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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

As stated by Munia Khan, "Grammar is the breathing power for the life

of language", means that when there is no grammar, no language will be

formed. Grammar is the sequencing of words in order to construct sentences

and defined as the correct use and arrangements of punctuations, words,

parts of speech, and syntax in order to make paragraphs (Bal, Notari, 2023).

This research focused on Grammar Trivia and its effect on Academic

Performance.

Grammar, in the present status of the respondents, 11 Humanities and

Social Sciences Maunawain, out of 15 students in class, 33% or simply, 5

students in the class are low or having difficulties to make paragraphs without

the use of Google translator or any applications to translate Filipino to

English. The study is the way in order to explain widely the effects of

grammar on academic performance. The research can contribute to a deeper

understanding of grammar rules and structures, which have implications for

language learning. Furthermore, it also can contribute to the broader

concepts of linguistics by adding the existing body in grammar. Also aims to

provide a specific and general new knowledge on the grammar skills of

people to develop for the English language and literature. The researchers,
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conducted these study in a purpose of benefiting not only the 5 students,

who are the respondents, but also other students who are struggling in the

means of English grammar.

The grammar of a language consists of simple principles that consisted

of verb tenses; such as past, present and future tense, that can be also in

participle, and progressive tense, articles and right order of adjectives, how

questions are phrased, and how paragraphs are formed. Human beings are

required to have grammar to talk effectively and fluently. Speakers and

listeners, even authors and their audiences need to feature in like structures

to be able to apprehend one another. The word grammar comes from a

Greek word that means "craft of letters". In addition, grammar is the

organized study and description of language, it has processes that follow and

examples that deal with the syntax and the morphology of the language.

Grammar is clearly something anyone starts to research in the first days and

weeks of life, via interplay with others. From the instant we are born, the

grammar that makes up that language and the language itself are all around

us. We begin studying it as quickly as we pay attention to it spoken round us,

even supposing we do not completely recognize its which means yet.

Moreover, pedagogical grammar is the grammar which teachers use in

educating English learners and students. But, students still use prescriptive

and traditional grammar, which is the subject and verb agreement and

connection (Nordquist, 2020).

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Background of the Study

As stated to the Department of Education Memorandum No.

35, s. 2006, also known as “Establishing the Policy to Strengthen the

use of the English Language as a Medium of Instruction in the

Educational System “ the curriculum features the grammar skills allow

children to learn and practice English grammar so that this skill

becomes easier. Children who are immediately accustomed to English

grammar at a young age are more easily able to learn and understand

this grammar, which helps their grammar skills. Studies have also

shown that grammar skills have many cognitive benefits for children,

such as improved reading and writing, faster comprehension, and faster

interaction with others.

According to Department of Education Memorandum No. 36, s.

2016, also known as “The implementation of K to 12 Basic Education

Programs and includes guidelines for the teaching of English language and

grammar in the curriculum.”, the Classroom Policy Guidelines for the K to

12 Basic Education Program, are very helpful for students learning

English grammar to help their grammar skills. Learning English

grammar is very helpful especially in each subject so that they can

understand it more easily. Grammar skills help students because no

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one who is good at writing and reading who is not good in this area

and helps to improve classroom skills and promote learning outcomes.

In accordance with Department of Education Memorandum No.

39, s. 2012, also known as “ Policy Guidelines on Addressing Learning

Gaps and Implementing a Reading and Writing Program In Secondary

Schools Effective School Year 2012- 2013” stated that the importance

of responding to learning is that it will help students write and read

and develop their grammar skills. This will help students who have

problems with their grammar skills. Through this, other students will

also be attracted to learn or enhance their writing and reading which

will help their grammar skills. Lastly, what includes grammar instructions

is that they can guide students to improve their grammar skills

(deped.gov.ph).

Theoretical Framework

In order to explain why the research problem of this study exists

and provide an evaluation and explanation on the relationship of the

concepts in this research study, the following theories are presented

and discussed.

Theory of Universal Grammar by Robert Barsky

It was developed by Robert Barsky, a professor at Vanderbilt

University, and the author of Noam Chomsky: A Life of Dissent. His

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contributions to Sage Publication's Encyclopedia of Human Development

formed the basis of his contributions to Britannica. This theory state

"that the Universal Grammar, theory proposing that acquisition of

language. This theory proposed that it is linked to work on generative

grammar, and that is based on the idea that aspects of syntactic

structure are universal. This concept suggest that the human mind is

pre-equipped with a universal grammar. This framework is said to

different languages, despite their apparent research since the topic is

grammar skills which is the theory containing human development,

grammar that can be use this to expand vocabulary knowledge about

grammar. The researchers use this theory because it is connected and

related to grammar and to be enhanced grammar skills development

(Brittanica.com).

Theory of Constructivism by Jean Piaget (1973)

Piaget’s theory of Constructivism impacts learning curriculum. ”In

1973 Piaget developed the theory of constructivism. Jean Piaget was a

philosopher from Switzerland. He was also a natural scientist that was

famous for the work that he did studying cognitive development and

learning theories encompassed in his view of “ genetic epistemology.

His theory state “ that constructivism impacts learning curriculum

because teachers plan which enhances their student’s logical and

conceptual growth ”. By this theory knowledge cannot be stored. Their

grammar skills will increase their grammar skills and improve their
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ability. They will have more knowledge of their grammar skills that will

help them socialize with other people, reading and their writing that will

help them in the new languages they will encounter. The researchers

use this theory to enhance students grammar skills and also to support

our study (teach-nology.com).

Grammatical Theory by Stefan Müller

In 2020, this theory was published. Müller Stefan was a major

gap the literature. In (2012), Stefan Müller’s recent introductory

textbook, Grammatiktheorie, is an astonishingly comprehensive and

insightful survey for beginning students of the present state of syntactic

theory. His theory is to improve the logical and critical knowledge. It

was explained that people still need to improve the knowledge of

grammar. The languages that are gradually learn will help to remember

better and apply to help the grammar skills. The researcher use this

theory to motivate the students that their understanding of simple words

will help them improve and develop their grammar skills

(library.oapen.org).

Conceptual Framework

This conceptual framework explain the connection of variables used

in this research. It is composed of two variables, the independent and

dependent variables.
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The independent variable list is consisting of profile of respondents

(gender, study habits, scores, school attendance, and subject

preferences) Grammar related factors, English related factors (subject-

verb agreement, construction of paragraph, punctuations & syntax, parts

of speech, sentence structure) school factors (English curriculum,

teaching method, assessment practices, availability of reading material,

subject competencies) personal factors (self-motivation, perseverance,

fluency, diligence, attentiveness).

The dependent variable list is consisting of academic performance

(outstanding, very satisfactory, satisfactory, fairly satisfactory, did not

meet the expectations).

Research Paradigm

Independent Variable Dependent Variable

 Profile of Respondents Academic Performance

o Gender (90-100) Outstanding
o Study Habits (85-89) Very Satisfactory
o Scores (80-84) Satisfactory
o School Attendance (75-79) Fairly Satisfactory
o Subject Preference (Below 75) Did Not Meet the
 Grammar Related Factors Expectation
o English Related Factors
 Subject-verb agreement
 Construction of Paragraph
 Punctuations & Syntax
 Parts of Speech
 Sentence Structure
o School Factors
 English Curriculum
 Teaching Method
 Assessment Practices
 Availability of Reading
Materials
 Subject Competencies
o Personal Factors
 Self-Motivation
Perseverance
 Fluency
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Figure 1 This Conceptual Framework diagram presents the Independent

Variables which is composed of Grammar Related Factors; and the
Dependent Variable which is the Academic Performance of a student.

Statement of the Problem

This study aims to determine the effects of grammar trivia to the

academic performance of the Grade 11 HUMSS students in Reading

and Writing Skills from February to May 2024 in Upland Integrated

National High School during the second semester of the school year

2023-2024.

Specifically, the study sought to answer the following research

questions:

1. What is the profile of the respondents in terms of:

1.1 Gender

1.2 Study Habits

1.3 Scores
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1.4 School Attendance

1.5 Subject Preference

2. Which of the English related factors is/are considered by the

respondents as having the greatest effect in their class

performance?

2.1 Subject-verb Agreement

2.2 Construction of Paragraph

2.3 Punctuations & Syntax

2.4 Parts of Speech

2.5 Sentence Structure

3. Which of the School factors is/are considered by the

respondents as having the greatest effect in their class performance?

3.1 English Curriculum

3.2 Teaching Method

3.3 Assessment Practices

3.4 Availability of Reading Materials

3.5 Subject Competencies

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4. Which of the Personal factors is/are considered by the

respondents as having the greatest effect in their class performance?

4.1 Self-motivation

4.2 Perseverance

4.3 Fluency

4.4 Diligence

4.5 Attentiveness

5. What is the Academic Performance of the selected HUMSS 11

students as the respondents?

Null Hypothesis

There is no significant effect of Grammar Trivia to the Academic

Performance.

Significance of the Study

The researchers identified the following people as those who will

benefit from the results and findings of this research undertaking:

Students. With the conduct of this research study, the students

who are having difficulties in grammar, but not respondents have a

better understanding of the effects of this grammar to the improvement

of their English and language skills.

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School. The school can benefit from this study through the new

knowledge and contributions that the findings can give on results of

grammar research so that they can improve their students’ services.

Respondents. The conduct of this research, the respondents will

directly benefit from the study, because of new knowledge and better

understanding about grammar.

Future researchers. The research that the researchers

conducted will help future researchers in a way that it will be the basis

for them to make their researches that are connected to our topic.

Scope and Delimitation of the Study

This study has the following scope and delimitation to guide the

readers of this paper on the parameters of this research work:

This study aims to explain the effects of grammar trivia and to

educate all about grammar to the students who have difficulties. It

covers the following variables: grammar trivia and academic

performance. Its respondents are the 5 students from Grade 11

Humanities and Social Sciences (HUMSS) Maunawain who are selected

based on their skills and performance in creating English sentences and

paragraphs.

Upland Integrated National High School is the research locale.

The data in this research will cover Reading and Writing Skills subject,
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2nd semester, 2023-2024. This research study is conducted from

February to May 2024.

The research is conducted using qualitative research design that

is descriptive research, specifically, this is a phenomenological study

that will be conducted through interviews, surveys and questionnaires.

This research study has the following delimitations: (1) It doesn’t

include this/these objective/s such as the scale of effectiveness of

grammar trivia; (2) The following questions are not included in this

study: How benefitting does the grammar in using the English

language? What is the importance of English grammar to the everyday

life? And what is the reasons why a person have poor grammatical

skills?; (3) These variables are not included in this research work:

Reading and writing competencies, and classroom environment; (4) This

analysis technique, grounded theory analysis, will not be used in this

research work.

Definition of Terms

In order to assist the readers in understanding the content of

this research work, the definition of the following words is enumerated:

Assessment Practices. Formative assessments, such as quizzes,

projects, and presentations that can help identify areas of improvement

and guide instructional decisions (dictionary.com).

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Attentiveness. The capacity and desire to focus on something, such

as a speaker, a task, facts, events, etc. (dictionary.com)

Availability of Reading Materials. Reading materials such as books,

magazines, dictionaries, etc. are available, present, or not

(dictionary.com)

Construction of Paragraph. Making of English paragraphs consisting of

sentences and correct grammar in language.

Diligence. Consistent effort of doing something without giving up or

stopping doing and making those things (dictionary.com)

English Competencies. The curriculum of English, the lessons and the

objective of teaching English lessons to the students including grammar.

Fluency. Person’s capability of both speaking, writing, and reading a

particular language like English (dictionary.com).

Gender. Either the male or female division of a species, especially as

differentiated by social and cultural roles and behavior. (dictionary.com)

Parts of Speech. Noun, pronoun, adjective, adverb, proposition,

conjunction, interjections, and determiner (dictionary.com).

Perseverance. The diligence or consistency of giving effort on doing

something (dictionary.com)
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Punctuations & Syntax. Appropriate use of periods, comma, apostrophe

and the arrangement of words in a paragraph (dictionary.com)

Self-motivation. Being inspired and motivated to do or continue doing

and making something (dictionary.com).

Sentence Structure. The arrangements and order of words and

phrases, also punctuations in the sentence.

School Attendance. Times the student attends and is present in school

and in the classroom.

Scores. The scale or result of the assessment or test involve, like in

grammar trivia.

Study Habits. The manner of conducting the study or learning

(dictionary.com).

Subject Competencies. The curriculum and the lessons per subject,

like in Mathematics, English, Filipino, etc.

Subject Preferences. Preferred or favorite subject of a person, the

subject he/she likes to learn and study.

Subject-verb Agreement. The connection between subject ( usually

noun and pronoun) and the verb (action word) in a sentence

(dictionary.com).
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Teaching Method. The way the teacher educates and teaches the

lessons in the classroom.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the compilation of the related literature and

studies that are collected by the researchers to establish the contributions

that the research topic already had in the past in order to promote its value for

today’s research readers and academic people who are involved in research

studies.

Related Literature

Gender

Boys and girls may learn differently due to physiological variations in

areas like hearing and vision. One characteristic that distinguishes boys from
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girls is their need for louder inputs. They may find it harder to hear

instructions if they are seated farther away from their professors, and they are

more likely to become disinterested and behave badly. A teacher who is soft-

spoken may have an edge while working with boys. The fact that boys' brain

development proceeds differently from girls' brain development accounts for a

portion of these fundamental variances. These disparities become less

pronounced with maturity, although they can be highly noticeable in younger

children. A boy may not reach cerebral maturity until he is 30 years old, but

girls often do so around the age of 22. As a result, from a developmental

standpoint, what is suitable learning for a twelve-year-old girl may differ

significantly from that of a twelve-year-old boy (Zhang, 2019).

Gender differences affect the learning process of students in a many

way although some researches said that it was no effect to the learning. Girls

are more matured than boys, meaning they have more capabilities to

understand more the context of the lesson rather than boys. Girls preferred to

study while boys loves to play outside or inside, usually girls seems to be

more studious rather than boys that loves playing games. Girls and boys at

the same age have intellectual differences, as the article above said, girls can

easily get the main idea of the lesson like in grammar, while boys take so

much time to interpret those. To sum it up, gender can affect indirectly the

capability of students to learn and understand lessons particularly in English

and grammar.
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Study Habits

There is no one study technique that works in every circumstance, and

learning is a very personal subject. Effective study skills and techniques are

opportunities to approach learning problems methodically and independently.

Each student must assume greater responsibility for acquiring the necessary

knowledge to build positive values, critical thinking, attitudes, and abilities.

The secret to improving one's intelligence and succeeding in school is to

develop effective study habits (Medium, 2021).

Study habits greatly affect the learning capabilities of a student. Such

as, when a student love to read books to learn something new, he/she has

the capability to comprehend any text more rather than normal students.

While if someone doesn’t focus on study solely, it affects his/her capabilities

in grammar and even in learning at school. Study habits of students may

affect their academic performance in a way like, when a student habit is to

study, he/she will gain advance knowledge like when he/she do advance

readings. But, for those who aren’t love studying, they have more chances of

loosing focus or a tendency to hate even loss in their class performance level.

Scores

For a lot of students, their grades serve as a gauge of their value as

individuals in addition to an evaluation of their academic performance.

Students' self-esteem can be negatively impacted by consistently getting

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lower grades, leading them to believe that they are less capable or intelligent

than their peers. Consequently, this may lower their drive and eventually

result in learned helplessness, a state in which pupils believe their efforts

have no bearing on the results they get (Smith, 2023).

Scores defines the performance of the student in the class. How well

she/he is when studying or in class discussion or how well does she/he learns

and understand the lessons on the past discussions. It is also the scale of

remembering and understanding of a student in a particular lessons like in the

part of grammar trivia. Score is closely related to grades, the scores can

directly affect students’ academic grades. The lower the scores, the more

chance of getting high grades, and the lower the scores are, the lower his/her

grades. Meaning, scores and grades are direct proportional to one another.

School Attendance

Attendance that is consistent and on time is one of the most significant

indicators of academic success. Students' frequent attendance in class has a

direct impact on their academic achievement. Although some students think

attendance is not necessary, there is a solid correlation between it and

student progress (Abeysekera, 2023).

It is necessary to attend classes in school, for such a new learnings,

and to have a good education. Being absent is a loss for students, they

wouldn’t know the present lesson is class and they need to catch-up the
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lessons when they are present at school. Absenteeism is the worst case for

the students, whatever reasons they have, they still loss opportunity to gain

and discover new knowledge in just one day. So, school attendance can

scale whether the student is always present, tardy or late or an absent

student.

Subject Preference

Educator can enhance language learning by incorporating relevant

and engaging content from student’s preferred subject into language

lessons. By making language learning relevant and enjoyable, students

are more likely to develop their language proficiency (Madden, Webber,

Ford, & Crowder, 2018).

Another personal factor in learning grammar by students is their

preferred subject. As example, if the person really loves Mathematics, then

he/she will read and want to learn that subject only, same as in English, when

the person likes the subject, it makes them more attentive to learn more about

the subject they preferred to study. Thus, when you have preferred subject,

you like to learn it more, on the other side, when you hate like for example is

the subject Mathematics, where so many students hate this subject, you have

tendencies to abandon and ignore that subject ones and for most of the time,

having hate to the subject means that you aren’t interested on the subject that

you should learn at school.

Subject-Verb Agreement
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It is useful to remember that verbs in a paper should always agree with

the subject in terms of person (first, second, or third) and number (single or

multiple). This kind of agreement contributes to the accuracy, clarity, and

stylistic correctness of your work (Indiana University of Pennsylvania).

Subject-verb agreement is one of the rules under grammatical

competencies. It is defined as the connection between the main focus, which

is the subject, that may be the noun or pronoun in the sentence, and the verb

use. It is also important in the rule to use the correct tense of the verb in a

sentence. It may be past, past progressive, past participle, present, of even

future, future progressive, and other more tenses of verb. In summary,

subject-verb agreement is a part of the grammar and English language for the

better use, creation or making of sentences to build up paragraphs.

Construction of Paragraph

A paragraph is a series of sentences that are organized and coherent,

and are all related to a single topic. Almost every piece of writing you do that

is longer than a few sentences should be organized into paragraphs. This is

because paragraphs show a reader where the subdivisions of an essay begin

and end, and thus help the reader see the organization of the essay and

grasp its main points. The construction of paragraphs can have a significant

impact on the grammar skills, effective paragraphs use a clear structure,

cohesive devices, and a mix of sentence lengths and complexities to convey

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ideas and engage the reader. Additionally, revision and editing are important

aspects of paragraph construction that can help to improve the grammar skills

of writer (Indiana University, 2024).

In paragraph making, or construction of paragraph, the use of grammar

is important in a way of use of correct and appropriate words, like verbs in

tense, nouns, etc. the order of the phrases, words and sentences and also

correct syntax and punctuations. Sentences in paragraphs also use the

grammar rules in order in writing. Additionally, grammar is defined as the

basis or the rules in all about sentences such as parts of speech, subject-verb

agreement and many more. Grammar learning can rule and affect

construction of paragraph.

Punctuations And Syntax

A secondary review during the writing process found that there were

insufficient instructional activities to help students understand punctuation

marks and their functions as well as draw in other types of intelligence.

Punctuations and syntax seem to be important in order to express some

details in writing paragraphs and even sentences (Setio Wati, 2021).

Additionally, punctuations and syntax is one of the parts of the

grammar, it is said to be the appropriate use of punctuations such as periods,

commas, apostrophes, question marks, exclamation marks and many more

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symbols and Syntax is defined as the correct arrangement of words and

phrases, to create a well-written sentences and paragraphs in English

language.

Parts of Speech

Within conventional grammar, one of the nine major categories into

which words are categorized based on their roles in sentence is referred to as

a part of speech. The foundational units of grammar are also referred to as

word classes. (Nordquist, 2024).

Those word classes or parts of speech Nordquist defined are noun,

pronoun, verb, adverb, interjection, conjunction, preposition and adjective.

The use of parts of speech is helpful and important in order to manage and

establish making good sentences in English language. Parts of Speech is

also one part of grammar, so it said to be one of the important recipe of good

grammar.

Sentence Structure

The arrangement of a sentence's subject, predicate, objects, phrases,

punctuation, and other constituents is known as its sentence structure. It

covers a lot of ground, including the use of proper syntax, the placement of

words and phrases adjacent to the things they change, and the combination

of independent and dependent clauses (Ellis, 2023).

Sentence structure, as Ellis said are the arrangement of words like the

subject, predicate, phrases, objects, and in short the syntax. Grammar is also
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connected to sentence structure, without correct use of grammar, anyone

can’t make good sentences. Words is the building block of sentence and

grammar is the rule solely about the organization of words in a sentences that

makes up the paragraphs and texts.

English Curriculum

According to the English national curriculum is a structure that schools

use to make sure teaching and learning are balanced and consistent. The

subjects taught, knowledge, skills and understanding required in each

subject. The level of ability pupils are expected to achieve in each subject and

the way pupil´s progress is assessed and reported. Within this structure,

schools are free to plan and organize teaching and learning in the way that

best meets the needs of their pupils. Teachers of foreign languages typically

rely on course texts, yet many of the books used by the Turkish Ministry of

Education lack real materials. But literary texts can also be employed as

authentic teaching resources while teaching English.

Grammar is on the English curriculum of any grade level from grade 1-

12 and even higher education level since English is an international language

in the world. Teachers teach grammar as it is in the English curriculum so it is

one of the factors of learning grammar of the students.

Teaching Method

Teaching methods are the more general strategies used to assist

students in meeting learning objectives, while activities are the various ways
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in which these strategies might be put into practice. Students benefit from

instructional strategies in the following ways; understand the course material

and discover the best ways to use the material in specific situations. Which

teaching strategies will best serve a given learning objective should be

determined by instructors. This alignment is what determines its efficacy. An

instructor should take into account the learning environment, student needs,

and learning outcomes in order to make the best decision (University of

Buffalo).

When teaching, teachers uses so many methods or strategies in order

to teach the lessons like grammar. So, one of the factors that can affect

students in learning grammar is the way how the teacher teach the lesson

about grammar and it makes sense that being taught in good grammar help

students to learn and apply the use of correct grammar in their studies.

Assessment Practices

The relationship between grammar and writing instruction seems to be

reciprocal: writing instruction affects grammatical competence and

grammatical knowledge affects writing skill development. Better

achievements were made when both courses were taught by the same

instructor as she can make the right connections between what is taught in

both courses, which specific structures and skills should be emphasized (Al-

Jarf, 2022).
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In a quotation, “Practice makes perfect”, and assessment practices like

quizzes, short exams, test and even essays are helpful in improving the skills

of the students in grammar, the more they practice use of grammar, the more

they become good at grammar. Assessment practices are directly affecting

and in other side, benefiting the students in the aspect of English language.

Availability of Reading Material

Acquiring a basic understanding of language through grammar

books is crucial and advantageous. However, reading will automatically

help you learn about tenses, articles, prepositions, and other grammar-

related topics while also strengthening your foundational knowledge. It’ll

naturally grasp how to pronounce words correctly and even put phrases

in the right order. One learns proper grammar usage because words

make a lasting effect on the mind when they are seen, said, and

heard (CANAM Group, 2023).

When reading English text, readers become more comprehensive in

the language and reading text mostly from printed materials like books or soft-

copy or internet-based such as Wattpad, and any online books. Availability of

Reading materials is a factor pertaining to grammar and English proficiency.

Subject Competencies

As students come across new or difficult situations, they apply and

grow in their competencies. Competencies enable students to construct and

expand upon their knowledge, abilities, and thought processes. Students

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acquire and apply competencies in the classroom through learning

experiences and subject-area content (ARPDC Resources, 2024).

Subject competencies affect the learning of students primarily in

grammar. This will help the students to enhance their skills in the grammar

aspect and even in English proficiency and language. By learning, their

knowledge will propagate more and more as the time goes by.

Self-motivation

Motivation makes us feel good, gives us energy, and inspires us

to do tasks. However, motivation isn’t always easy to come by; we’ve

all had difficult or slow times when we struggle to stay motivated. It

may be challenging to study for tests, turn in homework, or attend

class at these times (The University of Melbourne).

Being motivated in learning makes a student more inspired in learning

things like grammar especially in schools. It is seem to be the power to study

and learn more attentively when you are motivated in school, such as when

you are motivated because of your parents, crushes, friends and even other

person or your dreams to have in future. Being motivated will result to more

pursuing in learning.

Perseverance

Perseverance is another essential quality for language learners.

Learning a new language is not easy, and there will be times when it
 27

feels like an uphill battle. However, those who persevere and continue

to practice will see the benefits of their efforts (talkpal.ai).

Persevered person is a type of person that never giving up in making

things just like learning grammar and English. The person who persevered to

study doesn’t want to give up, and stop easily in their studies since he/she

was inspired or motivated to continue and he/she have plans to be done in

future time.

Fluency

A group of fundamental abilities known as fluency are necessary

for the growth of literacy. Fluency facilitates reading, and thus, learning.

Readers with fluency will have less trouble understanding challenging

vocabulary and will have an easier time understanding complex

subjects. Due to their limited linguistic proficiency, students who

struggle with reading fluency may perceive that reading is hard and

exhausting, which lowers their motivation to learn (Voyagis Sopris

Learning, 2022).

A great factor of English and grammar is the fluency, that defined as

the capability of the person to talk, read, understand, and even write the

language. Being fluent in English makes a person more capable in writing and

speaking in English with the use of correct grammar, while for the persons

who aren’t fluent, it is hard to deal with English especially in schools, when

writing essays.
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Diligence

James Clear writes his book “Atomic Habits” that “the quality of

our lives often depends on the quality of our habits.” You can create

habits that will help you become an expert in your field by acting with

patience and diligence on a regular basis. Long term benefits will come

from being persistent while picking up new skills (Aguilar, 2023).

Like perseverance, diligence is also a recipe for a better success of a

person in anything he/she do. Learning grammar takes time to be and

anything can be perfect or imperfect but most importantly, when learning

something like grammar and English, there should be not giving up even

though it is a hard and difficult and keep pursuing to learn. If you want, you

have way, if you don’t want, you have so many reasons to give up.

Attentiveness

Focus, or attention, functions as a cognitive spotlight, picking out

vital information from the surrounding environment and keeping

processing resources away from unimportant stimuli. Generally speaking,

the development of robust brain connections linked to the learnt content

depends on this concentrated attention. When attention is intentionally

focused on, the brain’s plasticity- its capacity to adjust and reorganize-
 29

is maximized, leading to more substantial and long lasting learning

effects (Joshua W. Ph.D., 2023).

The last personal factor of students in learning grammar is being

attentive or attentiveness. Its not only focuses on being present, absent or

late of a student, it is defined as the presence of student inside the school,

particularly in classroom in the way of recitation, performance task, group

activity, projects, and even assessment and quizzes. Being attentive is

important because of when you attend classes and have some time to

participate attentively, you can learn more easily, but on the other side, if you

don’t attentively join classes, you will understand nothing.

Related Studies

As stated by Vibar (2021), in his research of entitled “Grammar

Writing in the Philippines, he said that the grammar is the treatment of the

various parts of speech, such as nouns and their markers, the substantive or

copulative verb "to be," active and passive verbs, the causative verbal mode,

word pronunciation in each language, and sentence and phrase construction,

has been demonstrated. Before that, the exposition provides an overview of

the internal organization of the grammars in terms of sections or parts, as well

as the components that make up the various lessons.

According to him, grammar depicts the lesson of parts of speech, and

as well as the sentences and phrase construction that makes up the

 30

paragraph and these given variables are also some of the researchers

variable in this research study.

In accordance to Sioco and De Vera (2018) they said in their

researched titled “Grammatical Competencies of Junior High School” the

most widely used worldwide language nowadays is English. Using the English

language has grown more and more necessary as the world joins together to

form a global society that is frequently connected by modern technology.

English is now currently the international language in the world, and

exactly the Philippines is one of the countries who uses English language.

The relevance of this research will focus on the connectivity of the English

and the grammar, which is the grammar serves as one of the major

competencies of English subject, which have a broad and widely concepts.

Based on a E-journal by Valerio (2016), learners didactically develop

as far as language skills in the diversified and technologically-saturated

society as the fast moving technological revolution ushers in the new

millennium. As shown in the media, the linguistic phenomena known as

Filipinisms is widespread among Filipino speakers. Grammar learning

strategies have been a major focus of language research in order to meet the

needs for English across the globe.

The major language of the Philippines is tagalog, and many of the

people living in this country have difficulties with regards to grammar and also

in English language. The relevance of this research is that, Filipinisms is

 31

included in the schools of Philippines, particularly on the part of teachers and

students and the researchers’ study is about the effect of grammar to the

students.

As researched by Valera (2023), her research conclude that

participants' opinions on the usage of the English language in instruction were

split between favorable and negative. And she came to the conclusion that

there were just as many challenging encounters when it came to teaching

pupils whose mother tongue was not English as there were enjoyable and

successful situations.

This research she conducted a year ago was all about the challenges

in learning grammar, which correlates to the researchers’ topic of learning

grammar effects to the academic performance of the students. The research

conducted show that English can have either negative or positive opinions

from the participants of the research. Some have difficulties while others are

most likely having favor or favorable in learning English Language.

In the research of D’cunha (2021), the foundation of the English

language is grammar. It significantly affects language skills, including

speaking, listening, writing, and reading. An enhanced degree of grammatical

proficiency is necessary for advanced communication competencies.

Communication competency entails using appropriate grammar and language

knowledge and application to convey accurate meaning. Grammar education

is therefore essential and has been incorporated into curricula.

 32

Grammar correlates with the English language, it is the start or the

basic principle and rules of the English. Without grammar, no proficiency in

English, and grammar is the research topic of the researchers’ study.

On the research conducted by Larsen-Freeman and De Carrico

(2019), there are 2 major kinds of grammar. Prescriptive" grammars are those

whose rules distinguish between acceptable and improper forms. The rules

reflect speakers' unconscious understanding, or "mental grammar," of the

language and function more like a blueprint for creating well-formed

structures.

The researchers’ study and the conducted study above are related in

the means of the topic which is grammar. The differences is the conducted

research by the 2 researchers mentioned focused only on the grammar while

the researchers’ study will focus more on the effects and impact of learning

grammar to the students which is all about the factors affecting the topic.

According to Ji and Liu (2018), their study results to a conclusion. The

way that English grammar is taught and learned is inadequate. Furthermore,

there is no relationship between grammatical proficiency and the National

English Curriculum's aims and objectives. There is a great need for educators

to support their pupils in becoming more proficient and accurate English

grammar users.

This is a study that are more likely relevant to researchers’ study in a

way that it is conducted with the topic of grammar skills or simply grammar.
 33

While the researchers have the same topic as the conducted research. But

the difference is the location, where in the conducted research is in China,

and the researchers will conduct the study in the country of Philippines.

As mentioned by Pagcaliwagan (2016) in the European Journal of

English Language, Linguistics, and Literature, grammar instruction is crucial

for pupils to gain a deeper comprehension and higher level of language

proficiency. It helps children comprehend grammar in terms of sentence

construction, word choice, and word kinds. It is sparkled by engagement in a

culturally significant activity, and the way people into activities follows certain

developmental patterns.

The study Pagcaliwagan conducted, means that grammar is very

essential for the part of learning English in terms of comprehension and

understanding. The researchers’ main goal in this research is to explain why

does grammar is essential in the learning and its effect on the students in a

way of teaching it.

Synthesis

The main factors or variables that can affect the study researchers’

focus on are the English Curriculum, the attentiveness in class and subject

preferences. English curriculum is define to be the parts of the lesson of

English subject which grammar is included. The attentiveness in class is also

the same as school attendance that have been a major factor that can affect
 34

learning various lessons like English and grammar which will affect the

academic performance of the students in class and school. Lastly, the subject

preferences or the preferred subject of the students greatly affect his/her way

of study or the habits itself.

The 2 researches that are conducted before this research that is

relevant or related are the research Pagcaliwagan conducted on 2016 and

the research by Valerio in 2016. The research Pagcaliwagan conducted is all

about the essence of grammar in learning English language, which also said

that it helps students or children with regards to the English subject. And

lastly, the research by Valerio that defines the Filipinism of Filipinos that is

been also experience in the school where the research will be conducted as

the researchers observed and distinguish that phenomena around them

CHAPTER 3
RESEARCH METHODOLOGY

This chapter presents the Research Designs, Locale of the Study,

Respondents of the Study, Population Sampling Technique, Data Gathering

Procedures, Research Instruments, Statistical Treatment, and Data Analysis

to be used in this study.

 35

Research Designs

The research designs that will be used in this study are as follows:

descriptive research, qualitative research, and ethnography approach of

treating the data.

Descriptive research is a type of research by which the researchers

and scientists can learn a great deal about a certain group or phenomenon by

using a descriptive study approach to collect data. A comprehensive and

precise image of the traits and actions of a specific group or subject is

provided by this kind of research. Researchers can better comprehend a

particular problem and obtain insightful information that might guide future

research by doing descriptive research, which gathers data on a given topic

through observation and collection (Sirisilla, 2023).

In qualitative research, ideas, opinions, or experiences are

investigated through the collection and analysis of non-numerical data

(written, video, or audio, for example). It can be applied to provide fresh

research ideas or obtain in-depth understanding of an issue (Bhandari,

2020)

“Ethnography is a qualitative research method in which a researcher

and ethnographer studies a particular social/cultural group with the aim to

better understand it. Ethnography is both a process and a product.” (Allen,

2017)

The ethnography method will be used since this study aims to observe

only one class or section. Qualitative research will be applied in the type of
 36

research instrument that will be used as well as the kind of data to be

collected. On the other hand, the ethnographical approach will be used in the

way the subjects-respondents will be treated as researcher-participant. This

study will focus only in narrating the effect of the learning grammar of the

people who are considered the center of this research work.

Locale of the Study

This research will be conducted in Upland Integrated National High

School which is in Brgy. Lazaan-Malinao Nagcarlan, Laguna. Mr. Crispin

Glenn G. Cambel is its current Principal. Specifically, it will be conducted in its

Senior High School. Five (5) students from Grade 11 Humanities and Social

Sciences (HUMSS) Maunawain are selected as the respondents of the study.

They are selected because the researchers believe that their exposure on the

research problem is significant in the study. Also, they are found to have an

extensive experience relative to the problem of this research so their

responses in the interview, the research instrument method, will be of great

importance in the conduct of this research. The interview will be conducted by

the time allotted of lunch during the dates of April 1-5 2024, one person per

interview and the three researchers will interview simultaneously the

respondents. The study will be conducted during the second semester of the

school year 2023-2024.

Respondents of the Study

The Respondents of the study are the five (5) students from Grade 11

Humanities and Social Sciences (HUMSS) that are chosen based on the
 37

purposeful random sampling procedure. They are under the supervision of

their class adviser Mrs. Fhatima G. Velarde. The total population of Grade 11

HUMSS is 15 but only five (5) are chosen as respondents of this research

study. These students are enrolled in Upland Integrated National High School

for the School Year 2022-2023 Second Semester.

Population Sampling Techniques

Purposive Random sampling, a form of non-probability sampling in

which researchers rely on their own judgment when choosing members of the

population to participate in their surveys, will be used as the sampling

technique since the respondents will be chosen by the researchers based on

their characteristics that this research needs. Likewise, they will be selected

since they are exposed to the problem of this research paper. Then the

identified respondents will be randomly selected since they are more than the

decided number of sample size which is only five (5).

Data Gathering Procedures

The following are the data gathering procedures that will be used by

the researchers to ensure that all information used in this research are

properly collected and analyzed.

Research Instrument

To gather all the pertinent data, the researcher will conduct an

interview, an oral questionnaire where the interviewees will give their

responses to the interviewer face-to-face, with the five (5) selected

respondents.
 38

Interview

The Interview Form that will be used as a data gathering tool for the

five (5) Grade 11 Humanities and Social Sciences students on April 1-5 ,

2024 composed of three parts labeled as Part I Respondents Profile; Part II

Grammar Related Factors; and Part III Level of Academic Performance

Part I. Respondents’ Profile has five (5) items:

Gender, Study Habits, Scores, School Attendance, Subject Preference

Part II. Grammar Related Factors has three factors being assessed:

English Related Factors

o Subject-Verb Agreement

o Construction of Paragraph

o Punctuations & Syntax

o Parts of Speech

o Sentence Structure

School Factors

o English Curriculum

o Teaching Method

o Assessment Practices

o Availability of Reading Materials

o Subject Competencies
 39

Personal Factors

o Self-Motivation

o Perseverance

o Fluency

o Diligence

o Attentiveness

Part III. Level of Academic Performance

Statistical Treatment

To interpret the data effectively, the researchers will use Percentage

Distribution for the interpretation and analysis of data collected for Profile of

the Respondents and the scale used for the Dependent Variable.

Percentage

This will employ to determine the frequency of counts and percentage

distribution of related variables of the respondents:

Formula:

%= F/N X 100

% is the Percentage

F is the Frequency

N is the total number of respondents

100 is the constant value

Data Analysis
 40

In analyzing the data collected through interview, Content Analysis,

describe and categorize common words, phrases and ideas in qualitative

data, will be used.

It will be done through this process:

1. The answers of the five (5) interviewees for each question will be

classified accordingly as the researcher will sum up the classified

statements under remarks into a general conclusion in each

question;

2. The researchers will locate the common answer among the

responses of the respondents in each questions;

3. Finally, the summary statement will be formulated for each of the

set of variables. The overall conclusion will be written in a narrative

statement of two to three short paragraphs each.

Chapter 4
 41

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the presentation of the data gathered through

interview as well as the analysis and interpretation of the results.

Interview Results

Part I. Profile of Respondents

Gender

Fig.2 Percentage of Distribution of the Respondents as to Gender

The figure shows that 80% (4 out of 5) of the respondents are female;

and 20% (1 out of 5) of the respondents have gender of male. It is cited in

Zhang (2019), Gender differences affect the learning process of students in a

 42

many way. Girls tend to be more matured than boys, meaning they have

more capabilities to understand more the context of the lesson rather than

boys. Therefore, the result of the interview indicates that there are more

female respondents than male which means that the result of the interview

conducted is based on the perspective of females.

Study Habit

Fig.3 Percentage of Distribution of the Respondents as to Study Habits

This figure shows that 60% (3 out of 5) of the respondents aren’t

watching educational videos nor reading books; and 40% (2 out of 5) of the

respondents are watching educational videos as study habit. It is cited in the

website of Medium (2021), each student must assume greater responsibility

for acquiring the necessary knowledge to build positive values, critical

thinking, attitudes, and abilities. The secret to improving one's intelligence and
 43

succeeding in school is to develop effective study habits. The result of the

interview indicates that the answers that respondents will give is based as

them being non reader and not that much have good study habit pertaining to

grammar.

Scores

Fig.4 Percentage of Distribution of the Respondents as to Scores

This figure shows that 100% (5 out of 5) of the respondents got the

scores in Grammar trivia 3-4 points out of 5 items. It is cited in the website of

Medium (2021), each student must assume greater responsibility for

acquiring the necessary knowledge to build positive values, critical thinking,

attitudes, and abilities. The secret to improving one's intelligence and

succeeding in school is to develop effective study habits. The result of the

 44

interview indicates that the answers that respondents will give is based as

being not that have bad nor good scores in grammar assessments or trivia.

School Attendance

Fig.5 Percentage of Distribution of the Respondents as to School Attendance

This figure shows that 100% (5 out of 5) of the respondents are

always present and attend the school regularly. As stated by Abeysekera in

2023, attendance that is consistent and on time is one of the most significant

indicators of academic success. Students' frequent attendance in class has a

direct impact on their academic achievement. The result of the interview

indicates that the answers that respondents will give is based as the

respondents are frequently and regularly attend classes and present on every

Grammar Trivia and Reading & Writing subject discussion.

 45

Subject Preference

Fig.6 Percentage of Distribution of the Respondents as to Subject Preference

This figure shows that 60% of the respondents preferred

English; and 40% of the respondents preferred Filipino as the subject used for

learning in school. In accordance to Madden, Webber, Ford, & Crowder

(2018), Educator can enhance language learning by incorporating

relevant and engaging content from student’s preferred subject into

language lessons. By making language learning relevant and enjoyable,

students are more likely to develop their language proficiency. The result

of the interview indicates that the answers that respondents will give is based

as to their preferred language to use on their learning and studies and also on

the class discussion.

 46

Part II. Grammar Trivia Related Factors

Table 1 Content Analysis of English Related Factors

Variables Questions Responses

1. Subject-Verb What do you think are The respondents
Agreement the effects of learning believe that learning
subject-verb agreement the Subject-Verb
rules in grammar to your agreement can help in
academic performance? a way of new
knowledge, and in
learning something to
have quick adaptation
of the lesson.
2. Construction of What do you think are The respondents
Paragraph the impacts of learning believe that the impact
how to construct a of learning to
paragraph in creating construct the
your essay to your paragraph can them in
academic performance? making essay and
writing activities, with
better grammar to
use.
3. Punctuations & What do you think are The respondents
Syntax the effect of knowing the believe that the
proper punctuation and punctuations can help
syntax in writing into expressing
sentences in paragraphs feelings, and emotions
to your academic of the sentence and
performance? paragraph they make.
4. Parts of Speech How important is the The respondents
learning nine parts of believe that the nine
speech in English parts of speech can
language through the affect the outputs they
grammar trivia activities make, since learned
to your academic and it helped a lot and
performance? important to study.

5. Sentence How does learning the The respondents

Structure sentence structure believe that the
 47

through the grammar learning of sentence

trivia activities affect to structure helps in a
your academic way of where to use
performance? and improve making
sentences.
What do you think are the effects of learning subject-verb agreement rules in

grammar to your academic performance?

As stated in the website of Indiana University od Pennsylvania,

subject-verb agreement is one of the rules under grammatical competencies.

It is defined as the connection between the main focus, which is the subject,

that may be the noun or pronoun in the sentence, and the verb use. It is also

important in the rule to use the correct tense of the verb in a sentence. This

quoted line from a related literature supports the idea that the learning of

subject-verb agreement affects the students in their grammar activities at

school. It can be interpreted that when the respondents learned the subject-

verb agreement, they can easily understand and apply their knowledge gain

from the lesson, therefore, having it improves their academic performance

because with the knowledge about the subject-verb agreement they can

create more and more sentences and paragraphs with correct grammar.

What do you think are the impacts of learning how to construct a paragraph in

creating your essay to your academic performance?

In accordance to Indiana University (2024), the construction of

paragraphs can have a significant impact on the grammar skills, effective

paragraphs use a clear structure, cohesive devices, and a mix of sentence

lengths and complexities to convey ideas and engage the reader. This quoted
 48

line from a related literature supports the idea that knowing how to construct

paragraph helps the students in their studying of English. It can be interpreted

that when the respondents know how to construct a paragraph, they can

easily apply their knowledge gain from the lesson in creating essays,

therefore, having it improves their academic performance because with the

knowledge about the construction of paragraph, they can make and finish

writing activities with the proper use of grammar.

What do you think are the effects of knowing the proper punctuations and

syntax in writing sentences in paragraphs to your academic performance?

Wati (2021) stated that punctuations and syntax seem to be important

in order to express some details in writing paragraphs and even sentences.

This quoted line from a related literature supports the idea that the correct use

of punctuations & syntax helps the students in grammatical aspects. It can be

interpreted that when the respondents learn the proper use of punctuations

and syntax, they can use this knowledge pertaining to writing activities,

therefore, having it improves their academic performance because with the

knowledge about the punctuations and syntax they can establish to express

the emotions and feelings of sentences and paragraphs they make.

How important is the learning of nine parts of speech in English language

through the grammar trivia activities to your academic performance?

 49

As stated by Nordquist (2024), within conventional grammar, one of

the nine major categories into which words are categorized based on their

roles in sentence is referred to as a part of speech. The use of parts of

speech is helpful and important in order to manage and establish making

good sentences in English language. This quoted line from a related literature

supports the idea that the 9 parts of speech helps the students in the way of

their learning of English and grammar. It can be interpreted that when the

respondents gain the knowledge about the nine parts of speech, they can

determine and use proper words suits for the making of sentences, therefore,

having it improves their academic performance because with the learnings

about the 9 parts of speech they can create more sentences and paragraphs

with correct grammar and words to use.

How does learning the sentence structure through the grammar trivia

activities affect to your academic performance?

According to Ellis (2023), the arrangement of a sentence's subject,

predicate, objects, phrases, punctuation, and other constituents is known as

its sentence structure. Words is the building block of sentence and grammar

is the rule solely about the organization of words in a sentences that makes

up the paragraphs and texts. This quoted line from a related literature

supports the idea that the learning the sentence structure helps the students

in their study of English and grammar. It can be interpreted that when the

respondents learned the sentence structure, they apply their knowledge gain
 50

from the lesson for the activities particularly in writing, therefore, having it

improves their academic performance because with the knowledge about the

sentence structure they can quickly make sentences with the correct

sequencing of words.

Table 2 Content Analysis of School Factors

Variables Questions Responses

1. English What do you think are The respondents
Curriculum the effects of knowing believe that the English
the English curriculum curriculum helped them
through the grammar in the context of
trivia activities to your adopting, gain more
academic knowledge and pick up
performance? easily the lessons.
2. Teaching What do you think are The respondents
Method the effect of the believe that teaching
teacher’s teaching methods by the teacher
method in your learning can help them in the
and understanding of learning process of the
grammar to your lesson, if the teacher
academic explains it clearly and
performance? they make sure that to
have learn something
in the end of
discussion.
3. Assessment What do you think are The respondents
Practices the effects of taking believe that
grammar trivia assessment practices
assessments to your can help them in
academic correcting the
performance? grammar, and it
becomes easier and be
familiar.
4. Availability of Why do you think The respondents
Reading Material reading to understand believe that reading
languages through the can be a factor of
 51

grammar trivia activities learning the lessons

affect your academic quickly like in English,
performance? the spelling of words
and meaning of it by
the use of reading.

5. Subject How do the The respondents

Competencies competencies in your believe that the lessons
Reading and writing in reading and writing
Skills subject learned can help in expansion
through the grammar of knowledge about
trivia activities to your grammar and making it
academic easy to study well.
performance?

What do you think are the effects of knowing the English curriculum through

the grammar trivia activities to your academic performance?

According to the English national curriculum, the structure that schools

use to make sure teaching and learning are balanced and consistent. The

subjects taught, knowledge, skills and understanding required in each

subject. This quoted line from a related literature supports the idea that

knowing the English Curriculum helps the students in their lessons of English

and grammar. This proves that knowing the English curriculum primarily

about the grammar can help respondents in the learning of lessons in the

school, therefore, it can affect their academic performance with the

knowledge about the English curriculum because if it is being taught,

consistency of learning will be done focusing on grammar and English.

 52

What do you think are the effects of teacher’s teaching method in your

learning and understanding of grammar to your academic performance?

In accordance to the University of Buffalo, teaching methods are the

more general strategies used to assist students in meeting learning

objectives, while activities are the various ways in which these strategies

might be put into practice. This quoted line from a related literature supports

the idea that teacher's teaching method affect the students in their way of

learning and understanding the lessons. This proves that the teacher's

teaching method really have an impact on the part of respondents in learning

of lessons about English and grammar, therefore, it can affect their academic

performance with method teacher use in teaching because if it is very efficient

for the students, they will learn very effectively and understand deeper the

lessons being taught.

What do you think are the effects of taking grammar trivia assessments to

your academic performance?

Al-Jarf (2022) stated that assessment practices like quizzes, short

exams, test and even essays are helpful in improving the skills of the students

in grammar, the more they practice use of grammar, the more they become

good at grammar. This quoted line from a related literature supports the idea

that grammar assessment practices helps the students to improve and

enhance their knowledge and English proficiency. This proves that

assessment practices about the grammar can assist respondents in the

 53

learning of lessons they learned, therefore, it can affect their academic

performance with the taking of assessment practices because it will be a test

for them of background knowledge, and what they learned and understand in

the lesson.

Why do you think learning to understand languages through the grammar

trivia activities affect your academic performance?

As on the website of CANAM Group (2023), reading will automatically

help you learn about tenses, articles, prepositions, and other grammar-

related topics while also strengthening your foundational knowledge. It’ll

naturally grasp how to pronounce words correctly and even put phrases

in the right order. This quoted line from a related literature supports the idea

that reading can help students on their improvement of the grammar they use

on every writing activities. This proves that reading materials can help

respondents in the learning of lessons and improving their English skills,

therefore, it can affect their academic performance with the reading of some

English materials, because reading can improve one's intelligence and

proficiency on the speaking and writing English language.

How does the competencies in Reading and writing skills subject learned

through the grammar trivia activities to your academic performance?

 54

In accordance to ARPDC Resources (2024), Competencies enable

students to construct and expand upon their knowledge, abilities, and thought

processes. Students acquire and apply competencies in the classroom

through learning experiences and subject-area content. This quoted line from

a related literature supports the idea that knowing the competencies

particularly in Reading and writing skills can contribute to the learning of

students in English and grammar. This proves that knowing the subject

competencies primarily about the subject of Reading and Writing skills can

help respondents in the discovering of new knowledge about grammar,

therefore, it can affect their academic performance with the knowledge about

the grammar in the said subject because if it is being taught, learning will be

consistently done focusing on the grammar and English.

Table 3 Content Analysis of Personal Factors

Variables Questions Responses

1. Self-motivation How is your being The respondents said
motivated to do the that when they are
grammar trivia activities being motivated, it can
affect your academic help to learn and learn
performance? more lessons, and
improve their academic
performance.
2. Perseverance How is your The respondents said
perseverance to do the that perseverance can
grammar trivia activities affect the grade, if they
affect your academic lazy, she/he will get low
performance? grades and when
 55

become persevere, it
can have great chance
of getting high grades.
3. Fluency How is your being The respondents said
fluent in English in that fluency in English
answering grammar is a must to have quick
trivia activities affect learning of grammar
your academic and better speaking in
performance? reports, especially in
language of English.
4. Diligence How is your diligent to The respondents said
do the grammar trivia that diligence is
activities affect your working hard to pass
academic assessment,
performance? assignments, and
works in school that
can really affect their
academic performance.
5. Attentiveness How is your being The respondents said
attentive to do the that participating in oral
grammar trivia activities recitations as
affect your academic attentiveness, can
performance? result to better
understanding and
particularly in learning
lessons and listening to
their teacher.

How is your being motivated to do the grammar trivia activities affect your

academic performance?

The University of Melbourne stated that motivation makes us feel

good, gives us energy, and inspires us to do tasks. This quoted line from a

related literature supports the idea that being self-motivated of students really

helps them accomplishing tasks, and activities that are related to grammar. It

reflects that self-motivation is a great factor for the respondents to learn and
 56

participate in grammar trivia activities, therefore it can affect their academic

performance with their motivation because someone who are motivated can

result for the continuation and finishing the activities to do of the students.

How is your perseverance to do the grammar trivia activities affect your

academic performance?

From the website of talkpal.ai, perseverance is another essential

quality for language learners. Learning a new language is not easy, and

there will be times when it feels like an uphill battle. This quoted line from a

related literature supports the idea that perseverance is important for the

students to learn about languages. It reflects that perseverance is a factor for

the respondents to continue participate in grammar trivia activities, therefore it

can affect their academic performance with their perseverance because if

they persevere to learn, it can result for the better understanding of language.

How is your being fluent in English in answering grammar trivia activities

affect your academic performance?

In accordance to Voyagis Sopris Learning (2022), Fluency facilitates

reading, and thus, learning. Readers with fluency will have less trouble

understanding challenging vocabulary and will have an easier time

understanding complex subjects. This quoted line from a related literature

supports the idea that being fluent in languages especially English can help

the students to be easy and quick to learn and understand lessons. It reflects
 57

that fluency is a great cause for the respondents to learn and enhance their

linguistic skills particularly in English grammar, therefore it can affect their

academic performance with their fluency because if someone is fluent in the

English language, she/he can learn and understand lessons much better and

quicker than normal do.

How is your diligent to do the grammar trivia activities affect your academic

performance?

According to Aguilar (2023), You can create habits that will help you

become an expert in your field by acting with patience and diligence on a

regular basis. Long term benefits will come from being persistent while

picking up new skills. This quoted line from a related literature supports the

idea that diligence is important for the students to learn more and continue

their studies on grammar and English. It reflects that diligence is a factor for

the respondents to improve and enhance their linguistic skills particularly in

English grammar, therefore it can affect their academic performance with their

diligence because if someone is diligent to learn and study in the English

language, she/he have tendency to learn and understand lessons much

better.

How is your being attentive to do the grammar trivia activities affect your

academic performance?
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Joshua W. Ph. D. (2023) stated that focus, or attention, functions as a

cognitive spotlight, picking out vital information from the surrounding

environment and keeping processing resources away from unimportant

stimuli. This quoted line from a related literature supports the idea that

attentiveness of the students may be beneficial for the part of learning and

deeper understanding the lessons by the means of participating in classes of

English. It reflects that being attentive in class is a great factor for the

respondents to affect their learnings and studies particularly in English

grammar, therefore it can affect their academic performance with their

attentiveness because being present and participating always in class is

beneficial for more knowledge to gain and greater tendency to remember the

lessons.

Part III. Academic Performance

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Fig. 7 Percentage Distribution of the Respondents as to Academic

Performance

This figure presents that 60% of the respondents have grades ranging

from 85-89; 20% of them also have grades ranging from 90-100; 20% of the

respondents have grades ranging from 80-84; and 0% of them were found to

have grades lower than 80. In accordance to Kumar, Agarwal, & Agarwal

(2021), better academic performances open the door to a better future for any

nation, which is why the nebulous concept of student academic success is

given such great significance. Similarly, comprehending the concept's

integrity has significant implications. Therefore, it can be interpreted that the

academic performance of the respondents is high ranging from 85-100 or

80% of the respondents which means that they showed high performance in

class.
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Chapter 5

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and

recommendations formulated after the analysis and interpretations of data.

Summary

This study entitled “An Ethnographical Study on the Effects of

Grammar Trivia to the Academic Performance of the Selected Grade 11

Humanities and Social Sciences Students in Reading and Writing Skills” used

a qualitative research design that is descriptive in nature. It is also a

ethnographical study that gathered the responses of the respondents, who

are considered as respondents, through conducted an interview. The

respondents were chosen using the purposeful random sampling technique.

The research instrument used is an interview questionnaire conducted

through a face-to-face interview. Content analysis is used as the data

analysis tool to analyze and interpret the result.

Specifically, this study sought to answer the following research

questions: What is the profile of respondents? Which among the variables in

English Related Factors is considered as having the greatest impact on the

respondents? Which among the variables in School Factors is considered as

having the greatest impact on the respondents? Which among the variables

in Personal Factors is considered as having the greatest impact on the

respondents? What is the academic performance of the respondents?

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It seeks to prove the context of the null hypothesis “There is no

significant relationship between the Grammar Trivia and Academic

Performance.”

Findings

The following are the findings gathered from the content analysis of the

interview results:

1. The profile of the respondents is described as follows: 80% are females

and 20% are males; 60% are not watching educational videos and reading

books, 40% are watching educational videos and 0% are reading books;

100% score 3-4 points in Grammar Trivia, 0% have 1-2 scores and 0% has

scored of 5; 100% are always present, 0% are often absent and 0% are late;

60% preferred English, and 40% for the Filipino as subject preference.

2. The variables under English Related Factors that are found to have greater

impact on the respondents are as follows: (1) Construction of Paragraph. The

respondents believe that the impact of learning to construct the paragraph

can them in making essay and writing activities, with better grammar to use.;

(2) Subject-verb Agreement. The respondents believe that learning the

Subject-Verb agreement can help in a way of new knowledge, and in learning

something to have quick adaptation of the lesson.; (3) Punctuations &

Syntax. The respondents believe that the punctuations can help into

expressing feelings, and emotions of the sentence and paragraph they make.

3. The variables under School Factors that are found to have greater impact

on the respondents are as follows: (1) Teaching Method. The respondents

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believe that teaching methods by the teacher can help them in the learning

process of the lesson, if the teacher explains it clearly and they make sure

that to have learn something in the end of discussion.; (2) Subject

Competencies. The respondents believe that the lessons in reading and

writing can help in expansion of knowledge about grammar and making it

easy to study well.; (3) Assessment Practices. The respondents believe that

assessment practices can help them in correcting the grammar, and it

becomes easier and be familiar.

4. The variables under Personal Factors that are found to have greater impact

on the respondents are as follows: (1) Fluency. The respondents said that

fluency in English is a must to have quick learning of grammar and better

speaking in reports, especially in language of English.; (2) Perseverance.

respondents said that perseverance can affect the grade, if they lazy, she/he

will get low grades and when become persevere, it can have great chance of

getting high grades.; (3) Attentiveness. The respondents said that

participating in oral recitations as attentiveness, can result to better

understanding and particularly in learning lessons and listening to their

teacher.

5. The academic performance of the respondents in the third quarter is as

follows: 60% of the respondents have grades ranging from 85-89; 20% of

them also have grades ranging from 90-100; 20% of the respondents have

grades ranging from 80-84; and 0% of them were found to have grades lower

Conclusions
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The following are the conclusions formulated from the given findings of

this research study:

1. The profile of the respondents is described as follows: 80% are females;

60% are not watching educational videos and reading books; 100% are

scoring 3-4 points; 100% are always present; and 60% are preferring English

as the subject for learning.

2. The variable under English Related Factors that is found to have greater

impact on the respondents is construction of paragraph because the

respondents believe that the respondents believe that the impact of learning

to construct the paragraph can them in making essay and writing activities,

with better grammar to use.;.

3. The variable under School Factors that is found to have greater impact on

the respondents is teaching method because the respondents believe that

teaching methods by the teacher can help them in the learning process of the

lesson, if the teacher explains it clearly and they make sure that to have learn

something in the end of discussion.

4. The variable under Personal Factors that is found to have greater impact

on the respondents is fluency because the respondents said that fluency in

English is a must to have quick learning of grammar and better speaking in

reports, especially in language of English.

5. The academic performance of the respondents in the second semester

Quarter 1 is as follows: 60% of the respondents have grades ranging from 85-

89.
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Null Hypothesis

As per the result of the qualitative interview conducted with the

research respondents, the researchers concluded that there is no significant

relationship between the Academic Performance and the Grammar Trivia

Factors; thus, the null hypothesis is therefore accepted.

Recommendations

The following are the recommendations of the researchers considering

the findings and conclusions:

1. This study used ethnography as the research design, the future

researchers can replicate this study by using a different type of qualitative

research design to validate our findings. The researchers are able to have 5

(five) respondents only, the future researchers can use larger sample to

further investigate this research problem: impact of grammar trivia to the

academic performance.

2. The researchers recommend to have grammar-related programs at school

for the student to learn more and enhance their language skills. The school

should have a one-hour discussion per week of English that will be the

“Remedial Hour” for the said subject.

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