Lexical Relations Performance Among Criminology Freshmen

Abstract

Effective lexical competence is essential for criminology students to produce accurate and professional written communication. This study assessed the lexical relations performance of Criminology freshmen at Cagayan State University – Sanchez Mira, focusing on homonyms, homographs, and homophones. Using a quantitative descriptive-comparative design, the study employed a total population sampling technique to select respondents. Data were gathered through a multiple-choice test, a cloze test, and a timed dictation test to measure students’ performance. For data analysis, descriptive statistics such as frequency, percentage, and mean were used to describe the level of performance, while inferential statistical tools such as t-test and ANOVA were utilized to determine significant differences across demographic and academic profiles. Findings revealed moderate competency in homonyms but low competency in homographs and homophones, with no significant differences across demographic and academic profiles. Results suggest that lexical performance is influenced more by exposure and practice than by background characteristics. It is recommended that students engage in guided exercises on homographs and homophones, while instructors utilize the proposed worktext with contextual examples and listening activities. Future researchers may expand sample sizes, explore additional factors, include other lexical relations, and assess the material’s effectiveness.