Available online at: https://researchsynergy.org/ijmesh/ International Journal of Management, Entrepreneurship, Social Science and Humanities (IJMESH) ISSN 2580-0981 (online) Volume 4 Number 2 (2021): 229-239 Corresponding author maryrose.villanueva002@deped.gov.ph DOI: https://doi.org/10.31098/ijmesh.v4i2.667 Research Synergy Foundation Effectiveness of Observe and Relate Self-Approach (Orsa) in Enhancing the Grammatical Competence: A Quantitative Study from Looc Integrated School at the Philippines Mary Rose T. Villanueva 1 , Glen P. Cortezano 2 1, 2 Laguna State Polytechnic University, Philippines Abstract The study determined the effectiveness of Observation Response and Self-Approach (ORSA) in improving the grammatical competence of Grade 7 learners of Looc Integrated School. This study used the quasi- experimental design and pre-test/post-test questionnaire. ORSA was used as an approach to teaching students grammar, including WHquestions, verbs, and prepositions. This was limited to selected Grade 7 students with the lowest grammatical competence. The ORSA study was taken from the name of the author itself, a new way to assess students through positive assessments that explores the learner's innate talents and skills and to reassure and encourage the development of strength in students. It is also centered on the pedagogical approaches and emphasizes the use of positive assessment as to its unique feature in evaluating students’ performance utilizing non-threatening assessments that motivated the students to develop self- efficacy and eventually become an independent learner whose competencies acquired are internationally aligned and acceptable even during this new normal in the time of the pandemic. The idea of ORSA can be anchored on Locke’s idea of reflection. Before applying the approaches, students got lower scores. After being exposed to the approaches, their mean scores increased. It can be implied that through the use of ORSA, the students think and question what they have learned through the persuasion of the teacher; they believe in themselves and in what they have learned. ORSA and K to 12, the two groups of student- participants havedifferent levels of grammatical competence. As observed in the obtained means, students exposed to ORSA achieved higher grammatical competence as compared to students exposed to K to 12 teaching approach. This connotes that ORSA is proven effective in enhancing the grammatical competence of the students. Keywords: Positive Assessment, Self-Efficacy, K-12 Approach, Observe and Relate Self Approach This is an open access article under the CC-BY-NC license. INTRODUCTION The English language has been generally recognized as an active universal language in the world (Rao, 2019). Nowadays, many people, especially students, ought to master English since it is considered the lingua franca of the world. Mastering the English language help people to communicate effectively around the globe, whether in business, education, medicine, or many other fields. Therefore, mastering the English language is an essential value for the students to have. By mastering the language, the students can improve both in academic and life skills themselves. Once the students can comprehend it, he or they can be well- accepted by society. However, in the recently concluded Programme for International Students Assessment (PISA), where the grammatical competence of students in English is highly involved, the Philippines scored 353 in mathematics, 357 in science, and 340 in reading, all below average. According to the Department of Education, the PISA’s result alsoreflects classroom instruction. With this, DepEd leads toa major reform of educational processes, including assessmentof classroom instruction. Likewise, the Manila Times (September 26, 2019) reported the National Achievement Test (NAT) results, where Grade 6 consistently got low scores for three consecutive years, 2015-2018, with a summation of 38.27. Meanwhile, Grade 10 students were steady on “low mastery” with 51. 41 in 2013,