Chapter I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background of the study, statement of the problem,

significance of the study, scope and delimitation, definition of terms, and references.

Background of the Study

A tough workload and the quest for academic success frequently go hand in

hand. However, high-achieving students show a special aptitude for overcoming this

obstacle. In order to attain high grades or academic goals, challenging workloads

and tough coursework are often required in many academic environments. As a

student, challenging workloads is one of the common elements and aspects in

pursuing academic success. High-achieving students succeed due to their ability to

manage and conquer these challenges because of their abilities and mindset.

Students struggle with finding a balance between their academic performance,

extracurricular activities, and their personal life. It is common for many students to

face such difficulties especially in dealing with stress and managing their academic

responsibilities. This study sought to illuminate precise methods students use in

order to achieve academic success to provide useful information for both teachers

and students at Montessori Children’s House of Learning, Inc.

This study aimed to address the challenges commonly faced by students,

including the difficulties of balancing academic workloads with personal commitments

and responsibilities. By examining the strategies employed by high-achieving

students, this research identified effective methods that can be adopted by struggling

students. The objective was to provide these students with the opportunity to apply

such successful strategies into their own studying techniques, thereby enhancing

their academic performance. The primary means of gathering data for the study was

through interviews. This suggested that some of the responses' validity might be

1
impacted by these factors. The study sought to comprehend the academic and non-

academic strategies of the students on a deeper level through a comprehensive

approach.

Academic burnout is a prevalent issue among students, affecting their

functionality, contentment, and future outlook. This issue may possibly be affected

because of the effects of academic workloads to the students. This can lead to

psychological issues like despair. Mental health professionals can provide efficient

strategies or help for students experiencing high expectations, inactivity, frustration,

lack of interest, and sensitivity, especially if academic burnout is suspected

(Gumasing, Ma. J. et.al, 2022).

Academic pressures have an impact on the lives of students. School and

daily life are balancing acts that students have to work hard on to accomplish their

academic goals successfully. In this digital era, it is more crucial than ever before that

people are currently enjoying and navigating our way through, performing a work-life

balance between school and daily lives. It takes some time to get used to the

stressful balance of studying, applying effort on an assignment at the same time

while still being sociable. This discusses the concept of balancing that students are

required to achieve a balanced life between their personal and academic lives (Bao

Tran, 2022).

In searching for better and more effective practices, this study aimed to

investigate the homework experiences of high-achieving students in a prosperous

high school. The goal was to uncover effective approaches that can enhance the

quality of homework assignments and gain a deeper understanding of the

perspectives of students. Moreover, it also talked about examining the impact of

policy-setting by school administrators at both the central office and building levels on

teacher practices. It intended to share the findings with all stakeholders to improve

2
homework practices and enhance the overall student experience systematically.

While some students saw value in homework, the majority described it as lengthy

and burdensome, considering it a necessary part of their academic journey (Milton K.

Strong, 2016).

This study aimed to describe the various strategies of high-achieving students

in the Junior High School department of Montessori Children’s House of Learning,

Inc. when it comes to their strategies in studying.

Statement of the Problem

The main objective of this research was to explore the Academic and Non-

Academic Strategies of High-Achieving Students in the Junior High School

department of Montessori Children’s House of Learning, Inc., Daet Campus SY

2023-2024.

1. What are the academic strategies of High-Achieving students?

2. What are the impacts of each strategies to their academic performance?

3. What are the non-academic strategies of High-achieving students to balance

their academic performance with extracurricular activities and personal lives?

4. What strategies can be recommended to achieve the intended purpose?

Scope and Limitation of the study

This study aimed to be acquainted with the Strategies of High-Achieving

Montessori Children’s House of Learning Students of Junior High School Department

during the School Year 2023-2024. This research study used interviews as the

research instrument to gather data. Specifically, the researcher will interview a group

of Junior High School students selected through purposive sampling from Montessori

Children’s House of Learning. The respondents of the study were composed of a

3
total of 20 high-achieving Junior High School students with an average grade of

95%–97% during the 2nd quarter from grade levels 7–10.

The scope of this study was limited and should not be generalized to all students

within the school. It is important to note that the strategies identified in this study may

not be applicable to every student. The study relied heavily on interview as a method

of data collection. Although participation in the interview was voluntary, some

respondents expressed uncertainty or felt pressured while providing their answers.

This implies that the validity of certain responses may be affected by these factors.

Through this comprehensive approach, the study aimed to gain a deeper

understanding of the experiences and perspective of the students.

Significance of the Study

This study will be beneficial to the following:

Students. In this study, students will benefit from this research because they will

have the chance to learn and employ the effective strategies used by high-achievers

in practice. Additionally, the achievement and commitment of one student can inspire

their fellow students to study harder.

Parents. This study has the potential to assist parents greatly by empowering them

to engage in the educational development of their children actively. By

comprehensively understanding the findings of the study, parents can effectively

guide their children in enhancing their focus and equipping them with new ways that

will boost their knowledge and skills undoubtedly.

Teachers. The research study may reveal effective study habits, time management

techniques, and learning strategies for high-achieving students, enabling teachers to

share these best practices with students. It may also reveal curriculum challenges,

enabling teachers to refine and improve it, and provide personalized guidance for

struggling students.

4
School. The study's findings can aid school administrators and educators in

comprehending the academic workload management strategies of high-achieving

students, thereby enabling the creation of tailored support programs.

Future researchers. This study can be used by future researchers to compare

strategies used by high-achieving students across academic disciplines or time

periods, and can be included in literature reviews for future studies on student

success, academic workload management, and effective learning strategies.

Definition of Terms

The following terminologies used by the researchers in the study are provided

below and defined conceptually and operationally for the better understanding of

readers.

Strategy. According to Merriam Webster, it refers to a careful plan of method.

In this study, it is the procedure or action of high-achieving students on how they

study.

High-Achieving. Collins Dictionary defined this as a person who is dynamic,

ambitious, and successful. In this study, it describes students who consistently do

well in the classroom, obtaining good grades and achieving their academic goals.

They may be at the top of their class or in their chosen field of study.

5
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related studies, review of related

literature, conceptual paradigm, conceptual framework, theoretical paradigm, and

theoretical framework.

Related studies

The following are the discussions and reviews of both local-related and

foreign-related studies that were taken to provide the most relevant studies that are

available and necessary to the study.

In their study, Delos Santos, et.al (2023) investigated a model that accounts

for academic success while investigating the mediating effects of learning

techniques, study routines, and study attitudes. They examined the study habits,

learning styles, and attitudes of the students. Similarly, Bartolome, et.al (2023)

focused on predicting academic success that centers on learning techniques, study

routines, and study attitudes. This study showed that academic award recipients use

significant assistance in maintaining and improving their average grades. The study

further identified the learning strategies in the respondents’ specialized subject, and

showed that it helped improve their grades. Both studies aimed to provide insights

that can guide students in managing their academic workload effectively. The present

study aimed to interview high-achieving students, with the primary goal of gaining

insights into their study habits. By doing so, valuable guidance was provided to

students who face challenges in effectively managing their academic workload. The

6
main focus of the study was the various strategies used by these successful students

in order to maintain a healthy balance between their academic responsibilities.

The study of Xu et al. (2021) revealed that students and educational

facilitators must comprehend the effectiveness of specific study techniques in order

to maximize learning. The ideal study materials must be selected based on the

individual learning style of the students. It is also said that strategies are explored to

assist pupils in learning more successfully and achieving their academic objectives.

Academic performance is largely dependent on effective study techniques, which

include efficient note-taking, time management, and active memory techniques.

Using flashcards or explaining complex ideas to others are examples of active recall

and spaced learning techniques that help people remember knowledge for extended

periods of time. This study shared a common theme with the study of Magulod

(2019) that explored the impact of learning strategies on academic achievement. In

his study, differences in learning styles were linked to the academic performance,

occupation of the father, and high school background. Whereas, study habits varied

according to academic standing, writing skills, the education of the mother, and test

anxiety. This study explored the learning strategies of students at a Philippine

University whereas Xu’s study is from another country. Both of their studies

emphasized the importance of selecting study techniques based on individual

learning styles, while the present study was solely focused on finding out the different

strategies of high-achieving students. The present study was also beneficial to

students, especially those who struggle to balance their academic workloads. The

goal of this study was to identify the different strategies used by high-achieving

students that can help other students.

Moreover, the study of Dunlosky et.al (2013) stated that easy-to-use learning

strategies have been created and evaluated by cognitive and educational

psychologists to help students achieve their learning goals. Their study examined ten

7
strategies and offered suggestions regarding the usefulness of each one. These are:

(1) elaborative interrogation; (2) self-explanation; (3) summarization; (4)

highlighting/underlining; (5) keyword mnemonic; (6) imagery for text; (7) rereading;

(8) practice testing; (9) distributed practice; and (10) interleaved practice. The

techniques or strategies were picked based on how simple they were to use and how

much the students relied on them. They selected strategies that were simple to use

and that students could adapt, as well as some additional strategies that students

were significantly depending on, to further investigate how effectively they work.

Similarly, the present study also tackled the different study habits or strategies that

can help improve the performance and learning of students. However, the primary

focus was on the strategies used by high-achieving students.

The study of Aranzo et.al (2023) aimed to investigate how students were

learning mathematics in the middle of the pandemic. The study looked at how

students learned throughout the pandemic and showed that time management,

taking notes, and self-paced learning are useful strategies. This study suggested that

the curriculum should support a self-paced learning strategy, because it is more

efficient for teaching mathematics at the college level during the pandemic. The

present study also identified the strategies of students and demonstrated how these

strategies can benefit other students. However, the primary focus was on the

strategies of high-achieving students. In addition, it focused on the strategies of

students that may be useful for any subject, while the previous studies focused on

methods that can assist students in learning mathematics during a pandemic.

Mobo (2022) investigated the impact of motivated learning strategies on the

readiness for online learning among Maritime students in Central Luzon during the

2021-2022 Pandemic School Year. It also assessed variances in motivated learning

strategies and online readiness based on sociodemographic characteristics. Most

8
respondents were male; as maritime courses are often associated with male

students. The study found that the motivated learning strategies used by

respondents, such as rehearsal, elaboration, organization, critical thinking, and

metacognition, had a strong positive correlation with online learning readiness. This

suggested that the more these strategies were employed, the more prepared

students are for online learning. In comparison, his study was specific to a maritime

institution in Central Luzon, focusing on learning strategies and online learning

readiness, while the present study examined strategies used by high-achieving

students to balance or handle their academic responsibilities.

However, the study of Renzulli. (2015) revealed that some students arrived in

higher education unprepared for the academic challenges. They lack essential study

skills, struggle with time management, and face difficulties in seeking academic

support. High school and family experiences often fail to equip them for independent

success in college. Even though some of the study participants were successful in

high school, they still lacked the necessary skills and motivation to navigate college

challenges effectively. The study suggested that academic probation students can

benefit from in-person or hybrid online instructional approaches like the Learning

Support Center (LSC). Academic advisors play a crucial role in providing support and

encouragement to these students. It was stated that future research should delve into

the patterns of underperformance in college students and explore how academic

advisors can develop strategies to address poor study skills, aiming to enhance

learning and motivation among college students. In comparison, her study was

geared towards helping struggling students on academic probation, while the present

study explored the strategies employed by high-achieving students to excel in their

academics. The former aimed to support students at risk of failing, while the latter

sought to understand the success factors of students who were already excelling in

their academic pursuits.

9
 The study of Tran (2022) discussed how academic pressures had an impact

on the lives of students. School and daily life are balancing acts that students have to

work hard on to accomplish their academic goals successfully. In this digital era, it is

more crucial than ever before that people enjoy and navigate their way through,

performing a work-life balance between school, and daily lives. It takes some time to

get used to the stressful balance of studying, applying effort on an assignment, all of

that while still being sociable. This article discussed the concept of balancing that

students are required to achieve a balanced life between their personal and

academic lives. This study also talked on how students balance their workloads.

However, the previous study was about how these affect the mental health of the

students, while the present study tackled about the strategies of high-achieving

students and how these may help their fellow classmates.

The study of Strong (2016) talked about searching for better and more

effective practices. Specifically, the study aimed to investigate the homework

experiences of high-achieving students in a prosperous high school. The goal was to

uncover effective approaches that can enhance the quality of homework assignments

and gain a deeper understanding of the perspectives of students. Moreover, it also

talked about examining the impact of policy-setting by school administrators at both

the central office and building levels on teacher practices. This study was intended to

share the findings with all stakeholders to improve homework practices and enhance

the overall student experience syatematically. While some students saw value in

homework, the majority described it as lengthy and burdensome, considering it a

necessary part of their academic journey. This study focused on the experiences and

results of homework, while the strategies high-achieving students take to balance

their academics and how they manage the stress and strain that comes with it were

the scope of this study.

10
Related Literature

The following are the discussions and reviews of both the local-related and

foreign-related literature. They were taken from recent sources deemed necessary to

provide the study with the most relevant literature available.

Gumasing. et.al (2022) looked at how health, stress, and workload were

associated and drew conclusions about what it means for undergraduate students

doing online learning. This study’s findings had significant consequences for mental

health professionals. Also, the study showed that burnout, a widespread problem

among students, impacts numerous aspects of their lives, including their functionality,

contentment, and outlook on the future, causing them to experience psychological

issues such as despair. When a student seeks psychiatric help with complaints like

disappointment due to high expectations, inactivity due to a lack of energy, frustration

due to giving up personal expectations, lack of interest, and sensitivity, mental health

professionals may be able to provide them with more efficient help if academic

burnout is suspected. Their study found out about the effects of academic workloads,

whereas our study helps give strategies to students in balancing their academic

workloads which lessens the burnout of the students. The present study also tackled

strategies that were used by high-achieving students and how these can help not

only themselves, but also other students.

Haber (2014) determined how college freshmen used learning strategies,

particularly in phonology, vocabulary, and grammar, in order to become more

proficient in the English language. Results showed that college freshmen have

11
moderate proficiency in vocabulary and grammar, but limited proficiency in

phonology. In the aspect of phonology, the respondents used target learning

strategies moderately, but used it frequently when it came to vocabulary and

grammar. In order to improve and advance the English proficiency of students, the

article recommended giving and supplying more tailored learning strategies to

enhance and further develop the English proficiency of students. While the present

study focused more on learning techniques that were mostly employed by high-

achieving junior high school students to help them with their academic

responsibilities. The study discussed the various learning strategies for improving

and developing the English proficiency of college freshmen.

Endiape and Hermosa (2023), supported the idea that academic self-

handicapping and self-regulated learning strategies were associated with academic

success in the subject Araling Panlipunan. The impact of these strategies was

examined in this article to determine whether they are useful for the engagement and

performance of Grade 8 students. Results indicated a significant but weak

connection between student performance and engagement. The effect of the

perceived levels of academic self-handicapping and self-regulated learning practices

of students on their performance in the subject was fully mediated by the

engagement of the students. The findings showed that higher academic self-

handicapping and self-regulated learning strategies increase student engagement,

and vice versa. This article shed light on the factors influencing student engagement

and academic achievement, offering useful information on the learning strategies

used by Grade 8 students. Similarly, the present study provided insightful information

about the different strategies used by Grade 8 students as well as other grade levels

in the junior high school department. However, the previous study examined the

factors and strategies that influenced the achievement of students in a single subject,

12
while the present study examined the strategies that help the achievement of

students in all of their subjects.

Fathi-Ashtiani, A. et.al (2007) states that learning styles have an impact on

academic progress. Therefore, students need to become familiar with a variety of

learning techniques, master them, teach them to our students, and try to put an end

to the idea that students can figure out strategies on their own in order to want to see

our pupils grow and reach their full potential. They also stated that students must be

aware of the most effective learning techniques and use them when studying. The

primary goal of this was to compare the different learning methods employed by

successful and unsuccessful students. This literature aimed to determine whether

there are differences across academic programs and majors in terms of effective

learning methods by examining the association between learning strategies and

academic success. Strategies used by students were also identified in the present

study; however, attention was focused on the high-achieving students, whereas the

previous study paid attention to both the strategies of successful and unsuccessful

students. They also made comparisons between successful and unsuccessful

students, but the present study only pointed out the different strategies used by high

achievers and made no attempt to make any comparisons to other student groups.

Almoslamani (2020) examined the learning strategies employed by university

students in Saudi Arabia and the use of these strategies differed based on gender

and academic performance. The study findings showed that microstrategies and

study habits were the most commonly utilized strategies among Saudi university

students. Through this research, they aimed to shed light on the various approaches

utilized by students in their learning process and gain insights into how these

strategies may vary among individuals based on their gender and academic

achievement. The present study will specifically examine students who excel

13
academically and explore their approaches to effectively managing their academic

responsibilities.

Ellis et.al (2020) combined crucial elements of both TBL (Team Based

Learning) and POGIL (Process Oriented Guided Inquiry) instruction in their study

solutions to deal with the alleged imbalance in student workload were discovered

through examination of preliminary course evaluations from a mixed-level course in

research methodology. The present study centered around academically successful

students and examined how they manage their academic responsibilities, including

quizzes, assignments, and extracurricular activities, while also maintaining a healthy

social life. In this study, the researchers determined the strategies that high-achieving

students used and applied them to other students who are struggling.

Chiu and Wong (2019) found out that with over a quarter of undergraduates

receiving a first-class degree, high achievers play a bigger role in the graduate

population in the UK. However, non-traditional and underprivileged students have a

lower chance of succeeding in this. The goal of their article was to provide a deeper

understanding of the experiences and approaches to academic success of high-

achieving non-traditional (HANT) university students. Their study supported the point

that early accomplishments are essential for students to reassess their goals and

succeed in further education. They examined the experiences, choices, and paths

taken by high-achieving non-traditional (HANT) university students because they

often encounter additional struggles and challenges when pursuing their higher

education. Its purpose was to find out how non-traditional students could be

successful academically and provide evidence-based recommendations for practice

and policy to enhance the academic achievements of HANT students. Likewise, the

study discussed the strategies of high-achieving students and how they can benefit

and enhance academic achievements. However, their study focused on HANT

university students in the UK, while the present study focused only on high-achieving

students in the Philippines, specifically for grade levels 7–10.

14
Conceptual Paradigm

INPUT PROCESS OUTPUT

• The academic • Create and
strategies of High- prepare a A Brochure that
Achieving Students. comprehensive contains
• The impacts of questionnaire with information
each strategies to interview questions. regarding students’
their academic • The researchers workload-balancing
performance. will use purposive strategies as well
• The non-academic
sampling to make as study tips for
strategies of High-
their choice of a effective and
Achieving students
to balance their suitable efficient studying. A
academic respondent. Video Advocacy
performance with • The researchers about useful study
extracurricular will conduct an tips that fellow
activities and interview. students can
personal lives. • Compile the benefit from.
• The strategies information
that can be obtained during the
recommended to interview process.
achieve the • Decode the data
intended purpose. or information
obtained from the
interview.
• Analyze and
evaluate the
information
obtained through
the interview.

FEEDBACK

15
 Figure 1: Conceptual Paradigm of the Study

Conceptual Framework

The Conceptual Paradigm shows a system of concept. It is composed of

three (3) factors; input, process, and output.

The input includes identifying the academic strategies contributing to the

success of students, understanding the impacts of the strategies to the academic

performance of the students, gain insights into what non-academic strategies do

high-achievers use to manage academic, extracurricular, and personal demands,

and know the strategies that can be recommended to achieve the intended purpose

of the study.

To accomplish these objectives, a comprehensive approach was taken. The

process includes, first, a questionnaire with interview questions carefully constructed.

Then, respondents were selected through purposive sampling for in-depth interviews.

The information from these interviews were gathered and compiled for analysis.

Subsequently, the data were decoded and rigorously assessed, offering a deeper

understanding of the strategies and insights employed by high-achieving students.

This process aimed to provide valuable knowledge that can benefit a wider student

audience and inform educational practices and support mechanisms.

16
 A brochure detailing methods for helping students balance their workload

and advance their study techniques was the output. The brochure was designed to

empower students to take control of their education, achieve their academic goals

and also provide practical knowledge and strategies to excel in their studies beyond.

The final output also included a video advocacy that provides suggestions and study

methods that students may utilize when they are having a hard time in their academic

careers. It contains compiled study strategies employed by pupils who achieved

excellent academic performance. By doing this, students can find strategies more

suited to their particular learning styles and choose the most effective study methods

for their own achievement.

Theoretical Paradigm

Edgar Dale's Co-Curricular

Cone of Activities
Experience Theory

Academic & Non-Academic

Strategies of High-Achieving
Junior High School Students of
Montessori Children’s House of
Learning, Inc. Daet Campus

Social-Ecological
Model Theory

17
 Figure 2: Theoretical Paradigm of the Study

Theoretical Framework

A graphic model that depicts many degrees of learning and retention based

on the manner of instruction is Edgar Dale's Cone of Experience, often known as the

Cone of Learning or the Learning Pyramid. The cone divides learning experiences

into different levels, starting at the bottom with passive modes like reading or

listening and moving up to active, participation modes like coaching others.

According to Dale, a teaching strategy is more successful at fostering learning and

retention the closer it is to the summit of the cone. This idea emphasizes the value of

practical, hands-on learning as a potent technique to improve comprehension and

memory retention, stressing that students retain information better when they

participate in the learning process actively. In order to help educators and

instructional designers choose the best teaching strategies and methodologies,

Dale's Cone of Experience is a useful tool. It promotes a move away from completely

passive learning techniques like reading or lectures and toward more interactive and

participatory ones like group discussions, real-world applications, and simulations.

While it is essential to keep in mind that the exact proportions indicated in the

pyramid have generated discussion and could not be applicable in all situations. The

18
tactics shown here are employed by many high achievers and can enable other

students to excel more in balancing their workloads. This illustrates the many levels

or learning strategies dependent on the modality of instruction.

The Co-Curricular learning is a method of teaching experiential learning that

involves providing students with extracurricular programs or activities that

intentionally foster learning and growth outside of the classroom. This includes being

a part of the student council, preparing for a celebration or events, joining sports,

teaching aids and exhibition, cultural program, wallpaper bulletins, horizons

magazine, and send off programs.

The Social-Ecological Model Theory takes into consideration of the individual,

and their affiliations to people, organizations, and their community at large to be

effective. There are five stages to this model – Individual, Relationship, Community,

and Societal. The Individual looks at the biological and personal historical factors

influence a person, also evaluates a person’s identity that includes a person’s age,

educational background, income, social class, gender, ethnic affiliation and religious

affiliation. On the Relationship, it examines how relationships affect a person’s

relation to a given scenario. On the community, it examines the influence of the

community on a person. This is where social relationships occur; it includes school,

workplace and neighborhood. On the societal, it examines the broad societal factor

that includes health, economic, educational, and social policies.

Edgar Dale's Cone of Experience theory, Co-curricular activities, and the

social-ecological perspective are all integrated in a way that is critical to

understanding how students balance their personal lives, extracurricular activities,

and academic pursuits. Edgar Dale's Cone of Experience the theory emphasizes the

variety of learning opportunities and the value of experiential learning and real-world

application in improving student performance. Conversely, extracurricular activities

under the framework of co-curricular theory are those that enhance the

19
extracurricular activities with the goal of improving students' academic performance

and balancing their personal lives with their academic pursuits of social ecological

theory.

Chapter III

RESEARCH METHODOLOGY

This chapter presents the research design, sampling technique, research

instrument, population and context, data gathering procedure, data analysis, and

ethical consideration.

Research Design

This research is qualitative research that aimed to understand the questions

concerned with the experience and meaning components of people's lives and their

social settings. A key component in order to achieve a high-quality qualitative

research is whether the subjective meanings, behaviors, and social contexts of

research participants, as perceived by them, are illuminated (Davidson, et.al, 2002).

In this study, a descriptive research design was employed. It involved the systematic

collection of data to present an accurate depiction or detailed account of a

phenomenon without exerting any influence on it. The focus was on collecting

information to provide a clear picture of a specific context or group. Instead of

20
exploring why something occurs, the study was interested in understanding how and

what their strategies are.

In research, it is essential to gather sufficient details about the problem being

studied. Descriptive studies are valuable for identifying characteristics, patterns, and

trends. This study used a descriptive research design because it indicated that the

primary aim of the research was to describe or document the strategies employed by

high-achieving students at Montessori Children’s House of Learning, Inc.

Sampling Technique

This study used purposive sampling in selecting the respondents coming from

grades 7, 8, 9, and 10 of the Junior High School department at Montessori Children’s

House of Learning, Inc.

The researchers employed purposive sampling to reduce the number of

possible informants. This resulted in a homogenous population because all of the

respondents had two things in common: they were all high school students and had

been performing greatly in their studies, which led them to be high-achieving

students. Population genetics plays a pivotal role in evolutionary biology,

emphasizing the alterations in genetic composition within populations. These

changes are frequently propelled by natural selection, among various other factors,

thereby laying the foundation for our comprehension of evolution and its driving

mechanisms (Smith, 2021).

Research Instrument

21
 In this study, the researchers conducted interviews to gather all the

necessary data. Interviews allowed researchers to delve deeply into the participants’

experiences, perspectives, and insights, gaining a more comprehensive

understanding of the subject matter. Interviews can be used by both experienced and

novice researchers to gather data for projects (Bolderston, 2012).

The researchers used a semi-structured interview guide. The flexibility of a

semi-structured approach allows for a more in-depth exploration of participants’

experiences and viewpoints. Researchers can follow up on interesting responses,

encouraging participants to elaborate on their answers. Semi-structured interview

guide employs a blend of closed‐ and open‐ended questions, often accompanied by

follow‐up why or how questions (Adams, 2015)

Population and Context

The participants of this research study was composed of high-achieving

students of Montessori Children’s House of Learning Junior High School department.

The respondents should have an average of 95% - 97% in the second quarter of the

school year 2023-2024 to be considered a high-achieving student as accordance

with DepEd order series 2016 No. 36.

This research delved into the strategies by high-achieving students in

managing their academic responsibilities. In order to gather valuable insights, the

high-achieving students enrolled in the Junior High School department of Montessori

Children’s House of Learning were interviewed. The respondents must be bonafide

students and should have a proven track record of consistently attaining excellent

grades and performing excellently in their respective classes. This study shed light

on the various strengths and weaknesses of these successful students.

22
Data Gathering Procedure

The primary source of information for this study were from the collected data,

which were obtained through the research-made interview questions.

Firstly, the researchers requested a list of high-achieving students for the

second quarter from the registrar. The researchers constructed a set of interview

questions that was answered by the respondents during interviews. The researchers

wrote a letter to the campus head of Montessori Children’s House of Learning INC.-

Daet Campus asking for permission to conduct the interview with the respondents.

After that, the researchers conducted interviews, and the information gathered from

these interviews were coded and compiled for analysis to formulate solution and

recommendation.

Data Analysis

After gathering the necessary data from interviews, researchers transcribed

the audio or video recordings. The researchers analyzed the data systematically and

used frequency count from the given data. Afterwards, the researchers interpreted

the data so that the information can be easily categorized and summarized in order

to answer the statement of the problem. The importance of data interpretation was

evident, which is why it needed to be done properly.

Ethical Consideration

Before starting the study, the researchers asked the respondents for their

permission. The respondents' freedom was respected, and they were informed that

they were free to refuse to participate if they wanted to. The respondents were not

placed under any kind of force or pressure from the researchers in order to finish the

questionnaire. Also, the researchers made sure that all the personal information of

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the respondents were kept confidential. To ensure confidentiality, the respondent's

identity and appearance were protected. Any response that the respondents

preferred not to include in the research study were treated as confidential.

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the thorough analysis and presentation of the study's

findings, presenting insightful and significant results derived from careful data

gathering and analysis. The data were gathered and determined by the conducted

interviews and voice recordings of the students in order to answer the statement of

the problem.

1. What are the academic strategies of High-Achieving students?

Strategies Students

Studying hard Student A

Enjoy studying Student A

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Using of flashcards Students A, D, I, N, O, Q, R, S

Collaborating with peers/study groups Students A, C, D, E, I, J, K, M, P, Q, T,

Focus on what you are doing Students A, M

Memorization Students B, R

Writing Students B, L,T

Taking down notes Students C, H, I, J, K, L, T, S

Creating a reviewer Students D, F, H, I

Doing assignments/activities right away Students A, M, N, Q

Prioritizing tasks based on its difficulty Student B

Preparing for exams early Students D, E, K, L, S

Reading out something while scribbling Students D, E

Keeping track of the Students D, E, F, H, S, L

assignments/deadlines with the use of

to-do lists & planners

Active recall Students E, N, O, P

Pomodoro technique Students E, K, T

Highlighting keywords & important Students F, I, L

details

Using apps & websites Students E, H, K, Q

Advance review for lessons Student H

Answering pretests/post tests Student H

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 Setting a timer as motivation Student H

Blurting Method Students G, I

Re-writing/re-solving problems Students G, I

Waking up early to study Student I

Incorporating drinks & foods to help Students K, M, T

stimulate the brain

Reading Students L, Q

Review/scan PowerPoints Students M, N

Using sticky notes & index cards Student T

Avoiding distractions Students O, K

Self-Learning/Self-Teaching Student S

TABLE 1: The different strategies of High-achieving students.

Table 1 above shows the strategies or statements given by the high-achieving

students. The following strategies were coded to summarize the answers of the

respondents in order to follow the trend purposely to unveil the strategy that most

students use.

From the analyzed data and responses of the 20 high-achieving students,

collaborating with peers or fellow students is the strategy they most commonly

employ. A total of 12 students use this strategy because, when they collaborate with

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other students, they guide each other, acquire new knowledge, and also ask their

peers if there are concepts they do not understand or if they feel confused.

Based on the results, it can be gleaned that the least used strategies,

includes studying hard, enjoying studying, prioritizing tasks based on difficulty,

advance review for upcoming lessons, answering posttests and pretests, setting a

timer as motivation, waking up early to study, and using sticky notes and index cards.

Table 1 further discusses similar findings in the study of Xu, et. Al (2021),

Aranzo, et. Al (2023), and Chiu and Wong B (2019). These three studies were similar

to the result of the present study’s statement of the problem number one, because

the strategies mentioned in their study. Their study also explored the strategies used

by the students.

2. What are the impacts of each strategies to their academic performance?

Strategies Impact

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Note Taking
● Helps memory retention

● If the information is written, then

most likely, the student will be

able to remember it.

Creating a Reviewer
● Contains all the necessary

information or key points of the

lessons.

● Helps know the summarized

concept of a topic and will not be

time consuming to read or

review.

Flashcards
● Promotes active recall

● Our memory heightens when a

term with a definition is shown.

Active Recall
● The knowledge is stored better

in our brain once we hear

ourselves repeatedly saying it.

Advance Review
● Gives us a heads up on the

lessons that could certainly be a

factor in recitations or

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 participation.

Pomodoro Technique
● Enhance your ability to

concentrate.

● Distributes your productivity

levels across the day.

Blurting Method
● Encourages or helps students to

recall information quickly.

Time Management
● Can help in balancing

academics, extracurricular

activities, and personal life.

Study Groups
● Could help students in terms of

brainstorming, sharing ideas or

information that could help one

another.

Collaborating with Peers

● Students acquire new

knowledge from others.

● They may guide and help each

other with reviewing materials

for assessments and tests.

TABLE 2: The impacts of the different strategies used by high-achieving students.

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 Table 2 above shows the impacts of the different strategies used by the high-

achieving students. Each strategy has a different impact for each student which was

mentioned by the respondents during the conducted interviews.

A crucial component of education that promotes memory retention is taking

notes. It is more likely that students remember something when they write it down.

Effective studying is further aided by compiling a review sheet with essential details

or significant points from the classes. As they encourage active recall, which

sharpens memory when connecting words with their definitions, flashcards are yet

another useful tool. Recalling information aloud is known as active recall, and it helps

kids retain it even better. By giving students a heads-up on future lessons, advance

review methods enhance participation and recitation performance. An efficient way to

improve focus and spread out production during the day is to use the Pomodoro

Technique. Information recall speed is increased by the blurting technique. For the

purpose of juggling extracurricular activities, personal obligations, and academic

work, time management is critical. Collaborating in study groups is also a technique

in studying since most students are more engaged in learning whenever they are

collaborating with peers.

To sum it all up, all these techniques play a crucial part in the student’s ability

in learning. These methods improved the performance and grades of students in

terms of academics and extracurricular. These strategies helped the students in

achieving academic success, such as becoming a high-achieving student.

The result in Table 2 can be further discussed by the three studies of Delos

Santos, et..al (2023), Magulod (2019), Dunlosky, et.al (2013), Mobo (2022), and

Almoslamani (2020). The studies mentioned explored various learning strategies,

study habits, and attitudes towards studying in different contexts and populations,

aiming to understand their impact on academic achievement. All of these studies are

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relevant to the results of the study as it talks about the impact on how the strategies

were used by the students.

3. What are the non-academic strategies of High-achieving students to

balance their academic performance with extracurricular activities and

personal lives?

Ten students effectively managed their academic, extracurricular, and

personal commitments. While the rest of the students did not manage to balance

academic and extracurricular since they do not have extracurricular activities.

In a group of nine students, a decision was made by some to give up certain

things in order to achieve success in another aspect of their lives. On the contrary,

student M opts to rely on their own abilities whenever faced with challenges, thus

avoiding the need to make sacrifices.

In the scenario shared, students A, O, and Q chose to unwind and enjoy

themselves after their study sessions. However, student S found enjoyment in the

process of studying itself. This contrast highlights the diverse approaches that in a

group of seven students, each approaches their workload differently based on their

individual preferences and priorities. Student C and I tend to focus on completing

tasks that are simpler in nature, opting for ease over complexity. On the other hand,

Students E, H, and R have a tendency to gravitate towards challenging and time-

consuming assignments, showing a willingness to put in the necessary effort to

excel. Meanwhile, Students P and N exhibit a sense of urgency in completing their

tasks promptly, not procrastinating and tackling their responsibilities as soon as they

are assigned. Each student's unique approach sheds light on their work habits and

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how they manage their time effectively in the face of deadlines. While student M

prioritizes academics before personal life.

The five students demonstrated exemplary skills in time management as they

efficiently completed their assigned tasks. Student C, D, and E utilized a structured

schedule effectively to accomplish their work, while student N implemented

organizational strategies prior to beginning their assignments. Additionally, student T

exhibited strong goal-setting abilities and established clear priorities throughout the

completion of their work.

The studies by Renzulli (2015), Tran (2022), Strong (2016), Gumasing, et.al

(2022), and Ellis, et.al (2020) explains the similar results in the third statement of the

problem. These studies are relevant because they discussed the idea of balancing,

which requires students to strike a balance between their personal, extracurricular,

and academic lives.

4. What strategies can be recommended to achieve the intended purpose?

From the analyzed data and responses of the 20 high-achieving students,

active recall and reading have been chosen as the most effective strategies that they

would recommend for students who are struggling with their academics and want to

be high achievers. Students E, H, N, and I chose active recall as the most effective

strategy that other students can use because it is as if they are discussing and

understanding the topic in their own way or another. Students may use this when

they arrive at home and recall the lessons they learned and keep track of what they

recall every day in order to remember and memorize them. On the other hand,

students K, L, Q, and R chose reading because it is said that it can ensure and help

retain information, even for a little while. Reading the lessons can help memorization,

and it is one of the most common strategies that some of them are used to doing in

school and at home. Several students also recommended the same strategies with

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another student, such as Students C and G, who recommended the Blurting Method,

which enables the data and information given to them to be remembered and

familiarized more quickly. Students D and L recommended that students should

make flashcards in order to help with their academics. Students J and M

recommended to just focus on academics and don’t be distracted by any distractions

whatsoever. Students K and P recommended time management by prioritizing what

is the first thing to do, which of the tasks are most important, and doing schoolwork

as soon as possible. Students L and Q recommend making questionnaires or

questions that you can make and answer them yourselves.

Other students also recommended other strategies, such as Student A, who

suggested that students should focus in their studies while simultaneously taking

breaks for relaxation. Student B recommended that other students should practice

more and more in order for them to achieve high grades and be a high-achieving

student. Student C also recommended students to not overthink and stress because

of the schoolwork, especially during exams. Student D also recommended making a

reviewer and scribbling something on a piece of paper while reading something out

loud in order to occupy your mind and help with memorization. Student G also

recommended re-writing because the more the students write words or important

information, the more they remember it. Student I recommended note taking as a

strategy that other students can use since it is a simple method that can help retain

knowledge and information in the brain. Student K also recommended making

sacrifices because for them, if a student wants to succeed in their academics, they

must make sacrifices in order to have or attain great opportunities. Student S

suggested that the students should just try to learn and study the lessons given to

them and summarize it in their own words until they memorize or become familiar

with it. Lastly, Student T suggested the students to choose only the study techniques

33
that are productive and useful for them and the ones that they think could help with

their academics.

The 20 high-achieving students recommended resources or tools, such as

apps to enhance their learning. Some of these are Quiz Apps such as Quizizz and

Quizlet as recommended by students E and Q. A Grammar checking website such

as Quillbot that was recommended by students I and J. They also recommended

YouTube where students may watch and learn lessons from other professors online.

Student A recommended making study plans which can help the students organize

their study habits. Student B recommended the app Brainly where students may

learn new ideas from other people on the app. Student E recommended using a

dictionary such as the Merriam-Webster which can help with identifying definitions

and learning new words. Student H recommended a study app named Study Bunny

that can engage or motivate students to study more because of its fun use. The app

Notion is also another recommendation by student I in which students can make

planners, to-do lists and many more that can help with organizing. Student K

recommended the good-old fashion paper and pencil where students can write and

take down notes. Student M recommended using Google when searching for

information on the internet. The app RemNote, as recommended by student O, this

app may help the students make flashcards or inserting files for making reviewers.

While most of the high-achieving students recommended specific tools, other

students such as Students C, D, F, L, N, P, R, and T did not often use these types of

resources in studying or enhancing their learning.

Out of all the given study techniques and strategies of the 20 high-achieving

students, a total of 6 students said that Writing or Note taking was the most effective

strategy that they found to be effective for their own individual learning styles. These

students are C, I, J, L, N, and T. Active recall was the second most effective strategy

next to Writing or Note taking, and students E, N, and O selected it. The next most

34
effective strategy was the Blurting Method, which students C and G found worked

best for them. Flash Cards were also chosen by two students, D and H. The rest of

the study strategies that students used were: creating study plans for student A.

Student B chose Participating, while Student K chose the Pomodoro Technique.

Student M stated that just focusing was his most effective study strategy. Student P

did Self-Learning; student Q used the strategies of reading and making questions;

student R used memorization; and lastly, student S is Summarization.

The twenty high-achieving students gave advice to students facing challenges

or setbacks in their academic journey. They advised that students should focus on

their academics, ignore negative feedback, and avoid overthinking, stress, or

pressure. They should have time for themselves and complete tasks early to allow for

more time for themselves. Hard work, enjoyment of life, and passion are keys to

success. Time management and organization are essential, and students should

prioritize their studies and be responsible with their academics. Trusting themselves

and the process is crucial, and praying to God and trusting him to guide them in their

academics is also important. Ultimately, students should enjoy their academic

journey, handle time effectively, and focus on their priorities. By following these

pieces of advice, someday students struggling with academics can become high

achievers as well.

The studies of Haber (2014), Endiape and Hermosa (2023), and Fathi-Ashtiani,

et.al (2007) can further discuss the fourth research problem as the previous studies

are relevant to the present study. These studies are related to the findings and

results are similar to the present study as it also recommended useful information

about various learning strategies that students may employ in order to excel or

achieve academic success.

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 Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings according to the statement of

the problem presented in Chapter 1, the conclusions obtained from the results and

data gathered from the study, and the recommendations of the researchers.

Summary

1. What are the academic strategies of High-Achieving students?

Based from the data gathered, each of the high-achieving students has a

different approach or strategy to studying, depending on their individual learning style

or preferences. Some of the High-achieving students have multiple strategies that

they use, while the others, only employ to one strategy.

2. What are the impacts of each strategies to their academic performance?

Each of the different strategies that the high-achieving students mentioned has a

different impact for each student. Some of the strategies helped with memory

retention, enhance concentration, give a sense of productiveness, and widen the

knowledge of the students. However, almost all of the strategies used were said to

have a big impact on their grades. With the help of the strategies that that high-

36
achieving students use, their grades improved and became higher, and if not,

retained. The students were high-honor students with the help of utilizing the

strategies in their studies. Their goals of being a high-achieving student were

satisfied.

3. What are the non-academic strategies of High-achieving students to

balance their academic performance with extracurricular activities and

personal lives?

Most of the high-achieving students stated how they effectively balance their

academics, extracurricular, and personal lives. However, for the remaining high-

achieving students, they only stated how they balance their academics and personal

lives. With such reason, they did not join or have any extracurricular activities, such

as sports, clubs, publications, etc. Most of the high-achieving students prioritize

certain tasks or balance their academics, extracurricular, and personal life depending

on which of them are the easiest to do, more complex, and more time consuming

than the rest.

4. What strategies can be recommended to achieve the intended purpose?

The High-achieving students recommended effective strategies for struggling

students in order to achieve academic success. Some of the most recommended and

most effective strategies for them were active recall, reading, and note taking.

Students may employ these strategies and serve as a motivation for them to study

harder and become a high-achieving student like other students. Some of the high-

achieving students also recommended various apps/tools to serve as a guide and

help for students in their academics. They also gave pieces of advice that non high-

achieving students should do and utilize in order to help encourage students to

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prioritize their studies, overcome their academic challenges, and embrace or enjoy

their academic journey.

Conclusions

Based from the results of the conducted interviews from the high-achieving

students, the following conclusions were drawn:

● Each high-achieving student used different strategies to achieve academic

success.

● The grades of the high-achieving students improved by utilizing learning

strategies.

● Each strategy had a different impact for each student.

● Most of the high-achieving students collaborated with their peers. While some

preferred studying or working alone.

● High-achieving students mostly tried to do all of their academic work early on

in order to have more time for their personal life.

● High-achieving students balanced their academics, extracurricular, and

personal life by managing their time well.

● Some of the different strategies of the high-achieving students mostly worked

for them; however, sometimes it was ineffective.

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 ● High-achieving students allocated or spent time for each of their academics,

extracurricular, and personal life.

● Some of the strategies of high-achieving students may be time-consuming,

but they were guaranteed to be effective most of the time and may help

students with their academics.

● The strategies of the high-achieving students helped them become more

productive and helped achieve their goals in their academics.

● High-achieving students made some time for themselves, such as having

hobbies and doing what they love, in order to prevent burning out.

● High-achieving students with extracurricular activities still strive to do well in

their academics, even with a hectic schedule from their extracurricular.

● High-achieving students prioritize their responsibilities in school and other

important work before having leisure time in order to allocate more time with

their friends and family.

● The different strategies and high-achieving students may serve as role model

to other students to help motivate them in becoming a high-achiever as well.

Recommendations

Based from the findings investigated by the researchers from the different

strategies of high-achieving students, the researchers recommend non-high

achieving students the following in order to achieve academic success and receive a

high-achieving award:

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● They may use active recall to pinpoint their areas of weaknesses and allows

them to evaluate and assess their progress and monitor their own

understanding of the topics or schoolwork.

● They may use reading as a strategy in order to be exposed to a broad variety

of ideas, concepts, and topics which may help deepen their understanding

and learn various new knowledge in their subjects.

● They may use note taking as a strategy in studying as it enhances memory

retention and helps them write their own understandings of the topic. They

may also use it when preparing for assessments because as they read the

notes they wrote; it can be more time efficient rather than reading a whole

textbook.

● Students may use various tools or apps that may support their academic

success, track their progress on how well they are doing with their academics,

and enhance their overall learning.

● Students may collaborate with peers, such as friends or classmates, so that

they may share their knowledge and help fill the gaps in their understanding

of the topics.

● They may use strategies that are best effective for their own learning style.

Which is why they should determine their own learning styles in order to find

the strategy that best works on them.

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