Resource Management Learning Strategies: Its Effects on the Academic Performance of the Grade Six Pupils Incluster 1 of Sirawai District Schools Division of Zamboanga Del Norte
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E7/2026-04Keywords:
resource management learning strategies, academic performance, Grade six pupils, Sirawai, Zamboanga del NorteAbstract
This study aimed to assess the resource management learning strategies and their relationship with the academic performance of the Grade Six pupils in Cluster 1 of Sirawai District, Schools Division of Zamboanga del Norte, during the 1st to 3rd quarters of the school year 2025-2026. It utilized survey and descriptive-correlational research methods. There were two hundred thirty-three (233) pupils who served as respondents. Weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient (Spearman rho) were the statistical tools used with MS Excel Data Analysis ToolPak and JAMOVI as the statistical software. The overall perceived level of resource management learning strategies among Grade 6 pupils is High (AWV = 3.64). Time and environment received the highest rating (AWV = 3.79), while effort regulation received the lowest among the four indicators, with an AWV of 3.47. The average weighted value of academic performance is 2.92 (Satisfactory), corresponding to 80–84%. A majority (42.92%) achieved Fairly Satisfactory (75–79%), followed by Satisfactory (28.76%), Very Satisfactory (21.89%), and Outstanding (6.44%). No respondent falls under the “Did not meet expectations” category. There was a significant, large/high positive correlation (rho = 0.574, p < 0.01) between the levels of resource management learning strategies and the respondents' academic performance. This indicates that as the use of these strategies increases, academic performance also tends to increase.
Based on the findings, the author recommends that the Department of Education, through the School Heads, provide instructional leadership by ensuring that teachers integrate resource management strategies (time management, effort regulation, peer learning, help-seeking) into daily lessons. It is also recommended that the result of this study would be discuss during the Learning Action Cell (LACs) session focused on evidence-based practices for developing self-regulated learners. Support teachers in organizing structured group study sessions and peer tutoring programs by allocating time within the school schedule and providing necessary materials.
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Copyright (c) 2026 Jhane Marie Rose C. Yague MAEM, LEO NAPAROTA (Author)
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