Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This section will imply the related studies of other scholars about the learning strategies

and coping mechanisms to assist Senior High Students that are struggling with their lessons, and

how their studies will relate to this conduct.

According to the experiential (or phenomenological) viewpoint, those who are actively

learning define learning. The events involved in learning are described by the learners (students).

As everyone's experience of learning is unique, learning can be classified in a number of various

ways when it is described in this way. On the polar opposites, one learner would characterize it

as the literal retention of knowledge generally attained by repetition and recitation, while another

might characterize it as an interpretive process intended to grasp reality. The term "conceptions

of learning" is used by the writers of the current material to describe the various ways that

students understand their learning experiences (Schmeck, 2013). Additionally, motivation is also

part of learning. Where in fact, Filgona and Sakiyo et.al (2020) claim that motivating the learner

to learn is pertinent to curriculum implementation. This is because motivation is an influential

factor in teaching-learning situations. The success of learning depends on whether or not the

learners are motivated. Motivation drives learners in reaching learning goals. Also, it is

important to recognize the fact that motivating learning is a central element of good teaching.

This implies that learners’ motivation is probably the single most important element of learning.
Learning is inherently hard work; it is pushing the brain to its limits, and thus can only happen

with motivation.

However, in accordance with the study of Hong Shi (2017), learning techniques are

actions that students take to improve their learning. Active usage of language learning techniques

helps students in taking charge of their own learning by enhancing linguistic proficiency, self-

assurance, and learning process motivation. Additionally, the more techniques a student uses, the

more self-assured, driven, and effective they feel. Learning was considered to be something that

would bring change to any individual. The result of learning may not be observed until an

individual engages in different academic activities. In the teaching field, learning was considered

to be the most essential goal that a teacher must achieve at the end of the lesson. Students learned

best if the discussion was interesting and required the participation of the audience. (Dizon &

Calbi, et.al 2019).

Moreover, Pashler & Mcdaniel et.al (2009), stated that the term “learning styles” refers to

the concept that individuals differ in regard to what mode of instruction or study is most effective

for them. Proponents of learning-style assessment contend that optimal instruction requires

diagnosing individuals' learning styles and tailoring instruction accordingly. Assessments of

learning style typically ask people to evaluate what sort of information presentation they prefer

(e.g., words versus pictures versus speech) and/or what kind of mental activity they find most

engaging or congenial (e.g., analysis versus listening), although assessment instruments are

extremely diverse. Apart from this, Siemens, (2005) asserts that connectivism is a philosophy of

learning created for the digital era. Today's students are digital natives with distinctive learning

methods. The theories of behaviorism, cognitivism, and constructivism are no longer adequate to
address the type of learning that takes place in classrooms that are significantly impacted by

technology. Likewise, connectivism was developed to understand learning in the digital age.

Connectivism has been studied primarily in online college classes and has been shown to

increase motivation and student achievement.

Apart from this, Mitsea, and Drigas (2019), seek another move in reaching help to

students, it is the metacognitive strategy. It is the ability to recognize one's cognitive processes,

keep track of them as they work, manage them, and modify them to suit the demands of learning

that could be referred to as metacognition. Metacognitive knowledge and metacognitive control

are the two main and interconnected parts of metacognition, according to contemporary studies.

Declarative knowledge (information about how humans learn), procedural knowledge

(knowledge about the proper learning procedures), and conditional knowledge make up the sub-

components of metacognitive knowledge (knowledge about the context in which strategies could

be implemented). Planning, monitoring, and assessment are all parts of metacognitive regulation,

which has been dubbed executive control. It can also be thought of as "self-management" of

cognition incorporating reflective "self-appraisal," which promotes awareness. The application of

metacognitive methods has been shown to enhance higher-order cognitive functions, attentional

and memory management, and self-confidence, and leads to self-directed and worthwhile

learning. The terminologies used and the various linkages and connotations within the various

research fields affect how the classification of strategies is done.

Independent Variable Dependent Variable

Senior High Students in Coping with

The strategies to assist their lessons in the General Academic strand

Figure 1. conceptual framework of an independent variable can affect a dependent variable

The diagram shows the relationship between the Independent Variable and the Dependent

Variable. It examines how the strategies to assist (independent variable) can affect senior high

students in coping with their lessons and as they continue their studies.

In figure 1 it shows the relationship between the independent variable and the dependent

variable. It shows how the independent variable can affect the students in coping with their

lessons. About the study, it explains what are the different strategies in learning. It shows how

the students will comply with the strategies in coping with their lessons. The researchers are also

looking for learning techniques for those students who are struggling with their perspective

subjects. Learners should have motivation in their lives because this is the influential factor in

teaching-learning situations.
 https://journals.sagepub.com/doi/full/10.1111/j.1539-6053.2009.01038.x (Pashler &

Mcdaniel et.al)

https://www.ijires.org/administrator/components/com_jresearch/files/publications/

IJIRES_1638_FINAL.pdf?

fbclid=IwAR3IBDL0OQfLDqGPcBrCrbEyr8mbzQ1WUyc2QoA_sjuI1Jh7GGpevsVUnF4

Dizon & Calbi, et.al 2019).

Siemens, G.: Connectivism: a learning theory for the digital age. Int. J. Instr. Technol.

Distance Learn. 2(1), 3–10 (2005). http://www.itdl.org (Siemens 2005).