The Relationship Between Resource Management Learning Strategies and Academic Achievement

Abstract

Background: Learning strategies are methods that students can use to guide their learning and thinking processes. Objectives: This study aimed to explore the relationship between resource management learning strategies and academic achievement in college students. Methods: This cross-sectional descriptive study was conducted among 300 students in western Iran. Random sampling was used to select participants, and a self-reporting questionnaire was used to collect data. Data were analyzed with SPSS-21 software using t-test, Pearson correlation, ANOVA and linear regression at 95% significance level. Results: The mean age of respondents was 21.08 years [SD: 1.93], ranging from 18 to 29 years. We found significant correlation between mean overall score for learning resource management strategies and academic achievement of the students (r = 0.139 and P = 0.024). Linear regression analysis showed that resource management strategies accounted for 3% of the variation in academic achievement. Conclusions: Based on our results, designing and implementing educational programs to promote resource management strategies for college students could have beneficial results in increasing academic achievement.