nagdidiscus minsan kase dinaman, dinaman full na nakikinig talaga ko yung
parang, may mga times din na inaantok ako ganyan yon so, pero ang madalas
talagang ginagamit ko is nakikinig lang ah, di ako nagrereview di ako
nagbabasa basta kapag discussion lang talaga nakikinig lang talaga ko, Ah
sa ginagamit yung strategies po nayan, nakakatulong po bayan sa pagtaas ng
grades nyo po? Eh oo nanam pag nagreview kasi ko lahat ng alam ko sa
discussion na nalilimutan kom, kunyare yung meaning ng ganto eh nung
diniscus kasi yon eh alam ko tapos nung tinandaan ko yon nakalimutan ko na
parang naghahalo halo na sya sa isip ko tas kapagka nandon na kunyare yung
exam o quiz ganyan nalilimutan kuna yung sagot ko eh kase parang
nabablangko kana sa dame ng Iniisip ko mas mas madali kang makasagot ganon.
Kapag po ba hindi gumagana yung strategy po na yung una nyu po merun po ba
kayung ibang style na ginagamet ? Ibang style? Eh kunyare ano yung mga
kaklase ko maingay mag review de kapag kunyare nagrere view sila kapag
kunyare may quiz na inanounce makikinig ako sa kanila lalo nayung mga
kaklase ko ayan sila Antonnet yan, the ganito is ganyan ganyan, pag sinabing
ganito is ganito ganyan yon pakikinggan kulang yon, kapagka ano may mga
times din naman na yung nerereview nila lumalabas din sa quiz sa test ganon
okaya sa exam yon so kapagka nakikinig ako sa kanila eh Kase mas m,as
napapadali kasi yung pag sagot ko kapag yung narinig ko napakinggan ko
talaga ng mabute. Eh pano nyopo naiaaply yung strategies nayun ? Sa panung
paraan? Ah sa mga different subject nyo po ba may mga different strategies
po ba kayung ginagamet? Oo sa ano sa mil lang talaga ko nagrereview eh
kase kase yu ng teacher namen don pagka nagdidiscuss sya inaantok talaga ko,
wala akong natututunan eh so yon, obligado talaga magrevieaw diko naman

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napakinggan mabute yung sinabe ni teacher don de gagawin ko dun lang ako
magrereview eh kase kapagka kunyare wala akong naintindihan sa discussion
wala akong aalalahanin magre3review lang talaga ko dun lang sa subject
nayun ah sa entre ganyan dun ako nagrereview ah sa entre din kasi ano pagka
recitation di ako nakakasagot kase kapagka kaseyung teacher kasi namain dun
sa entre pag nagdiscus sya masyadong mobiles ano hindi ko maintindihan, tas
bigla kang tatanungen hindi mo naman alam yung iusasagot mo ede manghuhula
kangayun ng isasagot mo de parang nakakahiya ganon haha so, kapagka ano
review tsaka makikinig lang ganyan pero kadalasan nakik8inig lang, ah kayu
po ba ay isang achiever? Ooi naman achiever. Ikaw po ba bilang iasang
achiver ang strategies ay nakasangkap pio ba sa isang pagiging achiver nyo
po? Eh oo Naman syempre yun nga nung grade 10 kase ko lagi akong
nagrereview tas eh yung nerereview ko ala naman sa exam ganyan nakabisado
kupa yung mga ganto ganyan ganyan eh wala naman Sa tanobng tas eh pero nu ng
grade 11 kae parang nagging patiks petics petics lang ako parang kunyare may
discussion lalo nayung sa subject ko sa kay sir Kevin dun kase ko maraming
natutunan talaga na kahit hindi ako nagrereview sa mga nasabe lang nya ah
marami ng learning so yon.
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Thematic Analysis
STRATEGY
A. Employing a Strategy
All of the data that has been stated by the respondent in employing a
strategy to pass the entire subject are;
Time Consciousness
The reviewing style in using a proper time. The respondent stated that
because many of the learner based on the researcher observation that every
learner burdened with too much work in every subject. According to Westley
Wiener “from an individual perspective, the ability to experience
consciousness over time is exhausted far before we run out of matter, energy
or space”
Copying Ones Work
They consider of respondent the deceits in their classmates. In a way
of understanding the learner unfocused to what the purposed of the lesson.
Based on the researcher observation that learner can a high score in copying
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classmates works by not at once busying in own work because the other
learner stated that they did know what they will answer. According to the
University of Kansas (March 21, 2010) the history of students who copy
homework from classmates may be as school itself. According to new research,
it turns out that unnoticed student cheating is a significant cause of
course failure nationally. Students also were asked to complete an anonymous
survey about the frequency of their homework copying. (According to the
survey, students nationally admit to engaging in more academic dishonesty
than MIT students.)” People believe that students copy because of their poor
academic skills”, “Even though everyone knows not doing homework is bad for
learning” said Lee.
Using the Different Language
The stated of respondent that having experience of a cipher using the
different language. The learner looking advance or the easiest and make a
pattern it merely to privy.
Using different language to cheat
The stated of the respondent that having experience of a cipher using the
different language. The learner looking advance or the easiest and make a
pattern it merely to privy. According to the GAO (US government
Accountability Office), for 2010-11 and 2011-12 school years, 32 states
reported “ cancelling, invalidating, or nullifying test scores”- either for
individual students, entire schools, or sometimes entire districts due to
suspected or confirmed cheating.
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Review Strategy
Reviewing strategy is common to all respondent. Usually they used it by more
effective strategy to pass the subject. According to Essential Skills for an
Excellent Career, when you don’t have the chance to apply the new knowledge,
it’s easy to forget what you have learned. This is why it’s so important not
only to take notes, but also to review what you have learned regularly so
that you can remember it the long term. To do this, we need what we’ve
learned, and we need to do this often. It takes time to commit information
to long term memory, and reviewing information helps us do this.
Listening To Teacher
The respondent stated their used a listening skills and asking question when
did not understand a lesson. Based in listening comprehension strategies
regards learning strategies as its theoretical framework, therefore many
scholars consider listening comprehension strategies as learning strategies.
As for the definition learning strategies in the literature, there are no
universally agreed points of views. Different scholars give different
definition from different angles. Chamtom (1987) points out that learning
strategy are techniques, approaches or deliberate actions that students take
in order ton facilitate learning and recall or both linguistic and content
area information. Oxford (1990) defines languages learning strategy as
conscious step or behaviours used by language learners to enhance the
acquisition, storage, retention, recall and use information. Ellis (1994)
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points out strategy, which consists of mental or behavioural activity
relates to some specific stage in the overall process language acquisition
or language use.
Lecturing during discussion
Lecturing is common to all learners. Respondents stated they used the
lecture before an exam and quizzes. According to Enhancing and Teaching,
research on learning suggests that traditional lectures, if well planned and
presented, are as effective as others methods for conveying information
(see brown Atkins 1998). However, there is little point simply conveying
information, however well it’s presented, without stimulating student’s
motivation to learn and giving those opportunities to develop understanding.
Methods which actively involved students are more effectively than lectures
for encouraging them to take deep approaches which are likely to result in
developing understanding, encouraging critical thought, challenging opinions
or changing conceptions. It will help the students to understands the
lecture if you refer frequently to your plan, in order to show when you have
finished with one point and are moving to the next. Students like sign-
posting it, helps them to take move organised notes and to avoid becoming
lost as their concentration waxes nd wanes. Use verbal cues to highlight
steps in the lecture and key points.
Enjoying what you do

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Trying to enjoy what you do state of respondents.” As if not to be stress
and easy to adopt”. According to Donald Latuhamina (March 27, 2018) just
think of the time when you were in school or college. While there were some
modules you didn’t like. But you needed to work your way through all of
them, not just the ones you don’t like essential for success. It makes you
perform consistently performance will make you stand out among your peers.
Advance reading
Advance reading makes a person be more knoweledgable about the topic,
it also help one person to have a high grade. According to Miscese R. Gagen
(2007), while correct phonologic processing provides the necessary
foundation for accurate and effortless decoding, proficient reading is more
complex and requires the development of higher level advanced skills. To
become a skilled or proficient reader, the student still needs to develop
higher level advanced skills in handling multisyllable words, building
fluency, expanding vocabulary and developing comprehension skills.
2. Do Senior High School Learners have Different Strategies in Subject or
Areas of Specialization?
They have Senior High School Learners have Different Strategies in Subject
or Areas of Specialization.
Humanities and Social Sciences

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According to King’s College of the Philippines, this strand is for
learners who aimed to take up journalism, communication arts, liberal arts,
education and other social sciences related courses in college.
If you take this strand, you could be looking forward to becoming a
tearcher, a psychologist, a lawyer, awriter, or a reporter someday.
Reviewing Strategy
In systematic way of learners this is a common style for this
specialization. That reviewing strategy can be basis to remember an idea or
concept of studied.
Copying Ones Work
Copying an ones work of learners are having intentional for other.
These strategies will not be lost to learners. In terms of needs if learners
have not ready or in surprise quizzes and have no time to review. These
strategies can be entering in this specialization.
Using Different Languages
In using different language, these strategies can be considered as
fraud to pass a subject. Learners is an easy understand other languages
that’s learners knows only. It can be categorize this strategies in this
specialization if learners have creating pattern to give clue to answers
every question in exam or quizzes
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Time Consciousness
Time consciousness is a strategy part of these specializations. Some
learner’s having no time management that causes of a low performance to
school. Time management is a key to having valued to a meaningful activity
to pass a subject. it must important that time consciousness applying in his
specialization in having more paperwork’s and performance. At the end
leaners passed the subject by using strategy in a good way.
Listening Teachers
To very clear understanding of the learners, many of the respondents apply
the way of knowledge can enter to mind easy this type of the strategies
apply in this specialization. Listening to teachers is the most and source
of understanding.
Lecturing During Discussion
During the discussion of teachers some of learners did not satisfy to listen
but can jutting more important words to remember the discussion before the
quizzes or exams. In this specializations can more explanation of teaches
that needs of learners to understand the lesson.
Technical Vocational Course
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According to Edukasyon.ph, Agri-Fishery strand was designed for hands-
on learning and application of still that are related to agriculture and
acquaculture. You will be taking various subjects that are connected to
other jobs such as food processing, rubber production, animal production, or
landscape installation.
Reviewing Strategy
In systematic way of learners this is a common style for this
specialization. That reviewing strategy can be basis to remember an idea or
concept of studied.
Copying Ones Work
Copying an ones work of learners are having intentional for other.
These strategies will not be lost to learners. In terms of needs if learners
have not ready or in surprise quizzes and have no time to review. These
strategies can be entering in this specialization.
Advanced Reading
Based on the researcher’s observation, reading in advance is the best
way and safe way to gain knowledge also to gain high grades. Also the
informants said that reading with purpose and identify key evidence in text
that will increase their comprehension. Advance reading will impact learners
thinking skills while they read, giving them the necccessary tools to
observe and analyze text at the deeper level for both content and craft.
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3. From their learning Strategies do students obtain a passing remark during
examination?
The informants stated that using reviewing strategy is easy to answer
the question in term of examination or quizzes because the informants states
that when you review your notes you will answer easily all the questions
from the exam in exchange you’ll gain a high score that will definitely
stisfy you. In informants held that it’s a big help because in a way that
you’re prepared on the examination and can gain a high grades using the
strategy which is reviewing. The informat added that copying ones work is
effective also when you don’t know the anser to the question that is stated
on the test paper.The informant stated that it is a great advantage when you
review your notes makes their grades be high also it is not easy to gai n
the high grades when it is not accompanied by hardwork in reviewing also
understang the lesson.
4. Are their similarities and differences in the the learning styles of
achievers and non-achievers.
The Similarities based on the data that the researcher gather is those
who are achiever and non-achievers their learning strategies is reviewing
in common in which this strategy can gain the informants a high grades.Also,
it is also the best way to understand further more the lesson.
While their Differences of Achievers and Non-achievers are, Achievers
learning strategies is reviewing is more effective and also they have
different learning strategies in way they can understand the lesson. Non-
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Achievers is their learning style is just enjoying you’re doing, also
copying one’s work because they don’t mind about the ngrades, in fact they
are enjoying their school days.
Conclusion
The researchers were able to arrive at these conclusions based on the
findings of the study;
Learner’s strategy is a tools or equipment of the leaners that pass
the subject. In understanding the lesson of leaners can proof by by the
strategy they will used. The strategies that the learners stated are
reviewing, advanced reading, listening to teacher, lecturing during
discussions, time consciousness, copying ones work, enjoying what you do,
and lastly using a different language.
Therefore, researchers conclude the commonly used is the reviewing
strategy that respondents stated that helps to the learners in able to
recall an idea what initially learned.
As learner reread or relearn used effective strategies to make sure
that reading strategies to make sure that reviewing efficiently and
intelligently to get a high grades and passed the subject. In reviewing
strategies learners review the information and rethink the learning material
after learned it will using an reviewing strategy.

48
Senior High School
Recommendations
A learner focuses in one strategy that has no essential to substitute.
Learner’s strategy using different styles that exist in bad way. Learners
needed to create a styles or strategies to improve their learnings and
understanding to a better life learner. Developing the knowledge to a styles
or strategies and innovate skills how learners passed all the subjects.
49

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CesarE.

Vergara Memorial High School

LEARNING STRATEGIES OF SENIOR HIGH SCHOOL LEARNERS IN CESAR E.

VERGARA MEMORIAL HIGH SCHOOL

The Faculty of Cesar E. Vergara Memorial High School

Lagare, Cabanatuan City

The Requirements for the

SENIOR HIGH SCHOOL

In the ACADEMIC Track,

Humanities and Social Sciences Strand

CONNIE FAITH L. LONGALONG

CHRIS LUSTER A. VALERIANO

The researcher dedicated the study of “Learning Strategies Of Senior

High School Learner In Cesar E. Vergara Memorial High School”

to finished the study and listened to the prayers of the proponents.

contributed to the confidence of the researcher.

The Parents, Guardian and Siblings of the researcher who supported

them in their moral, spiritual, and financial needs.

and guidance of many concerned individuals. Therefore, the researchers would

like to express my profound appreciation and gratitude to the following

To my beloved parents, siblings and loved ones, who are my

inspiration, for their unending support, love, patience and encouragements,

and for enduring sacrifices for us to finish this study.

And the Almighty God who is the source of everything.

III. Table of Content . . . . . . . . . . . . . . . 4

VI. Conceptional Framework . . . . . . . . . . . . . . . 9

Conceptual paradigm of the study

VII. Definition of terms . . . . . . . . . . . . . . . 10

VIII. Significance of the study . . . . . . . . . . . . . . . 11

IX. Scope and limitation . . . . . . . . . . . . . . . 12

X. Review of related literature . . . . . . . . . . . . . . . 13

XI. Statement of the problem . . . . . . . . . . . . . . . 17

Research design and Methodology

Materials and Instrumental

process of learning of the learners. This research makes a study on the

learning strategies used by semi-structured interview. It aims at finding

out how students use different learning strategies in terms of passing

their subjects, comparing between achievers and non-achievers using their

strategies, and recommending some constructive suggestions related to

Learning of the learners are easily to define as skills and

knowledgeable by every aspect of studying. Learning is the key to success

as to “gain knowledge or skill by studying practicing, being taught or

experiencing something. In being accepting the truth consider as the wisdom

The primary duty of a student is to learn and acquired knowledge. The

coach) the relevant are learner in academic way in needed to be a right

and also discipline.

able to passed. Learners do skills on innovative strategies to prove their

a simple one to do. In addition student can’t absorb or understand the

subjects when they have quizzes, seatwork, activities or exam. Some of

Since students are at the core of learning process a study tailored to

their motivation and strategies and factors hindering their learning is

imperative as students themselves play pivotal roles in shifting their own

learning and acquiring enchanted academic achievements. Accordingly,

Pintrich acknowledged that research on student motivation is central to

research in learning and teaching settings.

that students strongly direct themselves towards the regulations as supplied

by instruction, but they experience insufficient hold on that. They

experience lack of regulation in their learning activities.

disappointed in themselves and have built up failure expectation in the

In this learning style monitoring processes consist mainly of becoming

aware of the difficulties students themselves experience with the regulation

evaluating their learning results. They are strongly focused on the

questions, assignments, and self-tests supplied in the course materials or