The strategies students use in their learning processes are crucial to their academic success, particularly in complex subjects like science. Students' preferred learning strategies can significantly influence their academic performance as they navigate scientific concepts. This study examined the relationship between academic achievement and the utilization of deep and surface learning strategies among high school students at a private institution in Carmen, Cebu, Philippines. It seeks to understand how these strategies influence science learning and suggests teaching practices to promote a practical learning experience. A mixed-method approach was employed, integrating quantitative data from a standardized questionnaire with qualitative insights from student interviews. A sample of 101 students was selected from 136 participants, determined using RAOSOFT, ensuring a 95% confidence level and a 5% margin of error. The study utilized the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) to assess learning strategies. Findings showed that high-performing students preferred deep learning strategies, though the correlation with performance was weak. Moderate academic performers used both strategies, while low performers relied on surface learning, which was linked to lower achievement. Promoting deep learning strategies alongside surface learning, especially for lower-performing students, is recommended to foster curiosity and motivation to improve academic performance and achieve long-term success.

Learning to read constitutes one of the most important cognitive abilities students acquire during their education, and teachers’ knowledge of reading instruction is considered significant to teaching quality and students’ achievement. This paper aims to systematically review the existing research on teacher knowledge of reading instruction over the past six years, following the PRISMA statement’s guidelines, to identify the current research trends, areas of research, and research gaps. Three main research areas are identified in the 22 reviewed articles, namely (a) Teacher knowledge (TK) exploration, (b) TK assessment, and (c) TK development. More specifically, research on TK exploration includes sub-themes such as examining TK, investigating the relationship between TK and practice and student achievement, and influencing factors of TK. TK assessment includes research on the development and validation of more comprehensive measurement tools to assess teachers’ content knowledge and pedagogical content knowledge of reading instruction. TK development involves the effectiveness of interventions on TK of reading instruction in teachers’ professional development programs. Future studies are recommended to use a more diverse range of methods, including both quantitative and qualitative approaches to study teachers’ knowledge in their classroom practice, and to focus on teachers’ active role as knowledge constructors. Studies in L2 reading contexts are also recommended.