Students’ Age and Grammar Competence

Abstract

This study examined the relationship between students' age and grammar competence among Junior High School students in a national high school in the Division of Ozamiz City during School Year 2025–2026. Specifically, it determined the level of grammar competence across age groups, identified differences in grammar competence, determined the least learned grammatical categories, and developed instructional activities to address learning gaps. A descriptive research design was employed involving 67 students aged 12–17 years selected through total enumeration. Data were gathered using a 50-item grammaticality judgment test covering nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and prepositions. Data were analyzed using weighted mean and one-way Analysis of Variance (ANOVA). Findings revealed that students generally demonstrated an average level of grammar competence. Conjunctions emerged as the strongest grammatical category, while pronouns, adjectives, and adverbs were identified as the least learned areas. Results further indicated no significant difference in grammar competence among students when grouped according to age. The findings suggest that grammar competence is influenced more by instructional exposure and learning experiences than by age. Instructional activities focusing on weak grammatical areas are recommended to improve learners' grammar competence.