Senior Secondary School Teachers and Students’ Perceptions on The Teaching and Learning of English Language Grammar in Ogun State, Nigeria

Abstract

Grammar forms a central component of language mastery, yet research has not sufficiently addressed how teachers and students’ perceive grammar teaching, particularly within the Nigerian educational context. This study investigated the perceptions of English Language teachers and students regarding the teaching and learning of grammar in senior secondary schools. The study population comprised 136 students and 24 teachers selected from four senior secondary schools in Ijebu-Ode Local Government Area of Ogun State, Nigeria. Data were collected using a researcher-designed questionnaire titled Perception of Grammar Teaching in Secondary Schools (PGTSS) and analysed using simple percentages and chi-square statistics. Findings revealed significant differences between teachers’ and students’ perceptions of grammar instruction, despite their shared cultural and educational backgrounds. These perceptual variations were influenced by factors such as previous language-learning experiences, levels of linguistic proficiency, academic needs, and career aspirations. The study highlights critical pedagogical implications for English as Second Language (ESL) learning, emphasis the need for learner-centred strategies that bridge perceptual gaps between teachers and students to improve the effectiveness of grammar teaching and learning.