Effect of Vocabulary Knowledge on Comprehension in Student Literary Works
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 36, Issue 4
Abstract
This study aimed to examine the effect of vocabulary knowledge on students' comprehension of literary works. Using a simple random sampling technique, the researchers selected 226 Junior High School students from a private school in Bocaue, Bulacan. Slovin’s formula was applied to determine the appropriate sample size, and data collection was conducted through research instruments and questionnaires designed to assess students' vocabulary knowledge and reading comprehension. The findings of this study suggest that vocabulary knowledge plays a role in students' understanding of literary texts. Researchers emphasize the importance of expanding students' vocabulary to enhance their comprehension of literary works. Engaging and interactive teaching methods can help capture students' attention, encouraging them to explore and analyze literary texts more effectively. The study revealed that while students demonstrated a strong understanding of literary works with or without symbols, their performance on the test questionnaires indicated inconsistencies in comprehension. This suggests that although vocabulary knowledge influences reading comprehension, its impact may not be as significant as initially expected. Overall, the study highlights the need for more effective strategies in teaching literary texts, particularly in strengthening students' vocabulary and analytical skills. Future research is encouraged to explore additional factors affecting literary comprehension and to develop innovative approaches that promote deeper engagement with texts. By enhancing vocabulary instruction and making literary learning more engaging, students can develop a stronger grasp of themes, symbolism, and contextual meaning in literary works.
Authors and Affiliations
Efren Flores , Desserie Mae Garan , Jolina Santiago , Barachiel Gabinay , Anne kyle Ramirez , Angelica Moya , John Carl Froi Carpo , Shelbert Lloyd Duncil
Keywords
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- EP ID EP768031
- DOI 10.70838/pemj.360408
- Views 15
- Downloads 0
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