Reading Habits, Vocabulary Learning, and Grammar Strategies as Predictors of Writing Proficiency among Senior High School Students in the Presentation of Mary Schools in Davao City
Jay D. Ontal *
Holy Cross College of Calinan, Inc., Calinan, Davao City, Philippines.
Ariel E. San Jose *
Graduate School, Holy Cross of Davao College, Sta. Ana Avenue, Davao City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Background: Writing is a complex skill that requires education and consistent practice, as it involves idea generation, organisation, lexical coherence, grammar integration, and critical analysis. Poor writing proficiency is a significant barrier to academic achievement. Many students struggle with writing due to various factors affecting receptive skills, which in turn influence productive skills.
Aims: Specifically, this sought to measure the levels of reading habits, vocabulary learning, grammar learning strategies, and writing proficiency, their correlation, and the significance of their influence.
Methodology: This study utilised a quantitative approach employing a regression analysis research design. It was conducted during the academic year 2025–2026 in selected Presentation Mary Schools in Davao City. A total of 202 senior high school students were randomly selected as respondents from a target population of 420. Data were collected using an adapted survey questionnaire to determine the descriptive levels of the independent variables, alongside a researcher-developed essay question to measure the dependent variable. Likewise, the instrument underwent a pilot testing and reliability test, garnering a Cronbach's alpha of higher than 90%. Both descriptive and inferential statistical tools were applied to analyse the data.
Results: The results showed that reading habits (2.87), vocabulary learning (3.06), and grammar learning strategies (3.01) both obtained high levels, while writing proficiency (78.62) got a proficiency level of low, indicating that such contents in the receptive skills still do not show an effect on the productive skill. Furthermore, both reading habits (0.30) and vocabulary learning (0.39) showed a moderately low significant correlation, while grammar learning strategies (0.58) showed a moderately high significant correlation with writing proficiency. This was further solidified by the regression analysis results. Both reading habits (0.650) and grammar learning strategies (0.75) showed no significant influence, while grammar learning strategies (0.00) showed a significant influence on writing proficiency. Overall, the determinants' combined influence on the criterion is statistically significant.
Conclusion: The data showed of the very big gap in the variance, which only accounted for 33.1%. This suggested for a further study delving into other variables and indicators not covered, which may account for the remaining 66.9% of the variation. Future studies should explore additional variables to explain the remaining 66.9% variance in writing proficiency. Qualitative research is also recommended to identify emerging themes that may serve as new variables. Additionally, school administrators may implement programs that strengthen reading, vocabulary, and grammar skills to improve writing.
Keywords: Reading habits, vocabulary learning, grammar learning strategies, writing proficiency, senior high school students