A STUDY ON GRAMMATICAL ERRORS IN THE WRITTEN ENGLISH OF SENIOR SECONDARY SCHOOL STUDENTS OF EGOR L.G.A. OF EDO STATE
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Abstract
This study investigated the grammatical errors made by senior secondary school students and the causes, consequences and remedial strategies for those errors in Egor Local Government Area. Using a descriptive survey design, data were collected through
structured questionnaires administered to 100 students and 10 English Language teachers. Responses were analysed using frequency counts, percentages and mean scores. Findings showed that the most frequent errors in students’ written English were tense misuse, subject–verb disagreement, wrong or missing articles, pronoun errors, inappropriate preposition usage and faulty sentence structure. Teachers and students attributed these errors largely to mother-tongue interference, poor reading culture, inadequate grammar instruction (including rote methods), insufficient writing practice and large class sizes. The study further found that unchecked grammatical errors reduce clarity and coherence in writing, lower academic performance across subjects that require written work, and undermine learners’ confidence in communication. Both groups recommended practical, communicative grammar teaching, regular corrective feedback, increased writing and reading practice, remedial classes and peer review
activities. The study concludes that improving grammatical competence requires pedagogical shifts toward interactive, practice-based instruction and strengthened school support systems to restore writing accuracy and overall communicative competence.
structured questionnaires administered to 100 students and 10 English Language teachers. Responses were analysed using frequency counts, percentages and mean scores. Findings showed that the most frequent errors in students’ written English were tense misuse, subject–verb disagreement, wrong or missing articles, pronoun errors, inappropriate preposition usage and faulty sentence structure. Teachers and students attributed these errors largely to mother-tongue interference, poor reading culture, inadequate grammar instruction (including rote methods), insufficient writing practice and large class sizes. The study further found that unchecked grammatical errors reduce clarity and coherence in writing, lower academic performance across subjects that require written work, and undermine learners’ confidence in communication. Both groups recommended practical, communicative grammar teaching, regular corrective feedback, increased writing and reading practice, remedial classes and peer review
activities. The study concludes that improving grammatical competence requires pedagogical shifts toward interactive, practice-based instruction and strengthened school support systems to restore writing accuracy and overall communicative competence.
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