Learning strategies represent the set of methods and techniques that students employ to absorb, process, retain, and apply knowledge and information. These tactics range from note-taking to creating conceptual maps, synthesizing texts, formulating questions, participating in debates, and other activities aimed at facilitating understanding and learning. On the other hand, academic performance refers to a student's ability to achieve satisfactory results in their studies, which implies not only understanding and mastering concepts but also the ability to apply them in real contexts. The relationship between learning strategies and academic performance lies in the fact that the effective use of these strategies can enhance students' academic performance. In this line, we conducted a study to explore the relationship between the use of learning strategies and academic performance. Our sample consisted of 53 seventh-grade students from the Veracruz Educational Center (CEVE). To do this, we used a quantitative correlational and cross-sectional approach, employing a non-experimental design. The results obtained indicate that learning strategies, which encompass acquisition, encoding, retrieval, and information processing support, do not have a significant relationship with the academic performance of the sample analyzed in our study. Additionally, another relevant finding was that no significant differences were observed when comparing groups of students with high and low academic averages regarding the use of learning strategies.
