Investigating the Link between Vocabulary Learning Strategies and Active Reading Experience Among Grade 11 Students

Abstract

This study dealt with the influence of vocabulary learning strategies and active reading experience among Senior High School students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of vocabulary learning strategies and active reading experience in terms of their respective indicators, the significant relationship between vocabulary learning strategies and active reading experience and what domains of vocabulary learning strategies substantially influenced active reading experience. Also, this study utilized a quantitative-correlational design with 202 respondents among grade 11 students of Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a high level of vocabulary learning strategies regarding determination on learning, memorization, and item of cognitive. Also, results showed high level of active reading experience in terms of technology use on active reading, purpose on reading, physical strategies. In addition, there is a moderate correlation, and a significant relationship between vocabulary learning strategies and active reading experience. Hence, this leads to the rejection of the null hypothesis. Also, all domains of vocabulary learning strategies showed high ratings as perceived by students.