This study was undertaken to assess the extent of study skills and Science academic performance and to determine the relationship between the extent of study skills and Science academic performance of 563 junior high school students consisting of 250 4Ps beneficiaries and 313 non-4Ps. The survey was conducted in secondary schools in Zone I, Division of Zambales in the Districts of Sta. Cruz, Candelaria, and Masinloc. Textbook reading, note-taking, memory, test preparation, concentration, and time management were assessed using the Study Skill Inventory Questionnaire. Scoring the questionnaire was done using the 5-point Likert scale ranging from 5 (Almost Always), 4 (Often), 3 (Sometimes), 2 (Seldom) and 1 (Never). Academic performance in Science was measured through the grade point average from first to third grading periods. Class attendance was taken from teacher’s records. Data on daily allowance was also gathered. Mean data differences were analyzed using analysis of variance in a 2x3 factorial completely randomized design with economic status (non-4Ps and 4Ps) and school districts as factors. Findings showed that non-4Ps scored significantly higher than the 4Ps in note-taking (3.73> 3.60) followed by concentration (3.64>3.32), test preparation (3.62>3.41), textbook reading (3.55>3.27), memory (3.55>3.30), and time management (3.45>3.04). Economic status, school districts, and the interaction of economic status and school districts significantly affected class attendance (p<0.01, p<0.01, p<0.05) and the extent of study skills (p < 0.01) Economic status and school districts significantly affected average grade in Science (p < 0.01) and daily allowance (p < 0.01). Textbook reading (r = 0.27, p < 0.01) and concentration (r = 0.22, p < 0.05) skills in Sta. Cruz while textbook reading (r = 0.27, p < 0.01), memory (r = 0.25, p < 0.01), and test preparation (r = 0.27, p ≤ 0.01) skills in Candelaria were positively correlated with the average grade in Science of the non-4Ps
