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TEXT MESSAGING AND ITS IMPACT ON THE SPELLING PROFICIENCY AMONG FIRST YEAR BACHELOR OF SECONDARY EDUCATION STUDENTS
OF PAMANTASAN NG LUNGSOD NG MARIKINA A.Y. 2012-2013
A Research Paper Presented to The Faculty of
Pamantasan ng Lungsod ng Marikina
Submitted by:
Miralles, John Michael A. Belgira, Mark Gil G. Pascual, Paul John A.
Mades, Noel V.
Sarmiento, Marjorie L.
APPROVAL SHEET
The thesis attached hereto, entitled “TEXT MESSAGING AND ITS IMPACT ON THE SPELLING PROFICIENCY AMONG SELECTED FIRST YEAR BACHELOR OF SECONDARY EDUCATION STUDENTS OF PAMANTASAN NG LUNGSOD NG MARIKINA A.Y. 2012-2013” prepared and submitted by John Michael A. Miralles, Mark Gil G. Belgira, Marjorie L. Sarmiento, Paul John A. Pascual and Noel V. Mades, in partial fulfilment of the requirements for the degree of Bachelor in Secondary Education, is hereby accepted.
_Prof. Rebecca Chavez_,Ph. D.
Adviser
Accepted in partial fulfillment of the requirements for the degree Bachelor in Secondary Education.
_Dr. Angelina Irapta_
ACKNOWLEDGEMENT
A good day to everyone!
Each of the researchers would like to extend our deepest gratitude to people behind us who made this research work possible. We would use this opportunity to say out most sincere thanks to; our Creator, who gave us the wisdom to evaluate the things that we need, want to and have to do. To our parents, who were the people that continuously support us with our studies, our parents deserve to be given appreciation and acknowledgement because without them we wouldn‟t be here; and most especially to our beloved professor who served as our mother, sister, friend and mentor, Dr. Rebecca Chavez, who never cease to understand us.
We would also like to dedicate this masterpiece to the people whom in just a short span of time have taught us to value our education and to always strive to be the very best. The Pamantasan ng Lungsod ng Marikina, University President Dr. Carmelita Palabay; the University Vice-President for the Academics Dr. Teresita Santos; the College of Education Head, Dean Angelina Irapta; the Head of the English Department, Professor Norma Almario; to other department heads and deans; to the faculty members of
the university; and to our fellow PLMarians who served to be our inspiration in conducting this study.
We hope that this study help us to understand the students of our university better. We also hope that this serve as one of the tools in evaluating the students regarding their individual academic performances. Our research study aims to share insights regarding the factors that hinder the freshmen students of our beloved university.
DEDICATION
This research study is whole-heartedly dedicated to our beloved family who are always there to help and provide us the things that we need. To our friends, who were always there to comfort us in times of exhaustion.
We would also like to extend our dedication to our professors, for the never ending understanding and patience that they showed us, for the lessons that they taught us and also for the memories and values that they instilled in us.
To our co-researchers, who were always there ready to help one another, for the memories that we all shared and for the laughs and hardships that we once encountered in doing this research study.
This study is also dedicated to our God almighty and we hope that the results of this study serve His will and may all the glory be unto the Lord.
ABSTRACT
The language shortcuts and abbreviations used in text messages are becoming evident in students „spelling proficiency. This qualitative study sought to determine if the use of the shortcuts has an adverse impact on students' spelling and grammar skills. This research was based on the constructivist theory, which rationalizes that students use what they are most familiar with as they acquire new knowledge. The study was directed by three research questions to understand (1) What is the profile of the selected students of the PLMAR BSE freshmen students as to: 1.1 gender, 1.2 age, 1.3 length of ownership of the cell phone and 1.4 frequency of texting, (2) What is the students‟ spelling proficiency level based on the gathered data through the survey test form given to them?;and (3) Is there a significant relationship between the spelling proficiency of texters when group according to the following variables: 1.1 length of ownership of the cell phone and 1.2 frequency of texting. A bounded single case study using a sample size of 50 students included a profile sheet and an answer sheet wherein they would have a test on word spelling. Data collected from the interviews and focus group were manually transcribed and coded, and notes from
observations and artifacts were used to ensure validity of the interview findings. Consequently, four themes emerged: (1) participants frequently used text messaging and language shortcuts; (2) language shortcuts commonly occur; (3) students exhibits that language shortcuts have affected their spelling skills; and (4) the participants often have academic deficiencies that go beyond errors presented through text messaging and language shortcuts. The study's findings could influence positive social change in that students could become more proficient writers if curriculum adjustments were made to connect academic writing instruction with the method of communication that students frequently use and understand.
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
OMG! Rili? Dnt now bowt dat.lmfao. Btw, wr u nw? Fam. dner 2nyt s hauz, r u cuming? Repz, azap..!!”,. Have you received that style of text message? Do you or have you ever send this kind of text message?
In the Philippines where almost everyone has cellular phones, this style of text messaging is no riddle basically for teenagers and young adults.
Texting has become an integral part of our lives; it has developed very rapidly throughout the world.
Initial growth of text messaging starts with customers in 1995 sending an average 0.4 messages per GSM (Global System for mobile communications) per customer per month. (Wikipedia, 2009)
Today, text messaging is the most widely used mobile data service, with 35% of all mobile phones users worldwide or 4.2 million to 7.3 million phone subscribers at the end of 2003 being active users of SMS.
The largest average usage of the service by mobile phone subscribers is the Philippines with an average of 15 texts per day by subscribers. (Wikipedia, 2009)
Text messaging is most often used between private mobile users as a substitute for voice calls situations. Popularity has grown to a sufficient extent that the term texting has enticed the people. It is a very powerful tool in the Philippines where the average user sends 10-12 text messages a day. The Philippines ends on the average 400 million test messages per day or approximately 142 billion text messages sent a year.
At the end of 2007, four of the top mobile service providers in the country stated that there are 42.78 million mobile subscribers in the Philippines; thus Philippines has become the “texting capital of the world”.
The expanding availability of text messaging has raised questions about the effect of texting on standard literacy. Many have reported unintentional intrusions of abbreviations used in texting called “textisms”- is inappropriate contexts. (Wood. Et al., 2009)
This study or research contains information regarding the impacts of text messaging and the factors that hinder
the selected freshmen students of College of Teacher Education of Pamantasan ng Lungsod ng Marikina (PLMar), A.Y 2012-2013, in achieving good language proficiency, high literacy rate and English language learning.
It also aims to determine whether the texting habits of the students should be a concern as it significantly demeaning their spelling proficiency, literacy and English language learning.
SIGNIFICANCE OF THE STUDY
The researchers have listed down the significance in conducting the study. And with the help of these significant factors, it will be a lot easier for the researchers on how to prepare the questionnaire that has reference to the topic of this research work.
This study will be significant:
1. To know how many years have the respondents been sending text messages.
2. To know how many hours they spend every day for text messaging.
3. To know whether they use the shorthand method of texting frequently.
4. To determine if the number of years of cellular phone usage is a factor that affects the spelling skills of the respondents.
5. To know if the number of hours of text messaging is a contributing factor that results to poor spelling.
6. To identify whether the use of shorthand method of text messaging affect their spelling skills.
Through this research, the deficiency in students‟ knowledge and other related studies that needs improvement and progress mostly in the universities and other school offers Education course will be catered.
The intention of this research is to give additional and essential information about the effects of text messaging in the studying and learning of students. This could be used as a part of the basic teachings for students who are taking up the course of Bachelor of Secondary Education because this study can be applied to the profession they are aiming to.
The information held inside this research study can be a great help, not only to the present Education students of PLMar but also to the readers and other researchers that
are seeking additional information and facts about hindrances in the learning of the students.
Aside to that, mostly for Education students, they can evaluate and determine where they should focus and they can know what type of approach they need to have in order to meet the needs of the children who are having a hard time studying due to some factors. They can know what part of them should be developed in order for them to be better teachers someday.
To get a better idea of the effects of texting on teenagers and how much this technology was actually being used, a survey was conducted. Fifty (50) freshmen students were asked questions about their usage of texting and instant messaging.
To ensure the honesty of the answers, the surveys were anonymous and the students were told that their answers would not be used against them.
STATEMENT OF THE PROBLEM
This study aims to determine the correlation between the Spelling Proficiencies of Texters of selected students of students of Pamantasan ng Lungsod ng Marikina (PLMar), A.Y 2013-2013.
The following questions are the problems that should be answered regarding the text messaging factors that affect the said selected students.
1. What is the profile of the selected students of the PLMAR CTE freshmen students as to:
A. gender
B. age
C. length of ownership of the cell phone
D. frequency of texting
2. What is the students‟ spelling proficiency level based on the gathered data through the survey test form given to them?
3. Is there a significant relationship between the spelling proficiency of texters when group according to the following variables:
A. length of ownership of the cell phone
THEORETICAL FRAMEWORK
The theories gathered will be used in the formulation of the study‟s framework. Three theories from the works of B.F. Skinner and Bagozz, R.P., Davis, F.D., and Warshaw, P.R. and Albert Bandura led the researchers to the in knowing the effect of frequent text messaging on spelling of the first year CTE students of PLMar A.Y. 2012-2013.
According to Albert Bandura‟s Observational Learning Theory or Socio-Cognitive Theory (1962), a major part of human learning consist of observational learning, which they define as learning through observing the behavior of another person called a model. An individual observes a model which is from the society he is involved.
According to Observational Learning Theory, particularly, is important in acquiring skills in which operant conditioning technique of shaping is inappropriate. Plotting an airplane and performing brain surgery, for example. The behavior that could hardly be learned by using trial and error methods without grave cost – liberally to those involved in the learning.
Behaviorist theory of BF Skinner said that the core to all behaviorism is the assumption that human and animal
behaviors are determined by learning and reinforcement. People act according to what they learned. Species acquire new skills, depending on the effects these skills have on the species‟ environment. Skinner assumed that if an individual‟s action proves to have a positive effect, then he would more likely continue his behavior. On the other hand, if an individual‟s action has a negative outcome, he would likely stop this specific behavior.
An article in EduQnA.com serves as a supporting idea on the theory of Skinner. According to the article, people do not read enough. They rely too much on computers and a lot of them tend to spell according to how the word is pronounced, and the introduction of text messaging encourages them to shorten words. Because of technology available to the students now growing up, when they have to exact their grammar skills away from a computer or thesaurus, they can‟t perform well. People have become so dependent on technology to help read and write, to the point that these skills have diminished over time. In addition, there is less of an emphasis on face-to-face communication, with the introduction of all phones and emails.
The work of Bagozz, R.P., Davis, F.D., and Warshaw, P.R says that people do not use technology because of its features but rather, the adopt technology because of the benefits they get from it. The theory of these three focuses on how technology helps individuals motivate in learning. Their theory states that changing individual‟s attitude may be an effective strategy to improve someone‟s motivation in learning. Caroll and Rosson (as cited in Bagozz, R.P., Davis, F.D., and Warshaw, P.R,) said that “learning by doing” is an effective way in learning, for example is using computer. However, the two argued “that such active learning leads to “production bias” in which the motivation to use the system to get a task done is stronger than the motivation to use the system to get a task done is stronger than the motivation to spend time learning to use the system (p.24).” The two added that this might result in barely adequate learning.
Everyone may feel assured that although different methods in the experimental methods of teaching. There are principles on which the theories agree and these provide useful guidelines for both students and teachers.
CONCEPTUAL FRAMEWORK
The diagram shows the advent of technology and gadgets which are specifically the advances in easier access of students to telecommunication devices such as the cellphones. The process indicates how people use it in their daily lives and the output indicates the effects on students.
SCOPE AND LIMITATION
The study is confined to determine if there is a negative effect of texting to the spelling proficiency of freshmen students of the College of teacher Education in Pamantasan ng Lungsod ng Marikina through a series of survey conducted, during the second semester, A.Y.2012-2013.
STUDENTS
EFFECTS
TEXT
MESSAGING
And
TEXTISMS
The researchers conducted a survey on fifty (50) selected freshmen students of College of teacher Education in Pamantasan ng Lungsod ng Marikina.
The researchers hope that this research contribute well and give necessary information to the students about the effect of the common factors of hindrances towards spelling proficiency, literacy and English language learning. With these factors, we can now think of a solution in order for us to cope up with the problems.
HYPOTHESES
Null Hypothesis
There is no significant effect of texting to the spelling proficiency of the freshmen students of College of Teacher Education of Pamantasan ng Lungsod ng Marikina
Alternative Hypothesis
There is a negative effect of texting to the spelling proficiency of the freshmen students of College of Teacher Education of Pamantasan ng Lungsod ng Marikina.
DEFINITION OF TERMS
Technology is continually advancing. As it becomes more personal and commonplace, some terms have become quite familiar. However, there are other terms that may not be as well known. This section provides a list of terms relevant to this study.
Abbreviations. This refers to a shortened form of a word or phrase
Acronym. This refers to is an abbreviation formed from the initial components in a phrase or a word (e.g LOL = Laugh Out Loud)
Cellphone. This refers to an electrical device made for distance-communication. It is the shortened term for cellular phones (Cellular because of its size). It is also called as Mobile Phone because of its portability.
Code-switching. This refers to switching between two or more languages, or language varieties, in the context of a single conversation.
Communication. This refers to the process of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior.
Instant messaging. This refers to the digital interactive technology that allows users to receive and send messages in real time via the Internet (Lewis & Fabos, 2005, p. 473).
Jargons. This refers to the technical terminology or characteristic idiom of a special activity or group
Language Proficiency. This refers to the advancement of knowledge or skill in language.
Language shortcuts. Abbreviations, shortened words or codes used to communicate short messages with other cellular phone users (Schaller, 2007, p. 7). Text messaging: A feature on cellular telephones that allows users to receive and send short messages (maximum of 160 characters) using the telephone‟s alphanumeric keypad (Harley, Winn, Pemberton, & Wilcox, 2007, p. 1).
Spelling Proficiency. This refers to the level of intelligence in terms of knowledge on word spellings.
Text Language. This refers to the set of new word that seems to be not accepted by prescriptive grammarians but still used by people for communication purposes when using
the cellular phones.
Text Shortcuts. This refers to the word shortcuts used for cellular phone communication. It grew because of economic and practical purposes. Same with Shorthand texting.
Texting/Text Messaging. This refers to the process of sending messages through cellular phones
Textisms. This refers to the act of abbreviating words in a text message.
CHAPTER II
REVIEW OF THE RELATED STUDIES AND LITERATURES
This chapter contains the gathered researches from different sources. These studies will be used as a guide and support to our research. Our related literature starts with the importance of writing and language, and goes on with the possible effects that might happen to these when technology is being used extensively. On the later part of the chapter are the gathered articles and case studies done by various researchers.
Text Messaging Effects on Writing
Texting feature in mobile phones has become a “God‟s gift” for most of the people. This feature made this communication very convenient to everyone. It has become an important part of the daily lives of people, especially to the Filipinos. According to AHN Media Corp (2010), the Philippines has been tagged as the “texting capital of the world”. Many Filipinos exchange text messages with the use of their mobile phones. People have become frequent texters, and they have started sending messages in shortened ways. This problem cropped up with the innovation
of this new technology, and its possible effects on the students‟ language proficiency.
The language proficiency of the students are important for effective communication. Language, according to McKee (1939), will successfully help people in different activities, which involve communication, various types of interaction, or even writing. Even if we are a student or not, there is still a need for us to use language appropriately. McKee goes on to say that the ability to write effectively is still important regardless of the influential and incredible effects of technology on man‟s activities (p.3).
One of the most common issues of text messaging is its effects on education. Some educators say it is negatively affecting the spelling proficiency of the students. According to Dolch (1942), “Children must spell if they are to write”. When we write, we are really writing down our thoughts. These thoughts are expressed using words, and these words need to be spelled correctly. Therefore, writing would require appropriate spelling (p. 1).
Writing, in addition, is very important, because it is one form of communication. According to Shidle (1965), “writing skills are needed everywhere”. In his book The Art of Successful Communication, he states that it is hard to
find works which no longer needs communicating skills. Anywhere, man can connect ideas through written communication, which exists in any level. Every person has the need to communicate effectively, and writing them down is one of the most efficient ways (p. 11). Also, according to Quattrini (1985), the best way to show these ideas is through writing because it is like “shaping” what you are thinking. This “shaping” also includes choosing the right words for your thought (p. 2-3). These words would bring the message of your thoughts (Cruse, 2000).
Choosing the right words requires wide vocabulary. At the present, we are using English as our medium of communication; therefore, there is a need for us to be familiar with the English vocabulary. According to Gabiana‟s research (as cited in Saga-Olis, 1998), students were very positive toward the English language as part of their system of education. This attitude of the respondents led to the conclusion that the students felt that language play an important role on their success in the future. The achievement of many professionals also lies on their ability to use the language appropriately. According to Mackay (as cited in Saga-Olis, 1998), professionals who master the English language tend to be successful and globally competitive (p. 42). This goes to show the
importance of English as a medium of communicating internationally. The study of Enriquez and Nolasco (2007) also showed that a person who has a wide range of vocabulary might not have difficulties in thinking and communication. The two also added that vocabulary, spelling and grammar skills are the basic components of language which are very useful to a man‟s life.
However, nowadays, there are educators who have been complaining on papers handed by their students. One of these educators is Kate Ross (2010), who stated that the use of cellular phones are affecting student‟s spelling and grammar proficiency negatively, as evidenced from their use of abbreviated words. This resulted in extensive use of electronic chatting. The students are producing worse assignments, creating incorrect subject-verb agreements, and misspelling. Ross is an instructional coach for language arts teachers in her own district, and she often see shortened words or sentences in text messaging dialogues on students‟ compositions. She said that this might have changed the attitude of the students towards writing, and it seemed that they want everything done as fast as possible. But before mobile phones became a problem to some, it used to be a connector between people.
Montiel and Estuar (2006) made a study about the usage of mobile phone nowadays. And they concluded that text messaging is the most effective way of communicating with other people. Aside from that, it is the fastest and the cheapest among the communication technologies of the new generation because of its sending shortened messages (SMS) or texting feature. This feature, allows people to communicate with each other regardless of how far they are from each other. Thus, this texting feature made mobile phones or cellular phones very popular in our country, that even the youth are getting hooked up to this new form of technology.
Estuar‟s research (2003) showed that there is a high rate of ownership and high rate of usage of cellular phones regardless of what school or gender the students belong. “Private school students were more frequent users of cost-incurring features, whereas public school students were more frequent users of no-cost features of mobile phones”. The former also have a higher rate of texting compared to their public school counter parts. In addition, the number of days one can survive without a cellular phone or without having to exchange messages is higher among males and public school students (p.103). This goes to show that cellular phones are very popular, regardless of the age.
An example that would show the rapidly growing popularity of cellular phones is the report from Sify News (as cited in Proysen, 2009) about a 13-year old girl from California who had sent 14, 528 messages in a month (13, January 2009).
These communication gadgets are used by adolescents not only for communication purposes but also for maintaining their relationships with other people. Cell phones provide them the ability to show who they are and to express what they feel through texting feature. According to Pertierra et al. (as cited in Estuar, 2003), the cellular phone is like an extension or an expression of one‟s self. Compared to other forms of communication that the new world offers like the telephones and electronic mail, mobile phone technology greatly augments the non-confrontational nature of Filipinos. As what is said earlier, in texting, people can send messages to a person even without knowing where the person is, what the person is doing, and who the person is with. “The mobile phone‟s predecessor regular telephones require a fixed location for their use. But with the cellular phone, being primarily mobile, people can now establish contact with another person, regardless of where the caller and the called are” (p. 104.
According to Estuar et al. (2006), aside from the internet, mobile phones were used in “pro-democracy movements”. Mobile phones were relatively cheaper and more affordable and accessible, especially to a larger group of people belonging to the poorer groups in the society. The mobile phone made communication so easy and possible regardless of time and space barriers by increasing its utility in “political mobilizations and mass persuasions”. As evidenced from the Philippines, for example, optimal use of mobile phone‟s texting capability helped in bringing down a corrupt president through the People Power II that occurred last 2001. According to Villamor (as cited in Estuar, 2003), by using the cellular phones, rally organizers have united and mobilized the crowds in front of the historic Edsa Shrine just an hour after the Senate have vetoed the opening of the bank evidence against the supposed-to-be reigning president Estrada (p. 105).
Estuar et al. also said that during those historical moments, the use of cellular phones had filtered through Filipinos‟ everyday life, especially to the youth and Metro Manilans. Texting through mobile phones as a new technology hence played a vital role in the swift alignment of political consciousness, especially among the multitude of young Filipino people.
Pertierra, Ugarte, Pingal, Hernandez and Dacanay (as cited in Estuar, 2003), wrote an all-inclusive account of the social consequences of commonness in mobile phone use in the Philippines, with the conclusion that “cellphones have become a major icon in Philippine life, in that it has extended the scope of social relationships” (p. 149). And from 1994 to 2002, “cellphones in the Philippines were mainly used for texting” (p. 150).
Because cellular phones became a popular icon in the world, several consequences were prophesized. Some of these are the increased number of people who are fascinated with the features of cellular phones, particularly its texting feature. Some were obsessed that they allot greater time for text messaging, which leads to the use of shorthand method of texting, and will eventually contribute in the deterioration of the students‟ spelling and grammar skills. But is there truth to these claims?
Russell (2010) stated that there are different effects of frequent text messaging. He cited an educator in Edutopia.org saying that “I teach 9th and 11th English, and regardless of the age, my students‟ spelling is atrocious. Texting does not and has not helped”. Some teachers believed that shorthand texting is killing the English
language because students have been writing compositions in bad spelling and grammar (parag. 2-3).
Russell also said that some teachers, on the other hand, took it as a positive effect. According to the teachers, because of texting and other ways of communicating, students have started to write and edit more text (parag. 4). Lee (as cited in Proysen, 2009) also said that some teachers encourage their students to use instant messaging if it really helps them develop creativity when writing. Others also think that texting has no effect on English grammar. Students may learn the language of texting, but they too, should not forget that the language of texting is different from the English language, and that shorthand texting is different from the correct English grammar (parag. 5).
Recent news from United Kingdom reports about a Scottish pupil who submitted an essay in shorthand form like texting. According to Cramb (as cited in Pryosen, 2009), this is because of frequent use of mobile phones and text messaging. The student said she found it “easier than standard English”. The Scottish Qualifications Authority said that “text messaging language was inappropriately used” (parag. 4). Gillespie (as cited in Proysen, 2009), the Scottish Teacher Parent Council, said that the
deterioration in spelling and grammar proficiency of the student is an effect of frequent text messaging. She went on to say that:
“There must be rigorous efforts from all quarters of the education system to stamp out the use of texting as a form of written language so far as English study is concerned. There has been a trend in recent years to emphasis spoken English. Pupils think orally and write phonetically. You would be shocked at the numbers of senior secondary pupils who cannot distinguish between their and there. The problem is that there is a feeling in some schools that pupils' freedom of expression should not be inhibited (as cited in Proysen, 2009).”
Edwards (2009) said that texting contributes to peoples‟ indolence when it comes to writing. In his own experience, he himself developed changes on his writing abilities ever since he engaged in text messaging. According to him, it helps in speeding up communication. And because of frequent usage of shortened messages in texting, it becomes a “habit”. He sometimes caught himself using the shorthand method of writing even in doing his projects in school, which goes to show that text messaging has really affected his writing ability. When he researched in the internet, he discovered that many people also
believed that texting affects the writing skills of students. Edwards always feel that using the “original way” of writing when doing his school projects is more difficult than using the “text messaging language”. Because of this, he became lazier. He also said that most people are hooked up to texting that they send text messages even when they‟re doing several activities like driving, when in a funeral, or in a graduation ceremony. But according to Guerra (2007), although most of the people are frequent texters, not all of them apply shorthand texting when writing. She said that students say it does affect their writing proficiency, and some say it has no impact at all. Nevertheless, texting is still a problem to most people.
Like Guerra, Laurilla (2009) obtained varied facts from her research titled “A Preliminary Investigation on the Linguistic Aspects of Text Messaging”. She implied that the use of mobile phones is common to the younger sector of the society (p. 9). Report from “Media use statistics” said that almost two-thirds of the teenagers today are cellular phone owners (as cited in Laurilla, 2009). The youths are expected to be frequent texters, since they grew along the modernization and technological innovation of cellular phones. Because of this, “There is a raging national debate about the state of writing and how high-tech communication
by teens might be affecting their ability to think and write” (Guerra, 2008, parag. 1). This research by De La Salle University-Manila‟s Department of English and Applied Linguistics (DEAL) Assistant Professor Nudred-Laurilla found that there is no significant effect and difference between the spelling and grammar efficiency of students who own cellular phones and those who don‟t. And from that, it can be implied that the respondent‟s proficiency when it comes to spelling and grammar, is independent to whether they have cellular phones or not. Also, among owners of cellular phones, their frequent text messaging does not affect their spelling and grammar proficiency (p.11).
Aside from Laurilla, a research on the use of the shorthand method of texting was conducted by Tiempo (2006). He said that another form of communication in texting is code-switching. This is common to a number of Cebuano people. Tiempo says that code switching is a natural bilingual behavior that usually happens in any informal conversations, whether it is direct or indirect. Through his qualitative method of analysis, this study of Tiempo titled Cebuano Code Switching, Text Jargon, and Fricative Production in Short Messaging Services (SMS) found that there is no significant differences between the texting styles of both males and females (p. 74-75).
Another research on the use of the shorthand method of texting by Banton et al. (2010) said that same assumptions rose about the negative claims on text messaging. Banton with his group researchers conducted a study by giving out a pre-survey on those students who were cellular phone owners and non-owners and their daily time allotment for cellular phone use. After that was the spelling and grammar tests given the 3rd year high school students of St. Paul‟s School of Ormoc Foundation Inc. The research resulted with the following: Students who had greater time allotment for text messaging had lower average scores compared to those who were not frequent texters at all. Among cellular phone owners, those who were frequent users of shorthand method of texting appeared to have poorer scores in both spelling and grammar tests (p.29).
Similarly, a research by Rosen et al. (2009) showed that youths who used shorthand texting (LOL, gudnyt, etc.) in everyday writing developed the worse formal writing than those youths who rarely used shorthand texts. Those who used shorthand texts for communication were better “informal” writers.
Unlike Rosen et al.‟s research, the study conducted by Tomita (2009) about text messaging gathered a different result. On Tomita‟s research titled Text Messaging and its
Implications for its use in Education, he said that the world is becoming more technologically advanced, together with the rapid improvement of the world. And with these, the students have to adjust and cope with the changes on their own. His study found that “text messaging tools provide an effective means of teaching students important 21st century skills”. Furthermore, Plester (as cited in Tomita, 2009) said that tools like the Web enhances students ability to write, encourages them to make interactions, and motivating them to become good communicators because it helps develop the students‟ creativity. In addition, Tomita also stated that literacy is not limited only to paper works, but also to digital literacy (p. 189).
Critics are very particular on the issue about the use of shortened words especially when it comes to education. According to Shaughnessy (as cited in Tomita, 2009), to overcome the character limit of 160 characters, people use jargons, codes, or shorten the words. This form of communication is too easy that it no longer require analysis. In addition, O‟Connor (as cited in Tomita, 2009) said that if students continue to use instant messaging, the more that they could no longer distinguish formal and informal writing. Others also use acronyms and other
abbreviations (O‟Connor, 2005). But still, Goldstein and Gardner (as cited in Tomita, 2009) believe that formal writing is far different from informal writing, no matter what the medium is.
Others also disagree with the negative effect of text messaging. Petrillo (2006) quoted Dr. Beverly Plester, “Newer research shows a stronger casual relationship between text abbreviations and literacy skills”. Plester here is saying that text messaging is giving an exposure to the written words, which relates to a higher literacy attainment. In addition, according to Helderman (2003), Gloria Jobobs, a doctoral student studying the relationship of teenagers and instant messaging, said that students are fluent with online writing, so probably it could help them improve their writing ability.
In contrary to the conclusion derived from Petrillo and Helderman‟s studies, Baron (as cited in Proysen, 2009) concluded that the language of “text messaging and electronic communication” has triggered the rise of evils that would be unleashed by text messaging, such as the deterioration of spelling and grammar skills, and its application on the writings of the students. In Proysen‟s study titled The Impact of Text Messaging on Standard English revealed that some educators have been indicating
that text messaging has created a reflection on the students‟ school papers. According to Crystal (as cited in Proysen, 2009), one example was found, which was an essay composition entirely written in shorthand form. This study of Proysen was conducted to find out whether the claims on the negative effects of text messaging are true. His study found out that these negative effects seem to have affected some of the respondents. Some students are not aware that they are carrying the text messaging language onto their writing. While some of them said it was stupid enough not to know the difference between Standard English and text abbreviations. According to Crystal (as cited in Proysen, 2009), “Expertise in text messaging and email in particular would appear to have affected spelling and punctuation” (p. 83). Text messaging with its use of phonetic spelling and little or no punctuation seems to pose a threat to traditional conventions in writing (p. 84). Proysen went on to say that the text messaging phenomenon had a great impact on people‟s everyday use of language although it gained popularity for a very short time. Proysen was sure of one thing. As his fieldwork shows, text messaging created negative effects, whether it is slight or great (p.86). This conclusion of Proysen was similar to one of
Myhra‟s articles titled Negative Effects of Texting in the Classroom.
Myhra (2010) believed that people of the present generation have grown advanced together with the innovation of technology, specifically the cellular phone, which is said to have affected the students‟ spelling and grammar proficiency. People have started sending messages in abbreviated or shortened form. Students who are frequent “texters” have developed a new form of writing that is unacceptable to school-related works (parag. 1). He added that students are no longer practicing the proper use of punctuation, and upper and lowercase letters (parag. 3).
Myhra (2010) concluded that frequent sending of text messages could affect the students‟ way of writing. Students have developed the habit of writing in shorthand form, which caused them to write informally. Texting has affected the students writing and grammar proficiency negatively (parag. 9).
This research gives more focus on the students‟ use of the shorthand method of texting, which they sometimes tend to apply on their school works. This research will serve as a point of reflection for the students, to discover whether text messaging and the use of abbreviations or jargons could positively or negatively affect their spelling and
grammar proficiency. The various researches we have gathered from different sources are composed of numerous ideas that led us to the formulation of different assumptions about the use of shorthand texting. Its only difference from our research is that our study will also focus on the frequency of cellular phone use, which was given less focus on other researches.
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researchers present the method of research that is used in the study together with the setting of the study, the sources of data or the subjects of the study, the data gathering procedure and the statistical treatment. The researchers hope that this will serve as additional information for the better understanding of the readers regarding the topic of this research.
RESEARCH DESIGN
This study will determine if there is a positive or negative effect with the frequent use of shorthand method of texting to the spelling skills of the students, specifically, the first year BSE students of PLMar. In addition to this, the researchers would also like to know whether the extensive use of cellular phones and the span of time they have been using these could affect their spelling proficiency. Moreover, this study will help us in determining whether text messaging has contributed, or has been a factor to the deterioration of their spelling capabilities. Setting these objectives, the researchers
gathered information which will be very useful in conducting the study.
METHOD OF RESEARCH USED
Descriptive method is considered to be a fact-finding procedure of process of conducting a survey in which the researchers will come up with an adequate, efficient and reliable interpretation from the respondents‟ answer.
The researchers used the descriptive method type of study. By using this method, the researchers can come up with a concrete interpretation of the study in a short span of time. The researchers gathered data by means of conducting a written form of interview with sets of question relevant to the topic. The researchers added a spelling quiz at the second part of the survey form which will help them really observe clearly. The researchers distributed the questionnaires to the chosen respondents and give them ample time to answer it within the day. After answering, the researchers will collect all the questionnaires so that the researchers may now analyse and interpret the data retrieved.
SETTING OF THE STUDY
The researchers conducted the whole study and interview within the school premises of Pamantasan ng Lungsod ng Marikina (PLMar). The university is located at Brazil Street, Greenheights Subdivision Concepcion 1 within the city limits of Marikina, which was built in 2003.
Below is the map to the university:
PARTICIPANTS OF THE STUDY
The researchers gathered 50 respondents from the freshmen students of the College of Education in Pamantasan ng Lungsod ng Marikina, A.Y 2012-2013. There are 141
freshmen students in PLMar taking up Bachelor of Secondary Education which is divided into three sections namely: CTE 101, CTE 102, and CTE 103. CTE 101 has 46 students; CTE 102 has 48 students; and CTE 103 has 47 students.
SOURCES OF DATA GATHERED
The researchers gathered data using a questionnaire being provided. This study makes us of the 50 questions relevant to the topic of the study. The questionnaires are distributed personally to each of the respondents. The respondents were given ample time within the day to answer to satisfactorily answering the given questions. The researchers will collect all the questionnaires within the same day.
The questionnaire is divided into two parts. The first part is about the profile of the respondents which includes their name, age, gender, year level and section. The second part comprises the questions which were formulated to obtain the information needed, so that the researchers can access the factors that hinder the freshmen students of the College of Education regarding their academic performance in the university.
RESEARCH INSTRUMENT
The researchers will use answer sheets as our research instrument so it would be easy for us to analyze; and the data entry and tabulation will be easily done. Answer sheets are also familiar to the students since all of them had experience on completing answer sheets and they generally do not make the respondents apprehensive.
Our questionnaire consists of two parts. The first part is considered as the profile survey. The profile survey contains the respondents‟ personal information which includes their name, age and gender. The profile survey also contains the questions as to how long these students have been using cellular phones, and how often they use their cellular phones. The second part of the questionnaire is the Spelling Test. This part of our answer sheet will determine the proficiency of the respondents when it comes to spelling. The words used in the Spelling Quiz are from the List of Frequently Misspelled Words found on the net. These tests will find out whether text messaging and the use of shorthand texts are contributing factors that affects the students academically. The pre-survey and the spelling test will be the basis in gathering our data. The
results will be used in answering and attaining our objectives.
DATA COLLECTION
The researchers will conduct a profile survey and test to all the first year BSE students of PLMar. The researchers will use a qualitative approach in dealing with this problem, specifically, the questionnaire method. The respondents will be given a two-part answer sheet to be administered by the researchers themselves. The first part of the answer sheet which is the profile survey, will be answered by writing their personal information such as their name, age and gender and also by choosing the letter of what best describes their habit. The questions were formulated based on the three questions from the statement of the problem and to the significance of the problem. The questionnaire method is the appropriate process used for the survey because it becomes more cost-effective as the number of research questions increases. Aside from that, the researcher‟s own opinion will not influence the respondent to answer questions in a certain manner and there will be no verbal or visual clues to influence the respondents.
After the survey, the researchers will conduct a spelling test. The researchers will use the testing method as the clerical tool for collecting data. Each respondent will be given an answer sheet that is composed of 10 items for spelling test. The items were from the frequently misspelled words. This will test their spelling abilities. For the spelling test, they are will be asked to write the correct spelling of the word after the researchers pronounced them. The spelling test will also be administered by the researchers in the respective classrooms. The testing method is the appropriate process for this, since we are aiming to identify how quick these students are in distinguishing the correct spelling and grammar. The respondents are also free to answer the questions in their own-time table, so as not to make them feel pressured by the time.
STATISTICAL TREATMENT
All data will be tallied and tabulated and analyzed. The following statistical treatment will be used,
1. Weighted Mean - The weighted mean is to be used as basis of describing the variables affecting the spelling proficiency of the respondents.
Formula:
Where:
X =
weighted mean
∑
=
sum of the weighted mean
N
= number of respondents2. Pearson‟s product-moment Correlation – This is use to determine the degree of relationship between the spelling proficiency of texters when group according to length of ownership of the cell phone and frequency of texting.
formula:
√[ ∑ ∑∑ ∑][ ∑∑ ∑ ] where: = Pearson‟s Correlation
x = response (independent) y = response (dependent) n = number of respondents
Pearson‟s product-moment correlation or in short term was used to interpret the significant relationship of texters‟ spelling proficiency level in terms of the length of ownership of their cellular phones and their frequency of texting. The figures were interpreted below:
Qualitative Description
±0.91 to ±1.00 very high correlation/very-dependable relationship
±0.71 to 0.90 high correlation/marked relationship ±0.41 to ±0.70 moderate correlation/substantial
Relationship
±0.00 to ±0.20 very little/negligible relationship
3. T-test – This will be used by the researchers to test the hypothesis, to compare and find the significant relationship of the variables to be tested.
The formula for the t-test is illustrated below:
√ where:
t = t-value
n = number of respondents
r = computed value of the Pearson. Degrees of freedom (v) = n-2
Decision rule:
If p-value ≤ , reject the null hypothesis (Ho). Otherwise accept the null hypothesis (Ho), where = 0.05
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
In this chapter, the researchers show the information gathered in conducting the written interview. This presents the analysis of the data gathered by the researchers on the same day.
THE RESPONDENTS
TABLE NO.1.A
RESPONDENTS‟ GENDER ANALYSIS
Data Analysis:
The table shows that 25 or 50% of the respondents are males, 25 or 50% of the respondents are females. The numbers of respondents of opposite gender are balanced.
TABLE NO.1.B.
RESPONDENTS‟ AGE ANALYSIS
Data Analysis:
The table shows that 15 or 30% of the respondents are 17 years of age, 20 or 40% of the respondents are 18 years of age, and 15 or 30% of the respondents are 19 years of age.
TABLE NO.1.C.
RESPONDENTS‟ LENGTH OF OWNERSHIP ANALYSIS
Data Analysis:
The table shows that 12% of the respondents only got to use a cellphone a year ago. 20% owned one two years ago. 30% of the respondents had used a cellphone 3 or 4 years ago. A percentage of 38% of the respondents already had a cellphone five years ago or even more.
TABLE NO.1.D
RESPONDENTS‟ FREQUENCY OF TEXTING ANALYSIS
Data Analysis:
The table shows that 10% of the students use cellphone for a length of 18 hours (or even more). 16% of the respondents use it for nine hours (or even more). A percentage of 28% says that they have only used their phone for only 3 hours (or more). The remaining 46% of the respondents states that it depends upon the call of situation or an emergence of something very important.
TABLE NO.1.E
Scores Interpretation Verbal Proficiency Level of
10-9 Excellent Superior 8-7 Very Good Advanced 6-5 Good Intermediate Intermediate 4-0 Needs Improvement Novice Data Analysis:
The table shows the corresponding interpretation of the scores that the respondents will get. The levels; Novice, Intermediate, Advanced, and Superior will be use to measure the level of the respondents‟ spelling proficiency.
TABLE NO.2.A
SPELLING QUIZ ITEMS ANALYSIS
Item No. No. Of Respondents with correct answer Percentage No. Of Respondents with incorrect answer
Percentage Total Total Percentage 1 50 100% 0 0% 50 100% 2 43 86% 7 14% 3 36 70% 14 28% 4 43 86% 7 14% 5 43 86% 7 14% 6 31 62% 19 38% 7 31 62% 19 38% 8 34 68% 16 32% 9 43 86% 7 14% 10 25 50% 25 50% Total 379 75.8% 121 24.2% 500 Data Analysis:
The table shows the number of items correctly and incorrectly answered by the respondents and its
table the total score and total percentage of the
respondents which indicates their level of proficiency in spelling. They got 379 correct answers out of a total of 500 items all in all. They got a percentage of 75.8%.
TABLE NO.2.B
SPELLING QUIZ SCORE ANALYSIS
Score No. of respondents
10 4 9 7 8 16 7 14 6 6 5 2 4 1 Total 50 Data Analysis:
The table shows the number of respondents that got a particular score in the spelling quiz. No respondents
got a score of 3 or lesser than 3. The lowest score is 4 out of ten. Four students got a perfect score.
TABLE NO.3.A
GENDER ANALYIS ON SPELLING QUIZ RESULT
Gender Total Score Total no. Of Items answered Percentage MALE 190 250 76% FEMALE 189 250 75.66% Data Analysis:
The table shows that the opposite genders only have a very small difference in terms of the level of spelling proficiency. The Male garnered 76% while the Female got 75.66%. The two only have a difference of .34.
TABLE NO.3.B.a
SPELLING QUIZ DATA ANALYSIS ON THE 17 YEAR OLD RESPONDENTS Data Analysis:
The 17 year old respondents gathered only a tiring 73.33% percentage on the spelling quiz.
TABLE NO.3.B.b
SPELLING QUIZ DATA ANALYSIS ON THE 18 YEAR OLD RESPONDENTS
Data Analysis:
The 18 year old respondents gathered only a tiring 75.50% percentage on the spelling quiz.
TABLE NO.3.B.c
SPELLING QUIZ DATA ANALYSIS ON THE 19 YEAR OLD RESPONDENTS
Data Analysis:
The 19 year old respondents gathered only a tiring 78.66% percentage on the spelling quiz.
TABLE NO.3.B.d
AGE ANALYSIS ON SPELLING QUIZ RESULTS
Age Score Total Percentage
17 110 150 73.33%
18 151 200 75.50%
19 118 150 78.66%
Data Analysis:
The table shows that the 19 year old respondents got 78.66% at the spelling quiz. The 18 year old got 75.50% and the 17 year old respondents got the lowest which is 73.33%. This shows that all of them got low scores in the test.
TABLE NO.3.C
LENGTH OF OWNERSHIP SPELLING QUIZ RESULT ANALYSIS
Length of Owner -ship Score Weighted Mean Verbal Interpretation 10 9 8 7 6 5 4 1 year 4 2 9.67 Excellent
2 years 5 5 8.5 Very Good
3 years 10 5 7.67 Very Good
4years 1 9 6 2 1 6.37 Good
GWM=8.05
Pearson correlation: Rxy=0.69 MODERATE CORRELATION/ SUBSTANTIAL RELATIONSHIP T-test: t=6.63≥ 0.05
∴
ACCEPT NULL HYPOTHESIS, THERE IS NO SIGNIFICANT RELATIONSHIPData Analysis:
The table shows that the respondents with longer length of cellphone ownership have lower scores compared to those respondents who just owned cellphones a year ago, base on the result of the Pearson product-moment correlation it can be stated that the length of ownership of the cellphone has a moderate correlation and a substantial relationship with the spelling proficiency of the respondents. The result of the T-test shows that although it seemed that the result were highly influenced
by the length of ownership of cellphone, still it cannot be classified as a significant factor in terms of the respondents‟ proficiency level in spelling.
TABLE NO.3.D
FREQUENCY OF USE OF RESPONDENTS SPELLING QUIZ RESULT ANALYSIS
FREQUENCY OF USE
SCORE Total Weighted Mean Verbal interpretation 10 9 8 7 6 5 4 or less 18 hours 1 1 2 1 5 5.6 Good 9 hours 3 5 3 6.38 Good
3 hours 3 11 14 7.21 Very Good
1 4 7 12 23 8.65 Very Good
Total 4 7 16 14 6 2 1 50 GWM=9.06
Pearson correlation: Rxy=0.64 MODERATE CORRELATION/ SUBSTANTIAL RELATIONSHIP T-test: t=5.77 ≥ 0.05
∴
ACCEPT NULL HYPOTHESIS, THERE IS NO SIGNIFICANT RELATIONSHIP Data Analysis:The table shows the number of respondents who got a particular score and are under a certain category in the frequency of use table. The table shows that students who are frequently using cellphones garnered lower scores
compared to those who are using it depending on the emergence of situation. The result of the Pearson product-moment correlation shows that the frequency of the texting has a moderate correlation with the spelling proficiency of the respondents; there is an ample or a considerable chance that the frequency of texting affects the proficiency level of the respondent. The T-test result is greater than the value of α 0.05, which suggests that the Ho or the null hypothesis should be accepted, this means that the frequency of texting and the level of spelling proficiency has no significant relationship spelling proficiency of the students.
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY OF FINDINGS
Based on the findings of the study, the following conclusions were drawn:
(1) Both gender and all age categories the researchers enumerated have garnered almost equal percentages. This goes to show that cellphones are really popular on both genders and all ages thus, it can be told that texting is really affecting the level of spelling proficiency no matter what the age and gender of the student is. (2) The length of ownership of students and the
frequency of cellphone use have no significant relationship in the spelling proficiency level of the students; however there is an ample amount of correlation and the results dictates that the two factors have negative effects on the student‟s level of spelling proficiency.
(3) Most students who have longer length of cellphone ownership have a higher tendency to commit spelling mistakes. Students with greater age and greater exposure to cellphone are susceptible to mistakes in spelling compared to younger ones. (4) Students who are frequently using cellphones for
texting are prone to commit spelling mistakes.
CONCLUSIONS
The researchers therefore conclude that texting habits are part of the factors that affect the declining spelling proficiency of students, text languages often confuse the students with the correct spelling of the words leading to usually misspelled words.
RECOMMENDATIONS
The researchers are recommending this study to the following:
(1) For the students who belong to the Superior level of proficiency, the researchers suggest that these students must be keen in observing their texting habits and should not commit themselves in practicing any of the informal way of composing messages.
(2) For the students in the Advanced level, the researchers suggest that they refrain from using text jargons and read more books instead of texting.
(3) For the students in the Intermediate and Novice level, students should have texting limitation; they should have alternative chores during their free time instead of just texting, these students can also attend seminars and read articles about the negative effects of text messaging.
(4) For the school, the school should provide activities that are related to formal communication, entertainment reading, and the likes, so that students will enjoy communicating in personal rather than in messages.
(5) For the parents, they should also practice good communication in their houses so that their children won‟t have to do conversations through text messages with their friends or other people; and they will converse with the people in the house instead.
The researchers would also like to recommend that a further study about the effect of texting in the spelling proficiency of students would be done in a longer period of time with a larger number of respondents who should be observed in an adequate period of time.
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Shidle, N. (1965). The Art of Successful Communication. USA: McGraw-Hill, Inc.
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Banton, J. et al. (2010). The Effects of Shorthand Texting and Great Time Allotment for Cellular Phone Use on the Spelling and Grammar Skills of the Third Year High School Students of St. Paul‟s School of Ormoc Foundation Inc. Unpublished Thesis, St. Paul‟s School of Ormoc Foundation Inc.
Enriquez, S. R. and Nolasco, C. M. D. (2007). Effects of Reading in Vocabulary and Spelling Skills. Unpublished
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Periodicals:
Estuar, Ma. Regina. (2003). Let‟s Talk about Txt!
Understanding the Texting Culture of the Filipino Youth. Ateneo De Manila University.
Montiel, C. J. and Estuar, M. R. (2006). Revolutionary Text: Social Psychology of Cellphone Texting during People Power II. Ateneo de Manila University.
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