English Teachers’ Grammar Approaches and Grade 8 Students’ Grammar Skills in Cluster 7 in the Division of Santa Rosa

Abstract

This study investigated the relationship between English teachers’ grammar approaches and the Grade 8 students’ grammar skills in cluster 7 in the Division of Santa Rosa City. A descriptive-correlational research design was employed, utilizing a survey questionnaire for data gathering. The mean, 4-point Likert scale, paired t-test, and Pearson Product Moment Correlation Coefficient were utilized as a statistical treatment. The findings derived from the SOP were highly utilized and extensively applied in practice. The generated computed probability values of grammar approaches such as Deductive-.298, Inductive-.144, Functional-Notional-.865, Situational Context-.342, through Texts-.961, and through Stories-.469. There was no significant difference between the two variables. Students' average grammar skill performance was 86.28, and they were proficient. Regarding using grammar approaches and skills, the r values ranging from .224 to .341 were interpreted as having a low positive correlation. The computed probability values .000 and .001 were lesser than the level of significance (P<0.05); thus, the null hypothesis was rejected. Therefore, the result showed a significant relationship between the two variables. It was concluded that there was a need for strategies to address and provide reinforcement of students’ grammar shortcomings and ineptitude. In addition, as for the output, it was suggested that students’ English proficiency enhancement and advancement for teachers’ grammar approaches be implemented in the teaching-learning process.