A Social Cognitive Perspective on English Grammar Performance: The Roles of Attitudes, Teacher Attributes, and Student Engagement
DOI:
https://doi.org/10.69569/jip.2026.140Keywords:
Attitudes, Attributes, Engagement, Grammar, IncomeAbstract
This study examined students’ grammar performance and its relationship with their attitudes, teacher attributes, and engagement in learning English grammar. Using a descriptive-correlational design and systematic sampling, data were collected from 220 Grade 10 students from both public and private high schools in Bacong District, Negros Oriental, Philippines. Validated questionnaires and appropriate statistical tests were employed to analyze the data. Findings indicated that students generally demonstrated positive attitudes toward grammar, viewed their teachers’ instructional practices favorably, and showed high levels of engagement, particularly in participation and effortful learning. In terms of performance, students showed relative strength in simple tenses but encountered more difficulty in areas such as subject–verb agreement and parallelism. The results further revealed that students’ attitudes, teacher attributes, and engagement were all positively associated with grammar performance, with attitudes emerging as the most influential factor. Additionally, differences in grammar achievement were linked to demographic and socio economic variables, including sex, type of elementary school attended, language use, and family income. Based on the findings, the study highlights the combined influence of learner attitudes, instructional practices, engagement, and socio economic context on students’ grammar learning outcomes.
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