AN INVESTIGATION BETWEEN THE RELATIONSHIP BETWEEN GRAMMAR KNOWLEDGE AND WRITING PROFICIENCY

Abstract

This study investigates the link between grammar knowledge and writing proficiency, while also examining how demographic factors like age and sex may influence this relationship. The study employed a quantitative descriptive correlation research design, focusing on Grade 11 students from the Accountancy Business Management strand at Immaculada Concepcion College. A convenience sampling technique, along with Slovin's formula, was used to select a total of 132 respondents. Data collection was conducted through survey questionnaires administered on paper. After gathering the data, the researchers tallied, organized, and tabulated the results before submitting them to a statistician for analysis and treatment. The findings indicate that the demographic factors of age and sex do not significantly affect the relationship between grammar knowledge and writing proficiency. However, the analysis shows a positive, albeit weak, correlation between grammar knowledge and writing proficiency. These findings suggest that teachers and curriculum developers can use various approaches to teach grammar to effectively address students' writing skill gaps. The study implies a need for tailored instructional strategies that take into account individual differences in students' grammar and writing proficiency development.