Impact of Group Activities on the Development of English Grammar Skills on Secondary School Level Students

Abstract

Introduction: The study explores the comparative effectiveness of teaching English grammar using classroom group activities versus traditional textbook-based deductive methods among rural secondary-level students. It aims to enhance language skills and engagement, assessing whether group activities improve academic outcomes. Methodology: Two Grade-X classes were divided into Control and Experimental Groups. The Control Group received traditional instruction, while the Experimental Group engaged in group activities focused on Tenses and Narration. Pre-test scores were collected to ensure comparable starting levels. Results/Findings: Post-test results indicated that the Experimental Group significantly outperformed the Control Group. Group activities also fostered higher student engagement, though they did not affect students' attitudes towards learning English grammar. Future Direction: The findings support integrating group activity-based methods with traditional approaches to enhance English grammar teaching at the secondary level. Future research should explore the impact of diverse group dynamics and long-term effects on language acquisition.