Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 27 no. 10 (2025)

Understanding Vocabulary Knowledge of Secondary Students: A Convergent Study

Tricia Mae Roma | Evelyn Erellana

Discipline: Education

 

Abstract:

The study "Understanding Vocabulary Knowledge of Secondary Students: A Convergent Study" explores the vocabulary proficiency of Grade 10 students at Saint Jude Academy in Maniki, Kapalong, Davao del Norte. Utilizing a convergent parallel mixed-method approach, the research integrates quantitative surveys and qualitative interviews to gauge the students' vocabulary knowledge across three key indicators: vocabulary form, vocabulary meaning, and vocabulary use. Findings reveal that students generally demonstrate a low level of vocabulary knowledge, with struggles in comprehension, pronunciation, and contextual application. Key psychological and motivational factors impacting vocabulary acquisition emerged, such as emotional satisfaction when learning new words and barriers like disinterest in English. Challenges in vocabulary comprehension and formation—like difficulties with word recall, understanding synonyms and antonyms, and grammatical usage—were significant. The study highlights the need for more engaging, student-centered vocabulary instruction to boost students’ vocabulary knowledge and language skills. These insights aim to support educators in refining vocabulary teaching strategies, thereby enhancing students' language competence and readiness for academic success.



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