Enhancing Grammatical Competence through Kagan Cooperative Learning Structures: A Quasi-Experimental Study among Hospitality Management Students

Grammatical competence is essential to effective professional communication in Hospitality Management, yet tertiary grammar instruction often remains dominated by decontextualized and rule-based practices that may not sufficiently support students’ communicative needs. This study examined the effectiveness of Kagan Cooperative Learning Structures in improving the grammatical competence of first-year Bachelor of Science in Hospitality Management students compared with conventional instruction. Using a quasi-experimental pretest–posttest control group design, the study involved 54 students from North Eastern Mindanao State University, Tandag Campus, with 27 participants in the control group and 27 in the experimental group. The instructional implementation covered 15 hours across 10 sessions, including the pretest, four grammar instructional modules, and the posttest. A 100-item grammatical competence test assessed students’ performance in pronoun–antecedent agreement, subject–verb agreement, tenses of verbs, and voices of verbs. Data were analyzed using means, standard deviations, independent-samples t-tests, paired-samples t-tests, and gain-score analysis. Pretest results showed no significant differences between the control and experimental groups across the four grammatical domains, indicating comparable baseline performance, with t-values ranging from 0.20 to 1.33 and p-values from .362 to .842. Posttest results significantly favored the experimental group in pronoun–antecedent agreement, t = 15.17, p < .001; subject–verb agreement, t = 8.60, p < .001; tenses of verbs, t = 8.52, p < .001; and voices of verbs, t = 9.14, p < .001. Gain-score analysis further indicated greater improvement among students exposed to Kagan Cooperative Learning Structures. The findings suggest that structured cooperative grammar instruction may contribute to stronger grammatical performance among Hospitality Management students and may inform the development of context-responsive materials for Hospitality English and English for Specific Purposes instruction.

Kagan Cooperative Learning Structures; grammatical competence; Hospitality English; quasi-experimental design; cooperative learning

1. Ariani, S., & Valiantien, N. M. (2022). Collaborative learning for enhancing student academic achievement in online grammar class: An experimental study. Journal of English as a Foreign Language Teaching and Research, 2(1), 50–58. https://doi.org/10.31098/jefltr.v2i1.841 [Google Scholar] [Crossref]

2. Bolton, K., & Jenks, C. (2022). World Englishes and English for specific purposes (ESP). World Englishes, 41(4), 495–511. https://doi.org/10.1111/weng.12604 [Google Scholar] [Crossref]

3. Dorji, P., Yangzom, & Tenzin, J. (2021). Application of Kagan’s cooperative learning structures to maximize student engagement: An action research. Journal of Education Society and Behavioural Science, 54–64. https://doi.org/10.9734/jesbs/2021/v34i330317 [Google Scholar] [Crossref]

4. Ellis, R. (2022). Rod Ellis’s essential bookshelf: Focus on form. Language Teaching, 57(2), 246–261. https://doi.org/10.1017/S026144482200012X [Google Scholar] [Crossref]

5. Gopal, K., Quah, W. B., & Gengatharan, S. (2021). Need analysis of English for Hospitality students: A case study in Sungai Petani Community College. AJELP: The Asian Journal of English Language and Pedagogy, 9(2), 43–53. https://doi.org/10.37134/ajelp.vol9.2.4.2021 [Google Scholar] [Crossref]

6. Hernandez, H. P. (2023). Does Philippine English subject–verb agreement exist in academic writing? The case of research articles across disciplines. Asian Englishes, 26(2), 337–354. https://doi.org/10.1080/13488678.2023.2222347 [Google Scholar] [Crossref]

7. Humairoh, S., Roza, V., Reflinda, R., & Melani, M. (2024). The implementation of Numbered Heads Together (NHT) technique in teaching speaking skill at IX grade of SMPN 7 Bukitinggi. Continuous Education Journal of Science and Research, 5(2), 119–130. https://doi.org/10.51178/ce.v5i2.1935 [Google Scholar] [Crossref]

8. Keo, V., Lan, B., Hak, C., Chean, A., Khong, R., & Hoeurn, S. (2026). Cooperative learning in higher education ESL classrooms: A narrative review of techniques, effectiveness, and challenges. International Journal of Applied Educational Research, 3(6), 383–400. https://doi.org/10.59890/ijaer.v3i6.16 [Google Scholar] [Crossref]

9. Keramati, M. R., & Gillies, R. M. (2021). Perceptions of undergraduate students on the effect of cooperative learning on academic achievement. Journal of Applied Research in Higher Education, 14(1), 440–452. https://doi.org/10.1108/JARHE-07-2020-0239 [Google Scholar] [Crossref]

10. Lumabao, B. B. (2023). Cooperative learning and the grammatical competence of students. Psychology and Education: A Multidisciplinary Journal, 16(1), 123–132. https://doi.org/10.5281/zenodo.10443266 [Google Scholar] [Crossref]

11. Manalastas, A. K. M. (2023). Communicative competence in a global hospitality workplace: Assessment of English language competency of BSHM graduating students. Seaqil Journal of Language Education, 2(2), 1–7. https://doi.org/10.70046/sjle.2.2.1-7 [Google Scholar] [Crossref]

12. Morallo, A. B., & Dita, S. N. (2025). Subject-verb concord of nouns with Latin plural endings in Philippine English. LEARN Journal: Language Education and Acquisition Research Network, 18(2), 709–735. https://doi.org/10.70730/ylxw6105 [Google Scholar] [Crossref]

13. Nassaji, H. (2020). Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges. Language Teaching, 53(1), 3–28. https://doi.org/10.1017/S0261444819000375 [Google Scholar] [Crossref]

14. Odehova, N., Nevska, Y., & Perlova, V. (2022). The effectiveness of cooperative learning in developing grammar skills. Advanced Education, 25–34. https://doi.org/10.20535/2410-8286.239888 [Google Scholar] [Crossref]

15. Öztürk, B. (2023). The effect of cooperative learning models on learning outcomes: A second-order meta-analysis. Educational Policy Analysis and Strategic Research, 18(3), 273–296. https://doi.org/10.29329/epasr.2023.600.13 [Google Scholar] [Crossref]

16. Prieto-Saborit, J. A., Menéndez-Espina, S., Mendez-Alonso, D., Jiménez-Arberas, E., Llosa, J. A., & Hernandez, P. N. (2025). Application of cooperative learning and its relation to 3 × 2 achievement goals in teachers. Education Sciences, 15(5), 595. https://doi.org/10.3390/educsci1505059 [Google Scholar] [Crossref]

17. Rassaei, E. (2020). Effects of mobile-mediated dynamic and nondynamic glosses on L2 vocabulary learning: A sociocultural perspective. Modern Language Journal, 104(1), 284–303. https://doi.org/10.1111/modl.12629 [Google Scholar] [Crossref]

18. Romadhon, R. (2024). Teaching English grammar for ESP learners: An exploration of content-based instruction. Journal of English and Education, 10(2), 120–133. https://doi.org/10.20885/jee.v10i2.36400 [Google Scholar] [Crossref]

19. Rueda, R. B. (2022). Subject-verb agreement errors and performance of the Bachelor of Arts in English Language Studies students: An input for the development of a remediation program. International Multidisciplinary Research Journal, 4(3), 109–115. https://doi.org/10.54476/ioer-imrj/89928 [Google Scholar] [Crossref]

20. Shumiye, A. S. (2024). Teaching-learning grammar via cooperative language learning: Kombolcha Secondary School in focus. Teacher Education and Curriculum Studies, 9(1), 1–11. https://doi.org/10.11648/j.tecs.20240901.11 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study