Morphemic and Semantic Analyses Skills of Senior High School Students

Abstract

Few studies focus on measuring the morphemic and semantic analyses skills of learners. Thus, this descriptive-comparative study aimed to find out the level of morphemic and semantic analyses skills and if a significant difference exists in the levels of morphemic and semantic analyses skills of 359 senior high school students as a whole and grouped according to grade level, track, and sex. Results showed low morphemic and average semantic analyses skills, a non-significant difference in both morphemic and semantic analyses skills when students were grouped according to grade, but a significant difference in both skills when grouped by track and sex. Despite the students' better semantic analysis than morphemic analysis skills, they still need heavy to light intervention and enhancement to develop their skills further. Thus, a vocabulary building module was designed for the senior high school students.

The Metacognitive Strategies and Writing Competence of Grade 11 Students in a Philippine Public High School

“…This cognitive theory explains that humans cannot be given information; instead, they can construct their learning using experiences and prior knowledge. This theory claims that the learners actively create knowledge and connect to their prior knowledge (Ozdemir & Aydin, 2015;Ubamos & Aboy, 2020).…”