Abstract
This study explores the knowledge of subject-verb agreement among college students as a basis for remedial subject offerings. The research examines the relationship between students' demographic profiles, their perceptions of English as a subject, and their proficiency in subject-verb agreement rules. A quantitative descriptive research method was employed, utilizing statistical tools such as percentage, frequency, weighted mean, and chi-square to analyze responses collected through a questionnaire. Findings indicate that most respondents are female, aged 18-19, and rely primarily on mobile devices as learning resources. Students demonstrated an overall satisfactory level of understanding of subject-verb agreement rules, excelling in areas such as singular and plural verb usage, indefinite pronouns, and specific noun-verb relationships. However, weaknesses were observed in rules concerning collective nouns and numerical expressions. The study also found that students’ subject-verb agreement knowledge is not significantly influenced by their age, sex, or available learning resources but is affected by their perception of English. Based on these findings, the study recommends the development of Course Syllabi and Self-Learning Modules (SLMs) tailored to address students’ weaknesses in subject-verb agreement. These materials should provide clear explanations, detailed examples, and structured exercises to reinforce learning. The modules can be utilized in remedial classes to enhance students’ proficiency. This research highlights the need for targeted interventions to improve English grammar competency, ensuring better academic performance and communication skills among college students.
