THE IMPACT OF LEARNING STRATEGIES ON ACADEMIC PERFORMANCE OF TRANSNATIONAL HIGHER EDUCATION STUDENTS (TNE)

Abstract

This study investigates the impact of learning strategies on the academic performance of transnational higher education (TNE) students. In the context of Pakistan, where traditional rote-learning methodologies are prevalent, this research focuses on understanding the learning strategies adopted by transnational university students and their influence on academic outcomes. The rote-learning methodology is a traditional technique adopted by the students in higher education degree programs in the universities of Pakistan. This technique has made domestic students the passive recipient of information during their lectures in classrooms and hence influence their learning outcomes (Bal-Taştan et al., 2018). The study aims to bridge the gap in research regarding the correlation between learning strategies and academic performance among transnational students. The significance of this study lies in its potential to shed light on how learning strategies affect academic success and satisfaction levels among TNE students. The research employs a cross-sectional, quantitative, survey-based approach to gather data from transnational students enrolled at the IVY College of Management Sciences (ICMS) in Lahore, Pakistan. The collected data is analyzed using descriptive statistics and regression analysis. The findings reveal that learning strategies, particularly microstrategies and keys of memory and metacognition, are significantly correlated with academic achievement. Moreover, student satisfaction levels are also positively associated with academic performance. The results suggest the need for targeted training programs to enhance learning strategies among students and promote a deeper understanding of the relationship between learning approaches and academic success.