Effect of Teaching Grammar Through Game on English Sentence Writing Performance a Focus on Grade Five Students at Dembecha Primary School

Teaching grammar through games is one of the most engaging and enjoyable methods in language instruction. This study aimed to examine the effect of grammar instruction through games on the English sentence writing performance of Grade Five students at Dembecha Primary School. To address students’ challenges in sentence writing, a quasi-experimental design was employed, using a comprehensive sampling technique. Data were collected through pre-tests, post-tests, and a close-ended questionnaire. Two sections of Grade Five students were selected and randomly assigned to control and experimental groups. Both groups took a pre-test, and the data were analyzed using descriptive statistics and an independent sample t-test. The pre-test result (p = 0.73) indicated no significant difference in sentence writing performance between the two groups. The experimental group then received grammar instruction through games over three months (eight periods), while the control group continued with traditional instruction. After the intervention, a post-test was administered, and analysis showed a statistically significant improvement in the experimental group’s performance (p = 0.00, p < 0.05). Additionally, a motivational questionnaire revealed that students in the experimental group had a positive attitude toward learning grammar through games. The study recommends incorporating games in grammar lessons to enhance student engagement and writing skills. Received: 28 June 2025 / Accepted: xx month 2025 / Published: 04 October 2025