Abstract
The college entrance examination scores and first-year college grade point averages of 123 Liberal Arts and Science students at a Filipino university were related to their responses to each of the four subscales of the Inventory of Learning Processes: (a) Deep Processing; (b) Elaborative Processing; (c) Fact Retention; and (d) Methodical Study. The results indicate that the Elaborative Processing subtest was valid in predicting achievement at the college entrance level. The data suggest that the constructs of Elaborative Processing and Deep Processing may become even more closely related to college grades. No evidence was found for the independent influence on achievement of study methods which emphasised either fact retention or a methodical approach.
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