The Mediating Effect of Parental Involvement in The Relationship Between Vocabulary Learning Strategy and Reading Motivation of the Students in Secondary Public Schools/ A Convergent Design

Abstract

This mixed-methods study, employing a convergent triangulation design, aimed to ascertain the miscues-based oral reading level of the senior high school students. A total of 151 participants were chosen from three campuses of a non-sectarian institution, and quantitative data were gathered from the participants by reading a 185-word reading selection orally. Miscue analysis by Goodman (1969) was used to identify the number of incurred miscues of the participants. The quantitative data were analyzed descriptively and treated using mean, t-test, post-hoc analysis, and analysis of variance. Results revealed that the participants acquired an overall reading score of 92.39%, which means most of them are at the instructional level. Further, a significant difference is revealed when a comparison is made between the three academic strands. Moreover, the qualitative data were obtained through in-depth interviews (IDI) and focus group discussion (FGD), both requiring participants to answer open-ended questions. Through thematic analysis, the researcher unveiled the participants' experiences, the role of grouping variables, and the role of these experiences in shaping their beliefs, biases, attitudes, and behaviors. Finally, a joint display of quantitative and qualitative findings revealed that convergent data between two approaches occurred when merging function is employed. Based on the results, an intervention scheme was proposed.