Undergraduate Thesis
Bachelor of Secondary Education major in English
University of Rizal system, Rodriguez, Rizal
2025

This study determined the challenges encountered by English major students at the University of Rizal System Rodriguez in learning English grammar. The study sought to answer, (1) the profile of the respondents in terms of sex, year level, socio-economic status, reading materials at home, and their previous grade in English. (2) What are the challenges the respondents encountered in learning grammar, like the complexity of grammar rules, limited background knowledge, insufficient practice and lack of engaging teaching methods, time constraints and inadequate resources, and fear of making mistakes. (3) Are there significant differences between the challenges encountered by the English major when they are grouped according to their profile. Lastly, (4) What is the feedback
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from the respondents on the challenges of learning grammar? The methods used in this study are qualitative research, and descriptive evaluative.
The study found that most of the respondents are female; the distribution of respondents based on socioeconomic status reveals that 63.33% belong to the middle socioeconomic status, and the rest are classified as having a low socioeconomic status. Most respondents have grades in English ranging from 85 to 95 and primarily use books and digital materials for reading. English major students at the University of Rizal System-Rodriguez face significant challenges in learning grammar, particularly due to the complexity of grammar rules and the fear of making mistakes.
The study also analyzed if there are significant differences in the challenges encountered by English major students when learning grammar based on their profiles. The results showed important variations in year level, socio-economic status, and access to reading materials at home, with p-values below 0.05. These variables play a major role in shaping the challenges students encounter when learning grammar. However, there were no significant differences observed when students were categorized based on gender or previous grades in English, indicating that these variables do not play a role in the difference in the challenges encountered in learning grammar.
To overcome these difficulties, students employed different strategies, with many emphasizing the importance of reading different learning grammar materials, regular practice, and external support. Reading materials helped some of them grasp the proper use of grammar in texts, while others benefited from consistent practice, using online tools, and applying knowledge in writing and
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speaking. They also highlight the importance of support from peers, teachers, and study groups, while others say that learning from mistakes and maintaining organized study habits are significant for improvement. The majority of respondents noticed improvements in their grammar skills after overcoming the challenges, with indicators like increased confidence, less mistakes, and better sentence construction.
The results of the findings give way to formulating recommendations that include providing extra resources for struggling students, using engaging teaching methods, encouraging active student participation, and conducting research on innovative teaching approaches and their long-term effects on grammar proficiency, considering factors like socioeconomic background and individual learning preferences.