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.
PRASANTA KUMAR RANA (Fri,) studied this question.
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