English language grammar learning strategies of high ranking and low ranking students of Jiren secondary school: a comparative study

The main aim of this comparative study was to assess the English grammar learning strategies of high ranking and low ranking students. To achieve this objective, the three modes of learning namely implicit learning, explicit-inductive learning and explicit-deductive learning were studied in relation to the stated basic questions. For the study descriptive survey method was used. The extreme or deviant case sampling technique was employed to select the subjects for the study. Questionnaire and focus group discussions were used as data collection instruments. The data obtained through questionnaire were then analyzed by using SPSS version 16 in terms of mean score, standard deviation and t-test. For the focus group discussion open-ended questions were used and the data were analyzed by using content analysis technique. In general the findings of the study reveal that there were significant differences on the three modes of learning, particularly in memory and compensation strategies related to implicit learning, cognitive strategies related to explicit-inductive learning and also to explicit-deductive learning. As the overall mean values indicate the high ranking students used English grammar learning strategies at a higher level than the low ranking students in all classifications except social strategies related to implicit and explicit deductive modes.