This study investigates the factors contributing to low performance in English grammar in
public secondary schools in Suba South Sub-County, Homabay County, Kenya. Despite
efforts by educators and the government to improve language proficiency, English Grammar
results remain consistently low, impacting students' overall academic success and future
opportunities. The study focuses on identifying and analyzing key factors through the
following objectives ;To assess the impact of students' attitude on their performance in
English grammar, to explore the impact of parental involvement and support on students'
academic performance in English grammar and to access how learning influence students'
English grammar performance. This study will be guided by the Constructivist learning Lev
theory by Vygotsky that emphasizes on the role of social interaction, active learning, and
meaningful engagement in knowledge acquisition. Since English Grammar often requires
active, structured practice and peer interaction, this theory can help explain how classroom
dynamics, teacher guidance, and peer collaboration influence students' mastery of grammar.
The study will use quantitative research design where questionnaires will be used as an
instrument to collect data and later by use of Statistical Package for Social Sciences (SPSS)
to analyze the data.