Abstract
This study evaluated the grammar competency level of intermediate learners at Sohoton Elementary School, Malimono, Surigao del Norte, through the use of a song-based approach to grammar instruction. It specifically assessed learners’ proficiency in eight grammar components—nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections—using pre-test and post-test measures. A quasi-experimental design was employed, involving an experimental group taught with researcher-developed song-based lessons and a control group taught using conventional methods. Data were analyzed using mean, standard deviation, and t-tests. Findings revealed that both groups initially exhibited developing competence in basic grammar categories, with the lowest performance in adverbs and conjunctions. The experimental group showed marked improvement after the intervention, achieving proficient competence in interjections and developing competence in conjunctions and adjectives. In contrast, the control group showed only minimal gains and even declined in some areas. The post-test results indicated a statistically significant improvement in the experimental group, confirming the effectiveness of the song-based approach. Hence, the study concluded that integrating a song-based approach into grammar instruction is both engaging and effective in enhancing grammar teaching and learning. A compendium of these lessons was developed and is recommended as a practical resource for wider adoption by educators.
