THE EFFECT OF GRAMMARLY ON SENIOR HIGH SCHOOL STUDENTS OF

SOUTHERN LUZON STATE UNIVERSITY LABORATORY SCHOOL’

LANGUAGE DEVELOPMENT IN TERMS OF GRAMMATICAL
ACCURACY IN ONLINE LEARNING

A Thesis Proposal
Presented to
The Faculty of
Southern Luzon State University
Laboratory

In Partial Fulfillment
of the Requirements for
Research in Daily Life 2

John Reyvill D. Oliveros

Jhannarie A. Molina
Niesha Eunice L. Sutarez
Trixie R. Zaide

2022
 CHAPTER I

INTRODUCTION

Due to the COVID-19 pandemic and the global lockdown, distance education

became mandatory (EducationOnline, 2020). To suit students' educational needs, the

government has chosen to make online learning the new educational norm. As a result,

having internet connectivity is critical to maintaining one's education. Students may now

simply use the internet to find online educational sites that will help them improve their

academic performance. For example, educational software and websites meant to

increase students' learning are beneficial for students to adopt in order to complete school

requirements. Thus, online educational tools assist learners to cope with the Online

learning system.

Study.com (2021) describes online learning tools as any program, app, or

technology that allows students to access knowledge more conveniently over the internet.

One of the best characteristics of online learning tools is their ability to help students with

difficulties in learning. Grammarly is believed to be one of the greatest academic writing

tools available online. Grammarly can recognize evidence and provide guidance on verb

form, and explanations were complex (Daniels & Leslie, 2013). It is a complete writing

tool that allows anyone to write captivating writings. Hence, Grammarly as academic

writing software is one of the factors affecting the student's language development.

The use of accurate grammar is essential to the success of every piece of writing

(Baleghizadeh and Gordani, 2012). Students from primary through college continue to
practice writing in order to improve academic performance and help them to learn the

proper use of sentence structure. Admin (2017) stated that Grammar rules can assist

learners in developing a habit of logical and accurate thinking, which will result in

increased accuracy while using language. Hence, grammar is vital in language

development since it improves one’s accuracy.

Background of the Study

Due to pandemics, online learning has been the only way created for the

education and learning of students. It is an in-control arrangement that will allow students

and teachers to connect either synchronously or asynchronously occurring within a time.

Relying upon this, the interaction between students and children is convenient. Students

used to communicate by using different text ideas dealing through forums, blogs, online

reading material, any emails and newsletters, social media, and even chats or SMS text

messaging in order for them to communicate to their teacher and classmates. Exchanging

thoughts from the teacher and another learner motivates a student to rebuild their abilities

and confidence behind the said pandemic. It is also one reason that encourages the

students to work actively. Communicating with teachers to her students either verbal or

non-verbal is the most important factor required by students to become successful in

every chosen school course.

Language growth should be encouraged at all levels — casual, problem-solving,

and academic — via usage and intentional, a deliberate discussion between instructor and

students, rather than drills and decontextualized norms (Crede National. n. d.). Typically,
students who are reading and writing on a specific curriculum are enhanced in using

different strategies and ways despite their debility in language.

The problem mostly faced by students in terms of communication is the common

grammar mistakes while speaking and sending English presentations and assignments.

They are having trouble whether they did accurate grammar satisfactorily or not. Every

correct grammar is required because it helps to enhance the accuracy and goodness of a

paper. It means grammar rules develop a habit of students thinking clearly, and practicing

correct grammar will become more accurate when using it as a comprehensive

communication. Proper use of grammar has a satisfying ambiance for both speakers and

listeners.

To lessen the grammar consciousness of many students, Grammarly was released.

This application checks this text and contributes writing suggestions. The application's

objective was to assist students in their writing by teaching them the fundamental

building blocks of the English language. Grammarly has also worked to enhance its

functionality with sites that support a variety of writing styles, such as informal work on

Google Docs or business-related writing on LinkedIn. The program notifies you when

you need to make changes to your work and delivers automatic ideas while you type

(Nicole H. n. d.).

While related research has established Grammarly as an effective tool for

assessing students and academies on their writing by checking for spelling, grammar, and

punctuation errors and providing comprehensive information and valuable feedback

(Cavaleri & Dianati, 2016), the application's effect on students' language development in

terms of grammatical accuracy is yet to be known. Additionally, the researchers

conducted a study on the effect of Grammarly on users' grammatical accuracy in order to

determine whether the application enhances users in language development.

In the light of the study, researching the effect of Grammarly in the student's

language development in terms of grammatical accuracy in Online Learning is necessary

to provide broader knowledge and understanding about how helpful educational tools

such as Grammarly are in utilized methods of distance education today. Such situations

motivate the researchers to conduct a study that aims to assist the students, particularly

the senior high school students of SLSU Laboratory School, to bring awareness of using

Grammarly in assisting them with the development and accuracy of their language and

grammar.

Objectives

This study will aim to determine the effect of Grammarly on Students of Southern

Luzon State University Laboratory School's Language development in terms of

Grammatical Accuracy in Distance Learning.

Specifically, this research seeks to accomplish the following objectives:

1. To determine the Demographic profile of the respondents in terms of:

1.1 Sex

1.2 Age

1.3 Track
 2. To perceive the effect of Grammarly on senior high school students of SLSU

Laboratory School’s language development in terms of grammatical accuracy in

Distance learning.

3. To identify and interpret the relation between senior high school students’ track

and gender in adapting and using Grammarly as a tool for their language

development such as the accurate use of grammar.

Scope and Limitation of the Study

The study was conducted to determine and analyze the perceived effect of

Grammarly on senior high school students at SLSU Lab School on Online Learning.

Grammatical accuracy is one of the factors why some students are afraid to speak and

write in English. Students, particularly in SLSU use Grammarly to correct and enhance

the form of their sentences. That is why the researchers decided to conduct this study.

The data collection will be conducted on all senior high school students of SLSU Lab

School. The other students which do not fall as part of the senior high school are not

within the scope of this research. Due to the limited time given, we are expecting to

employ questionnaires and testing methods in gathering and analyzing data.

Questionnaires will be conducted online using Google forms and other online

applications. Furthermore, this study focuses on the effect of Grammarly on students’

grammatical accuracy, with each senior high school student being subjected to a test on

their grammar knowledge via questionnaires and surveys.

Significance of the Study

 This study will be undertaken to examine the perceived effects of Grammarly on

the senior high students of SLSU Laboratory School.

To the Students, the discovery of this research would be beneficial to direct

recipients which are Senior High School Students of SLSU Lab School because it will

help them to recognize the effects of Grammarly in their grammatical accuracy. Students

can be aware if using Grammarly helps them to enlighten their vocabulary.

To the Teachers, this research would help the teachers, especially the English

teachers, to enhance their language and grammar teaching styles and skills and also to

provide them with information to focus on their students' grammatical accuracy. Teachers

will have different ideas on how to give better and more effective explanations about

correct grammar and word choice.

To the School, this research would give the SLSU Lab School an idea to conduct

different programs and training to enlarge the grammar knowledge and develop the

language of both students and teachers.

To the Future researchers, the concept offered could be used as a starting point

for new research or to assess the validity of existing related findings. This research will

also function as a cross-reference for them, providing a backdrop or review of the

Grammarly checker's effects on students’ language development.

Definition of Terms

The following terms are hereby defined operationally and/or conceptually for

further understanding of the study.

Consciousness - according to the Cambridge Dictionary, it is "the state of

comprehending and perceiving something." Consciousness is defined by the

Oxford Living Dictionary as "the state of being aware of and receptive to one's

environment." It is also defined as "a person's awareness or perception of

something." In this study, it is defined as a feeling of being careful and diligent of

students when using grammar and developing language learning.

Distance Learning is a type of education in which students learn by listening to lectures

or attending classes via correspondence or the internet rather than attending a

school or college. (Oxford Dictionary, n.d.). In this research, it is the method of

learning we used as of now due to the pandemic.

Grammar is a term that relates to a language's organization and structure. Its rules aid us

in establishing the sequence of our words and the proper form to use. In this

research, Grammar refers to the issue of most students when developing language

learning, especially in English.

Grammatical Accuracy is the correct usage of sentence structure either in dialogue or in

writing. In this study, Grammatical Accuracy refers to the feeling of satisfaction

of most students when using proper grammar in the English language.

Language development refers to the process by which children come to understand and

communicate language during early childhood. In this research, it is determined

as the expansion of learning of students in the English language.

Online Learning Tools - according to Study.com, “any software, app, or technology that

can be accessed via an internet connection and enhances a teacher's capacity to

communicate knowledge and a student's ability to access that information is

referred to as an online learning tool.” In this study, Grammarly is one of the

online learning tools that most Senior High School students use to enhance their

grammar.

Students refer to those who are enrolled in a school or other educational institution to

acquire information, develop vocations, and obtain work in a certain field. In this

study, it refers to the selected grade senior high school students of SLSU

Laboratory School who use Grammarly.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter summarizes the pertinent literature and studies that the researchers

considered when determining the study's significance. Additionally, it presents a

synthesis of literature review to fully understand the research and facilitate

comprehension of the investigation.

RELATED LITERATURE

Grammatical Development

To succeed in academic writing, students must use conventional language and

adhere to grammatical standards (Cavaleri & Dianati, 2016). On the other hand, without

input, students are unable to enhance their linguistic skills. International students require

external assistance to develop their linguistic abilities (Murray, 2011), including the

formal grammar instruction required for academic writing (Knoch, Rouhshad, & Storch,

2014). Different domestic students require practical assistance with punctuation,

grammar, and spelling (McNaught & Shaw, 2016). These groups include indigenous

students (those born in Australia) who did not receive formal grammar instruction as part

of their school curriculum or entered university via non-traditional routes such as

enabling programs (Cocks & Stokes, 2013). Domestic students from non-English

speaking backgrounds are also included, according to the Department of Education and
Training (n.d.), as domestic students who arrived in Australia less than ten years before

enrolling in a university and speak a language other than English at home.

Automatic writing evaluation can assist both low and high-achieving students to

increase their accuracy while also saving educators time. According to the current study,

automatic writing assessment applications such as Grammarly are beneficial writing tools

that can assist educators in grading, writing, and assisting students with rewriting their

written compositions. The following literature review examines the state of the research

and the relevance of Grammarly in the context of creative writing.

Writing Quality of Grammarly

According to Daniels and Leslie (2013), Grammarly is a tool that can be used in

language learning, specifically in analyzing or evaluating written works, and can

significantly contribute to the development of language abilities. Grammarly's feedback

feature is beneficial because it enables students to immediately identify and correct their

writing errors (Qassemzadeh & Soleimani, 2016). Saadi and Saadat (2015) assert that

using electronic feedback such as Grammarly software creates a less intimidating

environment for students. Additionally, they argue that electronic feedback fosters a

student-centered environment where students take ownership of their academic and

language strengths and weaknesses.

Direct and Indirect Feedback of Grammarly

 Grammarly was chosen based on Alex M. T. Russell's research because of its

capacity to reconcile divergent views on written corrective input. The benefits and costs

of direct and indirect feedback have been extensively discussed.

Japos (2013) discovered that Grammarly improved the writing accuracy of

undergraduate research students. According to Qassemzadeh and Soleimani, grammar

outperformed traditional teacher intervention in long-term recall of passive voice

principles (2016). Students preferred Grammarly over the alternative feedback system

Marking Mate in a study conducted by Reis and Huijser (2016). Caveleri and Dianati's

(2016) study of students' perceptions of Grammarly in an Australian higher education

setting found overwhelmingly positive results, with students describing Grammarly as

beneficial and straightforward to use. Moreover, they claimed that it aided in the

improvement of their written work and the development of their understanding of

grammatical conventions.

Proponents of indirect feedback (Jamalinesari et al., 2015) believe that the error

should be indicated for the student to review and correct independently, whereas

advocates of direct feedback (Bitchener, 2008) believe that the teacher must offer specific

corrections. By allowing teachers to use both of these theoretical approaches, Grammarly

bridges the divide between these two theoretical approaches.

Additionally, there is disagreement over the amount of input that should be

provided. Students value a one-size-fits-all approach (Salehfard & Bagheri, 2014) and

may become dissatisfied if their objectives for line-by-line editing are not met (Linville,

2009). According to research, more targeted error correction is necessary (Jamalinesari et

al., 2015), as targeted feedback on high-frequency errors improves students' writing

(Linville, 2009). Domestic students from non-English speaking backgrounds are also

included, according to the Department of Education and Training (n.d.), as domestic

students who arrived in Australia less than ten years before enrolling in a university and

speak a language other than English at home.

The finding of the application's definition for most of the research relies on it as a

benefit to most students and writers. It is synthesized here as our guide for improving our

research background and information. Grammarly was mentioned to improve academic

writing and automatic writing assessments of students. Different studies also vary with

the effect of the said application. Most writers found out the beneficiary tool as a part of

their writing and some researchers found out the disadvantage of this tool merely as

losing satisfaction to their works.

RELATED STUDIES

Conforming to Fareed et al. (2016), as mentioned in Qamariah et al. (2020),

writing has been one of the language skills that students must develop as it is considered

a fundamental element of the English language. Writing skill in higher science,

technology, engineering, and mathematics (STEM) education has offered various benefits

for STEM students. However, writing has always been a difficult skill for every learner to

master because it requires the ability to write a compelling piece of writing and the

capacity to possess accurate grammar. The students must engage in higher-level planning

and organizing abilities, including lower-level spelling, punctuation, and word choice.

Since most students are not skilled in utilizing grammatical structures, punctuation, word
choice, and proper spelling, students make grammatical errors during the writing process.

(Qamariah et al., 2020).

Numerous students in Australia's higher education system face difficulties

meeting the demands of higher education due to language difficulties (Harris, 2016). This

challenge has been well documented among students, who frequently make more errors

in proper grammar, punctuation, and spelling (Tynan & Johns, 2015). Learners need to

use standard grammar and adhere to grammatical conventions to succeed in academic

writing. Students, however, cannot enhance their language skills in the absence of

feedback. Thus, practice and evaluation in writing are necessary to ensure that students

are proficient in using words in developing ideas and thoughts; that are clear and

understandable without causing ambiguity in the meaning or misrepresenting

information.

Various programs have been built to support the language learner in

accomplishing better language proficiency, considering that the technology is rapidly

developing. Conveniently, Grammarly is one of the developed Automated Writing

Evaluation programs in the 21st century. It has been claimed as an easy tool in assessing

students and academies on their writing by checking the spelling, grammar, and

punctuation errors and providing comprehensive information and valuable feedback.

Including corrections and suggestions to make the writing more readable, clear, precise,

effective, mistake-free, and impactful with high accuracy and evaluation speed (Cavaleri

& Dianati, 2016).

Grammarly claims to have 15 million daily users (Grammarly, 2018) and offers a

free online text editor and a paid upgrade — Grammarly Premium. Both versions use
algorithms to identify problems in an uploaded text, with Grammarly Premium providing

feedback on errors based on six criteria: contextual spelling, grammar, punctuation,

sentence structure, style, and vocabulary enhancement. Research into Grammarly has

identified some positive aspects of the program. A study from CQUniversity concluded

that Grammarly improved the written accuracy of undergraduate students and claimed

that they believed that Grammarly provided more in-depth feedback and more helpful

functionality (Japos, 2013).

Researchers described students' largely positive responses to the program by

relating them to best practices in writing corrective feedback (CF). Firstly, the study

revealed how Grammarly provided direct, indirect, and meta-linguistic feedback. Direct

feedback provides a correction, indirect feedback locates but does not correct the error,

and meta-linguistic feedback provides explanations, rules, and examples of correct usage

to assist the student in correcting the error (Bitchener & Storch, 2016). As Grammarly

offers all three types of corrective feedback, the study found the program to be an

effective tool as students could determine the preferred feedback strategy (O'Neill and

Russell, 2019).

However, while students were generally satisfied with the feedback, they

acknowledged Grammarly's limitations. In the study analysis, students' significant issues

were the accuracy of the Grammarly feedback—its tendency to miss errors and correct,

accurate constructions. Students in Cavaleri's and Dianati's (2016) and the O'Neill and

Russell (2019) studies had technical issues and problems understanding information.

Researchers attributed the difficulty of understanding the suggestions to the fact that

some students did not have the metalanguage (language that describes language)
necessary to understand them or the level of conceptual thinking to interpret them. Thus,

it was suggested that a teacher should still work with the student, at least initially, to help

them understand the feedback.

As the global lingua franca is used in writing and speaking, the quality of the use

of English is essential in every aspect of education around the world. In the article,

Global Business Speaks English by Harvard Business Review (2012), English is

considered the global language since more multinational companies mandate it as

standard corporate communication. Most of the research papers around the globe are

written in English, and in the Philippines, education from the primary level introduces

the subject of English to master the language (Ventayen, 2019).

Philippine constitution, laws, and court decisions are written in English, proving

the language's significance. It is also used in higher education, such as business and

education programs. Authors further preferred using English in writing textbooks in

schools. Because of this adaptation in the language, Filipinos could speak and write

fluent English, although there is a difference between diction and pronunciation. Thus,

the use of the English language in the Philippines is practiced in society and government,

constitutions, and education (Ventayen, 2019).

However, Filipino students' writing is often replete with grammatical errors, less

familiarity with unique words and mechanics of writing formal essays, and limited

vocabulary, making their written outputs less comprehensive, lacking depth of ideas, and

no performance progression. In some instances, learners often encountered difficulty

speaking considering their vocabulary and natural set of grammar resulted in incoherency
of their thoughts. This proves that students' content knowledge, elaboration, and

vocabulary fail to reach within the text production process, the school writing experience,

and confidence in writing educational materials and further deteriorate the quality of

written outputs of students (Avila et al., 2021).

With today's technology accessible by most people and with online freely

accessible sources within reach by the click of a mouse, it becomes imperative that

schools resort to software technology in identifying errors and correcting them before

manuscripts are considered for publication. Grammar checkers and plagiarism detection

software are critical tools for researchers to use in identifying and correcting their errors

(Japos, 2013).

As the world's most accurate American English grammar checker, Grammarly is

proved to have the ability to detect 250 grammatical errors and provides superscript

numbers to guide the reader in finding the error annotations after the paragraph. It

provides suggestions, data on the overall grammatical competence score, and counts of

occurrences of each grammatical error detected. After corrections are entered, another

testing is required to show an increase in the grammar score and decreases in error counts

as detected, wherein users may identify faulty parts and improve their writing (Japos,

2013).

In the study of Qamariah et al. (2020), it was discovered that writing skill in the

field of Science, Technology, Engineering, and Mathematics (STEM) has various

benefits for STEM students. However, it has been a challenging strength for all students

to master because it demands producing an engaging piece of writing and applying

proper grammar. This claim was supported in the study of Tynan & Johns (2015),

wherein it was revealed that challenges in writing had been well documented among

students, who frequently make more errors in proper grammar, punctuation, and spelling.

Considering that the English language has been practiced in the Philippines' society and

government, constitutions, and education, learning the English language is essential in

every aspect worldwide. Avila et al. (2021) showed that Filipino students' writing is often

replete with grammatical errors, less familiarity with unique words and mechanics of

writing formal essays, and limited vocabulary—making their written outputs less

comprehensive, lacking depth of ideas, and no performance progression. In response to

this, Caveleri & Dianati (2016) found Grammarly, a developed Automated Writing

Evaluation program, as an easy tool in assessing students and academies on their writing

by checking the spelling, grammar, and punctuation errors and providing comprehensive

information and valuable feedback. A study from CQUniversity conducted by Japos

(2013) concluded that Grammarly also improved the written accuracy of undergraduate

students and believed that Grammarly provided more in-depth feedback and more helpful

functionality. Likewise, O'Neill and Russell (2019) agreed that Grammarly implemented

direct, indirect, and meta-linguistic feedback vital for students. However, While

Grammarly is considered an accurate grammar checker, Cavaleri and Dianati (2016)

proved some problems within the program where it tends to miss errors and correct,

accurate constructions. Thus, studies from Cavaleri and Dianati (2016) and O'Neill and

Russell (2019) suggested that a teacher should still work with the students' capability to

help them understand the feedback and develop their language, such as grammatical

accuracy.
Conceptual Framework

Figure 1. Research Paradigm of The Effect of Grammarly on Senior high school students
of Southern Luzon State University Laboratory School's Language Development in terms
of Grammatical Accuracy in Online Learning.

The figure above depicts the study's conceptual framework, guiding the

researchers and showing what we expect to find from our research. The independent

variable, dependent variable, and moderating variable for determining and identifying the

effect of Grammarly on the language development of senior high school students at

Southern Luzon State University Laboratory School in terms of grammatical accuracy in

online learning are shown in the figure. Grammarly usage by the students is the

independent variable. Depending on how many hours they use Grammarly and how often

they use it. Next, the dependent variable is the students' language development in

grammatical accuracy. The students' vocabulary is the moderating variable that serves as
a link between the usage of Grammarly and students' language development, such as

grammatical accuracy.

Null Hypothesis

H0: There is no significant relationship between Grammarly and Language

Development in terms of Grammatical accuracy of Senior high school students of

Southern Luzon State University in Online Learning.

 CHAPTER lll

METHODOLOGY

This chapter discusses the research methods and processes followed by the

researcher to systematically answer the specific concerns offered for examination.

Specifically, the research locale, research design, respondents of the study,

instrumentation, data gathering processes, and statistical treatment of the data utilized for

the accurate data analysis and interpretation were discussed in this chapter.

Research Locale

The research paper will be conducted virtually with the participation of Senior

high school students at SLSU Laboratory School in Lucban Quezon, where the

researchers will send questionnaires to the respondents to conduct the research ( pre and

final surveys). The researchers chose the place of completion of the study due to the

COVID-19 pandemic, which limits both researchers and respondents to achieve face-to-

face interaction.

Research Design

The research design serves as the overall framework for combining conceptual

research concerns with pertinent and achievable empirical research. It is a type of

investigation that gives detailed instructions for research techniques (Creswell, 2014).

Correlational research is a quantitative non-experimental design in which the researcher

uses correlational statistics to assess and characterize the extent of the relationship

between variables or sets of scores (Creswell., 2012). They try to find links between the

respondents' attributes and their reported behaviors and opinions (Marczyk et al., 2005).

The data will be collected from respondents using a correlational research design

because the design establishes the relationship between the two variables. The goal of this

study is to discern the effect of Grammarly on students' grammatical accuracy and the

relationship between the two. Correlational research seeks to identify interrelated

variables that a change in one affects the other.

Respondents of the Study

The respondents for this study will be the students of Southern Luzon State

University, preferably the senior high school students in senior high school level. It will

come up to at least 240 students in the STEM strand, 140 students in ABM, and 76

students in HUMSS. All the respondents will first come up with a survey from those

learners using Grammarly. Researchers will set aside those respondents using the

program and will give the subsequent survey about the frequency of the learner's usage in

the application. The final survey will also be participated by the previous respondents.

The respondents who will proceed to the virtual interview will be filtered and selected

through the conducted surveys. The researchers will be using purposive sampling in
choosing the respondents. The sampling design's objective is to obtain as much

information as possible concerning the phenomenon under research.

Instrumentation

The following are the instrumentations that the researchers will use in conducting

this study are:

 A structured questionnaire in Pre and Final Survey

These sets of questionnaires for pre-survey will be done using Google

Forms. The results will be used to collect data for the study, with the questions

focusing on identifying respondents who use Grammarly. Senior high school

students who use Grammarly will take the final survey, which determines how

often they use the program and its effect on their language development.

Structured questionnaires facilitate quantitative data collection. In this

instance, the questionnaire is constructed so that it collects particular types of

data. It can be used to initiate a formal investigation into the collection of data in

order to prove or refute a prior hypothesis (QuestionPro, n.d.). To obtain the

answers, the researchers will create their questions, profoundly different from

those used in the previous study. Additionally, if the researchers ask the questions

directly, the respondents' responses will be more beneficial. In our study, adopted

questions will be unreliable.

Data Gathering Procedure

 The study will take place in the Municipality of Lucban, Quezon. After the

questionnaire is approved, the researchers will send a letter to the principal's office and

conduct a pre and final survey. The first survey identifies and investigates Grammarly

users among senior high school students at Southern Luzon State University Laboratory

school. The final survey will be conducted and analyzed based on the pre-survey data.

The researchers will select students who frequently used Grammarly and perceived

effects with their language development, such as grammatical accuracy while using the

program. The pre-survey and final survey data will be analyzed and interpreted by the

researchers and applied to the research. The study will also use the internet to find

additional sources since visiting libraries are not fully allowed due to the pandemic and

for the safety of everyone involved.

Statistical Treatment

This part discusses the statistical treatment that will be used in the analysis of the

data that will be gathered in this study. The formula for the weighted mean, Likert scale,

Spearman correlation coefficient, and t-test will be used.

1. Weighted Mean. During the actual data collection operation, this statistical

method will be used to compute the weight of the responses in the questionnaire

provided by the respondents. The formula for the weighted mean is as follows:
 Where:

WM = Weighted mean

Σ = Summation symbol

F = Frequency

W = Assigned Weight

N = Total number of frequencies

2. Likert Scale. The following Likert Scale will serve as the guide for interpreting

the data gathered.

Scale Range Corresponding Remarks

5 4.20 – 5.00 Always

4 3.40 – 4.19 Often

3 2.60 – 3.39 Sometimes

2 1.80 – 2.59 Seldom

1 1.00 – 1.79 Never

3. Spearman Correlation Coefficient. This was used to test the correlation

between the two variables involved.

Where:

N = number of pairs

Σ = Summation symbol

x = score for the first variable

y = score for the second variable

4. t-Test. This was utilized to test the null hypothesis stated in this study using the

computed value of coefficient r.

Where:

t = student’s t-test

m = mean

μ = theoretical value

s = standard deviation

n = variable set size

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