Exploring the Link between the Student Teachers Attitude towards Grammar and Achievement in English Grammar
R. Kayalvizhi
Department of Educational Psychology, Tamil Nadu Teachers Education University, Karappakkam, Chennai-97, India.
P. N. Lakshmi Shanmugam
Department of Educational Psychology, Tamil Nadu Teachers Education University, Karappakkam, Chennai-97, India.
M. Karthick
*
Department of Education, Periyar Maniammai Institute of Science and Technology, Vallam, Thanjavur-6313403, India.
*Author to whom correspondence should be addressed.
Abstract
This study explores the relationship between learners’ attitudes toward grammar and their achievement in English grammar. Attitude plays a crucial role in shaping the learning experience, as it influences motivation, participation, and the willingness to engage with grammatical content. A positive attitude towards grammar leads to greater interest, consistent practice, and improved performance in both written and spoken English. Conversely, a negative attitude may result in avoidance, anxiety, and lower achievement. The investigator has adopted survey method of research and used stratified random sampling technique for collecting the sample from the population. The sample consists of 260 student teachers from four colleges of education in Dindigul District of Tamil Nadu, India. In this study, ‘t’ test and Karl Pearson’s product moment correlation were used for analyzing the data. The findings of the present research revealed that there is a significant positive influence of student teacher’s attitude towards English grammar on their achievement in English grammar.
Keywords: Grammar achievement, attitude of grammar, competency, proficiency in grammar