Subject-Verb Agreement Errors Found in the Students’ Reflective Comments of Dr.

Craig
Refugio’s YouTube Channel: An Action Research

By:
Lady Dianne C. Alpuerto, BSEd-English III
Julie Ann G. Baena, BSEd-English III
Rose Mae S. Tecson, BSEd-English III
Michael C. Villanueva, BSEd-English III
Christian Jay V. Villegas, BSEd-English III
Negros Oriental State University

January, 2023
 Abstract
The study investigated the Subject-Verb Agreement (SVA) errors committed by third-year
students at Negros Oriental State University (NORSU) to develop an action plan and address the
problem. Screenshots of the SVA errors were taken, and content analysis was done to identify the
number of SVA errors committed by the students in their written outputs. Additional online
interviews with the participants took place to determine the reasons for their errors. The study
revealed that the majority of the third-year students in ED303 Sections D and F classes have
committed SVA errors. A big percentage of them were females and Filipino majors who came
from public high schools. The reasons why these students committed SVA errors were their lack
of foundational knowledge, confusion about the SVA rules, absence of comprehensive knowledge
of SVA, failure to review and proofread the written outputs because of time constraints, and their
first language preference over the second language. Hence, an interactive awareness program of
SVA-related activities and lifetime premium access to Grammarly software and other grammar
checker tools are to be provided to the students by implementing the action plan developed by the
researchers.

Keywords: Subject-verb agreement (SVA) rules, content analysis, Grammarly software.

A. Introduction
English is the universal language that is used across the globe. In the Philippines, it is
considered the second official language vis-à-vis Filipino. Unfortunately, due to its significant
differences in the native language’s grammar form and structure, some Filipinos struggle with
writing error-free sentences despite being dubbed one of the world's largest English users. Some
of the troublesome grammatical "errors" college professors point out in students' writing are the
SVA rules (Behrens, 2010).
In a nutshell, the standard SVA suggests that singular subjects must go with singular verbs
while plural subjects go with plural verbs (Iwan Kurniawan, 2016). Learning about the SVA will
ensure that written outputs will be precise, understandable, and stylistically appropriate (Indiana
University of Pennsylvania, n.d.). It’s essential for achieving grammar mastery and, ultimately,
mastery of all other aspects of the English language (Cabaltica & Osabel 2021).
Based on the previous and current English secondary curriculum that college students have
gone through prior to ascending the tertiary level, the SVA is already included in two macro-skills
in English, writing and speaking. Following the designs of the English curriculum, they should
have been able to master the basics of the SVA rules. However, Senobio (2015) pointed out that
despite having used the language from elementary school until secondary high school, many
students still exhibit poor writing abilities. Their mediocrity in grammar is one of the things that
causes this problem.
The paper focuses on the target grammar construction, the Subject Verb Agreement (SVA).
This study is limited to the SVA errors found in the reflective comments of the Ed 303 (Methods
of Research in Education) sections D and F students of Negros Oriental State University (NORSU)
Main Campus I in the Academic Year 2022-2023. The scope covers the subjects' comments on the
two chosen YouTube instructional videos of their Ed 303 professor. The two videos were entitled
(1) "Experimental Designs and Ex Post Facto Designs" and (2) "Qualitative Research Designs."
A.1 Theoretical and Conceptual Framework
This action research is based on Craig Mertler’s two organizational schemes for the step-by-
step process of Action Research. Mills (as cited in Mertler, 2017) defined action research as any
systematic investigation carried out by educators to learn more about how their schools run, how
they teach, and how their students learn. It is a process that enables teachers in a classroom context
to examine their classrooms, understand them better, and enhance their effectiveness or quality
(Mertler, 2020a). It is undoubtedly the best method for dealing with contextualized organizational
issues and responding to relevant questions (Mertler, 2020b).
The figure below illustrates Craig Mertler’s action research model. Action research is a
complete cyclical process that builds on and extends any cycles relative to the related problem that
came before it. In connection with this process, Mertler’s model consisted of four stages containing
the expected research activities. These are the planning, acting, developing, and reflecting stages.
The following comprehensive information about the stages of this section was taken from
Mertler’s 2021 paper, “Action Research as Teacher Inquiry: A Viable Strategy for Resolving
Problems of Practice.”

Figure 1. Craig Mertler’s (2017) two organizational schemes

for the step-by-step process Action Research
The first stage is the planning stage. It contains preliminary activities that have something
to do with developing and implementing an action research study. During this stage, the
practitioner identifies the topic. The topic can be limited or expanded depending on the scope of
the problem. The practitioner also gathers information. It often involves a small-scale review of
related literature to find possible implications that can contribute to the study. However, the
information is not limited to published journals. It can also be derived informally by asking
colleagues that have experienced the same problem. Consequently, the practitioner forms formal
research questions to develop a research plan and conduct the process. The set of questions will
serve as a guide throughout the cycle.
 The second stage is the acting stage. In this stage, the practitioner physically collects and
analyzes the data to answer the research questions. As mentioned previously, any possible
strategies or approaches can be used to collect and analyze data as long as the method best aligns
with the nature of the study. For instance, if the practitioner is looking into rating the perceptions
and the measures of a trend, the quantitative approach is the best choice. If the needed data is more
subjective, then the qualitative approach is recommended. However, several researchers use the
mixed-method approach because it best aligns their action research processes and goals (Mertler,
2020).
The third stage is the developing stage. This is the action part of the action research
(Mertler, 2020). It moves the research process forward. According to Mertler (2021), there are two
factors in developing an action plan: the action plan for practice and an action plan for the future
cycles of action research. It is crucial to consider and develop an action plan based on the results
and conclusion of the initial or previous cycles. Practitioners, after all, aim to develop solutions
for the current and future changes that impact their practices. Notably, researchers must also
develop plans that consider the continuous exploration of the problems using action research. This
is because problems are rarely resolved in a single cycle. Hence, researchers must expect
improvement and change throughout the cycles.
The final stage is the reflecting stage. It allows one to reflect on the action research process
and the context and outcomes of the current action research study. Conducting professional
reflection frequently serves as a springboard for the subsequent cycle of action research by laying
the groundwork for the problem that will be investigated next. This is why one action research
cycle rationally leads into the next cycle.

A.2 Review of Related Literature

Some relevant findings and studies have been reviewed to further strengthen, justify, and
discover possible implications of the researchers’ action research. Based on a 2021 study by
Cabaltica & Osabel in Zambales, they discovered that the most common SVA errors that students
encounter are the following:
1) percentage of count nouns requires plural verb;
• Ten percent of the class is absent today. (Correct: Ten percent of the class are absent
today)
• Fifty percent of the population does not care to the government. (Correct: Fifty percent
of the population do not care to the government.)
2) singular subjects connected by "and" but refer to only one thing or person;
• The mother and teacher encourage her kids. (Correct: The mother and teacher encourages
her kids.)
• The student and scholar have good grades. (Correct: The student and scholar has good
grades.)
3) the expression "the number" takes on a singular verb while "a number" takes on a plural
verb; and
• The number of apples are overripe. (Correct: The number of apples is overripe.)
• A number of high school graduates decreases. (Correct: A number of high school
graduates decrease.)
4) when nouns derived from a foreign language like "agendum-agenda" and "datum-data" are
used as subjects
 • The data for this experiment is available in the library. (Correct: The data for this
experiment are available in the library.)
• The agenda for today reaches the members‟ satisfaction. (Correct: The agenda for
today reach the members‟ satisfaction.)
Their study revealed no significant difference in the students’ skills on SVA when grouped
according to sex variables. However, they found a relationship between their grammar skills in the
SVA and previous grades. The researchers then created a remedial teaching action plan to address
the learners’ problems.
This literature review is particularly helpful, especially regarding the common SVA errors
the select NORSU students have committed, including the relationship between their grammar
competence and other variables of interest like sex, their majorship, and the type of school they
previously attended.
Another 2021 study by Miranda et al. in the Philippines explored developing and using a
mobile application to improve the students' mastery of the SVA rules. The researchers and
developers revealed that most youngsters nowadays are highly exposed to technological devices,
making the mobile application a suitable intervention to address the least mastered grammar. The
mobile learning app is designed to simulate real-time interaction through an animated character
named Alvin. It has a Learn and Play mode. Alvin engages the user by narrating lessons,
commenting, offering text-based basic corrective feedback, and expressing emotions in response
to the user's inputs when completing exercises. The results of the study were favorable.
This literature review significantly contributes to the researchers’ action research,
specifically in conducting a more advanced and technological solution for the students. A
technological intervention that will be fun and informative is an excellent way to stimulate and
arouse the student’s interest in learning and mastering the SVA rules.
In the international context, a 2019 study by Txin and Yunus in Malaysia revealed that the
cooperative learning method is highly beneficial to fast-track and effectively improve the mastery
of the students regarding the SVA rules. Cooperative learning isn’t just traditional group work;
according to the researchers, they provide a better quality of collaboration. The technique ensures
that individual members can play their part with group achievement in mind. They become more
motivated as this socially structured exchange of information posits positive outcomes.
This literature review, along with a fun and interactive technological approach can
effectively address most students' learning needs regarding the SVA rules. Collaborative work
guarantees students can upskill their grammatical abilities while connecting and socializing with
peers.
The researchers found two additional studies in the international context. Alahmadi (2019)
revealed that the following were the most common errors committed by tertiary students:
1) SVA errors with singular subjects;
• A teacher give lessons every day. (gives)
2) SVA errors with plural subjects; and
• Many girls has the goal to study abroad. (have)
3) SVA errors where the main verb or auxiliary verb is compounded with or separated from
the subject
• The advantages and the disadvantages of technology, makes life complicated. (make).
On the other hand, Sufian & Harun (2018) also revealed the common SVA writing errors
that tertiary-level students have encountered. They committed errors in using subjects that are
supposed to agree with the verbs, especially in using third-person singular and plural numbers in
their sentences.
• A student always attend classes. (attends)
• Some student go to different places with their friends. (students).
This literature review will prove helpful as they tackle the most critical aspect that this action
research focuses on. One of the most fundamental grammar rules is the SVA, but it's also one of
the rules that people struggle with the most. The techniques or methods used by the researchers
mentioned above are groundbreaking discoveries that can be effectively utilized for short-term and
long-term interventions regarding the students’ mastery of the SVA rules.

B. Methods
The study is conducted in NORSU Main Campus I, located at the Capitol Area, Kagawasan
Avenue, Dumaguete, Negros Oriental, the only state university with nine (9) satellite campuses
across the province of Negros Oriental. Moreover, this study was carried out from December 12,
to December 28, 2022.
The research subjects are the Ed 303 sections D and F students of NORSU Main Campus 1,
Academic Year 2022-2023. It involves one class of thirty (30) students and another of twenty-
eight (28), totaling 58 participants. However, some of them did not comment on the two selected
videos. The research is conducted by taking screenshots of the SVA errors on the selected
YouTube videos of their Ed 303 professor. The respondents were also interviewed. The researchers
chose these class sections as the subjects of the study because the pre-observation revealed that
the students in this class had committed quite a number of SVA errors.
The researchers select two videos in Dr. Craig N. Refugio’s YouTube Channel where
reflections of Ed303 students are found. They take a screenshot of all the comments of students
coming from Sections D and F. Content analysis is done pertinent to the
identification/discrimination of the SVA errors to classify those comments found to have errors
and those with none. With the use of MegaStat and Microsoft Excel, the researchers analyze the
data and interpret the findings accordingly to reveal which group of students in the class is found
to have committed a significantly more frequent SVA errors.
To develop a more informed and wholesome intervention, the researchers attempt to have
an interview with every student in Sections D and F who commented in the two videos relative to
their perceived reasons why SVA errors are still committed. With a total of 24 responses, the
researchers applied MegaStat analysis to make an interpretation as to the primary reasons why
such errors exist.
To guide the researchers throughout the research process, the following questions are used
as a guide.
1. How many comments are found in the two videos selected in Ed303 course with and
without SVA error(s) from:
i. Section D; and
ii. Section F?
2. What is the frequency distribution of Section D students of Ed303 course who
committed SVA errors in each of the two videos in terms of:
i. sex;
ii. majorship; and
iii. type of previous school graduated from (either public or private school)?
 3. What is the frequency distribution of Section F students of Ed303 course who
committed SVA errors in each of the two videos in terms of:
i. sex; and
ii. type of previous school graduated from (either public or private school)?
4. What are the reasons why students commit these SVA errors?

C. Findings

1. How many comments are found in the two videos selected in Ed303 course with and without
SVA error(s) from sections D and F?
Table 1. Sections D and F Comments on the Two Videos Selected
SECTION D SECTION F
(T-Th 10:00-11:30AM) (T-Th 2:30-4:00PM)
Two Videos No. of No. of No. of No. of
Selected Comments Comments Comments Comments
Total Total
with SVA without SVA with SVA without
Errors Errors Errors SVA Errors
Video 1
(Experimental
9 12 4 6
Designs and Ex 21 10
(42.9%) (57.1%) (40%) (60%)
Post Facto
Designs)
Video 2
(Qualitative 5 16 5 4
Research (23.8%) (76.2%)
21 (55.6%) (44.4%)
9
Designs)

Table 1 shows that out of the 58 combined population of Ed303 Sections D and F, 21
comments are found in the two selected videos. In Video 1 Experimental Designs and Ex Post
Facto Designs, 42.9% from section D and 40% from Section F have committed SVA errors. In
Video 2 Qualitative Research Designs, 23.8% from Section D and 55.6% from Section F have
committed SVA errors. This reveals that majority of the students in Sections D and F have
committed SVA errors in the two videos selected.

2. What is the frequency distribution of Section D students of Ed303 course who committed SVA
errors in each of the two videos in terms of sex, majorship, and type of previous school graduated
from (either public or private school)?
Table 2. Frequency Distribution of the Nine (9) out of Twenty-one (21) Students with SVA
Errors Found in the Two Videos Selected in terms of Sex, Majorship, and Type of School
They Graduated from
Section D
Two Videos (T-Th 10:00-11:30AM)
Selected SEX Majorship Type of Previous School
Male Female English Filipino Public Private
Video 1 Total: 9 Total: 9 Total: 9
(Experimental (with SVA errors) (with SVA errors) (with SVA errors)
Designs and Ex
Post Facto 1 8 2 7 6 3
Designs) (11.1%) (88.9%) (22.2%) (77.8%) (66.7%) (33.3%)
Total: 5 Total: 5 Total: 5
Video 2 (with SVA errors) (with SVA errors) (with SVA errors)
(Qualitative
Research Designs) 2 3 0 5 2 3
(40%) (60%) (0%) (100%) (40%) (60%)

Table 2 shows that in section D, first in relation to sex, an average of 74.45% of those who
committed SVA errors are female, while only 25.6% of the errors are male. This reveals that more
female commits SVA errors than male. Second, in relation to majorship, an average of 88.9% of
the SVA errors are committed by the Filipino majors, while the remaining 11.1% are committed
by the English majors. This shows that more Filipino majors commit SVA errors than the English
majors. Third, in relation to the type of school the students graduated from, an average of 53.35%
are committed by those coming from a public school, while the remaining 46.65% are from a
private school. This shows that majority of the SVA errors are committed by those coming from
public school.

3. What is the frequency distribution of Section F students of Ed303 course who committed SVA
errors in each of the two videos in terms of sex, majorship, and type of previous school graduated
from (either public or private school)?
Table 3. Frequency Distribution of the Nine (9) out of Twenty-one (21) Students with SVA
Errors Found in the Two Videos Selected in terms of Sex, Majorship, and Type of School
They Graduated from
Section F
(T-Th 2:30-4:00PM)
Two Videos Selected Type of Previous School
SEX
Male Female Public Private
Video 1 Total: 4 Total: 4
(Experimental Designs (with SVA errors) (with SVA errors)
and Ex Post Facto 1 3 4 0
Designs) (25%) (75%) (100%) (0%)
Total: 5 Total: 5
Video 2 (with SVA errors) (with SVA errors)
(Qualitative Research
Designs) 1 4 5 0
(20%) (80%) (100%) (0%)
 Table 2 shows that in section F, first in relation to sex, an average of 77.5% of those who
committed SVA errors are female, while only 22.5% of the errors are male. This reveals that more
female commits SVA errors than male. Second, in relation to the type of school the students
graduated from, 100% of the errors are committed by those coming from a public school. This
reveals that all those who committed SVA errors are coming from a public school.

4. What are the reasons why students commit these SVA errors?

Histogram
30
25.0 25.0
25
20.8 20.8
20
Percent

15

10 8.3

0
Lack of foundational First language Absence of Confusion about the Failure to review and
knowledge on SVA preference comprehensive SVA rules proofread the written
rules knowledge on SVA outputs because of
time constraints
Reasons Why Students Commit SVA Errors

Figure 2. Histogram of the Students’ Responses Relative to the

Reasons Why Students Commit SVA Errors

Figure 1 reveals that the primary reasons why students commit SVA errors are lack of
foundational knowledge and confusion about the SVA rules, both comprising 25% of the overall
percentage. The secondary reasons are absence of comprehensive knowledge on SVA and failure
to review and proofread the written outputs because of time constraints, each comprising 20.8%.
Finally, the last reason why students commit SVA errors is their first language preference over the
second language with 8.3%.

D. Conclusion
This action research reveals the existence of SVA errors at the tertiary level, particularly in
Ed303 Methods of Research in Education Sections D (TTh10:00-11:30 AM) and F (TTh 2:30-
4:00 PM) of NORSU Main Campus I in the academic year 2022-2023.
It was revealed that more females than males commit SVA errors, both sexes need to exert
extra effort in observing SVA in their outputs, whether spoken or written. Regarding the
majorship, the researchers have also reflected that some English majors commit SVA errors even
though it is their field of specialization. While it is optional for other non-English majors to be
proficient at SVA in productive language skills, they still need to strive hard and attain this
particular knowledge. This is because transactions and negotiations in pedagogy and the academe
use English. While the majority of those who committed SVA errors are from public schools, there
are still those coming from private schools who commit the same mistake. These results lead to a
further claim that the type of school does not matter: it depends on the student whether or not they
aim to be good and to do good in the English language.
Finally, the researchers collectively reflected that the chief reason why SVA errors still exist
at the tertiary level is the lack or absence of foundational knowledge. This may be a result of poor
learning comprehension of the students during their primary education or may be a result of the
deficient and insufficient pedagogical style/approach of their previous language teachers.

E. Recommendations
Based on the findings and conclusions, the following recommendations are offered:
• Raising Awareness Session Together with the Students from Sections D and F of Ed303
The researchers will enact strategies to share and communicate the results to the
people involved. In this activity, the summary, approaches, and reflection of the results
will be presented to them to inform them of the errors that they may have overlooked
while answering the reflection activity in Dr. Craig N. Refugio’s YouTube channel. A
program of activities will be introduced them where they can hone and better master their
knowledge on SVA rules.
• Collaboration with the English Aficionados Community, a NORSU-based English Club
Following the review of published literature and discussions of the researchers with
the officials of the English Aficionados Community (EAC), the researchers will decide to
develop a short term and long term action plan. The researchers will propose to conduct
3-4 sessions (short term) of tutorial or training about the rules of SVA.
On the other hand, the long term action plan will involve the informed consent and
permission from the adviser and officers of the English Aficionados Community (EAC).
The researchers will propose free programs or activities intended for students to the EAC
President and Advisers, and also offer access to Grammarly software and other tools that
can help them improve their grammatical knowledge of the second language.

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