Assessing Grammatical Competence of First–Year College Students in a Philippine University: Basis for Instructional Intervention

A strong foundation in grammar is essential for developing and enhancing English communication, writing and comprehension skills, particularly for individuals engaged in government, business, or academic institutions. This study aimed to assess the grammatical competence of first-year college students at the University of Eastern Philippines, Laoang Campus. Both qualitative and quantitative approaches were employed utilizing a teacher-made test, adapted with modifications from the works of Baraceros and De Guzman, and were validated by experts. Statistical tools such as Slovin’s formula, Anova, mean, frequency counts and percentages were used to analyze the data. The findings revealed that, applying the test of difference, students from BTVTED, BSED, BPED, and ENGINEERING Courses demonstrated a high level of grammatical competence while CRIMINOLOGY, BSIT, and BEED disclosed an average level of competence. However, individual weaknesses were identified, particularly in the use of adverbs as modifiers, prepositions, and subject-verb agreement. These results suggest a need for greater exposure to English grammar rules. It is recommended that first-year college students should engage in activities that will further strengthen their grammar skills. Additionally, English teachers are encouraged to develop instructional materials such as books, workbooks, modules, and enhanced syllabi, along with employing innovative teaching strategies, to improve the teaching and learning of English grammar in the classroom.