Date of Completion

2021

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Learning strategies.

Abstract

The study utilized a descriptive-quantitative research design and a modified learning strategy questionnaire of Hartwig and Dunlosky (2012) in assessing the preferred learning strategies of the high-achieving students of De La Salle Medical and Health Sciences Institute. The snowball sampling technique was used to attain the number of respondents. Frequency, percentage, mean, standard deviation, analysis of variance, T-test for independent samples, Chi-square test, Least Significant Difference Test, and Tukey honest significant difference test were the statistical treatments used in the study. BS Nuclear Medicine was not included in the statistical treatment for comparison of the learning strategies of the respondents according to the program since it only has one respondent. Based on the results of the study, the researchers arrived at the following conclusions: 1) The majority of the high-achieving students are (a) female, (b) third- year level, (c) from the Bachelor of Science in Nursing, and (d) are part of University Honors. 2) All learning strategies were utilized by the high-achieving students. However, most of the students dominantly use an auditory learning strategy. 3) When grouped according to program (Auditory, Read/Write, and Kinesthetic), year level (Visual and Auditory), academic honor, and sex the result showed no significant difference in their learning strategies, however, there is a significant difference in the learning strategies when grouped according to program (Visual) and year level (Read/Write and Kinesthetic.

First Advisor

Leon L. Fojas, RN, MAN, PhD

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