Graduate thesis (Master of Arts in Education Major in English) - - Foundation University, 2026.

Includes bibliographical references and appendices.

Abstract
The study aimed to investigate the extent to which teachers utilize vocabulary
strategies and the relationship of these strategies with the selected variables. It also
determined the students' reading performance. The researcher utilized the
descriptive-correlational survey and employed the systematic sampling technique
in identifying the 180 Grade 7 respondents from the seven public secondary schools
of Maria Districts 1 and 2 in the Division of Siquijor. The researcher used validated
questionnaires and employed mean, percent, standard deviation, Chi-Square Test,
and Spearman's Rank-Order Correlation in treating the data. The findings revealed
that the extent of the teachers' utilization in terms of the following strategies is
"high": (a) context clues, (b) word analysis, (c) use of dictionary, (d) breaking words
into syllables, (e) making connections, () visualization/drawing. It was also found
that the students' reading performance when exposed to a reading selection is
"satisfactory". The data further indicated that the mentioned strategies are
significantly related to the students' reading performance. Additionally, the findings
also showed that book reading frequency and extent of encouragement of parents or
guardians significantly relate to the students performance; however, sex, main
source of income, number of books at home, and nunmber of magazines/newspapers
do not. These findings emphasize that the higher the utilization of these strategies
and the support of parents or guardians to home reading practices, the greater the
students' gains in vo cabulary, comprehension, and overall reading outcome.
Keywords: vocabulary strategies, reading performance, home learning environment,
extent of utilization