The Influence of Reading Habits, Vocabulary Learning, and Grammar Learning Strategies on the Writing Proficiency of Senior High School Students

Abstract

Aims: Poor writing hinders academic success. Hence, students have difficulty in writing due to the varying factors that affect the input on receptive skills that compromise the productive skill. Receptive skills pertain to the acquisition of language through comprehensible input. Productive skill refers to the ability of learners to produce language. Specifically, this seeks to measure the levels of reading habits, vocabulary learning, grammar learning strategies, and writing proficiency, their correlation, and the significance of their influence. Study Design: This utilized the regression analysis research design. Place and Duration of Study: The study was conducted in the selected Presentation Mary Schools in Davao City, for the academic year 2025-2026. Methodology: This followed a quantitative approach and simple randomly selected 202 senior high school students as respondents. Furthermore, this employed an adapted survey questionnaire to determine descriptive levels of the independent variables, and a researcher-made essay question to measure the dependent variable. This observed strict adherence to standard ethical procedures and applied both descriptive and inferential statistics for the findings. Results: The descriptive 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. Recommendation: It is recommended that the Department of Education revalidate and evaluate courses offered in the senior high school program to ensure outcome-based results, especially in writing. School administration is also encouraged to create programs that enhance reading, vocabulary, and grammar skills to improve writing.