NORTHERN

MINDANAO
COLLEGES, INC.
City of Cabadbaran
College of Teacher
_______________________________________________________________
Education
GRAMMATICAL COMPETENCE OF CRIMINOLOGY FRESHMEN STUDENTS
OF NORTHERN MINDANAO COLLEGES, INC.
_________________________________________________

A Research Presented to

the Faculty of College of Teacher Education

Northern Mindanao Colleges, Incorporated

City of Cabadbaran

_____________________________________

In Partial Fulfillment

Of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION

Major in English

___________________________________

By

BUKID, LEA JANE

CAÑEDO, ROSEMARIE
DURANGO, KIN
MORTA, LARA BELL
SIMAN, JOANAH JANE

May 2023
 ABSTRACT

Title : GRAMMATICAL COMPETENCE OF

CRIMINOLOGY FRESHMEN STUDENTS

OF NORTHERN MINDANAO COLLEGES,INC.

Total Number of Pages : 50

Number of Text Pages : 42

Authors : BUKID, LEA JANE

CAÑEDO, ROSEMARIE

DURANGO, KIN

MORTA, LARA BELL

SIMAN, JOANAH JANE

Type of Document : Research Study

Type of Publication : Unpublished

Host Institution : Northern Mindanao Colleges, Incorporated

Cabadbaran City, Agusan del Norte, Region

XII, Philippines

Keywords : Grammatical competence/ criminology

students
Summary : This descriptive study assessed the grammatical

competence of the freshmen Criminology students of Northern Mindanao

Colleges Incorporated using a researcher-made questionnaire. This study

examines the grammatical competence of Criminology Freshmen at Northern

Mindanao Colleges, Incorporated, focusing on syntax, semantics, morphology,

and Grammarly test results. The research is anchored in Chomsky's linguistic

theory, emphasizing the importance of grammatical competence in language

proficiency. The study found that the majority of students demonstrated very

good competence in syntax, semantics, and morphology, indicating a strong

grasp of grammatical rules. Additionally, the students exhibited a moderate level

of competence in semantics. However, the Grammarly test results suggested

room for improvement in grammatical correctness and writing proficiency.

Notably, a significant positive correlation existed between students' linguistic

competence and Grammarly performance. In conclusion, this research

underscores the importance of linguistic competence in academic writing and

highlights the need for further development in grammatical skills among

Criminology Freshmen
 APPROVAL SHEET

This thesis entitled, GRAMMATICAL COMPETENCE CRIMINOLOGY

FRESHMEN STUDENTS OF NORTHERN MINDANAO COLLEGES, Inc.,
prepared and submitted by BUKID, LEA JANE, CAÑEDO, ROSEMARIE,
DURANGO, KIN SIMAN, JOANAH JANE and MORTA, LARA BELL in partial
fulfillment of the requirements for the degree of Bachelor of Secondary
Education, major in English is hereby recommended for oral examination.

ALDRIAN C. SINONTA
Adviser

____________________________________________________________________
PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with the grade of PASSED.

MA. AILEEN S. CASERA MARLENE S. HINAY,Ph.D.

Member Member

MARILOU M. MELLA, Ph.D.

Chairman

Accepted and approved as partial fulfillment of the requirements for the degree of
Bachelor of Secondary Education, major in English.

MARLENE S. HINAY Ph.D.

DEAN
 TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

ABSTRACT iv

TABLE OF CONTENTS v

LIST OF FIGURES vi

LIST OF TABLES ix

CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction 1

Theoretical/ Conceptual Framework 3

Schematic Diagram 4

Statement of the Problem 5

Hypothesis 5

Scope and Delimitation 6

Significance of the study 6

Definition of Terms 7

CHAPTER II
 REVIEW OF RELATED LITERATURE AND RELATED
STUDIES

Related Literature 8

Related Studies 13

CHAPTER III

RESEARCH METHODOLOGY

Research Design 14

Research Locale 14

Research Sampling Design 14

Research Respondents 15

Research Instrument 15

Ethical Standard 15

Data-Gathering Procedure 16

Statistical Treatment 16

Scoring and Quantification 17

CHAPTER IV

RESULTS AND DISCUSSION

Problem 1 18

Problem 2 21

Problem 3 22

CHAPTER V
 SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATION

Summary of Findings 24

Conclusions 25

Recommendations 26

REFERENCES

APPENDICES

Appendix A – Letter of Approval 29

Appendix B – Survey Questionnaire 31

Appendix C – Map of Research Locale 32

Appendix D – Curriculum Vitae 33

Appendix E – Photo Documentation 38

Appendix F – Quality Assurance Certificates 41

LIST OF FIGURES
FIGURE TITLE PAGE

1 Schematic Diagram 4

LIST OF TABLES

Table Title

Page

1 Scoring and Quantification 17

2 Frequencies of Syntax 18

3 Frequencies of Semantics 19

4 Frequencies of Morphology 20

5 Frequencies of Grammarly 21

6 Relationship Between Grammatical 22

Competence and Result in Grammarly Test

 Chapter I

THE PROBLEM AND ITS SETTING

Grammar is a crucial component of language use in spoken and written

forms. It is only possible to learn a language effectively by understanding its

grammar because grammar teaches students to recognize grammatical forms,

which improves and sharpens the expression of meaning. Grammar describes

how a language uses patterns of structure to convey meaning. As a result, the

researcher is interested in researching language grammar, as the two are

inextricably linked. The mastery of language code is what grammar competence

is all about. It is Chomsky's definition of linguistic proficiency (1955). According

to Chomsky, the capacity to detect a language's lexical, morphological, syntactic,

and phonological descriptions and to use them to create words and sentences is

referred to as this competency. The ability to explicitly state grammatical rules is

not required for grammar knowledge, nor is it related to a particular philosophy of

grammar. A person only automatically acquires grammatical competence in a

language if they can describe and demonstrate how the rules of that language

work. When a person can use the rules to create grammatically correct

sentences and judge whether a sentence is correct, it is said that they have

grammatical competence.

In criminology, competence in grammar is essential for effective

communication through written reports, research papers, and documentation.

Clear and precise language helps convey complex ideas, ensuring that findings
 2

and analyses are accurately communicated to peers, policymakers, and the

public. A strong command of grammar contributes to the credibility and

professionalism of criminological research.

The study must be conducted in a way that is aligned with the reason that

many students nowadays need help with grammatical competence. Hence,

being grammatically competent will improve a student's college readiness. Not

every student will pursue higher education, but that is the dream for many—

grammatical proficiency is non-negotiable for further academic success. Even if

a student chooses a career that does not require much writing, that career will

unavoidably include talking to coworkers, clients, or others. Developing

communicative skills is the finest technique to enhance those spoken abilities.

Finally, students who do not understand English grammar will struggle

immensely to learn another language. Whether applying for college, interviewing

for a job, or learning a new language, students benefit from clearly

comprehending the nuances of English grammar.

 3

Theoretical Framework

This study was anchored on Chomsky's "Aspects of the Theory of Syntax"

or linguistic theory. Chomsky's linguistic ideas are based on the principles that

underlie language's structure, which are biologically determined in the human

mind and thus passed down through genetics. He, therefore, contends that

regardless of sociocultural differences, all individuals share the same

fundamental linguistic structure. According to Noam Chomsky, children are born

with the capacity to learn any human language. He asserts that specific linguistic

structures children use so accurately must be imprinted on the child's mind.

Chomsky's theory (1955) applies to all languages as they all contain nouns,

verbs, consonants, and vowels, and children appear to be 'hardwired' to learn

grammar. Every language is exceedingly complicated, often with subtle

differences that even native speakers are unaware of. However, regardless of

their intellectual ability, all children become fluent in their native language within

five or six years.

This theory is relevant to the study since grammar is critical for language

learning. As we can see, if people understand grammar, they will speak more

fluently than others who do not have grammar knowledge, and they will learn

any language much faster.

 4

Schematic Diagram

Input Throughput Output

Areas of grammar

 Syntax
Grammarly Grammatical
Competence
 Semantic

 Morphology

Figure 1. Showing the display of Independent and Dependent variables.

 5

Statement of the problem

This study aimed to assess the grammatical competence of the grade 10

students. Specifically, it attempted to answer the following questions:

1. What is the level of grammatical competence of freshmen in terms

of;

1.1. Syntax

1.2. Semantic

1.3. Morphology

2. What is the result of the Grammarly test?

3. Is there a significant relationship between grammatical competence

and results in Grammarly tests?

Hypothesis

Ho. There is a significant relationship between parts of speech and the

result in Grammarly
 6

Scope and Limitations

The study's scope includes grammatical competence only, limited to

morphology, syntax and semantic. The grammar areas and specific grammar

points that are not mentioned were not assessed in this study, thus reflecting its

limitations. The grammatical competence assessed is limited to freshmen

students and excludes students' grammatical competence in other year levels.

Significance of the Study

This study is significant to the following sectors in the society.

The teachers. The teachers may find this helpful study for this will serve as an

eye opener and guide them to be effective and globally competitive in the field of

teaching English grammar.

The students. The students will find this study helpful because they are its direct

recipients. Grammar is one of the complex fields in education. Thus, students

will know how to learn and improve their English grammar proficiency level.

The school. The output of the study will help the school to produce students

with more competence in terms of grammar.

Future Researchers. To the other researchers, it will be an excellent basis to

know why students need to gain more competence when it comes to grammar.
 7

Definition of Terms

The following terms have been defined operationally to provide a clearer

understanding of the variables in the study.

Grammarly. A digital writing tool that provides grammar and spell checking,

plagiarism detection services, and suggestions about writing.

Freshmen. First-year students entering an academic institute at university or

college.

Grammatical Competence. The unconscious knowledge of grammar allows a

speaker to use and understand language.

Syntax. It is the arrangement of words and phrases to create well-formed

sentences in a language.

Semantic. is the branch of linguistics and logic concerned with meaning.

Morphology. It is the study of the structure and formation of words in a

language.
 8

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes a review of related literature and studies

researchers have pursued to shed light on the topic under study.

Related Literature
According to (Tulasi, 2022) in her journal A Review of Linguistic and

Communicative Competence: An ESP Approach. She stated that Communicative

competence is the ability to communicate truly to the people in a society with the

knowledge of the lexis, morphology, syntax, semantics, and phonology.

Competence is an underlying cognitive ability, whereas performance is the overt

manifestation of this ability in actual behavior. Linguistic competence is the

equipment that a language user possesses in terms of knowledge of the

language's syntactic, semantic, and phonological elements, as well as the rules

that govern their organization in words; it is the speaker's aptitude or capability to

make and comprehend sentences acceptable from a syntactic, semantic, and

phonological standpoint.

From the point of view of (Ulbricht, 2023), in her article Can grammatical

morphemes be taught? Evidence of Gestures Influencing Second Language

Procedural Learning in Middle Childhood She asked, " What kind of practice

makes perfect when children learn to use grammatical morphemes in a second

language? As we all know, many learners have difficulties acquiring new

morpho-syntactic structures, such as the plural{-s} and third-person possessive {-

 9

s} in English. Research on gesture and syntax in middle childhood remains rare.

She suggested that by acquiring that knowledge, teachers should implement

using gestures and communicative hand and arm movement to employ teaching

tools in the classroom. She also added that using a novel task, the gesture-

speeded fragment completion task, our behavioral results show a decrease in

mean response times after instruction in the test condition utilizing syntactically

specific gestures.

In the article Formation of Morphological Competence of Junior

Schoolchildren in the Lessons of the native language, the process of younger

kids obtaining a high degree of morphological competence will be monitored.

One of the primary goals of studying the elements of speech is to help students

improve their oral and written communication skills in speech, including adding

new nouns, adjectives, verbs, and the like to children's vocabularies. Primary

school instructors are currently required to plan the end outcomes of their

classes. Students' actions in the morphology of their home language, which, in

our opinion, will aid not only them but also others not only to keep the ultimate

objective of teaching morphology in mind but also to maintain a high level of

quality, raise the degree of pupils' grasp of various grammatical categories and

ideas. (Kochkorbaevna, 2022).

Also (Tannen, 2019), In her book You Are the Only One I Can Tell: Inside

the Language of Women's Friendships, in his writing, Tannen examines how

communication is both intricate and frequently subtle. She contends that

understanding the social and cultural circumstances in which communication

 10

occurs is just as important as having a solid command of grammar and syntax. A

sophisticated comprehension of these standards is necessary for efficient

communication, according to Tannen, who also points out that language and

communication are strongly ingrained in social and cultural norms.

Also, the article Language Learning Strategies and Grammatical

Competence of the English-Major Students in Zamboanga del Norte HEIs

Language acquisition necessitates the development of communication

techniques. Students are competent in creating new words based on other words

or morphemes, also called derivational morphology. Likewise, they are also

skilled in encoding meanings into words in English, which include the structure of

words, phrases, clauses, and sentences up to the construction of the whole text

(Rodriguez, 2023).

As such (Fortes, 2022) stated in her article Morphological Paradigm of

Nouns and Verbs: Meaning and Functions in Bisakol, a Philippine-type language,

that nouns and verbs are derived forms with specific morphemes that may be

attached either to the root or to the stem. The affixes of Bisakol have some

conditioning and restrictions in the linguistic environment. Hence, Bisakol

morphemes, especially their affixes, are highly multifunctional, with every affix

carrying a meaning that may either modify the root's semantics or change the

new form's concept category entirely.

 11

Related Studies

In his journal article titled A Study of Grammatical Errors Produced by

Korean Child EFL Learners (Choi Moon-hong, 2022), the author investigated the

developmental aspects of child language acquisition, specifically focusing on the

awareness of syntactic structures and the production of functional morphemes.

This study spanned a two-year period during which data were collected from two

Korean children's written journals and compositions. The research revealed

several distinctive characteristics in their interlanguage, including an excessive

use of 'be' as a subject marker, a strong preference for regular morphology, and

arbitrary conversion. Additionally, the study identified significant delays in

acquiring functional morphemes compared to English L1 children.

The research paper titled 'The Impact of Grammatical Competence on 1st

Year University English Students' Written Performance' explores the nature and

extent of syntactic errors among first-year English learners at Al-Hamdaniya

University, Iraq. As revealed by Salman (2022), the study sheds light on the

difficulties encountered by EFL students in Iraq in mastering various aspects of

English grammar, focusing on specific areas such as tenses, modals, auxiliaries,

subject-verb agreement, and verb forms. The investigation employed a

composition writing test to collect data, with researchers analyzing 20 written

essays to identify prevalent grammatical errors among the students.

 12

According to (Nasrullah, 2023), in her research article Investigation of

Students' Linguistic Competence and Performance in Translation at English

Education Study Program FKIP ULM Banjarmasin, she studied linguistic

competence and performance, focusing on translation. She finds out in her study

that students' language skills or linguistic competence are still vague. The

researchers used a quantitative approach. The participants were 53 ELESP

students who had taken translation courses. The instrument used in this research

is a test. The researchers concluded that students' majority score level is fairly

good. In addition, students' linguistic competence and performance influenced

their translation as much as 25,8%.

Also, Cagayan State University, Craig Campus conducts studies of the

grammatical and discourse competence and productive skills of first-year ESL

students from 12 programs of the College of Arts and Sciences at Cagayan State

University, Philippines (2021). This study will test the students about their level of

grammar and grammatical competence, as well as their level of skills in writing

and speaking. Researchers used random saplings to allocate the number of

students. The first instrument that was used was a competency test created by

the researcher. The grammatical component was made up of 60 items that are

equally split among the areas of morphology, grammar, phonology, syntax,

lexicon, and semantics. In the domain of grammar, 115 out of 210 test-takers got

very low scores (0-2/10 items), 73 scored low (3-4/10 items), 18 obtained

average scores (5-6/10 items), and only 4 got high scores (7-8/10 items). Finally,

this means that respondents' knowledge of grammar, vocabulary, phonology,

 13

morphology, semantics, and syntax was related to their spoken and written

discourse

knowledge.

The study was conducted in a private institution in the city center of

Pagadian in the province of Zamboanga del Sur. The participants in this study

are second–year education students majoring in English. This study explores the

relationship between English language anxiety and students' grammatical

competence in 2022-2023. This type of examination measured the students'

syntax fluency and mastery in morphology, Lexis, and semantics and resembled

elements of known standardized English proficiency tests such as the Stanford

English Language Proficiency Test (SELPT) and General English Proficiency

Test (GEPT). According to the findings, students majoring in English in their

second year of a bachelor's degree program in secondary education lack the

confidence to communicate their thoughts in English through a variety of

modalities, including conversing with one another, writing essays, and other

communicative activities that include writing (Cabal, 2023).

This study also aimed to investigate the influence of language websites on

the grammatical competence of 161 officially enrolled grade 11 students selected

through stratified random sampling to determine the respondents' grammatical

competence level, such as vocabulary, syntax, phonology, and morphology.

When the students were categorized by part, the Analysis of Variance (ANOVA)

results revealed a substantial difference in their degree of grammatical

proficiency. Additionally, regression analysis showed a strong relationship

 14

between the dependent variable—grammatical proficiency—and the independent

variable, the use of language-learning websites (Medida, 2017).

Chapter III

RESEARCH METHODOLOGY

This includes the research design, research locale, research respondents,

research instrument, ethical standards, data gathering procedure, and the

statistical treatment of data.

Research Design

The study employed a quantitative-descriptive research method to

systematically analyze and summarize numerical data to describe and

understand a particular phenomenon. This involved collecting structured data

and utilizing statistical methods to interpret and present the findings.

Research Locale

The study was conducted at Northern Mindanao Colleges, Inc., located at

Atega Street, Cabadbaran City.

Research Sampling Design

The researchers used a simple random sampling method to select

respondents for the study. Simple random sampling is a way to select

participants for a study fairly. It ensures everyone in the group has an equal

opportunity to be included, making the sample representative of the entire

 15

population. This means everyone in the group had an equal chance of being

chosen.

Research Respondents

Criminology at Northern Mindanao Colleges, Inc. who enrolled for the

school year 2022-2023, thirty-four (34) were surveyed.

Research Instrument

The researchers employed an essay questionnaire to gather the data for

the study. The essay questionnaire was conducted to identify the grammatical

competence of the students. The requirements for designing a good data

collection instrument were considered in the preparation of the instrument. The

instrument is authorized to obtain valid responses from the participants.

Ethical Standards

The researchers carried out their study adhering to ethical standards,

ensuring the rights and well-being of all participants. Consent forms were sent to

respondents to confirm their willingness to take part. Participants provided

informed consent, and the study was conducted confidentially and anonymously.

The researchers personally distributed the questionnaire to assess respondents'

grammatical competence. Data collection was done honestly and precisely, and

the researchers maintained objectivity, steering clear of biases.

 16

Data Gathering Procedure

To gather the desired data, the researchers asked consent from the Dean

of the College of Teachers Education, Marlene S. Hinay, PhD., to conduct the

study. As permission was granted, the researchers formally asked permission

from Atty. Travel Mae Delrosario, Dean of the College of Criminology, to conduct

the study in criminology freshmen students of Northern Mindanao Colleges,

Incorporated. The researchers were guided to the designated classroom of the

respondents. The researchers individually gave the respondents the test after it

had been approved.

Statistical Treatment

1. Frequency and Percentage were employed to understand the respondents'

scores in answering the test.

2. Kendall’s Tau Correlation was utilized to test the significant relationship

between grammatical competence and their result in the Grammarly test.

 17

Scoring and Quantification

To facilitate statistical analysis, the following codes and scales with

descriptive ratings were used to treat the following variables:

Table 1.

Competence Descriptive Level

1: 1.00- 1.82 (75 – below) Failed

2: 1.83- 2.65 (76-79) Passing

3: 2.66- 3.48 (80-84) Good

4: 3.49- 4.31 (85- 89) Very good

5: 4.32- 5.14 (90-95) Excellent

6: 5.15- 6.00 (96-100) Distinguished

 18

Chapter IV

RESULTS AND DISCUSSION

This chapter presents the answers to the problems posed in the study and

the subsequent analysis and interpretation of the data.

Problem 1.1. What is the level of grammatical competence of freshmen in terms

of syntax?

Table 2.

Descriptives
Syntax Semantics Morphology Grammarly
Mean 3.56 3.44 4.76 2.56
Syntax Frequency Percent
75 below 1 4.0 %
75 - 79 7 28.0 %
80 - 84 4 16.0 %
85 - 89 6 24.0 %
90 - 94 4 16.0 %
95 - 100 3 12.0 %

Frequencies of Syntax

The table provides an insightful analysis of students' grammatical

competence in syntax, classified into six levels ranging from Fail to

 19

Distinguished. Notably, most students fall into the Pass, Good, and Very Good

categories, with 60% of the total number of respondents indicating a generally

satisfactory to excellent level of syntactical competence. Conversely, the Fail

category, representing severe deficiencies, is relatively scarce, suggesting that

such shortcomings are uncommon among students. Moreover, the data

highlights the presence of excellence and distinction within the student

population, although these higher-level assessments are less frequent. The

mean score

for syntax, at 3.56, suggests that, on average, students possess a

moderately competent understanding of grammatical syntax, surpassing basic

proficiency but not reaching the heights of excellence or distinction. In summary,

this analysis underscores students' overall competence in syntax, with some

exhibiting exceptional skills, and provides valuable insights into the distribution of

grammatical competence levels among them.

Problem 1.2. What is the level of grammatical competence of freshmen in terms

of semantics?

Table 3.

Frequencies of Semantics

Semantic Frequency Percent

75 below 2 8.0 %
75 - 79 5 20.0 %
80 - 84 5 20.0 %
85 - 89 6 24.0 %
90 - 94 0 0.00%
 20

95 - 100 0 0.00%

The data on semantics reveals a spectrum of student competence,

categorized into Fail, Pass, Good, Very Good, Excellent, and Distinguished

levels. Most students fall into Pass, Good, and Very Good, reflecting a

satisfactory to excellent grasp of semantics. Fail assessments are infrequent at

only 8%, indicating rare severe deficiencies. Notably, Excellent and Distinguished

assessments at 28% each highlight remarkable instances of semantic excellence

within the student population. The mean score for Semantics, at 3.44, suggests

an overall moderately competent understanding among students, surpassing

basic proficiency but failing to reach the level of exceptional expertise.

Problem 1. 3. What is the level of grammatical competence of freshmen in terms

of morphology?

Table 4.

Frequencies of Morphology

Morphology Frequency Percent

75 below 0 0.00%
75 - 79 0 0.00%
80 - 84 2 8.0 %
85 - 89 9 36.0 %
90 - 94 7 28.0 %
95 - 100 7 28.0 %
 21

The data regarding morphology levels presents a favorable result. None of

the respondents fell into the "fail" and "pass" levels. The table shows that most of

the respondents have a high level of competence in terms of morphology, and

28% of the total number of respondents have distinguished use of morphology.

The mean score for Morphology is 4.76, indicating a relatively high level of

competence among students. Scores around this mean suggest above-average

proficiency in morphology.

Problem 2. What is the result of the Grammarly test?

Table 5.

Frequencies of Grammarly

Grammarly Frequency Percent

75 below 10 40.0 %
75 - 79 2 8.0 %
80 - 84 5 20.0 %
85 - 89 5 20.0 %
90 - 94 3 12.0 %
95 - 100 0 0.00%

The table presents that the most prevalent category is "Fail" (Level 1),

accounting for 40.0% of the assessments, suggesting that most students

received Grammarly results in this category. "Pass" (Level 2) is less frequent,

representing only 8.0% of assessments, which might indicate it represents a less

common or exceptionally proficient state. "Good" and "Very Good" (Levels 3 and

4) each occur in 20.0% of assessments, potentially signifying moderately correct

 22

or proficient levels. "Excellent" (Level 5) appears in 12.0% of assessments,

suggesting a high degree of grammatical competence. The mean score for

Grammarly is 2.56, indicating that, on average, students received relatively low

scores in their Grammarly assessments. This suggests there is room for

improvement in grammatical correctness and writing proficiency, as assessed by

Grammarly.

Problem 3. Is there a significant relationship between grammatical competence

and the results of Grammarly tests?

Table 6.

Grammarly
Kendall's
0.926
Tau B
Syntax
p-value <.001
Decision Reject Ho. Significant
Kendall's
0.823
Tau B
Semantics
p-value < .001
Decision Reject Ho. Significant
Kendall's
0.766
Tau B
Morphology p-value < .001
Decision Reject Ho. Significant

A Kendall's tau correlation showed that the level of grammatical

competence (Syntax, Semantics, and Morphology) had a significant relationship

with the result in Grammarly (since p < 0.05 as shown in the table).
 23

The data reveals strong and statistically significant correlations between

syntax, semantics, morphology, and Grammarly results. Syntax and Grammarly

exhibit a robust positive correlation (0.926, p < 0.001), indicating that changes in

grammatical syntax competence closely align with changes in Grammarly results.

Similarly, semantics and Grammarly display a strong positive correlation (0.823,

p < 0.001), suggesting that variations in semantic competence are linked to

fluctuations in Grammarly results. Morphology and Grammarly also show a

notable positive correlation (0.766, p < 0.001), indicating that changes in

morphology competence are associated with shifts in Grammarly results. Overall,

these findings underscore the significant relationship between students'

competencies in syntax, semantics, morphology and their Grammarly results. It

emphasizes that students excelling in linguistic skills tend to achieve favorable

outcomes in Grammarly assessments, highlighting the interplay between

language proficiency and Grammarly performance.

 24

Chapter V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of findings, conclusions, and

recommendations regarding the research conducted.

Summary of Findings

An analysis of the data obtained in this study revealed the following

findings:

1. The average score for syntax suggests a moderately competent

understanding among students, surpassing basic proficiency but not

reaching exceptional expertise. Regarding semantics, the overall student

performance is above basic but below top-tier mastery, with exceptional and

distinguished evaluations. In terms of morphology, the level of grammatical

competence among freshmen is relatively high, suggesting above-average

proficiency.
 25

2. The mean score for Grammarly indicates that, on average, students received

relatively low scores in their Grammarly assessments. The most prevalent

result in the Grammarly test is "Fail."

3. The study shows strong and statistically significant correlations between

students' syntax, semantics, and morphology competencies and their

Grammarly results. They indicate that grammatical syntax, semantic

competence, and morphology changes are closely associated with shifts in

Grammarly results, emphasizing the interplay between language proficiency

and Grammarly performance.

Conclusions

The average syntax score indicates that the students at this level

demonstrate a basic degree of competency, which aligns with the data findings.

The overall student performance is above in terms of semantics. In contrast, the

student’s morphological grammatical competency level indicated that they are at

an average proficiency level. Furthermore, a poor score on the Grammarly

evaluations signifies a failed test.

Finally, the study demonstrates the significant relationship between

students' proficiency in grammar and their grammar assessments. Additionally,

grammar proficiency and performance are emphasized.

Recommendations
 26

Based on the findings of this study, the following recommendations were

drawn:

Administrators should encourage the integration of grammar instruction

across the criminology curriculum to reinforce students' grammatical skills in

various contexts.

Schools must implement an English Enhancement Competency Program

not only for English major students but also for all departments to address the

students' weaknesses in grammar.

Students should take proactive steps to improve grammatical

competence by seeking additional resources, such as grammar books, online

tutorials, and writing workshops.

Teachers should supplement classroom instruction with online tools and

resources, such as Grammarly.

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REFERENCES
Fortes, A. C. (2022, October). Morphological Paradigm of Nouns and

Verbs: Meaning and Functions in Bisakol, a Philippine-type language. In

Proceedings of the 36th Pacific Asia Conference on Language, Information and

Computation (pp. 234-242).

Kochkorbaevna, K. B. (2022). FORMATION OF MORPHOLOGICAL

COMPETENCE OF JUNIOR SCHOOLCHILDREN IN THE LESSONS OF THE

NATIVE LANGUAGE. Gospodarka i Innowacje., 22, 56-60.

Lavadia, M. B. Revisiting Competence and Performance: Do Grammatical

and Discourse Competence Facilitate Productive Skills?. Management,

Education and Social Sciences Organized by Inceed and Space, 245.

Medida, J. J. D. (2017). Utilization of Language Websites and

Grammatical Competence of Grade Eleven Students. Tin-aw, 1(1), 1-1.

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Mu’in, F., & Nasrullah, N. (2023, June). Investigation of Students’

Linguistic Competence and Performance in Translation at English Education

Study Program FKIP ULM Banjarmasin. In Proceedings of the 2nd International

Conference on Language, Literature, Education, and Culture, ICOLLEC 2022,

11–12 November 2022, Malang, Indonesia.

Panugot, E. B. Grammatical Competence of College Freshmen: Basis for

the Development of Instructional Materials.

Reyna, J., Cabal, H., Resentes, G., Mejorada, R., Arcamo, F. E., Naparan, G. B.,

& Alayon, M. F. (2023). Exploring the Relationship Between English Language

Anxiety and Students’ Grammatical Competence. Canadian Journal of

Educational and Social Studies, 3(4), 63-74.

Rodriguez, E. (2023). Language Learning Strategies and Grammatical

Competence of the English-Major Students in Zamboanga del Norte HEIs. Sprin

Journal of Arts, Humanities and Social Sciences, 2(04), 27-42.

Salman, Z. M., & Hazem, A. H. (2022). The impact of grammatical

competence on 1st year university English students’ written performance.

Available at SSRN.

Tulasi, L., & Murthy, N. S. R. (2022). A review of linguistic and

communicative competence: an ESP approach. The Review of Contemporary

Scientific and Academic Studies, 2(3), 1-7.

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Ulbricht, N. J. (2023). Can grammatical morphemes be taught? Evidence

of gestures influencing second language procedural learning in middle childhood.

PLOS ONE, 18(2), e0280543. https://doi.org/10.1371/journal.pone.0280543

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 31

SURVEY QUESTIONNAIRE

Profile of the Respondents:

I.D. #: _____________ Course and Year: ___________

Major:____________ Sex: ______________ Age: ______

Local Dialect: ________

ESSAY (10 Points)

1. What is the difference in the past, and at the present as regards to

communication?

2. What is Self-Compassion?

3. Give your thoughts about your weekly formation on Fridays and what are

the things that needs to be improved?

 32

Research Locale
 33

CURRICULUM VITAE

PERSONAL DATA

Name : Lea Jane B. Bukid

Address : P-3 Barangay, Humilog, R.T.R Agusan del Norte

Date of Birth : August 6, 2000

Age : 22

Gender : Female

Status : Single

Name of Father : Romeo T. Bernardo

Age : Deceased

Occupation : Deceased

Name of Mother : Ernalene B. Bukid

Age : 51
 34

Occupation : Housewife

EDUCATIONAL BACKGROUND

Elementary : R.T.R Elementary School

High School : Dasmarinas North National High School

Tertiary : Northern Mindanao Colleges Incorporated

CURRICULUM VITAE

PERSONAL DATA

Name : Rosemarie Q. Cañedo

Address : P-1A Barangay Poblacion Jabonga Agusan del Norte

Date of Birth : November 20, 1999

Age : 23

Gender : Female

Status : Single

Name of Father : Danilo A. Cañedo

Age : 52

Occupation : Fisherman

Name of Mother : Analisa Q. Cañedo

Age: 49
 35

Occupation: Housewife

EDUCATIONAL BACKGROUN

Elementary: Quezon Mainit Elementary School

High School: Jabonga National High School

Tertiary: Northern Mindanao Colleges Incorporated

CURRICULUM VITAE

PERSONAL DATA

Name : Kin A. Durango

Address : P-9, Barangay Calamba, Cabadbaran City

Date of Birth : April 30, 2001

Age : 21

Gender : Male

Status : Single

Name of Father : Joel V. Durango

Age : 67

Occupation : Farmer

Name of Mother : Jessie A. Durango

Age : 64
 36

Occupation : Farmer/Housewife

EDUCATIONAL BACKGROUND

Elementary : Calamba Elementary School

High School : Calamba National High School

Tertiary : Northern Mindanao Colleges Incorporated

CURRICULUM VITAE

PERSONAL DATA

Name : Lara Bell S. Morta

Address : P-7, Barangay La Paz, Santiago Agusan del Norte

Date of Birth : October 17, 2002

Age : 20

Gender : Female

Status : Single

Name of Father : Julito R. Morta

Age : 58

Occupation : Foreman

Name of Mother : Amalia S. Morta

Age : 49
 37

Occupation : Housewife

EDUCATIONAL BACKGROUND

Elementary : La Paz Elementary School

High School : Santiago National High School

Tertiary : Northern Mindanao Colleges Incorporated

CURRICULUM VITAE

PERSONAL DATA

Name : Joanah Jane C. Siman

Address : P-4 Barangay Caloc-a Magallanes Agusan del Norte

Date of Birth : May 23, 2002

Age : 20

Gender : Female

Status : Single

Name of Father : Jonathan B. Siman

Age : 39

Occupation : Tricycle Driver

Name of Mother : Irish Jane C. Siman

Age : 40
 38

Occupation : Teacher

EDUCATIONAL BACKGROUND

Elementary : Dahican Elemtary School

High School : Magallanes National High School

Tertiary : Northern Mindanao Colleges Incorporated

PHOTO DOCUMENTATION

TITLE DEFENSE

DISTRIBUTION OF SURVEY QUESTIONNAIRES

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TITLE DEFENSE
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