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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.

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