| Summary: | The objective of the study was to examine the impact of gender-wiseand syllabus-wise study approaches in academic performances ofhigh school students. Study involved ninety high school students(45 girls, and 45 boys) randomly selected from two high schoolsin Galle, and Gampaha, Sri Lanka. Study process of respondentswas measured by employing the ‘revised two-factor Study ProcessQuestionnaire’ of Biggs et.al (2001). Descriptive and inferentialanalyses of data were conducted by using the SPSS software. TheStudy Approaches (including study motives, and study strategies)employed by respondents during the study process were examined.Relationships were tested among study process variables pertainingto the gender, and syllabus of respondents and their academicperformances. High School girls have indicated deeper studymethodologies in comparison to the boys. Science stream studentsrecorded deeper study methodologies, and Arts stream studentsrecorded surface study methodologies. Girls recorded superiorexamination results over boys. A positive relationship was foundbetween the surface study approach and Academic performancesof girls. Study highlights the necessity of defining, and applyingintegrated study process approaches, and evaluation techniques forthe vitality of education.
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