The study employed a quantitative-descriptive correlational research design to assess the relationship between technical English vocabulary proficiency and reading comprehension skills among Grade 11 Organic Agriculture Production (OAP) students in Negros Occidental during the school year 2025–2026. The respondents consisted of the entire population of 105 students, selected through total enumeration sampling to ensure comprehensive representation. Data were gathered using a researcher-made questionnaire composed of two parts: twenty-five multiple-choice items measuring technical English vocabulary proficiency and nineteen passage-based items assessing reading comprehension strategies. To establish rigor, the instrument underwent content validation by a panel of experts in language education and agricultural instruction, ensuring clarity, relevance, and alignment with study objectives. Reliability was confirmed through the test–retest method, yielding exceptionally high Pearson correlation coefficients (technical vocabulary: r = 0.996, p < .001; reading comprehension: r = 0.997, p < .001), indicating strong stability and consistency of the tool. Results revealed distinct levels of proficiency in both technical vocabulary and comprehension skills, and statistical analysis tested the hypothesized relationship between the two variables. Findings underscored that vocabulary mastery significantly influenced comprehension outcomes, affirming the theoretical premise that linguistic competence serves as a gateway to disciplinary knowledge. The study provides evidence-based insights for educators, curriculum developers, and policymakers, highlighting the need for integrated instructional approaches that strengthen technical language acquisition and comprehension skills to enhance academic success and professional readiness in agricultural education.
Ruel B. Concepcion, Lenny Mae C. Otero· International journal of res...· 0 citations
This study, entitled 21st Century Learning and Innovation Skills of Students in Relation to Research Competence, examined the relationship between modern cognitive skills and academic inquiry among Grade 12 Senior High School students in a public school in Negros Occidental during the academic year 2025–2026. Utilizing a descriptive-correlational research design, the investigation analyzed students’ demographic profiles age, sex, and strand alongside their proficiency in critical thinking and problem solving, communication and collaboration, and information and media literacy. Research competence was assessed through indicators such as problem formulation and literature review, methodology and data collection, data analysis and technical interpretation, and research ethics and dissemination. Findings revealed that students exhibited strong communication and collaboration skills, while critical thinking and information literacy were comparatively weaker. Results further indicated a significant relationship between 21st-century learning and innovation skills and research competence, suggesting that the enhancement of these skills contributes to improved research performance. The study underscores the importance of integrating 21st-century learning competencies into academic programs to strengthen students’ capacity for inquiry and knowledge creation. The scope of the research was limited to Grade 12 students in one public school, thereby restricting the generalizability of findings to broader contexts. Nonetheless, the study provides valuable insights into the interplay between cognitive skills and research competence, offering implications for curriculum development, instructional strategies, and educational policy aimed at preparing learners for the demands of higher education and professional practice in the 21st century.
Charlene Joy C. Otero, Lenny Mae C. Otero, Citrobelle A. Adeguer· International journal of res...· 0 citations
