Abstract
Methodology: This quantitative, correlational
study was conducted at Foundation University
Medical College in 2016 on first and second year
MBBS students and included 226 students
selected by simple random sampling. The
Learning Strategies component of "Motivated
Strategies for Learning Questionnaire" was used.
The students assessed themselves on a Likert
scale of 1 to 7. The scores from the questionnaire
and the marks of the examination at the end of the
course were used for statistical analysis. The
learning strategies; "rehearsal, elaboration,
organization, critical thinking, metacognitive selfregulation, time and study environment, effort
regulation, peer learning and help seeking" were
considered as independent variables, whereas
academic performance was the dependent
variable.
Objective: To correlate the learning strategies in
students of basic medical sciences with their
academic performance.
Results: The correlation coefficient showed
positive correlation between the learning
strategies and academic scores. "Metacognitive
self-regulation" had the greatest correlation
(r=.723). This was followed by "Time and study
environment" (r =0.598) and "Elaboration" (r
=0.578), "Rehearsal" (r =0.532), "Effort
Regulation" (r =0.533), "Organization of
Information" (r =0.471), "Help seeking"(r =0.456),
"Peer Learning" (r =0.440) and "Critical Thinking"
(r =0.386). All pairs showed a statistically highly
significant correlation.
Conclusion: There is a positive correlation
between all the learning strategies and academic
scores. "Metacognitive self-regulation" has the
greatest correlation with academic scores. (Rawal
Med J 202;45:720-724).
