Learners' Innovative Vocabulary Enhancement Strategy, Reading Proficiency, and Academic Performance: A Correlational Study

ABSTRACT This study investigated vocabulary enhancement strategies, reading proficiency, and academic performance among Grade 10 learners, with a focus on differences based on gender and socio-economic status. Conducted at School A in Isabela City, Basilan, Philippines, the research involved 309 learners and employed a descriptive correlational design, utilizing stratified random sampling and various statistical tools for analysis. Key findings revealed that common vocabulary enhancement strategies included metacognition, inferencing, and using dictionaries. Learners demonstrated reading proficiency at an instructional level, indicating effective comprehension. Academic performance was commendable, with evidence of consistent high scores. The study found no significant correlation between most vocabulary strategies and reading proficiency, except for rehearsing and encoding, which showed a weak negative correlation. A significant relationship was noted between vocabulary strategies and academic performance, while a moderate positive correlation existed between reading proficiency and academic success. The research aimed to inform educational practices to enhance vocabulary acquisition and academic performance in this learner demographic.