An Assessment of English Grammar Acquisition and Student Satisfaction: Investigating Relationships and Influencing Factors in Various Interaction Types

The importance of mastering English grammar is a critical component of academic success,especially in regions like the Philippines where educational disparities exist. This study investigates therelationship between English grammar acquisition and student satisfaction among Grade 12 students in thePhilippines. It emphasizes the role of various student interactions—student-faculty, student-student,student-content, and student-technology—within Moore's Transactional Distance Theory. This researchhighlights the ongoing challenges in mastering English grammar, particularly among students from lowincome families, whose difficulties have been intensified by the pandemic. A notable gap exists inunderstanding how these interactions impact learners' academic outcomes. Employing a mixed-methodsapproach, the study combines quantitative surveys and qualitative interviews to explore students'perceptions of grammar learning and satisfaction related to different interactive modalities. Findings revealthat students generally attain a satisfactory understanding of English grammar, especially in areas likesubject-verb agreement and relative pronouns. Notably, student-faculty interactions are shown to providethe highest satisfaction ratings, whereas student-student and student-technology interactions, while lesseffective, still contribute positively to the overall educational experience. A moderate positive correlation(r = 0.52) is observed between grammar acquisition and student satisfaction, indicating that improvedproficiency enhances overall learner contentment. The research underscores the necessity for enhancedteacher training and interactive pedagogies tailored to meet student needs. It advocates for collaborativelearning environments to boost student engagement and confidence in grammar skills. Furthermore,regularly assessing student satisfaction and instructional effectiveness is essential for adapting teachingstrategies to evolving learner perceptions.