Frequency of learning material use and syntactic competence among Grade 10 students of Lydia G. Villangca Trade School
Year: 2026
Type: article
Study design: Observational Study
Abstract: Aim: This study aimed to determine the availability and frequency of use of learning materials, students' responses to grammar lessons, and syntactic competence among Grade 10 students of Lydia G. Villangca Trade School, Division of Bulacan.Syntactic competence was assessed by students' ability to identify syntactic errors and correct erroneous sentences.The study also examined the relationships between the frequency of use of each selected learning material and two operational measures of syntactic competence.Methodology: A quantitative descriptive-correlational research design was employed involving 125 Grade 10 students during School Year 2021-2022.Data were collected using a researcher-developed questionnaire and a 30-item syntactic error analysis worksheet that underwent expert validation and demonstrated good internal consistency (Cronbach's α = .87).Frequency and percentage were used for descriptive analysis, while Spearman's rank-order correlation coefficient was used to examine relationships among the study variables.Results: Books (100.00%) and television (92.00%) were the most widely available learning materials.Television and books were also the most frequently used resources.Most respondents (97.60%) reported a positive response with interest toward grammar lessons.In syntactic competence, 65 respondents (52.00%) were classified at the Advanced level in their ability to identify syntactic errors, while 63 (50.40%) were classified at the Advanced level in their ability to correct erroneous sentences.A very strong positive relationship was observed between the two syntactic competence measures (ρ = .988,p < .001).However, this relationship should be interpreted cautiously because both measures were derived from related components of the same syntactic error analysis activity.No statistically significant relationships were found between the frequency of use of books, journals, television, or personal computers and either syntactic-error identification or sentence-correction performance (p > .05). Conclusion:The findings indicate that frequency of learning-material use alone was not significantly associated with the measured indicators of syntactic competence.Students who performed better in identifying syntactic errors also tended to perform better in correcting erroneous sentences.However, the very strong association between the two measures should be interpreted in light of their conceptual and measurement overlap.The findings support the use of contextualized, explicit, and learner-centered grammar activities that provide opportunities for students to identify grammatical errors and apply appropriate corrections.
DOI: 10.63498/injelps102
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7204042063