Students’ Perceived Role of Rote Learning in Vocabulary Learning Strategies at Secondary Level

Abstract

This paper aims to examine the students’ perceived role of rote learning strategy for learning English vocabulary at secondary level. 1497 mixed-ability public and private secondary school students of district Multan were used to gather information. Respondents in age range from 12 to 18 years. The findings were collected through the adapted questionnaires. English version with Urdu translation was administered to participants and a proportional stratified random sampling technique was implemented. Survey method of quantitative design was used in this study. The data were analyzed using descriptive and inferential statistical approaches, including Pearson's R correlations, Mean, SD, Independent samples t-test, and ANOVA. Factor analysis was also performed. Findings showed positive behavior of students’ towards using vocabulary learning strategies. It was concluded that students’ perceived the most effective role of rote learning in vocabulary learning strategies at secondary level then other vocabulary learning strategies. Significant correlation was found between students’ perception of vocabulary learning strategies and students’ perception of preferring rote learning strategy. It was found that students’ perception of vocabulary learning strategies with respect to School Sector, Gender, Group, Medium, Tehsil, Father’s Qualification and Mother’s Qualification varies significantly while students’ perception of vocabulary learning strategies based on Class and Age are not varied significantly. No statistically significant differences was found between students’ perception of preferring rote learning strategy with respect to School Sector, Class, Gender, Tehsil, Father’s Qualification and Mother’s  Qualification. Furthermore students’ perception of preferring rote learning strategy based on Group, Medium and Age differs significantly.