Impact of explicit grammar teaching on enhancing students’ grammatical proficiency and academic success

Abstract

This study examined the effectiveness of explicit grammar instruction as a pedagogical intervention for improving grammatical proficiency and academic achievement among undergraduate students in Bohol, Philippines. Using a one-group pre-test–post-test quasi-experimental design, data were collected from 111 students (n=111) who participated in a five-session explicit grammar instruction program. Results indicated a statistically significant improvement in grammatical proficiency following the intervention (Mpre=48.89, SD=10.00; Mpost=55.20, SD=12.09), t (110)=10.52, p<0.001, with a medium effect size (Cohen’s d=0.54). Correlation analyses further revealed a significant positive relationship between grammatical proficiency and academic achievement in both pre-test and post-test measures (p<0.001), indicating that students with stronger grammar skills tended to perform better academically. These findings provide empirical support for the effectiveness of systematic, explicit grammar instruction in enhancing both language competence and broader academic outcomes. The study underscores the value of integrating structured grammar instruction into higher education curricula. It supports the institutionalization of language proficiency programs to address persistent grammatical challenges and promote academic success across disciplines.