Technical English Vocabulary Proficiency and Reading Comprehension Skills of Students: Basis for Intervention

Abstract

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.