Chapter II

This chapter includes the review of literature of the study, which specifically classifies

scholastic references and information related to primary subject or them of the study.

Review Related Literature

Foreign Literature
The journal on Educational Psychology Sep 2023, stated that the authentic learning is

gaining attention due to being perceived as a more engaging and effective way of teaching

students. Many schools are incorporating authentic learning into their curricula, and

numerous studies have also been conducted investigating the effectiveness of authentic

learning in improving student outcomes.

The relationship between authentic learning and the analysis of the effectiveness of

different studying techniques among grade 11 students lies in the shared goal of both to

enhance student learning outcomes. Authentic learning, as you described, is a teaching

approach that allows students to explore, discuss, and meaningfully construct concepts and

relationships in contexts that involve real-world problems and projects that are relevant to the

learner.

Mohammadresa 2021, investigate the immediate and long-term effects of teaching

specific reading strategies to students with varying learning styles in order to improve their

reading comprehension.

This study is relevant to analyzing the effectiveness of different study techniques on

learning outcomes among grade 11 students because it focuses on the impact of teaching

specific reading strategies to students with different learning styles.

 According to Yonghe We et. al. 2024, in order to provide tailored learning in online

learning systems, learning style detection is essential. The constraints of the classic inventory

technique for learning type identification are static traits and topic matter. Consequently, this

study designs an automated and trustworthy technique for recognizing learning styles.

It is particularly relevant to analyzing the effectiveness of different study techniques on

learning outcomes among grade 11 students because it presents a method for recognizing

learning styles based on learners' online behavior. This is especially pertinent in today's

educational landscape where online learning is becoming more prevalent. However, it's

important to note that while this study offers promising methods for personalized online

learning, further research would be needed to determine how these methods could be

implemented in real-world classrooms and how effective they would be in improving

learning outcomes for grade 11 students.

Local Literature
According to Pardede 2022, online reading strategies have been a crucial issue in EFL

learning because reading strategies are essential for students reading comprehension and the

increasing penetration of information and communication technology into foreign language

learning has transformed reading and current studies have shown that online text reading

requires new strategies.

This systematic review on online reading strategies in EFL learning is relevant to

analyzing the effectiveness of different study techniques on learning outcomes among grade

11 students for several reasons. Firstly, it emphasizes the importance of reading strategies in

comprehension, a skill that is crucial for academic success across all subjects.
 According to Steven 2022, this study explores how virtual learners perceive the use of

humor in instructor-developed videos and their other factors for learning effectiveness in an

online course.

It is relevant to analyzing the effectiveness of different study techniques on learning

outcomes among grade 11 students as it explores the impact of using humor in online

learning, specifically in instructor-developed videos. This is an innovative teaching technique

that could potentially enhance student engagement and motivation, leading to improved

learning outcomes.

According to David et al., 2023, investigated the relationship between study methods and

exam performance in introductory physics courses. Data were collected over 3 years through

surveys to examine students' study habits, perceived effectiveness of techniques, and the

correlation between time allocation and exam grades. Results indicate that high-achieving

students employ more effective active-learning strategies like problem-solving and group

discussions, and low-performing students rely on passive techniques such as rereading

without comprehension. Notably, students who do not perform as well prioritize study

material order rather than method effectiveness.

The relationship between study methods and exam performance in introductory physics

courses is connected to analyzing the effectiveness of different study techniques on learning

outcomes among grade 11 students for several reasons. Firstly, the study highlights the

importance of effective study techniques in achieving better exam performance. It identifies

active-learning strategies such as problem-solving and group discussions as more effective

for high-achieving students, while passive techniques like rereading without comprehension

are associated with low-performing students.

Review Related Study
Foreign Study
According to William et al., 2020 the auditory type showed the most and the visual type

showed the least amount of improvement. The study thus suggests equipping students with

appropriate reading strategies that are tailored to their perceived learning style in order to lead to

better comprehension and subsequently more enjoyment when reading. The current study

investigates the immediate and long-term effects of teaching specific reading strategies to

students with varying learning styles in order to improve their reading comprehension.

The results of the post hoc analysis indicated that the auditory type showed the most amount

of improvement, while the visual type showed the least amount of improvement in terms of

learning outcomes among grade 11 students.

Michael et al., 2021 states that the students’ use of learning strategies and course performance

were compared both within the experimental semester and across the control and experimental

semesters. Students in the experimental semester did not differ at the beginning of the semester

across conditions in their use of any of the 10 learning strategies or any of the background

characteristics assessed.

The purpose of this study is likely to determine which study techniques are more

effective in improving learning outcomes for grade 11 students. Otherwise, this analysis can

help identify which study techniques are most effective in improving students' performance

in their courses.

According to Miller et al., 2019, the experimental group's pre-test scores were compared

to those of the control group using SPSS software to determine a statistically significant

difference between the two groups' scores. Descriptive statistics show that the mean of the

experimental and control classes are 8.02 and 8.09, respectively, and there is no significant

difference. The sig. value in Levene's test is equal to hence the experimental and control

groups do not differ.

 The purpose of comparing the pre-test scores is to establish a baseline and ensure that the

experimental and control groups are similar in terms of their initial knowledge or abilities

before implementing the different study techniques. On the other hand, this step is crucial in

order to attribute any differences in learning outcomes to the study techniques rather than pre-

existing differences between the groups.

Local Study
David et al., 2021 state that the integration of information and communication technology

into foreign language learning has brought about a significant change in reading practice,

making online reading strategies central to EFL teaching. Reading strategies play a key role

in improving students' reading comprehension.

The connection between the integration of information and communication technology

(ICT) into foreign language learning, specifically online reading strategies, and the

effectiveness of different study techniques on learning outcomes among grade 11 students

may be due to several reasons. Firstly, the use of ICT in foreign language learning, including

online reading, provides students with access to a wide range of authentic and up-to-date

reading materials.

Rocky et al., 2020 state that are students who are actually more invested in using e-

textbooks and online learning resources than printed materials. It is due to better grasp of

affective concepts, improved psychomotor learning, plus the expense and convenience that

the former modality offers than the letter. This, however, may be a cause for the social facet

and learning of the students to be disturbed because of their exposure to laptop and

computers.
 The use of e-textbooks and online learning resources in grade 11 students may result in

better grasp of affective concepts and improved psychomotor learning. E-textbooks and

online resources often provide interactive features, multimedia content, and real-time

feedback, which can enhance students' engagement and understanding of the subject matter.

This increased interactivity and multimedia-rich environment can positively impact students'

learning outcomes. However, the extensive use of laptops and computers for studying may

also have potential drawbacks. Students who are heavily reliant on digital resources may

spend a significant amount of time in front of screens, which can lead to a decrease in face-

to-face social interactions.

A number of studies were done on the difference between good and poor readers.

According to Makinon and Waller 2020, the good readers of English correct 85% of the

grammatical errors they read aloud, while poor readers could only corrrect42 %.

Good readers, who correct 85% of grammatical errors while reading aloud, possess a

higher level of reading comprehension and language proficiency compared to poor readers,

who only correct 42% of the errors. This indicates that good readers have a stronger grasp of

grammar rules, sentence structure, and overall comprehension of the text. Understanding the

connection between good and poor readers is crucial for identifying effective study

techniques to enhance reading comprehension and overall learning outcomes among grade 11

students.