Abstract:
One of the basic grammatical rules often abused by basic school students is
that regarding the use of grammatical concord. Thus, many JHS learners are
challenged in the appropriate use of grammatical concord which obstructs
communication. In this regard, the study explored students’ use of
grammatical concord and the associated semantic effects among JHS students
in the Cape Coast Metropolis. The theoretical arguments of this study are
grounded in the syntactic theory, the referential theory of meaning and the
attribution theory. The qualitative research approach was used in the study.
In all, 18 students and six teachers participated in the study. Data collection
for the study was done using in-depth interviews, classroom observations and
content analysis of the essays of students. Data analysis was done using
thematic analysis. The students had very poor knowledge of general basic
grammar, especially in the area of agreement (concord). Tenses used were
particularly chaotic. The pedagogical treatment of grammatical structures by
the teachers has been ineffective. The inappropriate use of grammatical
concord among the students has resulted in several semantic effects including
expressions that are difficult to make meaning out of. The Ministry of
Education in collaboration with the Ghana Education Service and the
Metropolitan Director of Education are advised to frequently organise
workshops, seminars and refresher courses that will help enhance the
professional skills and knowledge of the teachers. Teachers are advised to use
a more creative and simulative approach to the teaching of grammatical
concord to build students’ confidence in grammar.
