International Journal of Multidisciplinary Research and Growth Evaluation  |  ISSN (Online): 2582-7138  |  Double-Blind Peer Review  |  Open Access  |  CC BY 4.0

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International Journal of Multidisciplinary Research and Growth Evaluation

ISSN (Online): 2582-7138 | Open Access

Pop Culture Integration and Grammatical Proficiency of English Major Students

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Volume: 6 | Issue: 4 | Pages: 333-340

Subject: Geoinformatics

Country: Philippines

DOI: https://doi.org/10.54660/IJMRGE.2025.6.4.333-340

License: CC BY 4.0

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Abstract

This research investigated the relationship between the integration of pop culture and the grammatical proficiency of English major students at Pamantasan ng Cabuyao. A descriptive- correlational study was conducted using a survey of 192 first-year to fourth-year BSED English major students. The survey included an adapted questionnaire to measure pop culture integration across social media, mass media, and other media, as well as a standardized English Grammar Level Test to assess grammatical proficiency. The findings revealed a high level of pop culture integration among the students, with no significant difference observed across year levels. A weak positive correlation emerged between pop culture exposure and grammatical proficiency, suggesting that while pop culture may play a role in language development, its direct impact on grammatical proficiency is limited. To facilitate the effective integration of pop culture into English grammar instruction, the researchers propose the "PoPnC" website, a comprehensive resource for teachers to access popular culture references and incorporate them into engaging grammar learning activities. 

How to Cite This Article

Mark Andrew O Asaytuno, Jeferson D Cativo, Jesse M Esteves, Aileen Mae A Gravino, Ericka Vernice G Hercia, Zenelly P Vierneza (2025). Pop Culture Integration and Grammatical Proficiency of English Major Students . International Journal of Multidisciplinary Research and Growth Evaluation (IJMRGE), 6(4), 333-340 . DOI: https://doi.org/10.54660/IJMRGE.2025.6.4.333-340

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  1. 10. 54660/. IJMRGE.2025.6.4.333-340 Keywords: Pop Culture Integration, Grammatical Proficiency, English Major Students Introduction Technologicaladvancementshaverevolutionizedcommunicationandinformationsharing, makingdatamoreaccessibleandwidelyavailable(Kumar,2024\[
  2. 27. Furthermore, thistechnologicalrevolutionhasmadeinformationaboutpopularcultureaccessible, allowingpeoplefromallwalksoflifetoparticipateinglobalculturalphenomena. Theseinnovationschangedhowpeopleengagewithmedia, entertainment, andoneanother, resultinginafascinating, digitallydrivenpopularculture. Asaresult, individualscouldparticipateinandcontributetoculturaltrendsmoreactivelythaneverbefore. However, whenthe COVID-19pandemicemerged, itimpactedthemedical, economic, andeducationalsectors. Learnerswereforcedtoadapttotheonlinemodeoflearning, resultinginincreasedusageofmobileandtechnicaldevicestostayconnectedwiththeirpeersviavarioussocialmediaplatforms(Mesceetal.,2022; Susilowatietal.,2021\[30,
  3. 47. Theygainedinformationthroughdigitalmediaandwereupdatedoncurrenttrends, thelatestnews, andwhatwaspopularinthecommunity. Crossman(2024\[17definedpopularcultureasasetofculturalitemsextensivelyconsumedbymostofsociety. Theseculturalaspectsshapeandreflectsociety'sbeliefs, attitudes, andhabits, makingpopcultureanimportantpartofmodernlife. Inrecentyears, integratingdigitaltoolsintoeducationhastransformedtraditionalteachingmethods(Timotheou,2022\[
  4. 48. However, theimpactofthesetoolsonstudentengagementandmotivation, particularlyingrammarstudies, remainsunderexplored. Ineducation, studentsnowadaysoftenlackinterestandmotivationtoengageinlearninggrammarbecausetheteachingstrategiesandinteractionsusedbytheteacherareverytraditional. Somestudiesexploredhowconventionalteachingmethods, whichoftenreliedheavilyonlecture-basedinstructionandpassivelearning, havebeenobservedtocausestudentstobecomeeasilyboredanddisengaged(Alessaand Hussein,2023;?iftciand Ozcan,2021\[4,
  5. 16. Previousstudieshaveshownthatconventionalgrammarinstructionoftendisengagesstudents(Alqahtani, International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com334|Page2022; Djimta-Dinguembeye,2024\[5,
  6. 20. Toaddresstheseissues, incorporatingmorestudent-centeredandinteractiveapproachesthatfosteractiveparticipationandcriticalthinkingwhileintegratingpopularcultureineducationalsettingsfor Englishmajorstudentswasnecessary, asitcreatesengagingcontentthateasilycapturesthestudents'interestwithrelevantandenjoyablecontentwhilelearning. Tosupportthis, someresearchershaveexploredalternativemethods, andthereisevidenceoftheeffectivenessofintegratingpopcultureintogrammarteaching. Bagniand Sumra(2022\[11arguedthatpopculturematerials, suchastelecinematicrepresentations, canpurposefullybeintegratedintoinnovative Global English Language Teaching(GELT\-orientedclassroompractices. Furthermore, accordingtoarecentstudyby Wernerand Tegge(2020\[51, usingpopculturematerialssuchasfilms, televisionseries, novels, andmusicinlanguageeducationmadelessonsmoreengagingandrelevantforstudents. Thisteachingmethodandstrategyattractstudents'attentionandstimulatetheirpriorknowledge, whichistheschema, makingnewmaterialmoreaccessibleandrelevant. Inaddition, usingpopcultureasaspringboardimprovedgrammaticalproficiencyandotheracademicskills, asstudentsweremorelikelytoengagedeeplywithrelevantandenjoyablecontent(Visco,2023\[
  7. 50. Educatorscouldincorporatethesestrategiestocreateamoredynamicandrelatablelearningenvironmentthatresonateswithstudents'interestsandexperiencesusingsocialmediamemes, popularmusic, andcontemporarymoviesandtelevision. Thisresearchaimedtolookintotherelationshipbetweenpopcultureintegrationandthegrammaticalproficiencyof Englishmajorstudentstoseeiftherewasasignificantdifferencebetweenthelevelsofpopcultureintegrationandgrammaticalproficiencywhenstudentsweregroupedbyyearlevel. Thisstudyprovidedusefulinsightsintocreativeeducationaltechniquesthatcouldimprovethelearningexperiencesof Englishmajorstudentsat Pamantasanng Cabuyaobyinvestigatingtheinfluenceofpopcultureasateachingmethodanditseffectongrammaticalcompetence. Moreover, thestudyaimedtofindtechniquesthatpromoteimprovedacademicexperienceandperformanceamong Englishmajorstudentsbyevaluatingtheimpactofincorporatingpopularculture. Literature[26definedpopcultureasanelementcomprisedofextralinguisticallusionsthatwereingrainedinourdailylives, evolvingintoessentialcomponentsofhowweinternallyandexternallyperceivedtheworld, usuallyintheformofcommunalexperiencessharedbyawholegeneration. Integratingpopcultureintotheclassroomhasbeenidentifiedasapromisingapproachtoincreasestudentengagementandparticipation. Researchershighlightedthesignificanceofincorporatingelementslikemusic, films, digitalmedia, andgamesinmakinglearningmorerelatableandstimulating. Studiesshowedthatpopularculturewasaneffectiveinstructionaltoolininstructioninsidetheclassrooms, anditcouldbeleveragedtoengagestudents, makinglearningmoreeffectiveandenjoyable(Hansen&Wilson,2023; Sugihartati,2020; Werner&Tegge,2020\[22,46,
  8. 51. Consequently, theaspectsofpopularculturethatincludedhumor, enjoyment, andentertainmentbecameamaindrivingforceformotivatingthestudentsbecauseoftheirrelatability. Therefore, studentsactivelyparticipatedinthediscussionswhichmadelearninginterestingforstudents(Adawiyah&Yani,2024; Altukruni,2022; Al-Smadi,2020; Ann,2024; Asmin&Purwati,2023; Austauschdienst,2023; Bal,2023; Celik,2024; De Roxasetal.,2024; Hansen&Wilson,2023; Kalyuzhnaetaletal.,2024; Reddyetal.,2020; Roslimetal.,2021; Santos&Nanquil,2023; Sari&Aminatun,2021; Sudiran,2021; Zeng&Yung,2022\[26,3,6,7,8,9,10,12,15,18,22,24,37,38,41,42,45,53,
  9. 35. Duetotheengagingcontentthatpopcultureprovided, evidencesuggestedthatpopculturepositivelyandsignificantlyinfluencedgrammaticalproficiency. Byfosteringanenjoyablediscussion, studentsparticipatedmoreandlearnedmorefromthelessonthatintegratedpopculture(Abbasova K.,2024; Abdurahimovna&Mirzosokhibkizi,2023; Bergulaetal.,2023; Hovorunetal.,2021; Ludke&Morgan,2022; Mccray,2023; Muktietal.,2024; Neves,2023; Nguyenetal.,2023; Puspitasarietal.,2024; Sadiqzade,2024; Xu,2023\.[26, popculturewascharacterizedbyextralinguisticreferencesembeddedineverydaylife, influencinghowpeopleexperiencedit. Popculturecouldenhanceeducationalexperiencesbycreatingengaginglearningenvironments, asnotedby Wernerand Tegge(2020\[51and Tosi(2023\, whoarguedthatusingpopcultureartinconjunctionwithcollaborativeculturalactivitiescouldfosterasenseofteamworkandcollaborationamongstudents. Ontheotherhand, Dietrichetal.(2021\discussedbalancingthepedagogyandtheentertainmentaspectofpopcultureintegrationintheclassroom, positingthatincorporatingpopcultureelementstowardslearningshouldfocusonproperutilization, whereinknowledgeandconnectionformcouldbeprovided. Thepopcultureelementsshouldbefact-basedandapplicabletothesubjectmattertobetaught. Moreover, popcultureshouldbeusedtosupportteachinganalogiesanddemonstrateconceptsproperly, usingappropriatemethodssuitablefortheleadevelopmentandage. Integratingcultureintogrammaticalinstructiontoachieveproficiencyprovidedaholisticapproachtolanguagelearning, benefitinggrammaticalproficiencyandculturalawareness(Kanchana,2024\. Kanchana(2024\postulatedthatbyincorporatingculturalcontextsingrammaticalinstruction, learnerscouldhaveadeeperknowledgeandcomprehensionofhowgrammaticalstructureswereusedinreal-worldsituations. Withthisapproach, learningbecamemoreintriguing, meaningful, andrelevant.[26foundthatpopcultureelementscouldbeusedasamotivatingfactorandabridgetoteachgrammarrulesthatthestudentsoftenviewasdull, challenging, anddifficulttocommittomemoryanduseinapplication. Tofurtherfortifytheir[26utilizedawidearrayofcontemporaryculturestoillustrategrammaticalconcepts, rules, andproperorimproperapplication. Usingpopcultureelementsinteachinggrammar, studentsbecamemoremotivatedtopayattentiontothegrammaticalstructurestheywerelearningandconnectthemtothe[
  10. 26. Tosupportthis, Werner(2020\determinedthatpopcultureresourcesintroducedlearnerstovariousgrammaticalfeaturesanddepictedhowcontextcouldaffectfunctionalappropriatenessdependingonthegivenusesituation. Learnerscouldbemademoreawareofthedifferencesinactual Englishgrammarusageacrossvariousregionalandsocialvariations(diatopicanddiastraticvariation\aswellas International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com335|Pageintermsofregister(diaphasicdimension\byusingpoplyricsand TVdiscourse(Werner,2020\. Methods Thisstudyutilizedadescriptive-correlationalapproachtoinvestigatetherelationshipbetweentheintegrationofpopcultureinthelearningprocessandthegrammaticalproficiencyof Englishmajorstudents. Theresearchmethodologyincludedasurvey, utilizedtogatherdatainanaturalsetting, ensuringthatnovariablesarealteredormanipulatedinawaythatcouldaffecttheresults. Thisofferedasuccinctoverviewofthepresentsituation; correlationalresearch, whichexaminedrelationshipsbetweenvariables; anddevelopmentalstudies, whichinvestigatepatternsofchangeovertime(Caparas&Yango,2023\. Theresearchersconductedthestudyat Pamantasanng Cabuyao, locatedat Katapatan Mutual Homes, Cityof Cabuyao, Laguna. Therespondentswerestudentsenrolledinthe Bachelorof Secondary Education Majorin Englishprogramintheacademicyear2024-
  11. 2025. Thestudyhad192participants. Theresearchersselectedfirsttofourth-year Bachelorof Secondary Education Majorin Englishstudentsasthestudy'srespondents. Sincethisinvestigationfocusedonassessinggrammaticalproficiency, itwasdirectlylinkedtothe Englishprogram, wherestudentsaretrainedtobeexcellentinthelanguage. Thestudytargetedfirst-tofourth-yearstudents, agenerationofyoungadultswithhighexposuretopopculture. Thisexposureshapedtheirbehaviorandcommunicationpatterns(Spilinek,2023\. providedclearinstructionsonhowtocompletethequestionnaires. Participantswereassuredthattheirresponseswillremainconfidentialandinlinewiththestudy'sethicalguidelines. Informedconsentwillbeobtainedfromeachparticipant, highlightingtheacademicnatureoftheresearchandtheassuranceofprivacy. Oncecompleted, theresearchersgatheredthequestionnairesandtallied, organized, analyzed, andinterpretedthedata. Theresearchersusedaquestionnaireasthemaindatacollectioninstrumenttogatherthedataneededforthestudytocontinue. Specifically, theresearchersutilizedastandardizedtestandanadaptedquestionnaireastheprimarycollectioninstrumenttogathertherequiredinformation, withtheresearchadviservalidatingthecredibilityoftheinstrument. Tomeasurethelevelofpopcultureintegration, anadapted Language Motivationamong AB-English Studentsoftheetal.(2024\consistedof29questionsthatwentthroughvalidationandscoringbytheresearchadviser. Thisquestionnairewasdividedintothreecategories: socialmedia, whichhas9questions; massmedia, whichhad11questions; andothermediaandlanguage, whichhas9questions. Eachitemrepresentedafour-point Likertscalewherefour(4\isthehighestrate, whichmeanttheystronglyagreewiththeitem, andone(1\wasthelowest, whichmeanttheystronglydisagreewiththestatement. Concurrently, the English Grammar Resultsand Discussion
  12. 1. Demographicprofileoftherespondentsintermsofyearlevel Table1: Demographic Profile Year Leveln Percentage1styear4825%2ndyear6132%3rdyear5227%4thyear3116%Total192100%Thetableabovepresentedthedemographicprofileoftherespondents. Therespondentscamefromarangeofyearlevels, withthelargestgroupbeing2nd-yearstudents, makingup32%ofthetotal. Theywerefollowedby3rd-yearstudentsat27%, then1st-yearstudentsat25%. Thesmallestgroupwasfromthe4thyear, comprising16%oftherespondents. Whilethedistributionleanedslightlytowardthemiddleyearlevels, itstillreflectedafairlybalanceddistributionofrespondents.
  13. 2. Levelof Pop Culture Integrationoftherespondents Table2: Levelof Pop Culture Integration Levelofpopcultureintegrationintermsof: Weightedmean Interpretation Socialmediaandlanguage3.15 High Massmediaand Language3.25 High Internet3.46 Very High Radio2.87 High Television3.29 Very High Printed Media3.37 Very High Other Mediaand Language3.60 Very High English Cinema3.59 Very High English Music3.60 Very High Thestudyinvestigatedthelevelofpopcultureintegrationinlanguagelearningamong Englishmajorstudents, withafocusonthreemediacategories: socialmedia, massmedia, andothermedia. Thedatafromthesurveyindicateastrongpresenceofpopcultureacrosstheseplatformsastoolsfor Englishlanguagedevelopment. Theintegrationofpopculturethroughsocialmediawasas Facebook, Twitter, and Instagram. Theweightedmeanforthiscategorywas3.15, interpretedas High, suggestingthatrespondentsactivelyengagedwith Englishthroughdigitalinteractions. Studentsreportedusing Englishpredominantlyinstatusupdates, chats, andcomments, anddemonstratedaconsciousefforttomaintaingrammaticalcorrectnessandvocabularyaccuracy. Furthermore, theynotedtheacquisitionofnewexpressionsandidiomsthroughsocialmediagames, posts, andconversations. International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com336|Page Thesefindingsalignedwith Rwodzietal.(2020\, whoemphasizedthatsocialmediacanserveaseffective, learner-centeredplatformsthatfacilitateauthenticlanguagepracticeinreal-worldcontexts. Similarly, Muftah(2022\highlightedhowsocialmediauseduringthe COVID-19particularlythroughinformalandaccessiblelanguageexposure. Despitethesebenefits, thedataindicatedrelativelylessparticipationineducationalsocialmediagroups, pointingtoagapbetweenentertainmentandinstructionaluse. Thelevelofpopculture Integrationviamassmediawhichincludedthe Internet, radio, television, andprintedmaterialswasgenerallyevaluatedas Very High, withthe Internetreceivingthehighestweightedmeanof3.46, followedby Printed Media(3.37\, Television(3.29\, and Radio(2.87\. Studentsidentifiedthe Internetasthemosteffectiveresourceforimprovingvocabulary, readingcomprehension, andoveralllanguageskillsduetoitsaccessibilityanddiversityofcontent. Televisionwasalsorecognizedforitsmultimodalcontent, whichsupportsbetterretentionandcontextualunderstanding. Printedmedia, suchasbooksandmagazines, continuedtobeperceivedasvaluabletoolsinlanguageacquisition. Conversely, radiowasratedthelowestamongthefour, withlimitedperceivedimpactonarticulationandvocabularyenrichment. Thissuggestsadiminishedroleofaudio-onlymediaincontemporarylanguagelearning, especiallywhencomparedtomoreinteractiveandvisualplatforms. Thesefindingsaresupportedby Singer(2024\, whoarguedthatdigitalmassmediaespeciallyplatformswithvisualandauditorycomponentsenhancelinguisticproficiency, culturalawareness, andlearnerautonomy. Thenersbenefitmostfrommultimodalandtechnology-enhancedlanguageenvironments. Thefinalcategoryexaminedtheroleof Englishcinemaandmusicinlanguagelearning. Bothwereratedas Very Highintheirinfluence, withmusicslightlyoutrankingcinema(weightedmeansof3.60and3.59, respectively\. Studentsattributedvocabularyenrichment, pronunciationdevelopment, andgrammaticalawarenesstotheuseofsubtitles, lyrics, anddialogueinthesemedia. Musicwasparticularlyvaluedforitsaccessibility, emotionalengagement, andrepetitivenature, whichfacilitatedtheretentionofvocabularyandgrammaticalstructures. Theseresultssupportedthefindingsof Roslimetal.(2021\, whoemphasizedtheuseofmoviestoimprovevocabularyandoralcommunicationskillsthroughauthenticlanguageinput. Kumaretal.(2022\likewisedemonstratedtheeffectivenessofmusicinfosteringlanguageacquisition, highlightingtheroleofrepetition, rhythm, andlearnermotivationingrammarinstruction. Overall, theresultsrevealedthatpopculturewasdeeply Thestrongestengagementwasseenin Internet-basedandaudiovisualplatforms, whiletraditionalaudiomedia(e. g., radio\sawcomparativelylowerusage. Studentsarenotpassiverecipientsofpopculture; rather, theyactivelyuseitasalinguisticandeducationalresource. Theconsistentexposuretolanguageinmeaningful, culturallyrelevantcontextswhetherthroughsocialmediadialogue, filmclips, orsonglyricscontributessignificantlytoandcommunicativecompetence.
  14. 3. Levelofthegrammaticalproficiencyoftherespondents Table3: Levelofgrammaticalproficiencyoftheselectedstudents Year Level CEFRLevel Mean Median Mode Interpretation1st Year B14.404.004.00 Intermediate2nd Year B14.384.004.00 Intermediate3rd Year B24.735.005.00 Upper Intermediate4th Year B24.775.005.00 Upper Intermediate Average B14.574.504.50 Intermediate Toassessthegrammaticalproficiencyof Englishmajorstudentsat Pamantasanng Cabuyao, the Oxford Grammar Level Test, agloballyrecognizeddiagnosticalignedwiththe Common European Frameworkof Referencefor Languages(CEFR\wasadministered. The CEFRscaleclassifieslinguisticcompetenceintosixlevels: A1(beginner\to C2(proficient\, witheachleveldefinedbyobservablelanguagebehaviorsratherthanprescriptivegrammarrules(Brun-Mercer,2021\. Thisframeworkallowedforastandardizedassessmentofgrammaticaldevelopmentacrossyearlevels. Thedatawereanalyzedusingmeasuresofcentraltendency, namelythemean, median, andmode, toensureareliableandinterpretableevaluationofgroupperformance. Theresultsshowedthatbothfirst-yearandsecond-yearstudentspredominantlyattainedthe B1levelofgrammaticalproficiency, correspondingtoanintermediatelevelofthe CEFR. Thiswasevidencedbyaconsistentmedianandmodeof4, withmeanscoresof4.40forfirst-yearstudentsand4.38forsecond-yearstudents. Thesevaluesindicatearelativelyhomogeneouslevelofgrammaticaldevelopmentamonglower-yearcohorts. Atthe B1level, learnersaretypicallycapableofunderstandingthemainpointsofclear, standardinputonfamiliartopicsandcanproducesimple, connecteddiscourse. Theybegintodemonstrateemerginguseofmorecomplexsyntacticforms, suchasindirectquestionsandsubordinateclausestraitsalignedwiththecriterialfeaturesoutlinedby Brun-Mercer(2021\, whichhighlightspecificgrammaticalstructuresindicativeofprogressionacross CEFRlevels. Studentsinthethirdandfourthyearsexhibitedmoreadvancedgrammaticalcompetence, reachingthe B2(upper-intermediate\level. Bothcohortsrecordedconsistentmean, median, andmodescoreswithinthiscategory, withmeanscoresof4.73(thirdyear\and4.77(fourthyear\. Atthisstage, learnersareexpectedtounderstandthemainideasofcomplextexts, engageintechnicaldiscoursewithintheirfield, andproducemoreaccurateandnuancedwrittenandspokenlanguage. Theprogressionfrom B1to B2reflectsanaturaltrajectoryinsecondlanguageacquisition, influencedbycumulative International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com337|Pageacademicexposure, increasinglyspecializedcoursework, andexpandedopportunitiesforauthentic Englishuse. Theupwardtrendinscoressupportstheviewthatgrammaticalproficiencyisadevelopmentalprocess, enhancedthroughsustainedinstructionalengagementandlearnerautonomy.
  15. 4. Popcultureintegrationaccordingtoyearlevel Table4: Levelofpopcultureintegrationwhengroupedaccordingtoyearlevel Year Level F-value P-value Decision Remarks1st Year9.070.00 Significant2nd Year16.150.00 Significant3rd Year25.950.00 Significant4th Year2.690.07 Not Significant Table4showedthatpopcultureintegrationsignificantlydifferedamongfirst, second, andthird-yearstudents, asindicatedbytheir F-valuesand P-values. Thissuggestedthatstudentsintheselevelsengagedwithpopcultureinvariedways, possiblyinfluencedbytheirage, learningpreferences, andexposuretomedia-richenvironments. Incontrast, thefourth-yearstudentsshowednosignificantdifference, implyingamoreconsistentorreducedengagementwithpopculture, likelyduetoacademicworkload, researchfocus, orpreparationforgraduation. Thesefindingsalignedwith Galveand Sumayo(2024\and Placeretal.(2024\, whoobservedthatpopcultureuseishighestinearlytomid-collegeyearsanddeclinesasstudentsprioritizeacademicrigor. Thisdepictedtheimportanceofyear-levelspecificinstructionalstrategies, maximizingpopcultureintegrationwhereengagementisstrongest.
  16. 5. Grammaticalproficiencywhengroupedaccordingtoyearlevel Table5: Grammaticalproficiencyoftherespondentsaccordingtotheiryearlevel. Year Level NF-Value P-Value Decision Remark1st Year480.250.62 Failedtoreject Notsignificant2nd6112.520.00 Significant Year3rd Year521.170.30 Failedtoreject Not Significant4th Year313.640.08 Failedtoreject Not Significant Thetableabovedisplayedthegrammaticalproficiencywhengroupedaccordingtotheyearleveloftherespondents. Thegrammaticalproficiencyof Englishmajorstudentswasanalyzedbyyearlevelusingone-way ANOVA. Amongthefourgroups, onlythesecond-yearstudentsshowedastatisticallysignificantdifferenceinproficiencylevels. First-yearstudents(n=48\hadan F-valueof0.26anda P-valueof0.62, wellabovethe0.05significancethreshold. Thismeanstherewasnosignificantdifferenceingrammaticalproficiencyforthisgroup, andthenullhypothesiswasnotrejected. Second-yearstudents(n=61\, whomadeupthelargestportionofthesample, showedanotable F-valueof12.53anda P-valueof0.
  17. 4. Sincethe P-valuewasbelowthe0.05significancelevel, theresultwasstatisticallysignificant, whichindicatesameaningfuldifferenceingrammaticalproficiencywithinthisgroup. Thenullhypothesiswasthereforerejectedforthesecond-yearlevel. Forthird-yearstudents(n=52\, the F-value(1.17\and P-value(0.30\didnotshowstatisticalsignificance. Thisindicatedthattherewasnostrongevidenceofdifferencesinproficiencyatthislevel. Similarly, fourth-yearstudents(n=31\hada P-valueof0.08, alsoabovetheacceptedthreshold, meaningthenullhypothesiswasagainnotrejected. Thesefindingsalignwith Galveand Sumayo(2024\, whichinvestigatedthegrammaticalproficiencyofthetertiarylevel Englishmajorstudents. Thefindingsindicatedthattherewasasignificantdifferenceingrammaticalcompetencedidnotsignificantlyaffectgrammaticalproficiencyandfailedtoindicateiftherewasasignificantrelationshipbetweenthetwovariables. Thistriedtoimplythatprogressionthroughacademicyearsdidnotabruptlyenhancegrammaticalskills. Theresultsshowedthat, formostyearlevels, therewasnosignificantdifferenceinthegrammarskillsof Englishmajorstudents. Onlythesecond-yearstudentsshowedaclearchange, whichsuggestedthatsomethingspecificintheircurriculumorinstructionmayhavehelpedimprovetheirgrammaratthatstage. Forthefirst, third, andfourth-yearstudents, grammarskillsseemedtostayaboutthesame. Thismayhavemeantthattime. Itmighthavebeenasignthatthewaygrammarwastaughtthroughouttheprogramneededtobereviewedtoensuresteadyandclearprogress.
  18. 6. Significantrelationshipbetweenpopcultureintegrationandgrammaticalproficiency Table6: Correlationbetween Pop Culture Integrationand Grammatical Proficiency Variablesn Correlation Coefficient(r\Interpretation Pop Culture Integrationand Grammatical Proficiency1920.121 Thereisaveryweakcorrelationbetweenthevariables. Table6presentedtheresultsofa Pearsoncorrelationanalysisconductedtoexaminetherelationshipbetween Pop Culture Integrationand Grammatical Proficiencyamong192 Englishmajorstudentsat Pamantasanng Cabuyao. Thecomputedcorrelationcoefficientwasr=0.121, indicatingaveryweakpositiverelationshipbetweenthetwovariables. Thissuggeststhatincreasedexposuretopopculturewhetherthroughconsumptionorintegrationinthelearningprocesswasassociatedwithaslightimprovementingrammaticalperformance. However, thecorrelationstrengthwasnotstatisticallysignificantandthereforelackedsufficientexplanatorypower. Thisweakassociationimpliedthatwhilepopculturemaycontributetogrammaticaldevelopment, itwaslikelyonlyaminorfactoramongaconstellationofotherinfluences. Factorssuchasthetypeandqualityofpopculturecontent, International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com338|Pagethelinguisticregisterused(e. g., colloquialvs. academic English\, andlearnermotivationcouldmoderateitsimpact. Popcultureoftenemployedinformal, conversationallanguage, which, thoughbeneficialforcontextuallanguageexposure, doesnotnecessarilyalignwiththerule-governedstructuresrequiredforhigh-levelgrammaticalaccuracy. Thisinterpretationwasconsistentwith Otibaretal.(2023\, whosecorrelationalstudyonsocialmediauseandgrammarproficiencyamongjuniorhighschoolstudentsin Eastern Visayasfoundnosignificantrelationshipbetweenmediaexposureandgrammaticalskill. Theirfindingsemphasizedthatpassivelanguageexposurethroughdigitalpopcultureplatformsdidnottranslateintomeaningfulgainsingrammarproficiency. Conversely, morepromisingresultswereobservedin-experimentalstudyontheintegrationofpopculturematerialssuchasgameshows, teleseryes, andvideogamedialoguesintogrammarinstruction. Thatstudyreportedasignificantimprovementintestscoresamong Grade7studentsexposedtocontextualizedpopcultureresourcescomparedtoacontrolgroupreceivingconventionalinstruction. Thesefindingshighlightedtheimportanceofintentional, structuredintegration, ratherthanpassivemediaconsumption, tomaximizepedagogicalvalue. Asnotedby Villanueva(2024\, popculturemustbepedagogicallyalignedtomeaningfullysupportgrammarlearning. Additionally, thestudyby Placeretal.(2024\offeredfurthercontext. Investigatingtheinfluenceofpopcultureonlanguagelearningmotivationamong AB-Englishstudentsin Davao City, theyfoundamoderatepositivecorrelation(r=0.567\. Whilegrammaticalproficiencywasnotdirectlyaffected, increasedmotivationmayencouragelearnerstoengagemoreactivelywithlanguagetaskstherebypotentiallyenhancingproficiencyindirectly. Proposed Output Basedonthefindingsdrawnfromthestudy, anup-to-datecomprehensiveresourcefor Englishteachersandstudentstoincorporatepopularculturereferencesintogrammarlearning. Usingthiswebsite, teachersandstudentscouldeasilyaccesscontemporaryculturalreferencesthatwererelevanttotheirinterestsandintegratethemintotheirlearningenvironment, therebyfosteringgrammaticalproficiency. Thecomprehensivewebsitefeaturedthreemaincategoriesofpopculturetopics, includingsocialmedia, massmedia, andothermediarelatedtothecorrectusageofthe Englishofgrammarwerefurthersubdividedandanchoredtothethreemaincategoriesofpopculturetopicstoallowviewerstoefficientlylocateandidentifytheirlackofknowledgeinthatspecificgrammaticalarea. Conclusion Basedonthefindingsofthisstudy, theresearchershavedrawnthefollowingconclusions: Theresultsofthestudyrevealedthattherespondents'demographicprofileintermsofyearlevelwasrelativelywell-distributed, withaslightconcentrationinthe2ndand3rd-yearlevels, ensuringabalancedandrepresentativesamplethatenhancedthecredibilityandgeneralizabilityoftheresearchresults. Englishmajorstudentsof Pamantasanng Cabuyaoagreedthattheyweresignificantlyimpactedbythelevelofpopcultureintegration. Othermediasourcesemergedasthemostinfluential, followedbymassmediaandsocialmedia. Englishmajorstudentsof Pamantasanng Cabuyaodemonstratedgrammaticalproficiencyat Level B(Intermediate\basedonthe CEFRframework. Thissuggestedthattheywerecapableofcommunicatingeffectivelyineverydaysituationsandhadamoderateabilitytocomprehendcomplextexts, indicatingadevelopingyetadequatelevelofgrammaticalcompetenceforacademicandpracticalcommunication. Thelevelofpopcultureintegrationof Englishmajorstudentsof Pamantasanng Cabuyaoshowednosignificantdifferencewhengroupedaccordingtoyearlevel. Thelevelofgrammaticalproficiencyof Englishmajorstudentsof Pamantasanng Cabuyaoshowednosignificantdifferencewhengroupedaccordingtoyearlevel. Therewasaveryweakcorrelationbetweenthelevelofpopcultureintegrationandthegrammaticalproficiencyof Englishmajorstudentsof Pamantasanng Cabuyao. Whilethecorrelationwasveryweak, arelationshipstillexistedbetweenthevariables. Sincetherewasaveryweakcorrelationbetweenthevariables, thewebsitewouldfocusonthesub-variablestoworkasasupplementarytoolingrammarinstructionfor Englishmajorstudentsof Pamantasanng Cabuyao. Recommendations Basedonthereviewedliteratureandgathereddata, theresearchersformulatedaseriesofrecommendationsforfurtherutilizingpopculturetoenhancethelearners'grammaticalproficiency. Theresearchersrecommendusingthe Po Pn Cwebsiteasasupplementaryteaching-learningtoolandresourcetoenhancethelearners'grammaticalproficiency. Furthermore, the Po Pn Cwebsitemustbemaintainedandupdatedtoensurethatthematerialsremaincontextual, timely, andrelevant. Teachersaresuggestedtoincorporatepopculturereferences, elements, andmaterialsthatarefactualandage-appropriate. Itcanalsobeusedasaspringboardtofacilitatecomprehensivediscussionsandaidincomplexgrammaticalanalogiesandconceptsforstudents. Itmustbeusedtoimprovegrammaticalproficiency, enhancecomprehensiontodevelopadeeperunderstandingofgrammaticalstructuresandtheirfunction, improveknowledgeretentiontomakelearningmorememorable, andstrengthencommunicativecompetencebyprovidingappropriatematerialstostudentstohonetheirlinguisticskillsmoreauthentically. Theintegrationofpopcultureintheeducationalcurriculumisrecommendedforthestakeholderstodevelopnewapproaches, frameworks, andplatformstointegratepopcultureandgrammarlearningtodevelopgrammaticalproficiency, prioritizinglearner-centeredlearningbyanchoringtheteaching-learningexperiencesthroughrelevantandrelatablematerialssuchaspopculture. Educatorscouldalsofosterlinguisticdiversityandawarenessbyincorporatingpopcultureasasupplementarytoolforlearning, providedthatthepopculturereferencesormaterialsareappropriateandpoliticallycorrect. Withthis, diversevoicesfromdifferentraces, genders, andsexualorientationscanberepresentedandunderstood. Itisalsorecommendedthatfutureresearchersconductmorein-depthresearchonbridginglearnerengagementandgrammaticalproficiencythroughpopcultureintegration. International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com339|Page References
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Publication Information

Journal: International Journal of Multidisciplinary Research and Growth Evaluation (IJMRGE)

Publisher: Anfo Publication House

ISSN: 2582-7138 (Online)

Frequency: Bimonthly

Language: English

Open Access: Yes - This article is distributed under the terms of the Creative Commons Attribution 4.0 International License

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