| Published: December 25, 2014
Learning Resources Management Strategies and Academic Achievement of Secondary School Students
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.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
Received: August 12, 2014; Revision Received: September 26, 2014; Accepted: December 25, 2014
Published in Volume 02, Issue 1, October-December, 2014