Effect of vocabulary learning strategies on word and concept retention among different learning styles

Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Biology


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Bee Ching U. Ong Kian Koc

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Lydia S. Roleda
Levi E. Elipane
Voltaire M. Mistades


This study aims to investigate the outcome when explicit vocabulary learning strategies are taught to students. It utilizes a quasi-experimental design, having two enrichment classes known as AGHAMON students from Assumption College, San Lorenzo, Makati City. The discipline included study for this study is biology, particularly the topics on Circulatory and Respiratory systems for grade nine students. 33 students were included in this study for the school year 2016-2017. Prior to the implementation of explicit vocabulary learning strategies, students learning style using the VARK Questionnaire was gathered and their individual modalities were taught. After determining the learning style, the VLS was also determined using a pen and paper survey- questionnaire by Carranza, Manga, Dio, Jamora, Romero (2015). Explicit vocabulary learning strategies were implemented based from Marzanos Six-Step Process for Teaching Vocabulary and this also served as the theoretical framework, which included the use of journal, graphic organizers and an educational card game. After a two-week implementation an immediate posttest was administered to check for over-all learning. Four weeks after the implementation, a delayed posttest was administered to determine retention of vocabulary terms/words/concepts. The tests used in this study is divided into three variables, namely spelling, definition, and concept. Descriptive statistics and t-test for paired samples were used to analyze the data gathered.

The result showed that there is a significant change from the pretests and both immediate and delayed posttest scores, having a positive gain. There was also a significant change of scores from most of the learning style groups. In terms of retention, when the immediate and delayed posttests were compared, it shows that in most learning styles and test variables, there was no significant change. This implies that there was retention of biology vocabulary words and concepts that can be attributed to the explicit vocabulary learning strategies used by the students. Through this study, the researchers aim to increase biology vocabulary knowledge was achieved. This can have certain impact to the way students used their scientific language, which can make them more scientifically literate citizens. It is therefore recommended that biology teachers should allot time for vocabulary learning as part of their instruction.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc ; 4 3/4 in.


Biology--Study and teaching; Vocabulary tests; Learning strategies; Junior high school teaching

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