Grammatical Competence of Grade 11 Learners

Abstract

In the K-12 Curriculum, the Senior High School Curricula tend to neglect purely grammar disciplines as it focuses on the English literature. The study intended to identify the grammatical competence of the Grade 11 learners of Ubay National Science High School of the academic year 2018-2019. The study was quantitative research using purposive random sampling design employing the modified questionnaire based on the English for Linguistics Project (Malicsi, 2017). The tool was pre-tested and underwent item analysis for reliability and validity of the test questions. The subjects were 139 Grade 11 learners enrolled from the four strands offered by the school. The data were collected, tallied, and treated. Results revealed that morphology was the area where the learners are highly competent, and they are moderately competent in both semantics and syntax. Generally, the grammatical competence among the Grade 11 learners is “moderately competent.” There is a significant degree of variance in the three areas of grammar. The variance lies in the area of morphology containing the word inflections and compounding in which learners got most of the high scores.