📄 Abstract
This explanatory sequential mixed methods study aimed to assess the causal association of the reading comprehension of first year English-major students as viewed from the context of learning style preference and lexical inferencing strategies in the different state colleges and universities in Davao region. The quantitative strand utilized an adopted survey questionnaire distributed to three hundred respondents using stratified random sampling. The qualitative approach employed 17 informants from among the three hundred respondents. Ten were subjected to IDI and seven to FGD. The study revealed that the learning style preference of the respondents indicated high levels in visual, auditory, and kinesthetic. Moreover, the students perceive a high level of lexical inferencing strategies in terms of intralingual strategies and contextual strategies. On one hand, the students have a moderate rating of their reading comprehension in terms of literal, interpretive, and evaluation level while low for the creative level. Learning style preference found to have no significant relationship and influence on reading comprehension. In the contrary, lexical inferencing strategies found to have a significant relationship and a dominant influence on the reading comprehension of the students. The participants of the qualitative strand confirmed and disconfirmed with the quantitative results. Hence, the nature of data integration was revealed to be connecting-confirmation and connecting- expansion. In the broader context, this study will be of great help to the society since improving how students comprehend text translates to a more knowledgeable and capable society, fostering overall societal improvement.
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📚 How to Cite:
Kristy Jane R. Muegna PhD, Virgion H. Mamonong PhD , THE ROLE OF LEARNING STYLE PREFERENCE AND LEXICAL INFERENCING STRATEGIES ON THE READING COMPREHENSION OF EDUCATION STUDENTS: A MIXED-METHODS STUDY , Volume 10 , Issue 5, may 2024, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra17104