This quasi-experimental study investigated whether actively training third-grade students in effective study skills improves their math performance, addressing the observation that academic weakness often correlates with unfamiliarity with learning strategies. The research focused on teaching both cognitive strategies (tools for learning, like rehearsal and organizing) and meta-cognitive strategies ("knowing for knowing," which supervise cognitive tools) using methods such as PQ4R and MURDER. The findings, confirmed via T-tests, demonstrated that students trained with an emphasis on these study strategies exhibited significantly better math performance and higher academic achievement (the experiment group's mean post-test score was 15.36, higher than the control group's 14.19), supporting the conclusion that teaching these strategies eases and improves the quality of mathematical learning.