V3I3P47

Assessing the Grammar Competence Among Senior High School Students

C-Jay Quider¹, Christian A. Aranas¹, Regine T. Arranz¹, Criselda Q. Cabangahan¹, Mae Jane O. Candungo¹, Kaye Angelic S. Garcia¹, Jaecchoh S. Gumban¹, David Vhounge B. Ligalig¹, Steven Jerel Jay L. Pajal¹, Kenneth C. Tiempo¹, Allaine Mae Y. Varacion¹, Niel Yves C. Dultra², and Rodelio B. Pasion, PhD^3*

Abstract

Grammar competency remains critical for senior high school students’ communication and academic success, yet localized assessments in Philippine public schools are limited. This descriptive study evaluated proficiency among 80 Grade 11 General Academic Strand students at Tungao National High School (Butuan City, Philippines) using a validated 50-item Grammar Competency Test covering parts of speech, sentence structure (subject-verb agreement, tenses, voice, clauses, types), and mechanics (punctuation, capitalization, spelling, syntax). Convenience sampling from three sections; ANOVA to analyze demographic differences (age, sex, ethnicity, home language). Results revealed parts of speech strongest (MPS=65.31, moving toward mastery), mechanics weakest (MPS=45.71, average near mastery), with significant effects by age (F=22.3, p<0.001) and sex (F=9.84, p=0.003); no effects by ethnicity/home language. Grounded in Functional Theory and aligned with DepEd MATATAG Curriculum/RA 10533, findings recommend mechanics-focused interventions, teacher training, and visual aids to enhance EFL outcomes.

Keywords:

Convenience Sampling, DepEd MATATAG, Descriptive Study, Functional Theory, General Academic Strand, Grammar Competency, Grade 11 Students, Tungao National High School, Butuan City, Philippines