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Comparative Study

| Published: December 25, 2014

Learning Resources Management Strategies and Academic Achievement of Secondary School Students

Oli Ahmed ,

M.S. student, Department of Psychology, University of Dhaka Google Scholar More about the auther

Dr. Mahfuza Khanam

Professor, Department of Psychology, University of Dhaka Google Scholar More about the auther

DIP: 18.01.014/20140201

DOI: 10.25215/0201.014

ABSTRACT

The present study was designed to investigate the relationship between learning resources management strategies and academic achievement. And also to find out the differences between high and low achievers, gender differences, and differences between science and humanities students. To conduct the study, 100 students from class IX and class X were selected purposively. The translated Bangla version (Khanam & Ahmed, 2014) of the ‘Motivated Strategies for Learning Questionnaire’ (Pintrich, Smith, Garcia, & McKeachie, 1991) was administered to collect data. Students’ academic achievement was measured by their last academic results. Findings revealed that academic achievement was significantly correlated with time and study environment management, effort management, and seeking help from qualified others. High achievers were differed from low achievers in using time and study environment management, effort management, peer learning, and seeking help from qualified others. No gender differences exited in learning resources management strategies. Science group students were significantly differed from humanities’ students in time and study environment management, and peer learning.

Responding Author Information

Oli Ahmed, Dr. Mahfuza Khanam @ oliahmed_polash131@cu.ac.bd

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ISSN 2348-5396

ISSN 2349-3429

DIP: 18.01.014/20140201

DOI: 10.25215/0201.014

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Published in   Volume 02, Issue 1, October-December, 2014

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