ABSTRACT

This study examined students’ knowledge of verb as essential in sentences. In order to achieve the intended objectives of the study, three research questions was raised and hundred and twenty (120) respondents drawn from the students in Ovia North East Local Government Area of Edo State were used.

The descriptive survey research design was employed for the study. The tool utilized to collect the data was a self-made questionnaire. Utilizing an expert approach, the instrument was verified. When the instrument's reliability was tested using the Pearson's Product Moment Correlation Coefficient, a reliability coefficient of 0.78 was obtained, indicating that the instrument was trustworthy. Frequency and a straightforward percentage were used to analyze the data.

The findings showed that Students have an adequate knowledge of the various types of verbs but struggle to identify auxiliary verbs, especially when they are used to form passive constructions, Students experience challenges in understanding the different functions of auxiliary verbs, such as expressing tense, aspect, mood, or voice and often confuse auxiliary verbs with other types of verbs, such as modal verbs or linking verbs, due to their similar appearance within sentences. Also, Students understand the concept of action verbs and how they convey dynamic actions in both written and spoken language. Based on the finding of the study, the researcher suggests that teachers should design instructional materials specifically tailored to help students improve their identification and understanding of auxiliary verbs, particularly in passive constructions. These materials could include interactive exercises, visual aids, and mnemonic devices to reinforce key concepts and promote active learning.