Grammatical Errors and the Academic Performance of Senior High School Students in Congressional District II, Batangas Province

Abstract

Grammatical errors continue to be a common concern among students in the Philippines because of differences in language background, limited exposure to English, teaching gaps, and social influences. These errors can affect students’ communication skills, comprehension, confidence, and overall academic performance. This study aimed to determine how grammatical errors influence students’ academic performance, identify the challenges they experience in developing grammar proficiency, and examine the relationship between grammar proficiency and academic achievement.

The study used a quantitative descriptive-correlational research design. Data were collected from 359 students selected through stratified random sampling using a researcher-made survey questionnaire and supported by unstructured interviews. Statistical tools such as frequency counts, mean scores, and correlation analysis were used to interpret the gathered data and identify significant relationships among the variables.

The findings showed that students frequently commit grammatical errors even though they generally perform above average in both oral and written activities. The results also revealed a significant relationship between grammatical errors, grammar proficiency, and students’ academic performance. Many students admitted that difficulties in grammar affect how well they perform in school and limit their confidence in communication.

The study concludes that improving grammar proficiency is important in enhancing students’ academic performance, particularly in English. The findings may help teachers develop more focused teaching strategies, improve instructional materials, and provide intervention activities that address common grammatical difficulties. Through these efforts, students may become more confident in expressing themselves and achieve more meaningful learning experiences.