Quantitative research has been conducted with a predictor variable of learning strategy and an outcome variable of academic achievement. The cross-sectional survey method was adapted to the 321 random samples of higher secondary students at Thiruvarur District, Tamil Nadu, India. The dimensions of learning strategy such as collaborative studying, writing, notes developing, reading, self-assessment, content organization, and time execution techniques were separately analyzed with the outcome variable, and both learning strategy and academic achievement were analyzed with demographic characteristics such as gender, locality of the school, type of management and medium of instructions. Descriptive, inferential, correlation, and regression analyses were made appropriately against the hypotheses. The study reveals that the level of learning strategy and academic achievement of the higher secondary students lies in the level of high and first class respectively. Learning strategy and academic achievement shows significant difference concerning gender, locality of the school, and medium of instruction. The learning strategy dimensions such as notes developing technique with gender, content organization and time execution techniques with the locality of the school, collaborative studying, reading, and time execution techniques with the medium of instruction are not significant and all others are significant with respective variables. The relationship between learning strategy and academic achievement is very high and academic achievement is highly influenced by the dimension of learning strategy at different levels. However, the collaborative studying dimension highly influences academic achievement followed by notes developing, reading, time execution, self-assessment, writing, and content organization techniques.
Suresh et al. (Wed,) studied this question.