Abstract:
This study investigated the role
of cognitive strategies and learning styles in the academic performance of
elementary pupils. The study made use of the descriptive correlational research
design. A total of 285 pupils were randomly selected from a population of 1147
pupils using the Slovene’s Formula for Sample Size Determination. Standard
validated questionnaires were adapted and used in data gathering. The results
revealed that at higher grade levels, high performing pupils tend to use
cognitive strategies more than low performing pupils, and therefore produced a
very satisfactory academic performance compared to low performing pupils. The
results further indicated that high performing pupils learn best by
remembering, organizing and looking for assistance, and they use these
strategies naturally. They also seek help when they find difficulties in their
studies, and constantly monitor their progress. Moreover, low performing
students prefer to learn with musical background whereas high performing pupils
prefer to study in a quiet room. High performing pupils love solving puzzles
and similar activities which low performing pupils do not appreciate. Likewise,
they move a lot compared to low performing pupils. They learn best in mobile
activities, and are more adept in the use of language as a tool in learning and
have higher visual ability compared to low performing pupils. It is therefore
suggested that teachers should identify the learning-style preferences of the
pupils so that selection of appropriate instructional methods and materials
could maximize pupils’ learning.
Key words: Cognitive strategies, Learning
styles, Students’ performance, Teaching strategy