English grammar skills and academic performance of senior high school students
DOI:
https://doi.org/10.56183/iberoeds.v4i2.691Palavras-chave:
English grammar skills, academic performance, descriptive-correlational study, Philippines.Resumo
The incorrect usage of English grammar might be one of the problems in using the English language that most people face, especially students, in terms of writing and speaking. The primary purpose of this study was to determine the relationship between English grammar skills and the academic performance of Grade 11 Humanities and Social Sciences students. In this study, researchers used the descriptive-correlational approach to depict the demographic makeup and determine the relationship between the two variables. The statistical methods utilized include weighted mean, standard deviation, frequency percentage, and Pearson's r to investigate the correlation between English Grammar and respondents' academic performance. The findings revealed a significant relationship between English grammar skills and the academic performance of Grade 11 HUMSS students. English grammar instruction tailored to Grade 11 HUMSS students should be enhanced, and grammar should be integrated across subjects to improve their academic performance. Additionally, providing individualized support can further facilitate the development of students' grammar skills.
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Copyright (c) 2024 Cristine Faith R. Enriquez, Ruhana L. Alan, Caryll Mae Amion, Niel Cliron M. Pandian, John Paul B. Ungab
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
