Grammar Knowledge of English Education Majors: An Assessment of Grammatical Features

Grammar knowledge is a fundamental component of communicative competence and effective academic writing, particularly among English education majors who are expected to understand and accurately apply grammatical rules and structures in various contexts. Despite continuous exposure to grammar instruction, many tertiary-level learners still experience difficulties in applying grammar accurately. Thus, this study aimed to assess the grammar knowledge of English Education major students across key grammatical features and identify their strengths and areas of difficulty. The study employed a quantitative research design involving 88 second-year, third-year, and fourth-year English major students from a state university in Davao Region during the Academic Year 2025–2026. Data were collected using a researcher-made survey questionnaire and a grammar knowledge test covering ten selected grammatical features. Mean scores and frequency counts were used to analyze the data. Findings revealed that the overall level of grammar knowledge among the participants was moderate (2.90). Students demonstrated high to very high performance in pronouns, conjunctions, degree of adjectives, and voice of verbs, while low to very low performance was observed in subject-verb agreement, verbals, tenses of verbs, auxiliary verbs, and relative pronouns. The findings revealed varying levels in grammar knowledge across grammar features and highlighted the need for more responsive and focused grammar instruction among future English language educators.