The Problem of Poetic Craft
and Technique in A. K. Ramanujan’s Poetry: A Study of
Selected Poems
Waikhom Belinda Devi¹, Mutum Rameshwor
Singh²
ABSTRACT
This study examined the grammatical knowledge of
M.Ed. teacher-trainees in Manipur, India, to understand their level
of competence across demographic and institutional factors. The
study is important because grammatical knowledge forms a key
component of effective language teaching and teacher preparation. It
adopted a quantitative approach using a descriptive survey and a
cross-sectional research design. The sample population comprised
M.Ed. trainees in Manipur, and 99 teacher-trainees from the
2023-2025 academic session were selected from Dhanamanjuri College
of Teacher Education and R.K. Sanatombi Devi College of Education
using convenience sampling. Data were collected using a
self-developed structured questionnaire containing 40
multiple-choice items covering five domains of grammatical
knowledge. The instrument demonstrated good reliability (Cronbach’s
Alpha = 0.850) and validity (0.785**). Data were analysed using
SPSS, with descriptive statistics such as frequencies and
percentages. The findings revealed that teacher-trainees provided
2,571 correct responses (64.9%) and 1,389 incorrect responses
(35.1%), indicating a generally satisfactory but moderate level of
grammatical competence. Female respondents contributed 1,845 correct
responses compared to 726 by males. M.A. and M.Sc. graduates showed
nearly equal performance (1,304 and 1,267 correct responses,
respectively). Trainees from a government institution performed
slightly better, with 1,366 correct responses, than those from a
private institution (1,205). The study highlights the need for
stronger grammatical instruction and targeted training in teacher
education programmes to enhance future teachers' linguistic
competence.
Keywords: Grammatical knowledge, Effective teaching, Institutional
type, M.Ed. teacher-trainees, Linguistic competence.
