This quantitative-qualitative, quasi experimental research aimed to study the role of debate and study habits in the students' achievement in power generation. Two hundred forty students coming from four selected high schools in Iloilo City were match paired to comprise two treatment groups,the traditional and the debate classes. Conducted in four separate institutions (each school having two treatment groups) from November,2010 to January,2011, this mixed pretest-posttest method of research utilized the research-made Achievement Test in Power Generation and Study Habits Questionnaire, and the standardized Intelligence Quotient Test. The statistical tools employed were frequency,percentage,mean,rank,standard deviation, and cross tabulation for descriptive statistics; and t-test for dependent samples,dependent t-test for paired samples, Analysis of Variance (ANOVA), and Pearson's r at 0.05 alpha level for inferential statistics. Also, observation, interviews,journals and focus group discussions (FGDs) were used for qualitative analysis. The study revealed that the pretest achievement scores of both the traditional and the debate group were "average" showing that the both groups started at the equally the same pre-knowledge. Similar to both groups, the higher intelligence quotient (IQ) category of students, the better the performance.All the categories according to monthly family income (MFI) in both groups had "average" mark. On the other hand, the posttest achievement score of the traditional and the debate groups were "average" and "above average" respectively. The items deemed the easiest common to both pretest and posttest achievement test scores were topics covering power plants, its sources and the processes it go through. Deemed the most difficult were topics under heat, thermodynamics and electromagnetism. For the study habits, both groups when taken as a whole or classified according to IQ and MFI had consistently chipped in a "good" study rating. Note-taking and inductive studying were the most popular study practices, but the most rarely applied were the making of study schedules and the coping with external disturbances when studying. There were significant differences (1) between the pretest and the posttest scores in both the traditional group and debate group; (2) in the mean gain between the traditional and debate groups; and (3) in the posttest scores using the two strategies, when classified according to IQ and MFI. However, there was no significant relationship found between the posttest scores and their study habits. Students perceived debate as an effective,engaging,competitive,relevant,fun,enduring and enlightening strategy in teaching power generation. They said that it likewise honed their science process, leadership, communication,social,argumentation,confidence,interpersonal, and research skills. On the other hand, students still do put at high premium study habits as an effective tool in learning power generation. They still believe that good study habits may still result to better understanding of power.