ABSTRACT
This study investigates the role of vocabulary proficiency in shaping the academic performance of Grade 11 learners within the context of the Matatag Curriculum. With vocabulary serving as a foundational skill for reading comprehension, written communication, classroom participation, and overall learning engagement, the research examines how limitations in vocabulary impact learners' academic success. Using descriptive study, data were collected from 30 Grade 11 students through survey questionnaires and analyzed using statistical techniques. The findings reveal a strong positive correlation between vocabulary proficiency and academic performance, highlighting significant challenges in word selection, reading comprehension, and classroom engagement. These results underscore the need for targeted vocabulary enhancement interventions to improve learners’ academic outcomes and foster greater participation. The study concludes with recommendations for integrating structured vocabulary development programs, collaborative activities, and technology-enhanced learning into the curriculum to address identified gaps and support student success.
Keywords: Vocabulary Proficiency, Academic Performance, MATATAG Curriculum, Grade 11 Learners, Vocabulary Enhancement Programs
CONTEXT AND RATIONALE
Vocabulary proficiency is a cornerstone of academic success, significantly influencing students' ability to comprehend reading materials, articulate ideas in writing, participate in classroom discussions, and engage with the curriculum. Within the context of the Matatag Curriculum—a student-centered approach emphasizing foundational skills—vocabulary acquisition challenges present significant barriers to learners' academic achievement. These barriers include difficulty in word selection, low reading comprehension, limited written communication skills, and reluctance to participate in discussions, all hindering active engagement and overall academic growth.
Recent studies have increasingly highlighted the importance of vocabulary knowledge in enhancing language skills and academic performance across various subjects. For instance, according to Alghbary (2020), limited vocabulary is a major obstacle that hampers students' ability to access complex academic texts yet affects their comprehension and engagement. This impact is particularly critical in contexts like the Matatag Curriculum, where content integration and multi-disciplinary learning require strong vocabulary foundations to facilitate meaningful engagement across subjects.
Furthermore, Orosco and O'Connor (2019) emphasize the role of targeted vocabulary instruction as a crucial intervention for improving reading outcomes, especially for students from linguistically diverse backgrounds. The Matatag Curriculum's emphasis on inclusivity requires innovative vocabulary teaching strategies to ensure all students can fully participate, regardless of their starting proficiency levels.
A study by Lin and Yu (2021) further supports the idea that vocabulary development contributes to improved classroom engagement. They argue that students with a richer vocabulary are more likely to engage in classroom activities, including discussions and collaborative learning. In this way, expanding learners' vocabulary enhances their individual learning experience and positively affects the overall classroom dynamics.
Scott and Thompson (2022) examined the connection between vocabulary proficiency and writing skills among senior high school learners. Their findings indicated that students with more extensive vocabularies produced written assignments with greater depth and clarity. This aligns well with the current research, which aims to investigate similar correlations within the Grade 11 population. Learners' challenges in expressing themselves are often rooted in limited vocabulary, which impacts their ability to articulate complex ideas and produce high-quality written work.
Khadka (2023) highlights the importance of integrating technology-enhanced vocabulary learning tools to bridge gaps in vocabulary acquisition. The Matatag Curriculum aims to incorporate 21st-century skills, and using digital tools to enhance vocabulary learning can foster engagement and academic performance. Leveraging educational technology can make vocabulary acquisition more interactive and accessible, helping learners overcome their reluctance to engage in vocabularybuilding exercises.
This research focuses on Grade 11 learners in a Senior High School in Carmen, investigating how their vocabulary proficiency correlates with their academic performance. It explores the impact of vocabulary skills on various academic dimensions, including reading comprehension, written communication, classroom participation, and motivation to expand vocabulary. Building on existing studies that underscore the relationship between vocabulary knowledge and academic achievement, such as those by Stahl and Nagy (2006), Zimmerman (2014), Alghbary (2020), Orosco and O'Connor (2019), Lin and Yu (2021), Scott and Thompson (2022), and Khadka (2023), this study aims to contextualize these findings within the unique framework of the Matatag Curriculum.
The research seeks to provide valuable insights for educators, curriculum developers, and policymakers by addressing these issues. The study aims to identify gaps in vocabulary instruction and offer practical recommendations for improving learners' academic outcomes through targeted interventions. This research contributes to a deeper understanding of how enhanced vocabulary proficiency can equip learners with the tools to thrive across multiple subjects, fostering a supportive and inclusive educational environment.
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