ABSTRACT

Literature on approaches to teaching grammar favours the inductive approach as a better strategy for building students‟ grammatical and communicative skill than the deductive approach. This present study, investigates whether students who are taught grammar through the inductive approach will do better than those who are taught through the deductive approach .The theoretical issues underpinning this current study involves the theory of action research and theories of second language acquisition like innateness, imitation, active construction and others. The design chosen for the study is the quasi experimental placed in a mixed method paradigm. Through this approach, data was collected to answer the research questions. The sample for the study was 99, comprising 27 JHS 2 English teachers and 72 JHS 2 students. To fulfill the aims of this research, questionnaire, and observation were the main instrument for the collection of the data. The data were analysed by the use of Statistical Package for Social Sciences. The findings indicate that those who were taken through inductive teaching showed better skills than those who were taken through the deductive method. Finally, it is recommended that teachers of English Language adopt the inductive teaching approach to teach grammar because it helps students to grasp the gra