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Using Drills to Help Correct Wrong English Sentences of Form 2 Home Economics 1 Students of Winneba Secondary School

Aseda Asiamah Adjah

Abstract

Persistent grammatical errors in the writing of secondary school students pose a significant barrier to effective communication. This study investigates the effectiveness of drills in correcting common grammatical errors among Form Two Home Economics 1 students at Winneba Secondary School. The study finds that learners often struggle with specific syntactic structures, which hinders their ability to produce clear written work. The study employs an action research design and focuses on a target population of 66 students with a purposive sample group of 30 students participating in detailed intervention tasks. The study uses a pre-test as the main instrument to identify the students’ problems. Drills such as repetition, substitution, and transformation drills are utilised as the main intervention tool to help address the problem. The post-test results reveal a significant reduction in grammatical errors compared with the pre-test results. The findings suggest that drills can be used effectively to reinforce correct grammatical patterns when integrated with meaningful context. The study recommends that researchers should explore the long-term impact of drills, and that learners should make their challenges known to their facilitators so they can capitalise on them during lessons for the betterment of the learners' future in the global world of English.

Keywords

Grammatical errorsLanguage drillsAction researchSyntaxEnglish as a Second LanguageSecondary education

References

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