Grammar Proficiency and Writing Performance Among Private Senior High School Students of Panglao, Bohol

Grammar proficiency is widely recognized as a fundamental component of language learning; however, its contribution to writing performance remains inconclusive. This study examined the relationship between grammar proficiency and writing performance among 182 private Senior High School students in Panglao, Bohol during the School Year 2022–2023. A quantitative descriptive-correlational design was employed using a modified standardized grammar diagnostic test and a narrative writing assessment. The grammar instrument underwent expert validation and pilot testing, yielding a Cronbach's alpha coefficient of 0.857, indicating high internal consistency. Findings revealed that the respondents were moderately proficient in English grammar (M = 72.03%) but less proficient in narrative writing (M = 53.47%). Pearson Product-Moment Correlation showed no significant relationship between grammar proficiency and writing performance (r = 0.023, p = .762). Female students demonstrated significantly higher grammar proficiency than male students (p = .013), while no significant sex difference was observed in narrative writing performance (p = .762). Significant differences in grammar proficiency were likewise found across academic strands (p < .001), whereas narrative writing performance did not significantly differ by strand (p = .360). These findings suggest that factors beyond grammatical competence alone influence writing proficiency and support the implementation of an English Bridging Program to strengthen students' writing skills through comprehensive language instruction.