The association of learning and study strategies on academic performance and students' academic years, across the two years enrollment of health science undergraduate learners (n=130) is evaluated. A cross-sectional study design utilizing validated questionnaire was used to evaluate the test anxiety, academic competence, test competence, strategic studying and time management factors on academic performance. Data analysis was done in terms of descriptive and inferential statistics. Result revealed that strategic studying and academic performance was signif icantly associated when assessed across the two years of students' enrolment. Accordingly, the second-year students validated better study strategies skills (3.57±0.2) as compared to the f irst-year students (2.92±0.2), a statistically signif icant difference (r = .231, p<0.009). On the other hand, no signif icant relationship was concluded between academic performance of students with test anxiety, test competence, academic competence and time management. In addition, students with good academic performance have better control of academic competence, test competence, time management and test anxiety. Conclusively, with raising the age and maturity, the health science students transform them to exhibit strategic studying in order to perform better in their academics. It could be suggested that efforts should be geared towards different types of assessment in learning and strategic studying that may have an impact on improved academic performance. AbstractIntroduction:
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