Contemporary Research Analysis Journal

This study aimed to determine significant differences in the extent of vocabulary learning strategy use when categorized according to grade level and gender. The study employed a non-experimental quantitative research design, using the descriptive-comparative method and simple random sampling, with Mean, Independent Samples t-test, and Analysis of Variance (ANOVA) as statistical tools. Researchers used an adapted and validated survey questionnaire to gather data from the 45 target respondents. The results showed that the metacognitive strategy is used frequently, while the social and cognitive strategies are used moderately. It was also found that students’ grade level and gender did not differ significantly in the extent of their use of vocabulary learning strategies. This may mean that other factors, such as individual learning preferences and teaching methodologies, might substantially influence the use of strategies. Future research may validate and extend the current findings requires studies with larger, more diverse samples across various educational contexts. Further investigation may explore the interplay of factors such as teaching methodologies, learner characteristics, and instructional materials.

vocabulary learning strategies, intermediate-level students, quantitative research, descriptive-comparative method

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