World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.480-484
Maria Lorenz Z. Pepito
OSAS Staff, Osmena Colleges,City of Masbate
Abstract
This study assessed the grammar proficiency and reading comprehension of third-year Bachelor of Secondary Education (BSED) English students at Osmeña Colleges, Masbate City, and examined the relationship between these two language competencies. Specifically, it sought to determine the respondents’ levels of grammar proficiency and reading comprehension through quiz-based assessments and to establish whether a significant relationship existed between the two variables. A quantitative descriptive-correlational research design was employed. The respondents consisted of 145 third-year BSED English students selected through total enumeration sampling. Data were gathered using researcher-made quiz-based assessment tools composed of a 30-item grammar proficiency test and a 20-item reading comprehension test. Descriptive statistics, including mean and standard deviation, were utilized to determine proficiency levels, while Pearson Product-Moment Correlation Coefficient was used to test the relationship between grammar proficiency and reading comprehension. Results revealed that the respondents obtained a mean score of 20.52 out of 30 (68.40%), interpreted as Fair in grammar proficiency, and a mean score of 13.99 out of 20 (69.95%), interpreted as Satisfactory in reading comprehension. Correlation analysis yielded a Pearson r value of -0.105 with a p-value of 0.296, indicating no statistically significant relationship between grammar proficiency and reading comprehension. The findings suggest that grammar and reading comprehension, while related language domains, develop through distinct learning processes and may require separate instructional interventions. Based on the results, evidence-based instructional strategies focusing on contextualized grammar instruction, explicit reading comprehension strategies, formative assessment, collaborative learning, and technology integration were recommended to enhance students’ linguistic competence.
Keywords: grammar proficiency, reading comprehension, quiz-based assessment, language proficiency, BSED English students
https://zenodo.org/records/21097235
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