Résumé:
This study examines the impact of learning strategies on the academic achievements of
second-year LMD students at the University of 8 Mai 1945, Guelma. Utilizing a quantitative
approach, data were collected through questionnaires completed by 65 students. The research
aims to identify which learning strategies correlate with higher academic performance. The
analysis reveals that social learning strategies, such as collaborative learning and peer
discussions, are the most commonly used and are significantly associated with better
academic outcomes. The findings suggest that students who actively engage in social learning
activities tend to achieve higher academic success. This study contributes to the broader
understanding of the role of learning strategies in academic achievement and offers practical
recommendations for educators to integrate social learning strategies into their teaching
practices to enhance student performance.
