A Quantitative Pre-test and Post-test Study on the Effect of Sustainable Worksheets on English Grammar Learning in Middle Basic Education
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https://doi.org/10.65415/t1cdz070Palabras clave:
English grammar, EFL instruction, quantitative study, basic educationResumen
The teaching of English grammar remains a challenge in many English as a Foreign Language (EFL) contexts, particularly in public middle basic education. This study aimed to examine changes in students’ English grammar performance following the implementation of a structured instructional intervention. A quantitative pre-experimental design with a pre-test and post-test approach was employed. The participants were 150 middle basic education students from a public educational institution in Milagro, Ecuador. Data were collected using grammar-based assessments aligned with the curricular objectives and analyzed through descriptive statistics to obtain mean scores. The results indicate higher post-test mean scores across all evaluated grammar-related criteria when compared to pre-test results, reflecting improvements in students’ recognition, comprehension, and application of basic English grammatical structures. These findings suggest that structured grammar-focused instruction can support grammar learning in middle basic education EFL contexts and provide empirical evidence to inform instructional practices.
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Derechos de autor 2026 Carla Isabel Lozano Alvarado, Jorge Francisco Zambrano Pachay, Ninfa Sofia Guevara-Peñaranda, Fernando Patricio Riera Hermida, Edwin Alexander Pacheco Vasquez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
