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TEXT MESSAGING: ITS IMPACT ON THE SPELLING PROFICIENCY OF THE FIRST YEAR STUDENTS OF ALDERSGATE SCIENCE HIGH SCHOOL
Researchers:
Mikel D. Bainto
Rheanel M. Esquejo
Research Adviser: Debora B. Sampaga
Background of the Study
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 aims to determine whether the texting habits of the first year high school students of Aldersgate Science High School should be a concern as it significantly demeaning their spelling proficiency.
Statement of the Problem
This study aims to determine the correlation between the Spelling Proficiencies of Texters and Non – texters of selected students of Aldersgate College Science High School.
It also aims to answer the following questions:
Respondents of the study, the First Year High School students of AC Science High School
1. What is the profile of the selected students of the AC SHS as to:
1.1 gender
1.2 age
1.3 score in the spelling proficiency test
1.4 monthly income of the family
1.5 text promo availed of
1.6 length of ownership of the cell phone
1.7 amount spent in texting
1.8 frequency of texting
1.9 type of text message sent
1.10 person sent text messages to
2. Is there a significant difference between the spelling proficiency of texters and non – texters.
3. Is there a significant relationship between the spelling proficiency of texters when group according to the following variables:
1.1 gender
1.2 age
1.3 score in the spelling proficiency test
1.4 monthly income of the family
1.5 text promo availed of
1.6 length of ownership of the cell phone
1.7 amount spent in texting
1.8 frequency of texting
1.9 type of text message sent
1.10 person sent text messages to
Statement of Hypothesis
Null Hypothesis
There is no skeptical effect of texting to the spelling proficiency of the first year high school students of Aldersgate College.
Alternative Hypothesis
There is a negative effect of texting to the spelling proficiency of the first year high school students of Aldersgate College.
Scope and Delimitation of the Study
The study is confined to determine if there is a negative effect of texting to the spelling proficiency of First year High School students of Aldersgate College through a series of survey conducted, during the first semester, school year 2009-2010.
Significance of the Study
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 in Aldersgate College Science High School Solano, Nueva Vizcaya. Seventy- two First Year high School 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.
RESEARCH METHODOLOGY
After floating questionnaires regarding the effect of texting to the spelling proficiency of first year student of Aldersgate College Science High School, the researchers came up with the following significant data:
People whom they sent messages to
| PEOPLE WHOM THEY SEND MESSAGES | RANK | ||||||||||||||||||
| 1 | 2 | 3 | 4 | ||||||||||||||||
| M | F | % | M | F | % | M | F | % | M | F | % | ||||||||
| FAMILY AND OTHER RELATIVES | 11 | 8 | 19 | 26.4 | 5 | 10 | 15 | 20.8 | 5 | 15 | 25 | 34.7 | 4 | 2 | 6 | 6.9 | |||
| FRIENDS AND CLASSMATES | 8 | 17 | 25 | 36.1 | 14 | 19 | 33 | 45.8 | 7 | 5 | 12 | 16.7 | 0 | 0 | 0 | 0 | |||
| TEXTMATES | 6 | 13 | 19 | 25 | 8 | 10 | 18 | 25 | 14 | 16 | 30 | 41.7 | 0 | 2 | 2 | 2.8 | |||
| OTHERS | 2 | 1 | 3 | 2.78 | 0 | 0 | 0 | 0 | 2 | 2 | 4 | 5.56 | 24 | 34 | 58 | 81.9 | |||
| NO CELLPHONE | 4 | 2 | 6 | 8.33 | 4 | 2 | 6 | 8.33 | 4 | 2 | 6 | 8.3 | 4 | 2 | 6 | 8.3 | |||
| TOTAL | 31 | 41 | 72 | 100 | 31 | 41 | 72 | 100 | 32 | 40 | 72 | 100 | 32 | 40 | 72 | 100 | |||
This table shows the percentage of to whom the students of Aldersgate College first year send their messages.
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
After floating questionnaires regarding the effect of texting to the spelling proficiency of first year student of Aldersgate College Science High School, the researchers came up with the following significant data that texting habits had diminished the spelling proficiency of the students.
Conclusion
The researcher therefore conclude that texting habits 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.
Recommendation
The researcher would 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.
An Assessment of the Implementation of the English Speaking Program of Aldersgate College:
Researcher: Marissa J. Taguinod
Background of the Study
Globalization has brought innumerable changes in political socio-economic and linguistic aspects of human existence. English has undeniably reached a stature so great that it can now be called without doubt as the world language – the dominant language in this globalized village. A good command of the English language therefore will help keep one updated and abreast of the times, thereby enabling him to join the stream of world culture and also making him a citizen of the world because English is an international language.
However, studies and tests show an operation which reveal that there is a continuous deterioration in the English language proficiency of Filipino second language speakers in the academic world. In this purview, President Gloria Macapagal Arroyo issued Executive Order No. 210 establishing the policy to strengthen the use of the English language as a medium of instruction in the educational system. Among the provisions of this EO are: to develop the aptitude, competence and proficiency of our students in the English language to maintain and improve their competence edge particularly in the use of Information and Communications Technology (ICT); to improve the entire educational system, particularly in the training of educators and the provision of borrowed materials and resources.
There are several factors that affect the performance of students in the use of English in their classes. One big factor as the researcher believes is the proficiency of the teaching personnel like instructors, professors, teachers themselves who are expected to be competent in the use of the English language. Another factor may be non-teaching personnel themselves who are indifferent in the use of English in communicating with the teachers and students. Still another factor is the use of strategies, methods, approaches and classroom activities. It is for these reasons that they like to be updated and to keep abreast of newer trends and methodologies.
Considering the vital role that the institution plays in the development of students especially on the acquisition of knowledge and levels in the English language as tools in communication, the school launched a long term program thrusts sometime in 2002 with teacher- performance targets geared to academic excellence, and positive work attitudes. One of the eight thrusts which is projected to be attained by the year 2004 onwards is 100% English Speaking faculty members, office personnel, administrators and students from which the researcher was encouraged to conduct a study on the assessment of the Implementation of the English Speaking Program of Aldersgate College. The researcher believes that the results would pave the way for improvement of English instruction in the different factors affecting students’ performance in English, and the improvement of communication between teaching, non-teaching personnel and the students.
Teacher-centered strategies unveiled in TSEP survey
In line with the Teaching Styles Enhancement Program (TSEP) of Aldersgate College, a Teaching Style Assessment (TSA) was conducted last semester covering faculty members of all academic units. It revealed that the strategies frequently used by teachers are lecture/teacher talk, question and answer, and teacher-led whole class discussion.
In addition to these strategies which are classified as whole class activities, other preferred strategies are exam paper questions, regular tests and individual assignments which are categorized as individual activities. The least preferred strategies are: use of computerized databases, spreadsheets and multi-media resources, as well as allowing students personal choice in class assignments.
Based on these findings, the TSEP Program Leader, Rizalyn L. Esquivel, English Department, concluded that the prevailing teaching method in the delivery of lessons by teachers is still lecture/teacher talk. This method reflects a teaching-learning process that is very teacher-centered.
As a preliminary move to improve the teaching-learning process, Language instructors were sent to a seminar-workshop on Current Methods in English Language Teaching and Testing with emphasis on Communicative Approach; and Module Preparation held at the University of the Philippines.
Subsequently, the Aldersgate College: Developing a Culture of Academic Excellence Training Series 01, was conducted from June 2-5, 2009, at the ICDC Audio Visual Room to train educational administrators and faculty on the use and development of advanced learning tools and methods which introduced plenty of learner-centered strategies and educational multi-media resources to the teaching-learning environment.
TSEP is an important component of the Total Educational Quality Improvement Plan (TEQIP) initiated in October, 2008, by the College President Dr. Junifen F. Gauuan. The TESP program staff is composed of Rizalyn L. Esquivel (Program Peader), together with Prescilla A. Soriano (Senior Executive Assistant for Education), Jenifer Raymond R. Tallungan (Public Information Officer and data analyst), Deans, Principals and selected Teaching Style Assessors.
PERCEPTUAL LEARNING STYLE PREFERENCES OF GENERAL CHEMISTRY
Researcher: Marivic C. Manalese
ABSTRACT
The study is entitled “Perceptual Learning Style Preferences of General Chemistry Students in Aldersgate College”. Generally, the objective of the study was to determine the perceptual learning style preferences of the freshmen nursing students of Aldersgate College. Specifically, this study attempted to determine the profile of the freshmen nursing students of Aldersgate College in terms of gender, occupation of parents and type of high school graduated from; find out the perceptual learning style preferences of the General Chemistry students in terms of the elements of auditory, tactile, visual, and kinesthetic; find out the level of performance of the respondents in General Chemistry; determine the significant relationship between the students’ profile and their perceptual learning style preferences in General Chemistry; and determine the significant relationship between the level of performance in General Chemistry and the perceptual learning style preferences of the respondents.
The study employed the descriptive-correlation research method where the respondents’ profiles were correlated to their perceptual learning style preferences. The perceptual learning style preferences of the respondents were also correlated to their level of performance in Chemistry.
The respondents of the study were the General Chemistry students of Aldersgate College, Solano, Nueva Vizcaya and were subjected to tools that were used in this study such as Perceptual Learning Style Preferences Questionnaire (PLSPQ), which determined their score in four elements- auditory, tactile, visual, kinesthetic, and the Personal Information Questionnaire (PIQ), which determined the profile of the respondents such as gender, occupation of parents and type of High School graduated from.
The research instruments used in this study are the PLSPQ adapted from Dunn and Dunn Learning Style Questionnaire, copyright by Joy Reid and the PIQ to determine whether gender, occupation of parents and type of High School graduated from relate to perceptual learning style preferences. The items in the PLSPQ were scored in the following manner: 5, 4, 3, 2, 1 for strongly agree, agree, undecided, disagree and strongly disagree respectively. The weighted mean and average weighted mean were computed to determine the perceptual learning style preferences of the respondents. To determine the Level of Performance in General Chemistry of the respondents, the descriptive equivalent of their final grade was used. In the Personal Information Questionnaire, the responses of the respondents were grouped for comparative analyses.
The study yielded that seventy one and sixty seven hundredths percent (71.67%) are female; thirty eight and thirty three hundredths percent (38.33%) of the respondents father are agricultural, animal husbandry, forestry workers and fishermen and twenty one and sixty seven hundredths percent (21.67%) of the mothers are either professionals, technical and related workers, managerial, executive and administrative workers or production process workers, transport equipment operator, laborers or housewives. Seventy five percent (75%) of the respondents graduated from public high schools; and twenty five percent (25 %) graduated from private high schools. Eighty three and thirty three hundredths percent (83.33%) had satisfactory level of performance and sixteen and sixty seven hundredths percent (16.67%) of the respondents had very satisfactory level of performance in General Chemistry.
The auditory learning style, Rank 1 with a weighted mean of 3.75 followed by visual learning style, Rank 2 with a weighted mean of 3.65 with slight difference on kinesthetic learning style, Rank 3 with a weighted mean of 3.64. The tactile learning style, Rank 4 with a weighted mean of 3.57, and interpreted as Agree.
There is no significant relationship between the profile and the perceptual learning style preferences of the General Chemistry students.
There is no significant relationship between the level of performance in General Chemistry and the perceptual learning style preferences of the respondents.
