PERCEIVED EFFECTS OF CHAT MESSAGING ON THE SPELLING

ACCURACY OF GRADE 12

A Research
Paper
Presented to
the
Senior High School Department

DR. CECILIO PUTONG NATIONAL HIGH SCHOOL

Division of City Schools - Tagbilaran City

In Partial Fulfillment
of the Requirements for Inquiry, Investigation, and Immersion

Cosap, FJ Harold

Pumatong, Mark Jolan

Parojinog, Mikylle

Rollorata, Ma. Ira Paz

MAY 2024
 ii

APPROVAL SHEET

This research paper entitled, “Perceived Effects of Chat Messaging on

the Spelling Accuracy of Grade 12 HUMSS”, prepared and submitted by, FJ
Harold Cosap, Mark Jolan Pumatong, Mikylle Parojinog, and Ma. Ira Paz
Rollorata, in partial fulfillment of the requirements for Inquiries, Investigations,
and Immersion, has been examined and recommended for approval and
acceptance.

GAIL ANN D. TINAMPAY, LPT, MA

Faculty, Senior High School
Dr. Cecilio Putong National High School
Research Adviser

RESEARCH COMMITTEE

Accepted and approved for Oral Examination

CHERRY B. LECIAS, LPT, MSBA

Faculty, Senior High School
Dr. Cecilio Putong National High School
Chairman

PRICILLA BANESSA N. OCON, MA CESAR J. PAGULONG, LPT, MA

Faculty, Senior High School Faculty, Senior High School
Dr. Cecilio Putong National HS Dr. Cecilio Putong National HS
Member Member

ENGR. JOHN LESTER C. BARORO

Instructor, College of Arts and
Sciences Bohol Island State University
Statistician
 iii

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination on May 3, 2024 with a grade

of .

CHERRY B. LECIAS, MSBA

Faculty, Senior High School
Dr. Cecilio Putong National High School
Chairman

PRICILLA BANESSA N. OCON, MA CESAR J. PAGULONG, MAT- PEM

Faculty, Senior High School Faculty, Senior High School
Dr. Cecilio Putong National HS Dr. Cecilio Putong National HS
Member Member

ENGR. JOHN LESTER C. BARORO

Instructor, College of Arts and
Sciences Bohol Island State
University Statistician

ACCEPTANCE

Accepted in partial fulfillment of the requirements for graduation in the

Senior High School in the Academic Track major in Humanities and Social

Sciences has been examined and recommended for approval and acceptance.

GAIL ANN D. TINAMPAY, MA-ENGLISH

Research Adviser
Dr. Cecilio Putong National High
School

May 2024
 iv

ACKNOWLEDGMENT

First and foremost, we humbly acknowledge the grace and

guidance of God Almighty in all aspects of our lives, including our

research journey. We are deeply grateful for His blessings and

wisdom, which have illuminated our path throughout the journey of

our project.

To our beloved parents, thank you for your boundless love,

encouragement, and sacrifices. Your unending belief in us has been a

constant source of strength.

To our wonderful classmates, your collaboration, insights, and

compassion have enriched our research journey immeasurably.

To our dedicated teachers, we express our sincere appreciation

for your wisdom, guidance, and mentorship. Your support has been

invaluable in shaping our research skills and knowledge.

And to Ma'am Gail Tinampay, our esteemed research teacher,

we extend our deepest gratitude for your patience, expertise, and

encouragement. Your help throughout this journey has been

instrumental in our growth and success.

Together, with God's grace and the support of our loved ones

and mentors, we have accomplished this milestone in our academic

journey. We are profoundly grateful for the contributions of every one

of you.
 v

-The Researcher
 vi

DEDICATION

This study is dedicated to the following

people: Our beloved families

Our classmates and friends

Our

teachers/mentors/professors,

Who have been giving us invaluable guidance, patience,

encouragement, motivation, most importantly love, and trust to

have accomplish such achievements of completion. We will

forever be grateful with their overall support.

 vii

ABSTRACT

Title of the Study: Perceived Effects of Chat Messaging on the Spelling

Accuracy of Grade 12 HUMSS.

Researchers: FJ Harold Cosap Mikylle Parojinog

Mark Jolan Pumatong Ma. Ira Paz

Rollorata

Date of Oral Defense: May 2, 2024

Research Adviser: Mrs. Gail Ann D. Tinampay

This study investigated the perceived effects of chat messaging on the

spelling accuracy of Grade 12 HUMSS (Humanities and Social
Sciences) students. A mixed-methods approach was employed to
explore the potential correlation. The quantitative component
surveyed two HUMSS sections, assessing their self- reported spelling
accuracy and chat messaging frequency. The qualitative aspect
involved open-ended questions about their chat messaging habits. The
findings revealed no significant association between chat messaging
and spelling accuracy among Grade 12 HUMSS students. This suggests
that chat messaging, as perceived by the participants, may not
directly impact their formal spelling abilities. It aligns with previous
research by Plester et al. (2008) who found no lasting negative impact
on spelling skills when students are exposed to informal spellings in
chat messaging, as long as they are also exposed to correct spelling.
This is relevant because it suggests that concerns about chat
messaging harming formal spelling skills may be unfounded. The
current study adds to this discussion by focusing specifically on Grade
12 HUMSS students, a group nearing graduation and presumably with
established spelling skills.

Keywords: chat messaging, spelling accuracy, HUMSS, mixed methods,

 viii
correlation
 ix

TABLE OF CONTENTS

TITLE PAGE...........................................................................................i

APPROVAL SHEET.................................................................................ii

PANEL OF EXAMINERS.........................................................................iii

ACKNOWLEDGEMENTS.......................................................................iv

DEDICATION........................................................................................v

ABSTRACT...........................................................................................vi

TABLE OF CONTENTS........................................................................vii

LIST OF FIGURES.................................................................................x

LIST OF TABLES.................................................................................xi

CHAPTER PAGE

I. THE PROBLEM AND ITS SCOPE

Rationale..............................................................1

Theoretical Background........................................2

Schematic Diagram of the Study..........................3

THE PROBLEM

Statement of the Problem...................................11

Statement of Hypothesis.....................................11

Significance of the Study …. . . . . . . ….... . . . . . .11

Scope and Limitation...........................................13

 x
RESEARCH METHODOLOGY

Research Design . . . . . . . . . . . . . . . . ...................... . 14

Research Environment.......................................15

Research Respondents......................................15

Research Instruments........................................15

Research Procedures.........................................16

Statistical Treatment........................................17

DEFINITION OF TERMS.......................................18

II. PRESENTATION OF FINDINGS, ANALYSIS AND INTERPRETATION

OF DATA........................................................................................19

III. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

…..............................................................................................................39

Summary..........................................................39

Findings............................................................39

Conclusions.......................................................41

Recommendations............................................42

REFERENCES..........................................................................................44

APPENDICES............................................................................................47

Appendix A - Transmittal Letters.....................48

 xi
Appendix B – Questionnaire..........................49
Appendix C - Semi-Structured Interview Guide 52

Appendix D – Sample Transcripts and Coding 53

Appendix E - Informed Consent Form.............62

CURRICULUM VITAE..............................................................................63
 xii

LIST OF FIGURES

FIGURE PAGE

1 Schematic Diagram of the Study…………………………..…… 3

 xiii

LIST OF TABLES PAGE

TABLES PAGE
1.1 Chat Messaging Platform Used........................................19

1.2 Number of Hours Spent in Chat Messaging Per Day.......20

2 Level of Accuracy.............................................................21

3 Relationship Between The Hours Spent In Chat

Messaging And The Perceived Effects Of Chat Messaging

To The Spelling Accuracy...............................................24

4 Thematic Map on Effects of Chatting in Spelling Accuracy 25

5 Thematic Map on Positive and Negative Changes When

Using Chat Messaging Tools

......................................................................................

29

6 Thematic Map on Hardships When Switching Between

Texting and Writing

......................................................................................

33
 CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

The nature of chatting has become a prevalent mode of

communication among teenagers, including Grade 12 HUMSS students.

This form of interaction offers a quick and convenient means for

staying connected with friends and family, while also serving

educational and professional purposes. However, the widespread

integration of chatting into daily life raises concerns about its impact

on traditional communication norms and language skills, particularly

within the educational context.

As of January 2023, the Philippines reported a substantial

increase in internet users, reaching 85.16 million individuals,

constituting 73.1 percent of the population. This surge in internet

usage, as highlighted by Kepios analysis, indicates a growth of 10

million users, reflecting a 13.4 percent increase from 2022 to 2023.

This trend provides students, including Grade 12 HUMSS students, with

an accessible avenue for engaging in chatting and messaging

activities, further emphasizing the need for a comprehensive

understanding of its implications.

 One significant concern is the informal nature of language used

in texting, often involving abbreviations and shorthand methods. While

acceptable in casual conversations, these practices may inadvertently

influence formal writing skills,

 2

such as spelling and grammar. For instance, a student accustomed to

typing "r u" in text messages might inadvertently incorporate such

abbreviations into formal writing, potentially impacting the quality of

academic work.

The purpose of this research is to examine the perceived effects

of chat messaging on the spelling accuracy among the Grade 12

HUMSS students of Dr. Cecilio Putong National High School. This study

aims to explore how frequent use of chat messaging influences

students' spelling abilities, considering the informal nature and

shorthand often used in digital communication. By understanding

these effects, the research seeks to provide insights into the

implications of chat messaging for language skills development and to

inform educational strategies that can address potential challenges

arising from the integration of digital communication in students' daily

lives.

Theoretical Background

Our understanding of how information is processed in the brain

can be helpful in examining the potential impact of chat messaging on

spelling accuracy. Dual Coding Theory, developed by psychologist

Allan Paivio in 1971, proposes that we have two distinct channels for

processing information: verbal (words, language) and nonverbal

(images, mental pictures). This theory becomes particularly relevant

when considering the content of this research.

Formal spelling accuracy relies heavily on the visual channel.

 3
Retrieving the correct sequence of letters for a word is essentially a

visual memory task. However, frequent chat messaging, with its

dependence on abbreviations and

 4

Theory Legal Basis

 Dual Coding Theory Republic Act No. 10844

(Paivio, A, 1971) ―Plays a significant role
in shaping the
information and
communication
technology (ICT)‖…

Grade 12 Humanities and

Social Sciences Students of
Dr. Cecilio Putong National
High School

SPELLING ACCURACY OF THE EFFECTS OF TEXT

GRADE 12 HUMSS MESSAGING

Recommendations

Figure 1. Schematic Diagram of the Study

 5

informal language, might primarily engage the auditory channel

for word recognition. Students may become accustomed to how a word

sounds in chat and rely on that auditory memory when forming a

mental picture of the word. This could lead to neglecting the precise

visual representation (letter sequence) needed for accurate spelling in

formal writing.

Supporting this idea is the "picture superiority effect," a

phenomenon aligned with Dual Coding Theory. This effect

demonstrates that people generally remember pictures better than

words. Similarly, if students primarily encounter words through

informal chat, they may struggle to remember the correct visual

form (spelling) of those words when required to write formally. In

essence, Dual Coding Theory suggests that the dominance of auditory

processing habits formed through chat messaging could potentially

hinder the development of strong visual memory for spelling among

Grade 12 HUMSS students.

Legal Basis

Republic Act No. 10844, also known as the "Department of

Information And Communications Technology Act of 2015," plays a

significant role in shaping the information and communication

technology (ICT) landscape in the Philippines. This law establishes the

Department of Information and Communications Technology (DICT)and

outlines its powers and functions. The Declaration of Policy in Section

2(a) of this law sets forth several key principles related to ICT. These
 6
policies are relevant to the study on the perceived effects of chat

messaging on spelling accuracy: The State recognizes the vital

role of information and

 7

communication in nation-building. This acknowledgment underscores

the importance of effective communication, including spelling

accuracy, in various contexts. The law aims to ensure strategic,

reliable, cost-efficient, and citizen- centric ICT infrastructure for good

governance and global competitiveness. While not directly addressing

chat messaging, robust infrastructure supports communication

platforms, including chat apps. The law emphasizes universal access to

quality, affordable, reliable, and secure ICT services. Chat messaging is

a widely accessible form of communication, and spelling accuracy

impacts effective message exchange. Additionally, the promotion of

emerging ICT aligns with the prevalence of chat messaging as a

communication medium. Researchers could explore how these

emerging technologies affect language skills. Ensuring privacy,

security, and confidentiality of personal information is a priority. Chat

messages often contain personal data, and spelling accuracy may

impact privacy. Furthermore, the law encourages digital literacy and

knowledge-building among citizens. Understanding chat messages and

using them effectively require digital literacy skills. The law aims to

empower disadvantaged segments of the population through ICT use.

Improving spelling accuracy contributes to language skills and

empowers individuals in digital communication. Supporting local ICT

content development is also part of the policy, and chat messaging

platforms contribute to this content

Review of Related Literature

According to Tiangson, S. D., Dollente, J. P., & Sarmiento, A. R. (2018).

 8

Individuals who frequently misspell words are often those lacking exposure
to
 9

reading books and are heavily reliant on technology. This reliance can

lead to difficulties in arranging letters within words. Many teenagers

and students, in particular, heavily rely on cellphones for

communication, which might be a significant factor impacting their

spelling abilities. Chat messaging, in particular, may contribute to this

issue as it doesn't emphasize the importance of learning correct

spelling. The focus often remains on understanding the message

conveyed, rather than the accuracy of the spelling. However, it's

crucial to recognize the significance of spelling as a fundamental skill

that should not be disregarded. Regardless of the pervasive influence

of technology, the ability to write effectively and use language

appropriately remains vital (McKee, 2005).

For instance, "Fab" is used for "fabulous," and "Sup?" stands for

"what’s up?" These effects pose challenges during different tasks,

such as office work or university projects, where students encounter

difficulties in writing accurate spellings and complete sentences. This

phenomenon is particularly noticeable in Short Message Service (SMS)

communication. Ashraf, F. (2019)

In recent years, social media have become dominating in the

lives of individuals. globally. As a result, numerous media outlets have

evolved to be accessible. It was convenient to use and gradually

evolved into a tool for people to interact, connect, and communicate.

The introduction of social media streamlined the entire communication

process because they're easy to utilize. Accessing information,

delivering information, and communicating through Social networking

 10
is often easier to maintain and faster. Its tools are designed to

Maintain, regulate, and strengthen social interactions between people,

allowing
 11

people to access and provide comments on articles written by others.

These dynamic learning environments will allow students to learn

whenever and wherever they want (Wetzel, 2010, as referenced in

Ademiluyi et al. 2019).

Vanisree's (2019) study found that social media and technology

key responsibilities in strengthening a learner's language skills and

becoming an excellent communicator. By incorporating social media

into language instruction, students get access to these new learning

technologies like blogs, Wikipedia, podcasts, YouTube, Tedx, and

Facebook, Twitter, SnapFish, ShutterFly, and Social Walls. Bhamare

(2020) emphasised that using social media in Using a variety of

communication methods facilitates easy interaction with others. By

sharing information. Therefore, social media is steadily but surely

influencing how individuals live. and communicate with each other.

Furthermore, Alghasab and Alfadley (2018) concluded that social

media platforms moderate students' learning through collaborative

learning. Opportunities, access to information resources in a virtual

society, where time and distance are irrelevant, and technology

facilitates the connection of formal and informal learning. With this

social Media platforms, pupils can readily obtain information through

their devices and would not need to travel for knowledge. According to

Nordquist (2020), author Paula S. Tompkins believes that written form

technology has liberated human communication from the medium of

face-to- face conversation. This transformation impacted both the

method and experience of communication, since individuals no longer

 12
To converse, both parties required to be physically present. Printing

press technology significantly enhanced the

 13

medium of writing by automating the creation and distribution of the

Written word. These helped to initiate the new mass communication

form in pamphlets. Newspapers and inexpensive books, as opposed to

handwritten documents and books. Recently, digital technology has

changed the process and experience of Human communication. Allen

(2019) stated that technology has influenced civilization via

communication. and how people around the world communicate with

one another. Technology has enabled new forms of electronic

communication. Email, texting, Facebook, and Twitter are just a few

examples. Examples of mediums that have impeded oral

communication (Eastman, 2013). Belal’s (2014) The data confirmed

that digital social media has some harmful influence. Learners often

employ shortened words, improper grammar, and sentence structure

in formal writing. Speaking unintentionally, which are the

repercussions of digital social media since kids are now significantly

more familiar with that kind of terminology.

Related Studies

In this section, we embark on a journey through the troves of

existing literature that have paved the way for the current study. The

review of related studies serves as a bridge that connects the past to

the present, providing invaluable insights, key findings, and

methodological approaches from prior research endeavors.

Another study conducted by De Jesus(2021), texting is a form of

written communication that has its own conventions and rules, and

that it does not necessarily impair the development of standard

 14
literacy skills. The author also
 15

pointed out that texting can have positive effects on literacy, such as

increasing motivation, creativity, and awareness of language

variation.

According toArellano et. al (2020) chat messaging had a

negative effect on the students’ spelling ability and that there was a

significant difference in the spelling ability of the students who

frequently used chat messaging and those who did not.Texting adds

to peoples' laziness when it comes to writing. It's an alarming fact that

the popularity of chat messaging among students has become

increasingly marked, (Arellano et. al).

The study, "Influence of Text Messaging on the Spelling Skills

Among High School Students" (Linsangan, et al., 2023) investigated

the influence of text messaging on the spelling skills of high school

students at Nueva Ecija University of Science and Technology in the

Philippines. The researchers collected data through a questionnaire

that included students' reasons for using text messaging and their

perceptions of its impact on spelling. Most respondents agreed that

composing text messages influenced their spelling skills. However, the

relationship between students' profiles (socio-demographic factors)

and their perception of text messaging's influence on spelling was not

significant. The study suggests further research to explore the long-

term effects of text message composition on students' spelling

abilities.

Another study by Aclao et al., 2023 entitled, "Perceived Effects of

Texting and the Spelling Skills of High School Students in Misamis

 16
University" focused on the relationship between perceived effects of

texting and high school students' spelling skills. Despite being avid

texters, the students demonstrated good spelling

 17

abilities. However, the study did not find strong evidence linking

perceived texting effects directly to spelling skills. Students reported

that texting disrupted their study time and was sometimes used for

classroom cheating.

"Students Exposure to Text Messaging and its Impact on Spelling

Performance" by Tiangson, S., Dollente, J., & Sarmiento, A. (2018)

explored students' exposure to text messaging and its impact on

spelling performance. It found that students were strongly exposed to

text messaging and performed well in spelling in the written mode.

However, their performance in spelling during dictation was average.

While the study did not directly correlate perceived effects of texting

with spelling skills, it highlighted the prevalence of text messaging and

its potential influence on students' language abilities. In summary,

these studies collectively emphasize the awareness of positive and

negative effects of text messaging on spelling skills among students.

While there is no conclusive evidence linking perceived effects directly

to spelling proficiency, the impact of texting on study habits and

classroom behavior warrants attention in educational settings. Further

research is needed to understand the long-term consequences of text

messaging on students' language abilities.

 18

THE PROBLEM

Statement of the Problem

This study aims to determine the effects of chat messaging on the

spelling accuracy of Grade 12 HUMSS students of Dr. Cecilio Putong

National High School, S.Y 2023-2024

Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 chat messaging platform?

1.2 number of hours used in chat messaging’s per day?

2. What is the perceived effects of chat messaging on the

spelling accuracy of Grade 12 (HUMSS)?

3. Is there a significant relationship between the hours spent in

chat messaging and the perceived effects of chat messaging

to the spelling accuracy?

4. How does chat messaging affects your spelling accuracy?

Statement of Null Hypothesis

There is no significant relationship in the spelling accuracy of

grade 12 HUMSS students who frequently use chat messaging and

those who do not.

Significance of the Study

 19

This study explores the effects of chat messaging on the spelling

accuracy of Grade 12 HUMSS students. It aims to provide useful

information for teachers, students, parents, future researchers, and

academic institutions on how to cope with the challenges and

opportunities of digital communication. The study has the following

significance:

Grade 12 Students. This research benefits students from

increased awareness about the potential impact of text messaging on

their spelling skills. This awareness encourages them to strike a

balance between informal digital communication and formal writing,

ultimately enhancing their language proficiency and academic success.

Teachers. The study provides teachers with valuable insights to

adapt their teaching methods, resulting in improved spelling accuracy

among students. It allows them to tailor instruction to address specific

challenges related to text messaging habits, leading to more effective

education.

Parents.The study's findings provide parents with insights into

how text messaging can influence their children's spelling accuracy.

This awareness allows parents to offer guidance on responsible

technology use.

Future Researchers. The study contributes to the existing

literature on the effects of text messaging on spelling accuracy. It

provides a basis for further research on related topics, such as the

influence of text messaging on grammar, vocabulary, and reading

 20
comprehension.
 21

Academic Institutions.The study assists academic institutions in

developing policies and programs that promote digital literacy and

responsible technology use among students. It also helps them

evaluate and improve the quality of education and assessment in

relation to spelling skills.

Scope and Limitations of the Study

This study looks at how texting affects the spelling skills of Grade

12 HUMSS students at DR. CECILIO PUTONG NATIONAL HIGH

SCHOOL in

Tagbilaran City. It tries to find out if there's a connection between

texting a lot and making spelling mistakes for these students. Using

the Social Cognitive Theory, the study explores how texting can be like

a guide influencing how students spell. However, there are some

things to keep in mind. The study only focuses on Grade 12 HUMSS

students in one school, so the findings might not apply to everyone. It

also only looks at spelling and doesn't consider other language skills.

The study doesn't look at other things that might affect spelling, apart

from texting habits. While it gives useful insights into spelling, it might

not cover all the language skills influenced by texting.

RESEARCH METHODOLOGY

This study presents the research design, environment and

respondents, research instrument, data gathering procedure, and

statistical treatment of the study.

 22

Research Design

This study employs a mixed-method design to investigate the

perceived effects of chat messaging on the spelling accuracy among

Grade 12 HUMSS students at Dr. Cecilio Putong National High School.

The research integrates both quantitative and qualitative approaches

to provide a comprehensive understanding of the issue.

In the quantitative phase, 103 Grade 12 HUMSS students

participated in a survey designed to gather data on their chat

messaging habits and self-reported spelling accuracy. The survey

included questions about the frequency of chat messaging, the types

of platforms used, and the extent of informal language employed. The

data were analyzed using descriptive and inferential statistics to

identify patterns and correlations between chat messaging habits and

self- reported spelling accuracy. This larger sample size provides a

broad overview of the trends and potential impacts of chat messaging

on spelling accuracy.

For the qualitative phase, five students from the initial sample

were selected for in-depth interviews based on their survey responses,

ensuring a range of perspectives. The interviews focused on exploring

students' perceptions of how chat messaging affects their spelling

skills, their awareness of spelling errors, their attitudes towards

spelling in digital versus academic contexts, and their strategies for

managing spelling accuracy. The qualitative data were coded and

thematically analyzed to identify common themes and insights

 23
regarding the impact of chat messaging on spelling.
 24

The results from both phases were integrated during the

interpretation stage to draw comprehensive conclusions. The

quantitative data provided a broad overview of the relationship

between chat messaging and spelling accuracy, while the qualitative

data offered detailed insights into students' experiences and

perceptions. This mixed-method approach ensures a holistic

understanding of the research problem, allowing for more robust and

nuanced conclusions and recommendations.

Research Environment

The researchers conducted the whole study and interview

within the school premises of Dr. Cecilio Putong National High

School. The campus is located at Carlos P. Garcia or CPG Avenue,

Tagbilaran City Bohol.

Participants

The respondents of this study are the Grade 12 HUMSS students of

Dr.

Cecilio Putong National Highschool (Senior High School) S.Y.2023-2024.

Research Instrument

The researchers of this study made use of self-administered

questionnaires to collect data based on theories related to digital

communication and language skills. The questionnaire is divided into

two parts. The first part deals with the respondents’ demographic

profile, including the platforms used for chat messaging and the
 25
frequency of their use. The second part contains the survey questions

related to their perceptions of the effects of chat messaging on spelling

accuracy.
 26

These were measured using a 5-point Likert scale ranging from

5-"always", 4- "often", 3-"sometimes", 2-"rarely", and 1-"never".

Research Procedure

The research process began with the selection and deliberation

on the topic of the study, focusing on the perceived effects of chat

messaging on spelling accuracy. After finalizing the research topic, the

researchers sought permission from the principal of Dr. Cecilio Putong

National High School to conduct the study among Grade 12 HUMSS

students. Upon receiving approval, the researchers prepared a self-

made questionnaire, which was ready for distribution to the Grade 12

students on the scheduled date.

Gathering of Data. The researcher will send a letter of permission

to conduct the study to the school principal of Dr. Cecilio Putong

National High School. After the approval, the researchers finalized the

total number of research participants that will take part in the

research. The researchers will conduct a profile survey and test to

Grade 12 HUMSS Students. 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.

 27

Ethical Considerations. This research prioritizes ethical

considerations by obtaining informed consent from participants and

ensuring confidentiality through data anonymization and secure

storage. Participants will be assured of voluntary participation and the

right to withdraw without consequences. The study adheres to ethical

guidelines for human subjects' treatment, emphasizing their well-

being. Any potential conflicts of interest or biases will be transparently

disclosed, and the research will undergo ethical review for approval.

This commitment underscores our dedication to upholding the rights

and dignity of all individuals involved.

Statistical Treatment of Data .This study examines the effects of

chat messaging on spelling accuracy among Grade 12 HUMSS

students at DCPNHS Senior High School. While random sampling

wasn't employed, two entire HUMSS sections were chosen to

participate, offering a targeted sample within the specific strand.

Data analysis will focus on uncovering relationships between

chat messaging habits and spelling ability. Descriptive statistics like

mean and standard deviation will summarize spelling performance for

both sections. We can then divide the data by self-reported chat

messaging frequency and calculate the same statistics for each group.

Inferential statistics like t-tests or ANOVA, depending on the number of

chat frequency categories, will assess if there are significant

differences in spelling accuracy across these groups. Correlation

analysis will also be used to explore the strength and direction of the
 28
association between chat messaging and spelling scores.
 29

Below, is the simple percentage formula used in the study

t = (X¯ ₁ - X¯ ₂) / √( (s₁² / n₁) + (s₂² / n₂) )

where:

Xˉ and 𝑋ˉ2Xˉ2 are the sample means of the two

s1 groups. and 𝑠22s22 are the sample variances of

1

n the two groups. and 𝑛2n2 are the sample sizes

2

of the two groups.

OPERATIONAL DEFINITION OF TERMS

The following terms were defined operationally to give clarity to the readers:

Chat Messaging. Chat messaging refers to the digital exchange of

written messages between individuals or groups in real-time using

various electronic devices. It commonly takes place on messaging

platforms, instant messaging applications, or social media platforms,

allowing users to engage in text-based conversations, share

information, and communicate efficiently.

Frequency. Refers to how often participants engage in chat

messaging activities over a given period of time.

Spelling Accuracy. Spelling accuracy pertains to the precision and

correctness with which words are spelled in written communication.
 30

CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and

interpretation of data based on the collected results. The data analysis

and interpretation were based on 50 responses from Grade 12 senior

high school students at Dr. Cecilio Putong National High School.

The data were properly presented through tables and each has a

corresponding interpretation to aid the readers in understanding the

content easily. The tables contain the result of our findings and the

bases for the interpretations.

Table 1.1 Chat Messaging Platform Used

Chat Messaging Frequency Percentage Rank

1.Facebook 103 100 1

Messenger

103 100 Facebook

Messenger

The data presented in Table 1.1 suggests that Facebook

Messenger is the most commonly used chat messaging platform

among participants. This indicates a preference for Facebook

Messenger over other platforms in the sample population.

 31

This is backed up by the study of Alex Alabiso (2023), stating

that surveys report that 98% of Filipinos use Facebook Messenger to

communicate with family and friends.

Facebook Messenger boasts over 87 million downloads and

offers a variety of features. It has multiple chat themes to personalize

conversations, and you can watch videos with others over video chat.

Table 1.2 Number Of Hours Spent In Chat Messaging Per Day

2. How many 2. 3-4 hours 2

0
hours do you

use chat

messaging

per day?
COMPOSITE 2.0 3-4 hours 2

MEAN

LEGEND:

SCALE QUALITATIVE DESCRIPTION RANK

3.26 – 4.00 More than 6 hours 4

2.51 – 3.25 5-6 hours 3

1.76 – 2.50 3-4 hours 2

1.00 – 1.75 Less than 1-2 hours 1

 32

The data presented in Table 1.2 suggests that among the options

provided (Less than 1-2 hours, 3-4 hours, 5-6 hours, and More than 6

hours), the majority of participants spend 3-4 hours per day using chat

messaging. This indicates a moderate usage frequency of chat

messaging among the sample population. The data indicates that the

majority of participants spend 3-4 hours per day using chat messaging,

reflecting a moderate level of engagement with this communication

medium.

Table 2 Level of Accuracy

LEVEL OF ACCURACY WEIGHTED DESCRIPTIVE RANK

MEAN RATING
3.47
1. I encounter difficulties in spelling OFTEN 4
words with irregular spellings
such as
―pneumonia‖ pronounced with
silent ―p‖
2. When chatting on social media, I 3.4 SOMETIMES 3
find myself making more spelling
errores than in other contexts.
3.My spelling abilities have been 3.7 OFTEN 4
influenced by the use of
abbreaviations and informal
language in digital
communication.
4.The use of predictive text ad auto 3 SOMETIMES 3
complete features has effected my
ability to independently spell words.
5. I find myself correcting spelling 4 OFTEN 4
errors,even in casual messages, as
I value clear and accurate
communication.
6. I believe correct spelling is 4.3 ALWAYS 5
crucial for making impressions in
professional and casual
communication.
7. I double check my spelling 3.9 OFTEN 4
 33
before
sending messages.
 34

8 I believe that the more I engage in 4.1 OFTEN

chat 4
messaging, the more my
spelling improves.
9. I find myself relying on spell- OFTEN 4
check tools for written tasks 3.5
10. In online conversations, I tend to 3.13 SOMETIMES 3
go along with the spelling others
use, even if
I notice it’s not correct.
11. I make spelling errors when I use 3.42 OFTEN 4
chat
messaging.
12. I think chat messaging is a 3.35 SOMETIMES 3
good way to express myself
creatively through spelling.
13. I find it easier to spell words 3.76 OFTEN 4
when I use chat messaging than
when I write by
hand.
14. I appreciate when others point 4.18 OFTEN 4
out my
spelling errors in chat messaging.
15. I enjoy learning new words and 4.28 ALWAYS 5
spellings from chat messaging with
others.
COMPOSITE MEAN 3.7 OFTEN 4

SCALE QUALITATIVE RANK

1.00 - 1.80 Never 1
1.81 - 2.60 Rarely 2
2.61 - 3.40 Sometimes 3
3.41 - 4.20 Often 4
4.21 - 5.00 Always 5

The data in Table 2 indicates a generally high level of spelling

accuracy, with a composite mean score of 3.7, categorized as "Often"

(4). This suggests that individuals frequently pay attention to spelling

accuracy. The highest scores are for valuing correct spelling to make

good impressions (4.3) and enjoying learning new words through chat

messaging (4.28), both rated as "Always" (5). Despite some

 35
challenges, such as difficulties with irregular spellings (3.47) and

reliance on spell-
 36

check tools (3.5), the overall level of accuracy remains high. However,

the influence of chat messaging on spelling accuracy does not appear

to be significant. While chat messaging does have some impact,

evidenced by mixed results in the frequency of spelling errors and

corrections, it is not strong enough to definitively conclude a significant

relationship. Thus, while chat messaging affects spelling to some

extent, it does not significantly alter overall spelling accuracy.

Examining data through Dual Coding Theory by Paivio, (1971),

which proposes separate visual and auditory processing channels,

reveals interesting connections to the study.

Students' difficulty with irregular spellings (like "pneumonia")

aligns with the theory. These words challenge visual memory because

their pronunciation doesn't match the letter sequence. If students rely

heavily on the auditory channel for spelling due to chat messaging

habits, they might struggle to remember the correct visual form

(letters) for these words.

Similarly, the data suggests a potential link between chat habits

and spelling accuracy. The higher mean score for making more spelling

errors while chatting aligns with the theory. Chat messaging often

prioritizes informal language and abbreviations, which might

emphasize auditory processing of words over visually encoding the

correct letter sequence. This could lead to neglecting the precise visual

memory needed for accurate spelling.

Further supporting this idea, students acknowledge the influence

of chat messaging on their spelling. The high mean score for this
 37
statement suggests frequent exposure to informal language and

abbreviations reinforces the auditory

 38

channel for word recognition. This could make it harder to switch to the

visual channel needed for proper spelling and grammar in formal

contexts.

While the data also highlights a positive attitude towards clear

communication, with students valuing correct spelling and believing

chat messaging can enhance vocabulary, there's a suggestion that

chat habits might influence visual memory for spelling. Dual Coding

Theory offers a framework to understand how the auditory dominance

in chat messaging could be impacting students' ability to spell,

particularly with irregular words and formal writing.

Table 3. Relationship Between The Hours Spent In Chat Messaging

And The Perceived Effects Of Chat Messaging To The Spelling Accuracy

Parameter Value
Spearman's rank correlation 0.08879
coefficient
(rs)
r² 0.007883

P-value 0.3725

Covariance 75.152

Sample size (n) 103

Statistic 0.8958

The table summarizes the results of a Spearman's rank

correlation analysis. The Spearman's rank correlation coefficient (rs) is

0.08879, which indicates a very weak positive correlation between the

two variables. The coefficient of determination (r²) is 0.007883,

suggesting that only about 0.78% of the variance in one variable can
 39
be explained by the other.
 40

The P-value is 0.3725, which is substantially higher than the

common significance level of 0.05. This indicates that the association

between the two variables would not be considered statistically

significant by normal standards.

Additionally, the covariance is 75.152, and the sample size (n) is

103. The test statistic value is 0.8958, which aligns with the P-value

indicating a lack of significant correlation.

Based on these results, we conclude that there is no statistically

significant association between the two variables under investigation.

Table 4 Thematic Map on Effects of Chatting in Spelling

Accuracy Core Themes Sub-Themes

 Spelling Improvement  Spelling and grammar

correction

 Importance of Spelling  Not using shortcuts when

Accuracy spelling makes it more
understable for the
receiver.
 Spelling Improvements  Spelling correction
 Increased Spelling Awareness  Regular engagement in
chat messaging allows to
observe correct spellings.
 Importance of Spelling  Chatting leads to confusion
accuracy
when you have
misspelled
 41

The first theme, "Spelling Improvement," encapsulates the overall

enhancement in spelling accuracy that individuals experience through

various mechanisms involved in chatting. This theme is informed by

the sub-themes which include increased spelling awareness, the

importance of correct spelling, and the role of technology in facilitating

spelling corrections.

Quite helpful because if ever I have a typo in my draft

message the auto- correction in my phone char will help me
suggest a correction of the said word that I misspelled so I think
it is quite effective for students to help their spelling correction
as well as their grammar.‖ (P1)

The participant finds chatting quite helpful for spelling

improvement because of the autocorrection feature on their phone.

When they make a typo in their message draft, the autocorrection tool

suggests a correction for the misspelled word. This immediate

feedback mechanism helps them correct their spelling errors in real-

time. Furthermore, the participant believes that this autocorrection

feature can be effective for students as well. By using chat platforms,

students can not only improve their spelling but also enhance their

grammar skills. The participant implies that the autocorrection feature

serves as a useful tool for both spell check and grammar correction,

contributing to overall language proficiency. In summary, the

participant perceives chatting as an effective means for spelling

improvement, primarily due to the autocorrection feature available on

their phone, which provides instant feedback and suggestions for

 42
correcting misspelled words.
 43

The second theme is "Importance of Spelling Accuracy." This

theme emphasizes how crucial correct spelling is for clear and

effective communication.

"Kung kompleto ang spelling, like kanang understandable siya

more on mas makasabot pa ang imong ka communicate." (P2)

This response directly addresses the importance of spelling

accuracy by highlighting that correct spelling ensures clarity and

comprehension in communication. When words are spelled correctly,

the message is easily understood by the receiver, leading to more

effective communication. Conversely, misspelled words can cause

confusion and misunderstandings, which can hinder the

communication process.

The participant's answer underscores the idea that accurate

spelling is not just a matter of following rules, but a fundamental

aspect of making oneself understood. This aligns perfectly with the

core theme by demonstrating that spelling accuracy is essential for

effective and efficient communication.

The third theme in the participant's answer emphasizes the

practical benefits of actively correcting spelling mistakes. Here's an

interpretation of this theme in relation to the second core theme,

"Importance of Spelling Accuracy"

Sakto sa imong mga kamalian bitaw so maka kuan jud

kag knowledge Spelling correction Spelling Improvement."(P3)

The answer above highlights the educational value of addressing

 44
and fixing spelling errors. By focusing on spelling correction,

individuals are able to enhance

 45

their spelling skills over time. This process involves recognizing

mistakes, understanding the correct spelling, and applying this

knowledge in future writing.

Therefore, the third theme complements the second by

illustrating a method (spelling correction) through which spelling

accuracy can be achieved and highlighting the benefits of this practice

in enhancing overall communication effectiveness.

The fourth theme, "Increased Spelling Awareness," emphasizes

the role of chat messaging in improving spelling accuracy.

"Through chat messaging, i can observe more nga ingani

diay ang spelling nga ingana and so I am more aware of my
kanang kanang spelling so, it has more accuracy."

According to the participant's response, chat messaging serves

as a practical and continuous method for observing and internalizing

correct spellings. This constant exposure and reinforcement help users

become more conscious of their spelling, leading to greater accuracy

over time.

Thus, the fourth theme elaborates on how regular exposure to proper

spelling in chat messaging can foster a heightened awareness and

precision in spelling, aligning with the broader importance of

maintaining spelling accuracy in effective communication.

The fifth theme, Importance of Spelling Accuracy, emphasizes

the importance of avoiding shortcuts and employing spelling correction

techniques to
 46

enhance communication clarity. It underscores how spelling errors can

lead to confusion in written exchanges, particularly in chat messaging

contexts.

“Malahi ang pagsabot bitaw sa imong chat kay ang iyang

spelling kay dili mao.”(P5)

Participant 5's response highlights a critical aspect of the second

core theme, "Importance of Spelling Accuracy." Accurate spelling is

essential for clear communication, as errors can lead to

misunderstandings and confusion. When spelling is incorrect, the

intended message may be misinterpreted, causing the receiver to

grasp a different meaning than what was intended. This reinforces the

significance of spelling accuracy in ensuring that written

communication is precise and easily understood by the reader.

Table 5 Thematic Map on Positive and Negative Changes When

Using Chat Messaging Tools

Core Themes Sub-Themes

 Increased Spelling  Realizations of past

Awareness spelling inaccuracies
 Not relying on spell-check
 Prefers Pen and Paper tools.
 Spelling Improvement  Frequent chatting
contribute to improved
 SpellingImprovement spelling skills
 Frequent chatting
 Spelling Improvement contribute to improved
spelling skills.
 47
 Adaptation of the words
used in
chatting.
 48

The first theme, "Increased Spelling Awareness," focuses on the

recognition and attention given to spelling accuracy.

―Very much positive I can realize that my past spelling were

inaccurate."(P1)

The statement suggests that being aware of spelling errors

enhances comprehension and interpretation of messages. In other

words, when the spelling is incorrect, it can alter the meaning or clarity

of the message, leading to potential misunderstandings. This

interpretation aligns with the theme of increased spelling awareness

because it emphasizes the importance of accurate spelling for effective

communication. It implies that being conscious of spelling mistakes can

lead to a deeper understanding of written communication and the

importance of striving for improved spelling skills.

The second theme, Participant 2's response reflects a nuanced

understanding of the theme "Prefers Pen and Paper" in relation to the

broader theme of "Spelling Improvement."

"Mapadali siya pero in the same time murag mas

magtinapuwan napud kog spell.”(P2)

They express a sense of contradiction inherent in their

preference for pen and paper. On one hand, they acknowledge that

using pen and paper simplifies the process, likely implying a sense of

familiarity and comfort with traditional methods. However, they also

note that this preference is accompanied by a heightened awareness

of spelling accuracy. This suggests that while the act of writing by hand

may be more natural or preferred, it also necessitates a greater

 49
mindfulness regarding spelling. This heightened awareness aligns with

the overall
 50

goal of spelling improvement, as it encourages individuals to be more

attentive to correct spelling rather than relying solely on spell-check

tools. Thus, Participant 2's response exemplifies the intersection

between traditional methods of writing and the ongoing effort to

enhance spelling skills.

The third theme, "Frequent chatting contributes to improved

spelling skills," seems to resonate with the participant's

acknowledgment of the prevalence of technology in today's society.

"Positive na sya cause sa karon kay kita puro naman ta

gadgets."(P3)

The response suggests an understanding that despite the

omnipresence of digital tools and devices, regular interaction through

chatting platforms can positively impact one's spelling abilities. By

engaging in frequent conversations, individuals are exposed to a

variety of words and phrases, thereby enhancing their vocabulary and

spelling proficiency. Additionally, the adaptation of words used in

chatting indicates an active effort to incorporate newly learned terms

into one's everyday language, further reinforcing spelling skills. The

participant's comment highlights the significance of embracing modern

communication methods while also recognizing the potential for

personal growth, particularly in linguistic competence, within this

digital landscape.

The fourth theme, "Frequent chatting contributes to improved

spelling skills," underscores the beneficial relationship between

 51
engaging in frequent online conversations and enhancing one's

spelling abilities.
 52

"Positive ouh that the more I use chat messaging tools the

more I oum I improve when it comes to my spelling

accuracy."(P4)

The participant's response reflects a recognition of the positive

impact that regular interaction through messaging platforms has had

on their spelling accuracy. By actively participating in chat

conversations, they are consistently exposed to a variety of words and

language constructs. This exposure not only reinforces correct spelling

but also fosters a heightened awareness of language nuances and

patterns. As they immerse themselves in these interactions, they

naturally adapt and refine their vocabulary, incorporating new words

and expressions into their repertoire. Consequently, the participant

recognizes that their spelling proficiency has progressed as a direct

result of this continuous engagement with written communication. This

acknowledgment highlights a key aspect of the theme, emphasizing

the value of regular practice and exposure in improving spelling skills,

particularly in the context of digital communication platforms.

The fifth theme, which revolves around the notion that frequent

chatting contributes to improved spelling skills, particularly

emphasizes adaptation to the language used in conversations.

"Positive kay pareha anang mga deep na English bitaw

ngana kanang ma adapt nimo."(P5)

The participant's response underscores a positive outlook on this

aspect. By engaging in frequent conversations, individuals not only

 53
enhance their spelling
 54

abilities but also develop a deeper understanding of English language

nuances. The statement suggests that through regular interaction,

individuals become adept at navigating complex discussions, possibly

involving intricate vocabulary and syntax. This adaptability is crucial as

it allows individuals to participate confidently in diverse communication

settings, including those that demand a high level of linguistic

proficiency. Thus, the response aligns well with the overarching theme

of spelling improvement through active engagement in conversation,

highlighting the significance of adapting to various linguistic contexts.

Table 6 Thematic Map on Hardships When Switching Between Texting

and Writing

CORE THEMES SUB-THEMES

 Increased Spelling Awareness  Positive influence of

spelling suggestions in
correcting misspelling
 Prefers Pen and Paper during texting.
 Easier to spell correctly
when writing with pen and
 Spelling Improvements paper compared to texting
on digital.
 Prior Knowledge  Reliance on keyboard
spelling corrections.
 Prior knowledge helps avoid
confusion and minimizes
 Prefers Pen and Paper the impact of any
difficulties in spelling.
 Auto-correction in
keyboard is
sometimes unnecessary.
 55

The first theme, "Increased Spelling Awareness," captures the

participants' heightened attention to spelling intricacies when

transitioning between texting and writing.

"Yes, because when I text in my phone I have suggestion of

an auto correction if I ever get misspelled, but when I write using

a pen and a paper its up to me so I have to remember that this is

the right hmm spelling."(P1)

The response provided by the participant aptly reflects this

theme by illustrating the contrasting experiences of relying on auto-

correction in digital text messaging versus manually spelling words

when using pen and paper. The participant acknowledges the

convenience of auto-correction in digital platforms, where misspelled

words are promptly identified and suggested corrections are readily

available. However, when opting for traditional pen and paper writing,

the participant highlights the shift in responsibility to themselves,

emphasizing the need to recall proper spelling independently. This

transition underscores a heightened awareness of spelling nuances,

where the absence of automated assistance prompts individuals to

actively engage their memory and knowledge of correct spelling.

Consequently, this awareness fosters a more deliberate and

conscientious approach to spelling, as individuals become more

attuned to the accuracy and correctness of their written language,

aligning with the core theme of increased spelling awareness.

 56

The second theme, "Prefers Pen and Paper," emerges prominently

in the participant's response, as they express a clear preference for

traditional writing tools over digital alternatives.

“Mas madali kung makaspell kung suwat kay kuan

maglisod kog selpon kay maglisod rapud ko.(P2)

The participant's statement underscores the inherent challenges

they face when attempting to spell words on a cellphone. Their

preference for pen and paper suggests a perceived ease or comfort

associated with the tactile experience of writing by hand. By explicitly

stating that spelling is easier when writing, the participant highlights a

contrast between the two mediums, indicating that the act of writing

with a pen and paper is perceived as less demanding in terms of

spelling accuracy. This preference likely stems from the tactile

feedback and muscle memory involved in handwriting, which can aid in

the retention and reproduction of correct spelling patterns. Thus, the

participant's response aligns closely with the sub-themes encapsulated

within the theme of "Prefers Pen and Paper," providing insight into the

perceived hardships individuals encounter when switching between

texting and writing.

The third theme, expresses a preference for writing over texting

due to the reliance on personal knowledge, the participant highlights

the comfort and confidence associated with traditional pen-and-paper

methods.
 57

"Writing kay own knowledge naman na sa unsa akong isuwat ng

sa text kay namay mga corrections nga mabutang so pwede

nimo e sakto ang imong mga text."(P3)

They emphasize that when writing, they can draw upon their own

understanding and expertise, resulting in a sense of control and

accuracy that may be lacking in digital communication. The

participant's statement underscores the idea that while texting offers

the convenience of corrections, it may also introduce uncertainties and

dependencies on external aids like auto-correction. In contrast, the act

of writing by hand fosters a direct connection between the individual's

thoughts and their expression on paper, promoting a sense of self-

assurance and autonomy in spelling and communication. Therefore,

their preference for pen and paper aligns with the sub-theme's

exploration of the benefits and comforts associated with traditional

writing methods.

The fourth theme, "Prior Knowledge," emerges prominently in the

participant's response.

"I definitely have like a prior knowledge so it doesn't

confuse me so it doesn't effect."(P4)

This statement elucidates the participant's reliance on their

existing understanding of spelling conventions and rules, which acts as

a buffer against potential confusion or difficulty when switching

between texting and writing. Their acknowledgment of prior knowledge

 58
underscores its significant role in shaping their ability to navigate

spelling challenges across different communication

 59

mediums. This aligns with the sub-theme emphasizing how prior

knowledge helps individuals avoid confusion and minimizes the impact

of spelling difficulties. By prioritizing the importance of familiarity and

experience, the participant exemplifies how a solid foundation in

spelling rules enables them to maintain accuracy and confidence

regardless of the mode of communication. In essence, their response

underscores the stabilizing influence of prior knowledge, facilitating

smoother transitions between texting and writing while effectively

managing spelling-related hardships.

The fifth theme highlights the experience of encountering auto-

correction when typing on a cellphone keyboard.

"Ug suwat kay kanang kuan raman murag diretso na ba

kontra sa kuan kay ug keyboard mag type baya ka sa cellphone

pareha anang nay usahay mo auto correct imong keyboard."

The participant express a sense of opposition or resistance

("going straight against it") when faced with this feature. This

sentiment aligns with the sub-theme of "Auto-correction in keyboard is

sometimes unnecessary" within the broader theme of "Prefers Pen and

Paper."

Relating it to the theme, the respondent's statement underscores

a preference for traditional pen and paper writing over digital typing,

specifically due to the sometimes intrusive nature of auto-correction.

They perceive writing by hand as a more straightforward and direct

 60
method without the interference of digital aids, allowing them to

maintain control over their spelling and expression. This

 61

preference aligns with the overall theme of "Prefers Pen and Paper,"

emphasizing the perceived advantages of manual writing over digital

text input methods.

 62

CHAPTER III

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter concludes the study with the summary of the

research process undertaken. The findings from which the conclusion

was drawn were proposed together with the recommendations.

Summary

The primary purpose of the study is to understand the perceived

effects of chat messaging on the spelling accuracy of Grade 12 HUMSS

students o Dr. Cecilio Putong National High School A.Y 2023-2024. The

study used a mixed method to comprehensively study the effects of

chat messaging in relation to spelling accuracy of students. This design

incorporates both qualitative and quantitave research methods to

provide a more comprehensive understanding of the topic.

Findings

After thorough analysis and interpretation of the gathered data,

the following findings are presented:

1. The research findings can be inferred that Facebook

Messenger emerges as the predominant chat messaging

platform among participants, with a notable preference over

other options. The frequency distribution indicates that the

majority of participants spend approximately 3-4 hours daily

 63
engaged in chat messaging activities. This finding suggests a

moderate
 64

level of engagement with chat messaging among the sample

population, highlighting the platform's significance in facilitating

communication and social interaction. These insights underscore

the widespread adoption and utility of Facebook Messenger as a

preferred means of communication within the surveyed

demographic.

2. The research findings, based on mean scores ranging from 1 to

5, indicate participants' experiences with spelling in digital

communication. They encounter difficulties with irregular

spellings such as "pneumonia" (mean score: 3.47) and

occasionally make errors in social media chats (mean score:

3.4). The influence of abbreviations and informal language

often affects spelling abilities (mean score: 3.7), while reliance

on predictive text and auto-complete features sometimes

impacts independent spelling (mean score: 3). Despite

encountering errors, participants prioritize clear

communication, consistently correcting mistakes even in casual

messages (mean score: 4.0). Correct spelling is highly valued

for making positive impressions across professional and casual

contexts (mean score: 4.3). Participants frequently rely on

spell- check tools for written tasks (mean score: 3.5) but

sometimes conform to others' spelling in online conversations

(mean score: 3.13). Overall, participants find chat messaging

conducive to learning and improvement, appreciating feedback

 65
on errors (mean score: 4.18) and enjoying discovering new

words and spellings (mean score: 4.28).

 66

3. There is no significant relationship between chat messaging and

spelling accuracy.

4. Our research reveals that while chat platforms offer

opportunities for spelling improvement, concerns arise

regarding the importance of proper spelling for clear

communication. Participants noted the usefulness of built- in

spell checkers but also emphasized the limitations of relying

solely on digital tools, expressing a preference for traditional

methods like pen and paper. Active engagement in chat

messaging, coupled with self-correction, emerged as crucial for

enhancing spelling proficiency. These findings underscore the

complex dynamics between technology and traditional learning

methods in shaping spelling accuracy in modern

communication contexts.

Conclusion

Based on the findings of the study, the researchers conclude

that: Based on the findings presented:

1. Facebook Messenger is the favored chat messaging platform

among participants, indicating its significant role in daily

communication routines. This underscores its widespread

adoption and utility in facilitating social interaction.

2. Participants face challenges with spelling in digital

communication, influenced by factors such as irregular spellings,

reliance on abbreviations, and auto-complete features. While

 67
they prioritize clear communication and
 68

value correct spelling across contexts, they also recognize the impact

of technology on spelling proficiency.

3. There is no significant correlation between chat messaging

frequency and spelling accuracy, suggesting that while

participants engage extensively in chat messaging, it does not

necessarily translate into improved spelling skills.

4. While chat platforms offer avenues for spelling improvement,

concerns regarding the reliance on digital tools and the

importance of traditional methods like pen and paper persist.

Active engagement and self-correction are identified as key

factors in enhancing spelling proficiency, highlighting the

intricate interplay between technology and traditional learning

approaches.

Recommendations

Based on the findings and conclusion drawn from the study, the

researchers therefore recommend the following:

1. Encourage users to engage regularly in chat messaging

activities to familiarize themselves with spelling patterns and

improve their spelling accuracy over time.

2. Raise awareness among users about the importance of spelling

accuracy in digital communication, emphasizing the value of

clear communication and making positive impressions across

various contexts.
 69

3. Offer spelling tools and resources within chat platforms to

support users in improving their spelling skills, such as built-in

spell checkers and suggestions for correcting errors.

4. Encourage users to actively engage in self-correction while

chatting, emphasizing the importance of actively learning

from mistakes and adapting spelling habits to improve

overall accuracy.
 70

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 71

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 74

APPENDICES
 75

APPENDIX A

TRANSMITTAL LETTER
 76

APPENDIX B QUESTIONNARE

A. Demographic Profile

Instruction: Please read each questions carefully and select the options that

best describes your answer. Put a check mark before your choice of answer.

1. Which chat messaging platform do you use most frequently?

(Select one) Whatsapp

Facebook Messenger

Telegram

Viber

2. How many hours do you use chat messaging per day?

(Select one) Less than 1 hour

3-4 hours

5-6 hours

More than 6 hour

 77

B. Level of Accuracy

LEVEL OF ACCURACY WEIGHT DESCRIPTIVE RANK

ED RATING
MEAN
1. I encounter difficulties in spelling
words with irregular spellings such as
―pneumonia‖ pronounced with silent
―p‖
2. When chatting on social media, I find
myself making more spelling errores
than in other contexts.
3.My spelling abilities have been
influenced by
the use of abbreaviations and
informal language in digital
communication.
4.The use of predictive text ad auto
complete features has effected my
ability to independently spell words.
5. I find myself correcting spelling
errors,even in casual messages, as I
value clear and accurate
communication.
6. I believe correct spelling is crucial for
making impressions in professional and
casual communication.
7. I double check my spelling before
sending
messages.
8 I believe that the more I engage in
chat
messaging, the more my spelling
improves.
9. I find myself relying on spell-check
tools for written tasks
10. In online conversations, I tend to go
along with the spelling others use, even
if I notice it’s
not correct.
11. I make spelling errors when I use
chat
messaging.
12. I think chat messaging is a good way
to
express myself creatively through
spelling.
13. I find it easier to spell words when I
use
 78
chat messaging than when I write by
hand.
14. I appreciate when others point out
my
spelling errors in chat messaging.
 79

15. I enjoy learning new words and ALWAYS

spellings from chat messaging with
others.
COMPOSITE MEAN OFTEN
 80

APPENDIX C

INTERVIEW GUIDE QUESTION

Interview Questions:

1. What do you think are the effects of chatting on your spelling

accuracy?

2 .Do you believe that the more you use chat messaging tools,

the more you see changes in the way you spell? Is it positive

or negative?

3. Do you find it harder to spell correctly when you switch

between texting and writing?

 81

APPENDIX D

SAMPLE TRANSCRIPT AND CODING

Participant 1

R: How does chat messaging affects your spelling accuracy?

P: I think it is quite helpful because if ever I have a typo in my draft message

the

Auto correction in my phone char will help me suggest a correction of the said
word

that I misspelled so I think it is quite effective for students to help their

spelling

correction as well as their grammar.

R: Do you believe that the more you use chat messaging tools, the

more you see changes in the way you spell? Is it positive or negative?

P: Very much positive I can realize that my past spelling were

inaccurate of the words that I have said for a long time, thus I realize

that it is quite helpful for me to always chat using my phone because it

has corrections that I need if ever I misspelled my word.

R: Do you find it harder to spell correctly when you switch between

texting and writing?

P: To be honest a bit yes because when I text in my phone I have suggestion

of

an autocorrection if I ever get misspelled, but when I write using a pen and a
paper

its up to me so I have to remember that this is the right hmm spelling of my

 82
word
 83

and that misspelled because I might often used misspelled word that

eventually get connected if ever I text in my messenger or phone.

Participant 2

R: How does chat messaging affects your spelling accuracy?

P: Ahm kung kompleto ang spelling, like kanang understandable siya more on
mas

makasabot pa ang imong ka communicate, like no other barrier, walay

barrier nga di makasabot, awh siguro kung naay barrier og kahibaw di

mabasa gi kanang gisendan nako.

R: Do you believe that the more you use chat messaging tools, the

more you see changes in the way you spell? Is it positive or negative?

P: Para nako, kung mo use ko anang mga gamit is mo negative jud na

kay kung mano-manohon nako kanang nag spell jud nako nga ako ra

maglisod man gud ko

kung mogamit kung ang tools, murag mapadali siya pero in the same time
murag

mas magtinapuwan napud kog spell, so naay possibility nga kung

mawala na siya, dili nako makatarong ug chat.

R: Do you find it harder to spell correctly when you switch between

texting and writing?

 84

P: Mas madali kung makaspell kung suwat kay kuan maglisod kog selpon
kay

maglisod rapud ko.

Participant 3

R: How does chat messaging affects your spelling accuracy?

P: Uhm ang sa mga effects sa spelling nimo is ang chat kay pwede na siya
ma

learn sa imomg keyboard like I sakto sa imong mga kamalian bitaw so maka
kuan

jud kag knowledge bitaw nga kanang, ah okay ngani, spelling nimo sa

sunod is makagamit nakag ingana mo advance naka nga kabalo naka

sa sakto na spelling tas ug pwede makatabang pud sa kuan imong

suwat about sa essay writing.

R: Do you believe that the more you use chat messaging tools, the

more you see changes in the way you spell? Is it positive or negative?

P: Positive na sya cause sa karon kay kita puro naman ta gadgets ron

then tungod pud ana tungod sa chatting, dako jud siyang tabang nato

kay sa spelling nato makatabang jud ang spelling para nato para adlaw

ta sa sakto jud na spell na spell kay daghan man gud na oras nga

sayon isulti pero lain diay anag ma spell mga ana.

R: Do you find it harder to spell correctly when you switch between

texting and writing?

 85

P: Sa para nako is koan sa writing kay ng sa writing own knowledge naman na

sa

unsa akong isuwat ng sa text kay namay mga corrections nga mabutang sa
pwede

nimo e sakto ang imong mga text.

Participant 4

R: What do you think are the effects of chatting on your spelling accuracy?

P: I think the effect on chat messaging on spelling accuracy is.. it definitely

has a

significant change because through chat messaging, i can observe more

nga

ingani diay ang spelling nga ingana and so I am more aware of my kanang
kanang

spelling so, it has more accuracy.

R: Do you believe that the more you use chat messaging tools, the

more you see changes in the way you spell? Is it positive or negative?

P: Yes It is definitely positive, positive ouh that the more i use chat messaging
tools

the more I oum I improve when it comes to my spelling accuracy

because I am more like oum engrossed in it so it definitely ouh I

definitely positive kanang impact.

R: Do you find it harder to spell correctly when you switch between

texting and writing?

 86

P: No, definitely not as a as a someone who write someone who type oum I
am

more aware of how I communicate or how II spell so I definitely have like a

prior

knowledge so it doesn't confuse me so it doesn't effect.

Participant 5

R: What do you think are the effects of chatting on your spelling accuracy?

P: Mura kag ma lain kay pareha anang malahi ang pagsabot bitaw sa imong
chat

kay ang iyang spelling kay dili mao. Naay uban baya words nga lahig

meaning ngana ba.

R: Do you believe that the more you use chat messaging tools, the

more you see changes in the way you spell? Is it positive or negative?

P: Oo naa, kay, positive kay pareha anang mga deep na English bitaw
ngana

kanang ma adapt nimo nga masakto na ang imong pagkanang send sa

message nga sakto jud sa right nga spelling ba

R: Do you find it harder to spell correctly when you switch between

texting and writing?

P: Mas maglisod ko kung kuan kanang chat kontra sa kanang isuwat

bitaw kay kanang pareha anang, usahay mn gud kay kanang like

magpaspas bitaw ka kay

aside sa naa kay gibuhat nya kanang lahi sa suwat kay ug suwat kay kanang
 87
kuan
 88

raman murag diretso na ba kontra sa kuan kay ug keyboard mag type baya
ka sa

cellphone pareha anang nay usahay mo auto correct imong keyboard.

SAMPLE CODING

Q1: How does chat messaging affects your spelling accuracy?

Significant Statements Formulated Major Themes

Meanings/

Sub-themes
Participant 1
Quite helpful because if Spelling and grammar Spellin
ever I have a typo in my correction g
draft message the auto Improveme
nt
correction in my phone
char will help me suggest
a correction of the said
word that I misspelled so
I think it is quite effective
for students to help their
spelling correction as well
as their grammar.
Participant 2
Kung kompleto ang Not using shortcuts Importance of Spelling
spelling, like kanang when spelling makes Accuracy
understandable siya more it more
on mas makasabot pa ang understandable for
imong ka the receiver.
communicate
Participant 3
I sakto sa imong mga Spelling correction Spellin
kamalian bitaw so maka g
kuan jud kag knowledge Improveme
nt
Participant 4
Through chat messaging, Regular engagement in Increased Spelling
i can observe more nga chat messaging allows Awareness
ingani diay ang spelling to observe correct
nga ingana spellings.
and so I am more aware of
 89

my kanang kanang
spelling
so, it has more accuracy.
Participant 5
Malahi ang pagsabot bitaw Chatting leads to confusion Importannce of
sa when you have Spelling
imong chat kay ang iyang misspelled words. Accuracy
spelling kay dili mao.

Q2. Do you believe that the more you use chat messaging tools,
the more you see changes in the way you spell? Is it positive
or negative?

Significant Statements Formulated Major Themes

Meanings/

Sub-themes
Participant 1
Very much positive I can Realizations of past Increased Spelling
realize that my past spelling inaccuracies Awareness
spelling were inaccurate
Participant 2
Mapadali siya pero in the Not relying on spell- Prefers Pen and
same time murag mas check tools. Paper
magtinapuwan napud kog
spell.
Participant 3
Positive na sya cause sa Frequent chatting Spelling
karon kay kita puro contribute to improved Improvement
naman ta spelling skills.
gadgets.
Participant 4
Positive ouh that the more Frequent chatting Spelling
I use chat messaging tools contribute to improved Improvement
the more I oum I improve spelling skills.
when it comes to my
spelling
accuracy.
Participant 5
Positive kay pareha anang Adaptation of the Spelling
mga deep na English bitaw words used in Improvement
ngana kanang ma adapt chatting.
nimo.
 90

Q3: Do you find it harder to spell correctly when you switch between
texting and writing?

Significant Statements Formulated Major Themes

Meanings/

Sub-themes
Participant 1
Yes, because when I text Positive influence of Increased Spelling
in my phone I have spelling suggestions in Awareness
suggestion of an AI if I correcting misspellings
ever get misspelled, but during texting.
when I write using a pen
and a paper its up to me
so I have to remember
that this is
the right hmm spelling.
Participant 2
Mas madali kung makaspell Easier to spell Prefers Pen and Paper
kung suwat kay kuan correctly when writing
maglisod kog selpon kay with pen and paper
maglisod compared to texting
rapud ko. on a digital device.
Participant 3
Writing kay own Reliance on keyboard Spelling Improvement
knowledge naman na sa spelling corrections.
unsa akong isuwat ng sa
text kay namay mga
corrections nga mabutang
so pwede nimo e sakto
ang imong mga text.
Participant 4
I definitely have like a Prior knowledge helps Prior Knowledge
prior knowledge so it avoid confusion and
doesn't confuse me so it minimizes the impact of
doesn't effect. any difficulties in
spelling.
Participant 5
 91

Ug suwat kay kanang Auto-correction in Prefers Pen and

kuan raman murag diretso keyboard is sometimes Paper
na ba kontra sa kuan kay unnecessary.
ug keyboard mag type
baya ka sa cellphone
pareha anang nay usahay
mo auto correct imong
keyboard.
 92

APPENDIX E

INFORMED CONSENT FORM

 93

CURRICULUM VITAE
 94

FJ HAROLD B. COSAP
PERSONAL INFORMATION:
Address: Dao, Tagbilaran City
Cell Phone: 09308359840
Email:

fjharoldcosap4@gmail.com Date of Birth:

October 30, 2005
Citizenship: Filipino
Sex: Male
Status: Single

EDUCATIONAL BACKGROUND:
Education Awards Year Graduated
Elementary
 Dao 4th 2016-2017
Elementary Hono
school r

Junior High School With 2020-2021

 Dr. Cecilio Putong Honor
National High s
School

Senior High School With 2023-2024

 Dr. Cecilio Putong Honor
National High s
School
 95

Ambition: To become a Teacher.

 96

MIKYLLE PAROJINOG

PERSONAL INFORMATION:
Address: San Isidro,Sierra Bullones Bohol
Cell Phone: 0932421572
Email:

parojinogmikylle@gmail.com Date of Birth:

August 22, 2006
Citizenship: Filipino
Sex: Male
Status: Single

EDUCATIONAL BACKGROUND:
Education Awards Year Graduated
Elementary
 San Isidro 4th 2016-2017
Elementa Hono
ry school r

Junior High School 2020-2021

 Bugsok High With
School Honor
s

Senior High School

 Dr. Cecilio Putong With 2023-2024
National High Honor
School s
 97

Ambition: To become a Teacher.

 98

MARK JOLAN Q.
PUMATONG PERSONAL INFORMATION:
Address: Mansasa, Tagbilaran City
Cell Phone: 09875483174
Email:

marjolan321@gmail.com Date of Birth:

November 24, 2005
Citizenship: Filipino
Sex: Male
Status: Single

EDUCATIONAL BACKGROUND:
Education Awards Year Graduated
Elementary
 Mansasa 4th 2016-2017
Elementa Hono
ry school r

Junior High School 2020-2021

 Bugsok High With
School Honor
s

Senior High School School

 Dr. Cecilio Putong
National High
 99
NONE 2023-

Ambition: To become a Teacher.

 10
0

MA. IRA PAZ H. ROLLORATA

PERSONAL INFORMATION:
Address: Songcolan, Dauis, Bohol
Cell Phone: 09276993826
Email: pazmaira292@gmail.com
Date of Birth: January 24, 2006
Citizenship: Filipino
Sex: Female
Status: Single

EDUCATIONAL BACKGROUND:
Education Awards Year Graduated
Elementary
 Soncgula 4th 2016-2017
n Hono
Elementa r
ry school
2020-2021
Junior High School With
 Dr. Cecilio Putong Honor
National High s
School

Senior High School With 2023-2024

 Dr. Cecilio Putong Honor
National High s
School

Ambition: To become a Lawyer.