Language Enhancement through Active Developmental Sessions (LEADS): A Teaching Strategy to Improve Mastery Level in Subject-Verb Agreement Rules of Grade 10 Learners at General Luna National High School
DOI:
https://doi.org/10.5281/zenodo.19789342Keywords:
LEADS, Subject-Verb Agreement Rules, Mastery level, Grammatical competence, MELCs, teaching strategyAbstract
The study aimed to determine the effectiveness of the Language Enhancement through Active Developmental Sessions (LEADS) a teaching strategy in improving mastery of subject-verb agreement rules. The researcher utilized a quantitative research approach with a quasi-experimental design. The study's respondents were 43 Grade 10 Learners from General Luna National High School, General Luna, Quezon. The researcher administered validated self-developed assessments and employed descriptive statistics, including mean, standard deviation, frequency, and percentage, as well as the T-test, to analyze the gathered data. The findings of the study revealed that the overall performance of the learners in the pretest was low, with a mean score of 11.12%. The result indicated that most grade 10 learners were underdeveloped in the mastery of subject-verb agreement rules. In contrast, the learners achieved the passing score in the posttest with a mean rating of 18.37%. It indicates that among 43 respondents, 95.4% demonstrated a high understanding of the rules of subject-verb agreement, indicating proficiency overall. When the pretest and posttest scores were compared, the results revealed a significant difference in the mastery of subject-verb agreement rules among grade 10 learners when the LEADS teaching strategy is used. The p-value was 0.0001; it was less than 0.05, indicating significance. The result connotes that implementing the LEADS strategy increases learners’ grammatical awareness and improves grammatical competence, especially in mastering the rules of subject-verb agreement. Based on the findings of the study, an instructional material in the form of a module was proposed to maintain grammatical competence, specifically in the rules of subject-verb agreement.
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