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This study examined the influence of vocabulary development on reading comprehension of secondary school students in Basic Science in Ekiti State, Nigeria. This study adopted a quasi-experimental of pre-test, post-test control group research design on 150 JSS 2 students selected from six secondary schools using purposive sampling technique. The instruments used for this study are: vocabulary test and reading comprehension test and the participants pre-test were used to measure students' prior knowledge. The findings of the study revealed that vocabulary knowledge, reading comprehension and students' prior knowledge are related to students' achievement in Basic Science. The findings also showed that the combined influence of vocabulary knowledge, reading comprehension, students' prior knowledge and students' achievement in Basic Science was found to be statistically significant. The study therefore suggested that teachers should make concerted efforts to embark on rigorous and explicit teaching of vocabulary as it has a potential of supporting students' reading comprehension.
The study was aimed at determining the effect of vocabulary instruction on students’ performance in reading comprehension in junior secondary schools in Kaduna State, Nigeria. A quasi-experimental pretest-posttest research design was used for the study. The target population of the study consisted of 39,227 JS II students in public junior secondary schools in Kaduna State. A sample size of 117 JS II students was used in the study. The sample size was arrived at using purposive sampling technique. Sixty seven (67) JS II students were sampled for experimental group while fifty (50) students were used as control group. Both groups were taught for six weeks. A pre-test was administered to both groups prior to the six weeks of teaching to establish the homogeneity of the two groups. A close reading comprehension test was used to assess students’ performance in the reading comprehension task. Data collected in the study was analysed using descriptive and inferential statistics. At descriptive level, mean and standard deviation were used to respond to the research question while t-test was used at inferential level to test the hypothesis at 0.05 level of significance. The result revealed that the experimental group performed better than the control group. The study concluded that it takes fairly intensive vocabulary instruction to guarantee measurable gains in reading comprehension. It was therefore recommended that teachers should include vocabulary instruction in teaching reading comprehension to facilitate more understanding. Curriculum planners should equally include vocabulary instruction as one of the teaching techniques in the basic education curriculum.
Romanian Journal of Psychological Studies
SECONDARY SCHOOL TEACHERS' AWARENESS AND APPLICATION OF VOCABULARY INSTRUCTIONAL STRATEGY FOR TEACHING BASIC SCIENCE IN AWKA SOUTH, NIGERIA2021 •
The study investigated secondary school teachers' awareness and application of vocabulary instructional strategy for teaching Basic Science in Awka South, Nigeria. Two research questions guided the study. The study made use of the survey research design. The sample of the study constituted of all the 60 Basic Science teachers in the 19 governmentowned/public secondary schools in Awka South Local Government Area of Anambra State, Nigeria. The instrument titled Awareness and Application of Vocabulary Instructional Strategy Questionnaire (AAVISQ) with a reliability coefficient of 0.83 was used to collect data for the study. Percentage and arithmetic mean were used to answer the research questions. The findings from the study showed that the Basic Science teachers were aware of the vocabulary instructional strategy and also applied it in their teaching of Basic Science in secondary schools in Awka South. The researchers concluded from the findings of the study that students' poor performances in Basic Science both in internal and external examinations cannot be linked to the Basic Science teachers' lack of awareness and application of innovative teaching strategies such as the vocabulary instructional strategy, since the findings show that the Basic Science teachers were not only aware of this strategy but also apply it in their teaching of Basic Science for the optimum academic performance of the students.
2016 •
This project was conducted to examine how science vocabulary instructional strategies might increase science literacy and comprehension in science. In the literature review, a combination of direct instruction and vocabulary strategies were suggested to improve understanding. During this project, the students spent a lot of time learning vocabulary words for each unit. The summative assessment indicated the students had shown improvement in comprehension and science literacy. Additionally, the students started to use more of the vocabulary terms in their Science Interactive Notebook.
One of the pressing issues that concern people in the academe both local and abroad relates to poor reading comprehension skills. This concern prompted the researcher to conduct this study to identify if vocabulary learning strategies, vocabulary knowledge, reading skills could predict students' reading comprehension. This study made use of descriptive correlation research design. Cluster sampling was used to determine the respondents of the study. It involved 337 grade 6 students. A standardized questionnaire of vocabulary learning strategies by Schmitt (2000) was utilized to get the data on students' vocabulary learning strategies. Researcher made vocabulary knowledge, comprehension skills and comprehension tests were likewise used in the study. The result revealed no correlation between vocabulary learning strategies and reading comprehension. However, it manifested relationships among vocabulary knowledge, comprehension skills and comprehension. The prediction equation to predict overall reading comprehension is constructed as follows: Overall reading comprehension =. 361 + .208 (overall vocabulary skills) + .097 (overall reading skills) +. 143 (sex) +. 129 (antonyms) +. 033 (mothers' educational attainment). It is recommended that researchers replicate this study to further investigate what other variables could predict students' reading comprehension.
Numerous studies have noted the importance of background knowledge and vocabulary in reading comprehension. In teaching reading, approach a teacher uses will count on these two important factors whether to compensate more on the students' background knowledge or vocabulary use for successful reading comprehension. This study aims to investigate the separate and simultaneous contribution of students' background knowledge and vocabulary knowledge toward reading comprehension as predictors of reading comprehension, as well as to examine the better variable serving as predictor of the students' reading comprehension. 33 students were involved as the research participants in which they took three different tests respectively to elicit their background knowledge, vocabulary knowledge and reading comprehension. The results of the study reveal that, separately background knowledge contributed as much as 14.5% in explaining the variance in reading comprehension, whereas vocabulary contributed 21.7%. Meanwhile, Simultaneous contribution of both predictor variables accounted for 27.7% of variance in the reading comprehension. This result suggests that both background knowledge and vocabulary knowledge contribute to students' reading comprehension. Students' vocabulary knowledge is the better predictor of the students' reading comprehension than their background knowledge. This was also confirmed by looking at the regression coefficient of each predictor variable in which vocabulary is equal to 0.409 and background knowledge is 0.398. The result of the study provides educators with a potentially powerful way to structure instruction in reading class.
Journal of English Language Teaching and Learning
The Correlation between Vocabulary Achievement and Reading Comprehension2021 •
The study investigated the correlation between students’ vocabulary mastery and their reading comprehension. Data were collected from 32 eighth grade students of SMPN 11 Palembang. The test item of vocabulary mastery and reading comprehension were given to the students to measure their level of vocabulary mastery and reading comprehension. The results were compared to find out the correlation between those variables. The result showed that there was a significant correlation between students’ vocabulary mastery and their reading comprehension. The technique of collecting data was by using a test. A try out test was also done to find out the validity. After the data of the students’ vocabulary mastery and their achievement in reading comprehension were collected, the data werestatistically computed to find out the correlation between the two variables. The result of applying the pearson correlation shows that the coefficient correlation is 0. 807. It means that there is a significant...
In language learning, vocabulary knowledge is considered as a dominant factor, either as a second or a foreign language. Vocabulary knowledge is justified as a crucial site to overall language acquisition process. There are a lot of unknown words that language learners encounter while they are reading are probably a very basic and fundamental reasons. In this notion, the learner may have difficulties in comprehending the text they are reading. Language learner and educators alike know that many of the reading comprehension breakdowns that experienced by students involve word recognition and lexical access course. Hence, this paper is an attempt to extend knowledge of vocabulary and its relationship with reading comprehension. Through the review of various views in vocabulary role and reading comprehension, intended to broaden knowledge of vocabulary and its relationship with reading comprehension.
Studies in English Language and Education
Reading comprehension achievement: A comparative study between science and social science studentsThis study was aimed at finding different achievements in reading comprehension between the science and social science students at a senior high school in Banda Aceh. It was also aimed at finding factors that influenced their achievements by using a comparative study involving 40 second grade (year 11) students of the school. The instruments used for this study were a reading comprehension test and a questionnaire searching for answers about language attitude, intelligence and motivation of the students towards the English subject. The result from the t-test was 3.67 which were higher than t-table of 2.042 at the level of significance of 0.05. This indicated that the levels of students’ achievement in reading comprehension in the two programs were quite different. The study also found and discussed the factors that made positive differences in achievement of these two groups of students in reading comprehension; they were positive attitudes toward the language, high motivation and h...
The research work was carried out among randomly selected 666 first year student-respondents from 18 identified public and private high schools in the Division of Cotabato City, Central Mindanao, Philippines. The six elements of reading comprehension skills, i.e., understanding vocabulary in context, identifying main idea, noting details, making inference, predicting outcomes, and drawing conclusion, and students' performance in science from the two school types were described and correlated. A competency-based 50-item multiple choice achievement test for each of the reading comprehension and science learning areas was utilised as the research instrument. The test was developed based on the prescribed Table of Specifications (TOS) and aligned with learning competencies formulated under the Restructured Basic Education Curriculum (RBEC) of the Department of Education (DepEd). The study results showed that the overall students' performance in reading comprehension and science was indexed at low mastery level. Generally, four out of six reading skills such as understanding vocabulary in context, noting details, predicting outcome, and making inference made up the overall reading skills that positively correlated with science performance of students although the strength of relationship was considered weak.
Cakrawala: Jurnal Pendidikan
The Correlation Between Students’ Vocabulary MasteryAnd Their Achievement In Reading ComprehensionThis research deals with the correlation between students vocabulary mastery and their achievement in their reading comprehension. The data were taken from 33 students from class X-TKJ of SMK As – Sakienah Boarding School Tugu – Sliyeg. The writer used quantitative method by Pearson Product Moment. From the calculation by using product moment formula, it was found out that the coefficient correlation from this research is 0,8409.. It can be concluded that there is positive and high correlation level between students’ vocabulary mastery and their achievement in reading comprehension. This research used significance level 5%. From the hypothesis testing result, it was found that r_count is 0,8409 >r _table 0,3494. Based on the fact, it can be concluded that Alternative Hypothesis (Ha) is accepted and the Null Hypothesis (Ho) is rejected. So, there is significance correlation between students’ vocabulary mastery and their achievement reading comprehension.
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