PREDICTING ENGLISH GRAMMAR PROFICIENCY THROUGH LANGUAGE EXPOSURE AND TEACHER EFFECTIVENESS

Education

English grammar proficiency remains a fundamental component of effective communication; however, many senior high school students continue to experience difficulties in applying grammatical rules despite regular exposure to the English language and classroom instruction. This condition prompted the conduct of the study to determine whether language exposure and teacher effectiveness could predict English grammar proficiency among Grade 11 students. The study aimed to predict English grammar proficiency through language exposure and teacher effectiveness among Grade 11 students at Asian Skills Academy Foundation, Inc. (ASAFI), Trento, Agusan del Sur. A quantitative predictive research design was employed involving 174 Grade 11 students from the HUMSS, ICT, ABM, GAS, and Automotive strands. Data were gathered using an adapted and validated survey questionnaire and an English grammar proficiency test. Descriptive statistics, Pearson Product-Moment Correlation, and Multiple Linear Regression were used to analyze the data. Results revealed that the respondents demonstrated high levels of language exposure and perceived teacher effectiveness but low English grammar proficiency. Language exposure showed no significant relationship with grammar proficiency, while teacher effectiveness exhibited only a weak relationship. Neither language exposure nor teacher effectiveness significantly predicted English grammar proficiency. Among the dimensions of language exposure, only speaking exposure emerged as a significant predictor, indicating that active language use contributes more to grammar development than passive exposure. The study concludes that English grammar proficiency is not substantially predicted by general language exposure or perceived teacher effectiveness alone but is more closely associated with active language use. The study recommends strengthening communicative and speaking-based instructional strategies to enhance students' grammatical competence. Keywords: Education, English grammar proficiency, language exposure, teacher effectiveness, quantitative predictive research

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