Self-Paced Grammar Learning Guide and the Grammatical Competence of Grade 10 Students
Lea M. Gesmundo
Alaminos Integrated National High School, Division of Laguna
DOI: https://doi.org/10.54476/ioer-imrj/630508
ABSTRACT
The study aimed to determine the grammatical competence of Grade 10 students using a self-paced grammar learning guide. The one-group pretest-posttest research design was utilized to determine the performance of the respondents. Also, this study used an intact sampling technique which is a type of non-probability sampling used to produce results that can be generalized only by making very strong assumptions about the sample(s). An intact group is an already-formed group. In this study, the respondents included thirty (30) Grade 10 learners enrolled in Alaminos Integrated National High School, Alaminos Laguna for the school year 2020-2021 who underwent self-paced study using the designed grammar learning guide for eight (8) consecutive school days. The study pointed out the following hypothesis: There is no significant difference between the pretest and post-test scores of students in using the self-paced grammar learning guide. Thus, the study yielded the findings that there is a significant difference in the pretest and posttest scores, and mean gain scores of the students using a self-paced grammar learning guide. Since the study revealed that there is a significant difference in the pretest and posttest of respondents in using the self-paced grammar learning guide, the school administration may encourage teachers to develop a learning guide that will be suited to the needs of the students and use this other than textbooks to develop and improve students’ academic competence.
Keywords: Self-paced, Grammar, Learning Guide, Grammatical Competence