Author

Deniviv L. Quiroy
Cebu Technological University – Main Campus
Cebu City, Cebu, Philippines
Email: denevivlabiaga95@gmail.com

Abstract

This study examined the interplay of learning strategies, challenges encountered, and academic achievement among Grade Three learners at Marigondon Elementary School, Lapu-Lapu City, during the School Year 2025-2026. It addressed the concern of how learners’ study behaviors and learning difficulties relate to their academic performance at the foundational level. A descriptive-correlational research design was employed. The respondents consisted of 236 Grade Three learners who were randomly selected from the Grade Three sections. Data were gathered using a researcher-made questionnaire that was pilot-tested for validity and reliability and translated into Cebuano to ensure comprehension. Academic achievement data were obtained from official school records. Statistical treatment included frequency count, percentage, weighted mean, standard deviation, and Pearson’s r. Findings revealed that learners consistently applied learning strategies such as attentive listening, timely completion of schoolwork, and repetition of lessons. Learning challenges were experienced intermittently, particularly in maintaining focus in noisy environments and understanding lengthy lessons. Overall academic achievement was high, with most learners performing at satisfactory to outstanding levels. Based on these findings, the study recommends the implementation of a Contextualized Academic Achievement Enhancement Plan to strengthen learning strategies, reduce learning barriers, and support instructional planning for Grade Three learners.

Keywords: Early childhood education, learning strategies, challenges encountered, academic achievement, Grade Three learners, enhancement plan, descriptive-correlational design, Lapu-Lapu City

DOI: http://doi.org/10.69651/PIJHSS0501859

Recommended citation:
Quiroy, D. L. (2026). The interplay of learning strategies, challenges encountered, and academic achievement among Grade three learners. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9676-9687. http://doi.org/10.69651/PIJHSS0501859

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