IMPACT OF COGNITIVE LEARNING STRATEGIES ON ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

IMPACT OF COGNITIVE LEARNING STRATEGIES ON ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS | Zenodo Skip to main Communities My dashboard Log in Sign up Zenodo is currently experiencing slowness and intermittent outages due to heavy automated traffic from bots and AI crawlers. We are aware of the problem, and our team is focused on stabilizing the service. Thank you for your patience. Published April 24, 2026 | Version v1 Journal article Open IMPACT OF COGNITIVE LEARNING STRATEGIES ON ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS Authors/Creators PRASANTA KUMAR RANA 1 Show affiliations 1.

ASSISTANT PROFESSOR, ANINDITA COLLEGE FOR TEACHER EDUCATION. Description This study investigates the impact of cognitive learning strategies such as rehearsal, elaboration, and organization on academic achievement among secondary school students. It emphasizes how learners actively process information and apply higher-order thinking skills to enhance understanding and retention. The research includes a diverse sample of students to examine variations in the use of cognitive strategies across different backgrounds. A quantitative research approach is employed to assess both achievement levels and strategy preferences. The findings are expected to demonstrate a strong positive relationship between effective cognitive strategy use and improved academic performance. The study underscores the importance of integrating strategy-based instruction into classroom teaching. It also highlights the necessity of teacher training in metacognitive instructional techniques. Ultimately, the research contributes to promoting learner autonomy and improving academic outcomes. Files 39. Prasanta Kumar Rana - Online.pdf Files (1.1 MB) Name Size Download all 39. Prasanta Kumar Rana - Online.pdf md5:6e8caf458890e1b3141b1494c793edf8 1.1 MB Preview Download Additional details Identifiers ISSN 2455-295X Related works Is compiled by Journal article:

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(ISSN) References 1. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications. 2. Dignath, C., &Büttner, G. (2008). Components of fostering self-regulated learning among students: A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x 3. Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage Publications. 4. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. 5. Kaur, K. (2026). Investigating the effectiveness of cognitive learning strategies for learners: A meta-analysis. International Journal of Educational Research, 45(2), 120–135. 6. Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226–232. https://doi.org/10.1207/s15430421tip4104_4 7. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33 8. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective. Research in Science Education, 36(1–2), 111–139. https://doi.org/10.1007/s11165-005-3917-8 9. Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson Education. 10. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2 11. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 315–327). Macmillan. 12. Biggs, J. (1999). Teaching for quality learning at university. Open University Press. 13. Entwistle, N. (2009). Teaching for understanding at university: Deep approaches and distinctive ways of thinking. Palgrave Macmillan. 14. Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31(6), 445–457. https://doi.org/10.1016/S0883-0355(99)00014-2 15. Ruiz-Martín, H., et al. (2024). Research-based learning strategies and their impact on academic achievement and motivation. Cognitive Research: Principles and Implications, 9(1), 45–60. https://doi.org/10.1186/s41235-024-00567-5 32 Views 10 Downloads Show more details All versions This version Views Total views 32 32 Downloads Total downloads 10 10 Data volume Total data volume 10.8 MB 10.8 MB More info on how stats are collected.... Versions External resources Indexed in OpenAIRE Communities Keywords and subjects Keywords COGNITIVE STRATEGIES, ACADEMIC ACHIEVEMENT, SECONDARY STUDENTS, LEARNING PROCESS, METACOGNITION. Details DOI DOI Badge DOI 10.5281/zenodo.19737036 Markdown [](https://doi.org/10.5281/zenodo.19737036) reStructuredText .. image:: https://zenodo.org/badge/DOI/10.5281/zenodo.19737036.svg :target: https://doi.org/10.5281/zenodo.19737036 HTML <a href="https://doi.org/10.5281/zenodo.19737036"><img src="https://zenodo.org/badge/DOI/10.5281/zenodo.19737036.svg" alt="DOI"></a> Image URL https://zenodo.org/badge/DOI/10.5281/zenodo.19737036.svg Target URL https://doi.org/10.5281/zenodo.19737036 Resource type Journal article Publisher Zenodo Published in International Educational Scientific Research Journal, 12(4), 156-160, ISSN: 2455-295X, 2026. Languages English Rights License Creative Commons Attribution 4.0 International The Creative Commons Attribution license allows re-distribution and re-use of a licensed work on the condition that the creator is appropriately credited. Read more Copyright IESRJ, International Educational Scientific Research Journal Citation Export Technical metadata Created May 4, 2026 Modified May 4, 2026 Jump up About About Policies Infrastructure Principles Projects Roadmap Contact Blog Blog Support Help FAQ Developers REST API OAI-PMH Contribute GitHub Donate Funded by Powered by CERN Data Centre & InvenioRDM Status Privacy policy Cookie policy Terms of Use This site uses cookies. Find out more on how we use cookies Accept all cookies Accept only essential cookies

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