This research is grounded on the theory of constructivism which postulates a relationship
between the deliberate study techniques and Academic performance outcomes, which can
pattern the student’s study routine. The theory of constructivism gives credence to this process
by postulating that learners create their own representations and incorporate new information
into their pre-existing knowledge as they encounter the world and reflect on it (schemas). This
building process however, demands the involvement of interrelated factors that coalesce to
determine the outcome of learning. The research uses these interrelated factors as a model to
determine its effects on learners' information acquisition.
The factors represents the attributes that the learners implement or encounter during
learning, and therefore can be used as determinant to study the relationship between technique
implementation and academic performance by virtue of the their grades or GPA, the factors used
in this research includes “budgeting time”, “physical conditions for study”, “reading ability”, “taking
notes”, “factors in learning motivation”, “memory”, “taking examinations”, and “health”.
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