World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.328-335
Dionaldo, Shaina F.
Malonas, Jonavee D.
Olvis, Jessa Mae J.
Pedraza, Shemabel
Surigao del Norte State University - Claver Campus
ABSTRACT
This study examined the literacy development of Technical-Vocational-Livelihood (TVL) students majoring in Electrical Installation and Maintenance (EIM) at Claver National High School, focusing on vocabulary instruction. Using a descriptive-correlational research design, the study involved 91 Grade 11 and Grade 12 students during the School Year 2025–2026. Data were gathered through a researcher-made survey questionnaire and analyzed using mean, standard deviation, and Spearman’s rho correlation.
The findings revealed that students strongly preferred vocabulary instruction strategies, with multimodal strategies obtaining the highest mean (M = 4.56), followed by explicit teaching and contextualized activities (M = 4.54). Students also showed very high vocabulary proficiency in technical or EIM-specific vocabulary (M = 4.50) compared to general academic vocabulary (M = 4.46). In literacy development, academic performance recorded the highest mean (M = 4.43), followed by reading comprehension (M = 4.40) and technical reading (M = 4.38), while oral communication had the lowest mean (M = 3.78).
Furthermore, the study found a strong and statistically significant positive relationship between vocabulary proficiency and literacy development (ρ = 0.712, p < 0.001). These findings indicate that effective vocabulary instruction greatly contributes to students’ literacy development, particularly in improving comprehension and academic performance. The study recommends strengthening explicit, contextualized, and multimodal vocabulary instruction while providing more support for students’ oral communication skills.
Keywords: Vocabulary instruction; literacy development; Technical-Vocational-Livelihood (TVL); Electrical Installation and Maintenance (EIM); vocabulary proficiency.
https://doi.org/10.65494/pinagpalapublishing.372
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