Mary Immaculate School

Sta. Natividad Street Valley 6, Parañaque City

COGNITIVE AND MOTOR COMPONENTS OF TEXT MESSAGING

“ACHIEVEMENTS OF GRADES 8 & 9 STUDENTS OF MARY IMMACULATE

SCHOOL

A Research Proposal Presented by the Selected Junior High School

Students of Mary Immaculate School

In Partial Fulfillment of the Requirements in Completing

The Junior High School level

By:

Hyacinth Grace O. Reyes

Eazelle Aine R. Gaviola

Eyessa Aishi P. Basto

Shane P. Viloria

December 2017
 MARY IMMACULATE SCHOOL
Sta. Natividad Street Valley 6, Parañaque City

APPROVAL SHEET

(For High School Department)

The thesis is entitled “COGNITIVE VS. MOTOR COMPONENTS OF

TEXT MESSAGING ACHIEVEMENTS OF GRADES 8 AND 9 OF MARY

IMMACULATE SCHOOL”, and was prepared and submitted by the

researchers in partial fulfillment of the requirements in the Junior High

School Level has been examined and recommended for approval and

acceptance.

PANEL OF EXAMINERS

Mrs. Cristina Vibar Mrs. Maria Christina O. Gomez

Mr. Aguinaldo Frias III

Date

Dr. Elenita O. De Asa

 ACKNOWLEDGEMENT

The researchers of this study would like to express their deepest

gratitude to the following people who had contributed to the success of

this study.

To Dr. Elenita O. De Asa, their beloved principal, for providing the

students this opportunity to conduct this study and for helping the

researchers in choosing this topic.

To Ms. Jenelyn L. Abonita, their helpful thesis adviser, for her

encouragement, patience and continuous guidance throughout their

whole thesis study.

To Mrs. Cristina Vibar, their English teacher, for the valuable

suggestion and advice and constant support that had served the

researchers well in their study.

To Mrs. Maria Christina O. Gomez, Mrs. Cristina Vibar, and Mr.

Aguinaldo Frias III, their panelists, for giving them insightful comments,

thoughts and advice to accomplish this study.

To their family and friends who gave them support and

encouragement to pursue this study.

And mostly, to Almighty God, who always gave them strength and

guidance they needed to carry on to make this study possible.

 DEDICATION

The researchers would like to dedicate this study to the people

who contributed to the completion of this task.

Dr. Elenita O. De Asa, for the unrelenting support for the

researchers' study. Mrs. Cristina Vibar, for her patience and willingness to

help throughout this whole study. Ms. Jennelyn Abonita, for her

outstanding observance of the general overview of the study and the

contribution on its overall betterment and for her will to guide the

researchers' study and give them the accurate information needed.

And most of all, to our Dear Lord God for His unconditional care and

guidance, who gave the researchers hope and the strength to keep

moving forward to finish this study.

 ABSTRACT

The research aims to identify the Cognitive and Motor Components

of Text Messaging in “Achievements of Grades 8 to 9 students of Mary

Immaculate School A.Y. 2017-2018. To determine what will be the

outcome of this study, the research strategy that will be used is survey

and questionnaires will be formulated and distributed to the selected

students of Mary Immaculate School. The questionnaires will be collected

and reviewed to find out different responses of the students about the

given survey. With the help of the answers, the researchers will be able

to find out if this study is effective or not. After obtaining the result, the

researchers will be using descriptive statistics method for them to acquire

the needed data and results of the researchers study. After gathering the

needed data and results, the researchers will be presenting the study to

the panels.
 CHAPTER I

THE PROBLEM AND ITS SETTING

In this chapter, it includes the background of the study being

developed, the theories and concepts behind, the purpose of this study,

the scope and delimitations that the researchers established and the

terms being defined in this study.

I. Introduction

The generation of today has been totally engaged to Text

Messaging. Text messaging is an act of sending a short message from

one cellphone to another. They use text messaging for ease of

communication, emergency, study needs, or entertainment. It has

become an everyday task that many teenagers are occupied on a day

to day basis. It has provided our society with a quick means through

which they can communicate.

It was year 1993 when mobile phones begun to support the

concept of text messaging. In 1994, a network named Radiolinja

became the first network to offer commercial person-to-person SMS

(Short Message Service) and in 1995, Radiolinja’s domestic

competitor, Telecom Finland also launched SMS text messaging. Then

in 1997, Nokia Corporation became the first manufacturer to produce

a mobile phone with a QWERTY keyboard. And lastly, in 1999 text

messages could finally be exchanged between different networks.

Meanwhile, despite the on-going trend of text messaging,

people tend to get too occupied with texting without knowing the

advantages and disadvantages of the said trend. Texting affects the

motor and cognitive state within our body. Our way of thinking

changes over time while in the midst of text messaging. And with all

that being said, our job is to identify, and as researchers, we will gather

information containing the advantages and disadvantages of text

messaging through its effect on an intellectual state of a student and

their behavior.
 II. Significance of the study

The researchers are conducting this study to know what are

the cognitive and motor skills developed of text messaging among the

Grade 8 and 9 students of Mary Immaculate School A.Y. 2017-2018.

This study will also benefit to the following groups of people.

For the students, this study would help them to gain

information’s about text messaging. They will also have maximum

understanding and knowledge on how text messaging develops both of

their cognitive and motor abilities and how it will affect their studies.

For the parents, for them to know what are the

positive and negative impacts of text messaging to their children.

For the future researchers, that will gain information about

this topic and for them to have a thesis reference for their study.
 III. Statement of the problem

A problem statement is a brief description of the issues that need

to be addressed by a problem solving team and should be presented to

them (or created by them) before they try to solve a problem.

The researchers will answer the following questions:

1. How does Text Messaging affect the literacy skills and academic

performance of the student?

2. How does Text Messaging affect the behavior of the students?

3. What are the positive and negative effects of text messaging?

 IV. Conceptual Framework

The flow of this study can be clarified by an IPO chart, which means

input, process and output. The researchers wanted to test on how text

messaging affects the student’s intellect and behavior from Grade 8 to

Grade 9 of Mary Immaculate School S.Y. 2017 – 2018.

• The researchers will create a survey to 100 MIS students from

grade 8 and 9 about the effects of text messaging.
Input
• The students will be surveyed by the researchers about the
effects of text messaging.
• The researchers will gather the data based on the results about
Process the effects of text messaging.

• The researchers as well as the students will have a certain

knowledge and informed opinions about the positive and
Output negative effects of Text Messaging.

Figure 1.1 Conceptual Framework Paradigm

 V. Scope and Delimitations

This study will only focus on the Cognitive and Motor Components of

Text Messaging. The respondents of this study will only cover the selected

Grade 8 and 9 students of Mary Immaculate School A.Y. 2017-2018. The

total respondents are 100; each of 4 sections will have 25 students.

Moreover, the age and gender of the respondents will not affect the

study.
VI. Definition of Terms

Bilingual – able to speak and understand two languages.

Cognitive – concerned with the act of knowing, perceiving.

Conduct - the action or manner of managing an activity or

organization.

Delimitation - to officially set or state the limits of (something).

Ease – absence of difficulty or effort.

Emoji – a group of keyboard characters that typically represents a

facial expression or suggest attitude or emotion.

Intellect – the ability to think in a logical way.

Motor – relating to the function of the nervous system that

affects the behavior of oneself.

Network – system of lines that are connected to each other.

Phonetic Replacements – words that the characters are replaced

with other alphabetic characters or removing unnecessary

characters while still retaining the phonetic structure of the word.

Savvy – practical understanding or knowledge of something.

Scope – intention, object.

SMS – Short Message Service ; a component of text messaging

services.

Textese – commonly used language with text messaging. Also

known as textisms.
 CHAPTER II

RELATED LITERATURE AND STUDIES

This chapter focuses on the different literature and studies that relate

to the researchers’ topic. Different sources were used as basis for the

citations used in this chapter.

I. Related Literature

A. Foreign

Texting has become an every day task that many teenagers engage in

on everyday basis. Many of those text messages that are sent often

contain textisms. The use of textisms is starting to become more accepted

among the younger generation. There have been suggestions from both

media sources and educators that texting may have a negative effect on

the literacy skills of students. Perhaps that biggest problem is that

students do not distinguish between times when they need to write

formally without using textisms, and when they are writing informally and

the use of textisms is acceptable. Although much of the media attention

that has been directed at the effects of texting has been negative, texting

may actually have a positive effect on literacy skills of students. Perhaps

that biggest problem is that students do not distinguish between times

when they need to write formally without using textisms, and when they

are writing informally and the use of textisms is acceptable. As stated

earlier, Text Messages have their benefits, but also have negative aspects

than can be harmful. With everyone feeling the need to be extremely

connected to their phones today, they often have issues if they do not

have their phone with them. Teenagers are having trouble focusing in

school and have even been facing problems focusing in everyday life as

they feel the need to be attached to their phone 24/7. Students today feel

that they can often multi-task while doing school work, talking to online

friends, and texting. They do not see that this is affecting their school

performance when they do not devote the time to study and listen to

their teachers and focus on their homework for a certain amount of time

without constantly being in touch with their friends. Parents have tried to

limit the time that children can limit their cellular devices, but it is

becoming harder as the technology is continuing to grow. Texting is

leading the students to the downfall in school. Grades, performance, and

stress are some of the concerns as teenagers are often putting off projects

until the last minute in order to complete them. This is leading to not as

good of quality in their projects and are worse and they are often unable

to complete them fully. It is also found that most of the time that
students’ English is beginning to decline as they use a completely different

language. Words are often becoming abbreviated; punctuation marks are

often used improperly, which translates their literacy skills not proper in

school. Teenagers often sit there and have a conversation through cell

phones, rather than talking in person, even when they are close together.

With more long term studies on the same group of individuals, it may be

possible for researchers to determine if the use of textisms does indeed

have negative effects on literacy. With long-term studies, it may be

possible to see if individuals carry the textisms that they use in their

personal correspondences into their formal writing in a workplace

environment. Until the time that concrete results are acquired to suggest

that texting has deleterious effects, it may be wise to encourage students

to lessen their use of textisms, and instead use proper grammar and

spelling while they are using text messaging as a form communication.

(The Evidence – Text Messaging and Literacy, Claire Wood 2013)

B. Local

Text messaging has been widely used by cell phone users especially by

Filipino youth in order to get conversation easier and quickly. Text

messaging gives many advantages to people. It is cheaper and easy to get

across a message, rather than through mailing or calling. It saves the time,
money and energy of people. The Filipino youth use cellular phones not

only for communication purposes but also for maintaining their

relationships with other people. Text messaging provides the Filipino

youth the show who they are and to express what they feel. Though this

powerful service has many benefits, but it has also created several

important negative issues as well as the main issue is of literacy. They send

messages in shortcut form and sometimes in incorrect grammar. Our

spelling and grammar skills are important, not only academically, but also

in communicating with others. They also send messages with improper

use of punctuation marks. Most of Filipino youth ends their message with

emoji or emoticons rather than using proper punctuation marks. This

concept is called textese. Textese is an abbreviated vocabulary that

includes letter/number, contractions or shortenings of words, emoticons,

vowels, punctuation, and capitalization. Many of us fear that text

messaging and the use of textese may be adversely affecting children and

adults’ and use of Standard English. Use of these abbreviations in

professional writing the individuals may be the outliers, and texting and

textisms may actually serve as a way to increase reading skills, literacy,

and spelling fluency. (The writer is a professor of Educational Psychology

at the Polytechnic University of the Philippines).

 II. Related Studies

A. Foreign

Students' increasing use of text messaging, concerns has been raised

about its influence on their literacy. Text messages do not always adhere

to conventional written language rules and use a register that is called

textese. In this case, students make use of phonetic replacements, like

acronyms or abbreviations. This has led that textese may leak into

students' general writing. However, students did not perform well on

spelling and literacy abilities. More recently, this research has been

expanded to the effect of textese on children’s grammar abilities in

written language. Outcomes of some studies suggest a negative influence

of textese on grammar. Therefore, the use of textese influences students'

grammar performance in spoken language.

Yet another understudied area is the connection between use of

textese and students' cognitive development. As many young children

nowadays own a phone, they may also be prone to this effect. On the

other hand, children who are proficient in textese, might have similar

advantages as bilingual children have, as they might be considered a

special type of bilinguals—in a different modality—having to switch

between formal written language and textese. This is so because various

studies have shown superior performance on executive function tasks by

bilingual children over monolingual children. Thus, the second aim of this

study is to determine whether proficient texters have better-developed

executive functions than non-proficient texters, similar to proficient

bilingual children. (Lavasani, M.G., 2014)

This research focuses on the negative behavior because of texting.

First is about being disrespectful. It happens when you are talking to

somebody and while you are talking that person, is texting and not even

paying attention on what you are talking about. Next, being bad

tempered, when you are busy texting your friends, then suddenly you

mom asked you to do something or your younger sibling came telling you

to play with him. You ignored them but they keep on bugging, then

suddenly you got irritated. People who are texting easily get frustrated

when they are being bothered. Next thing is about being lazy, it is too hard

to let the phone go especially when the conversation is interesting, so

when your parent told you to do the chore and you will say, “Wait a

second.” But after an hour, you see yourself haven’t done any chores.

Some people would leave or drop what they are doing to catch a text.

Next, being secretive, teenagers are very secretive and territorial.

Especially when parents get curious when their child is laughing and
blushing because of a text message that they had read. They would put

some codes to keep their parents and sibling from getting curious through

their inboxes. Lastly, being less attentive, when your attention is on

texting, you will find it hard to focus on other things. (Marashi et al., 2013)

The negative effects of technologies are already known. However,

people tend to ignore this effect that they can even tell that there’s also

changes in behavior. Text Messaging not only affects behaviors but the

skills as well. The natural way of communicating has change and even

created a whole new language. (Camerron F. G., 2015)

B. Local

Text Messaging made communication very convenient to everyone. It

has become an important part of the daily lives of people, especially to

the Filipinos. According to AHN Media Corp (2014), the Philippines has

been tagged as the “texting capital of the world”. Many Filipinos exchange

text messages with the use of their mobile phones. People have become

frequent users of text messaging, and they have started sending messages

in shortened ways. This problem cropped up with the innovation of this

new technology, and its possible positive and negative effects on teens.
Texting and Its Positive impacts on teens

While texting may seem like nothing more than another distraction in

our fast-paced youth, it turns out this rapid means of communication may

be more than just a nuisance. Researchers have found there are actually

positive effects of texting for teens, from improved language skills to

emotional relief, and even added benefits for the especially introverted

teen.

Language Skills. A study published in the Philippines Journal of

Developmental Psychology in 2013 found texting could positively impact

reading and language development. Contrary to the notion that texting

could be detrimental to teen literacy, the study found the use of text-

speak, or language specific to text messages, was positively correlated

with reading ability. The study also noted the use of this text-speak did

not carry over to misspellings in academic work and posited the fun

associated with texting for young people contributes to greater literacy

simply because it encourages teens to interact and engage with the

written word.

Emotional Relief. A study conducted by a journalism student in

University of the Philippines Diliman and published in "Computers in

Human Behavior" found when communicating digitally, teens who begin

chatting in a distressed state often experience a reduction in negative

moods after talking with a friend. The study reveals teens who regularly

text—or converse via the similar instant message—may experience

emotional relief and even strengthen their bonds with friends in a way

that is supplementary to in-person relationships. They may feel more

comfortable opening up with the greater sense of comfort and anonymity

this digital barrier provides.

Introversion. "YES!" magazine offers that texting and other means of

electronic communication have positive effects for introverted teenagers.

It allows teens who are overwhelmed with thoughts and emotions, but

not the most socially savvy, to get straight to the point with friends

without having to make uncomfortable small talk or converse in large

groups, which may be an additional source of discomfort for the

introverted teen. Texting allows teenagers to say things they might be

uncomfortable bringing up in person, helping introverts better reach out

to others and express themselves.

Just One Piece. Texting can have positive impacts on maintaining

relationships; she explains texting is best when used in conjunction with

other forms of communication, including face-to-face interactions. Text

messaging alone allows people to relay information quickly and make and
document basic plans. When texting is implemented alongside in-person

socializing, relationships remain more grounded in reality. Teens can use

texting to further develop and sustain relationships that already exist.

Negative Effects of text messaging on student’s literacy

A general understanding of the background and terms and

definitions related to text messaging may be necessary, nonetheless,

there are strong reactions from the public, media, and language experts

that the use of textisms can transfer to formal writing in the form of

deterioration of spelling and misuse of language. These individuals are

alarmed about the effect of text messaging on the language and literacy

development of school age children. However, contrary to these

concerns, much of the available research appears to paint a quite

different picture. Some studies have found that today’s teens are reading

and writing more than any other generation because they engage in many

different forms of written communication like text messaging.

A research conducted by Mr Francis Montalban, Journalism Student at

the University of the Philippines Los Baños year 2014.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods used to attain the data and

to be able to interpret them for this study. It includes the research design,

the description of the population and sampling, research instrument, data

collection procedure and the statistical treatment of the data.

I. Research Design

This study aims to identify the cognitive and motor components of

text messaging. In order to achieve the statement of the study, the

researchers made use of a descriptive, quantitative research design.

The researchers will use random quantitative approach for they will

make use of the results of the study through some mathematical

techniques. The descriptive design best fits the study for it aims to

describe the cognitive and motor components of text messaging to the

students of the target respondents.

 II. Population and Sampling

The total number of respondents for the study are 100. It is

composed of grade 8 and grade 9 students enrolled in Mary Immaculate

School A.Y. 2017 – 2018. Participation is voluntary. The number of

students per section is stated as follows:

Gr. 8 – St. Bridget 25 Respondents

Gr. 8 – St. Mark 25 Respondents

Gr. 9 – St. Augustine 25 Respondents

Gr. 9 – St. Monica 25 Respondents

Total 100 Respondents

Figure 3.1 Table of Respondents’ Population

 III. Research Instrument

To gather an informative and relative evaluation sampling method

was used. In this method, the questionnaires or survey will serve as the

main data-gathering instrument for this study.

The students from each section of Grades 8 and 9 will be given a

survey sheet. Students would be able to express their own thoughts and

perspective in this study. They will be able to answer 11 questions from

the paper given to them. The responses of the students will be gathered

and interpreted by the researchers.

IV. Data Collection

The researchers gathered the data from the grade 8 and grade 9

students of Mary Immaculate School of A.Y. 2016-2017. Random sampling

was applied. A questionnaire was provided to collect the said data as

source to come up with the result of the study.

 V. Statistical Treatment of Data

To obtain the total data from the gathered questionnaires,

the respondents’ answers were tallied together and were applied with

formula.

The data from the answers of the respondents about their

profile were obtainable using the frequency and percentage distribution.

Percentages were computed to obtain comparisons.

𝑓
𝑷= x 100
𝑁

Where:

P means total percentage

F means frequency

N means population
 CHAPTER IV

ANALYSIS, PRESENTATION, AND INTERPRETATION OF DATA

This chapter includes analysis, presentation, and interpretation of

data which were acquired from 100 respondents from Grades 8 and 9
students. The results of the study were presented in graphs and were
interpreted by the researchers.

QUESTION 1

Do you often use Text Messages?

100
90
80
70
60
50 90%
40
30
20
10
10%
0
Yes No

Figure 4.1 Graph of Question no. 1

This chart shows that 90% of the respondents answered “Yes”,

meaning they use text message often while 10% of the respondents

answered “No” which means they do not use text messaging often.

This means that majority of the respondents use text messaging as

part of their daily basis.

 QUESTION 2

Can you still understand the sentence clearly even though some
words are misspelled or shortened?

100

90

80

70

60

50
97%
40

30

20

10 3%
0
YES NO
Figure 4.2 Graph of Question no.2

Figure 4.2 shows that 97% of the respondents answered “Yes”,

which means they can still understand the sentence clearly even though

some words are misspelled or shortened and only 3% of the respondents

answered “No” which means they do not understand the sentence if

some words are misspelled or shortened.

It is clear that majority of the respondents can still understand the

sentence clearly even though some words are misspelled or shortened.

 QUESTION 3

Do you use phonetic replacements such as (LOL, OMG, 4ever) in your

text message?

100

90

80

70

60

50
90%
40

30

20

10
10%
0
YES NO

Figure 4.3 Graph of Question no.3

This chart shows that 90% of the respondents answered “Yes”

while 10% of the respondents answered “No”. This means that majority

of the respondents use phonetic replacements. Thus, a few do not use

phonetic replacements.
 QUESTION 4
When you choose to end your text message, do you prefer using
emojis than proper punctuation mark?

100

90

80

70

60

50

40
65%
30

20 35%

10

0
Yes No

Figure 4.4 Graph of Question no.4

This chart shows that 65% of the respondents answered “Yes”,

which means they prefer using emojis than proper punctuation mark to

end their text messages while 35% of the respondents answered ‘No’,

which means they prefer using proper punctuation marks than emojis

when they end their text message.

This means that majority of the respondents prefer using emojis

than proper punctuation mark when they end their text message.
 QUESTION 5

If you would like to express yourself in class, do you prefer expressing

it through writing than saying it orally?

100

90

80

70

60

50

40

30
51% 49%
20

10

0
Yes No

Figure 4.5 Graph of Question no. 5

Figure 4.5 shows that 51% of the respondents answered “Yes”,

which means they prefer expressing themselves in class through writing

than saying it orally. On the other hand, 49% of the respondents answered

“No” which means they do not prefer expressing themselves in class

through writing; rather they prefer to express their thoughts in class

orally.
 QUESTION 6

When you have to say something important to someone, do you prefer

telling it through text messaging than talking to them in person?

100
90
80
70
60
50
40
30 60%
20 40%

10
0
YES NO

Figure 4.6 Graph of Question no. 6

The researchers asked the respondents that if they were in a

situation where they have to say something important to someone, would

they prefer saying it through text messaging than talking to them in

person. And 60% of the respondents answered “Yes”, which means they

prefer saying it through a text message while 40% of the respondents

answered “No”, which means they prefer saying it in person.

This means that majority of the respondents would prefer saying

important matters to someone through a text message than saying it in

person.
 QUESTION 7

When your parents gave you an errand while you are having an
interesting conversation with someone, will you follow your parents
and stop texting?
100

90

80

70

60

50
92%
40

30

20

10
8%
0
YES NO

Figure 4.7 Graph of Question no.7

The researchers asked the respondents that if they are in a situation

when they are having an interesting conversation with someone then

suddenly their parents gave them an errand, would they follow their

parents and stop texting. And 92% of the respondents answered “No”

which means they will not follow their parents and they will continue

texting while only 8% of the respondents answered “Yes” which means

they will stop texting and will follow their parents.

 QUESTION 8

Is it easier for you to communicate with someone through text

messaging?

100

90

80

70

60

50

40 82%

30

20

10 18%
0
YES NO

Figure 4.8 Graph of Question no.8

Figure 4.8 shows that 82% of the respondents answered “Yes”

which means that it is easier for them to communicate with someone

through text messaging. While 18% of the respondents answered “No”

which means is it not easier for them to communicate with someone

through text messaging.

This means that text messaging makes communication easier for

the majority.
 QUESTION 9

Have you ever built a relationship with someone through text

messaging?

100

90

80

70

60

50

40 76%
30

20

10 24%

0
YES NO

Figure 4.9 Graph of Question no.9

This chart shows that 76% of the respondents answered “Yes”

which means that they have built a relationship with someone through

text messaging and 24% of the respondents answered “No” which means

that they haven’t built any relationship with someone through text

messaging.

This means that for the majority of the respondents, text messaging

can help in building relationships.

 QUESTION 10

Does Text Messaging help you to maintain a stronger relationship with

someone?

100

90

80

70

60

50

40 76%
30

20

10 24%

0
YES NO

Figure 4.10 Graph of Question no.10

Figure 4.10 shows that 76% of the respondents answered “Yes”

which means that text messaging helps them maintain a stronger

relationship with someone while 24% of the students answered “No”

which means they do not agree that text messaging helps them to

maintain a stronger relationship with someone.

This means that for the majority of the respondents, text messaging

helps them maintain a stronger relationship with someone.

 QUESTION 11

Have you ever used a newfound word such as (lodi, petmalu, etc.) then
the person that you are talking to was not able to understand it?
100
90
80
70
60
50
40
30
53%
47%
20
10
0
YES NO

Figure 4.11 Graph of Question 11

The researchers asked the respondents if they encounter a

situation where they used a newfound word such as (lodi, petmalu, etc.)

and the person that they are talking to was not be able to understand it.

In addition, 53% of the respondents answered “Yes” which means that

they have experienced that situation. On the other hand, 47% of the

respondents have not encountered that situation.

This means that using a newfound word in text messaging has its

disadvantage because there are some people who would not understand

what you are trying to say.

 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings; the conclusions made and
the recommendations offered

I. Summary

The researchers aim to give explanations and recommendations to

the primary question that the researchers has decided to answer.

Cognitive and Motor Components of Text Messaging “Achievements of

Grades 8 and 9 students of Mary Immaculate School is the title of the

study. Our study is about the positive and negative impacts of text

messaging and on how it affects the intellect and the behavior of the

student.

Text messaging has become one of the primary means of

communication to our modern era. This can easily be done in so many

ways through different applications that our technology offers us like

messenger in facebook, viber, we chat, line or simply via SMS. Meanwhile

despite of the benefits that we can get from text messaging, it can also

affect the intellectual state of a student and his behavior, which can be

proven in this chapter.

 The questionnaire served as the instrument for data gathering. Total

of 100 students from grade 8 and 9 students of Mary Immaculate School

volunteered to be the respondents; 25 per section. These questionnaires

contain questions that can answer the statement of the problem given in

the chapter one of the study.

A. Their first question asked the respondents if they often use text

messaging and 90% of them answered yes which means majority

of them uses text messaging often.

B. The researchers asked the respondents if they could still

understand the sentence clearly, even though some words are

misspelled or shortened. Almost all of the respondents answered

“Yes”.

C. Majority of the students are using phonetic replacements. While

only few of them do not.

D. When ending up their text message, 65% of the students prefer

using emojis and 35% of them prefer to use proper punctuation

mark.

E. 51% of the respondents would prefer to express themselves in

class through writing while 49% of them prefer to express

themselves orally.
F. When they have to say something important to someone, 60% of

the respondents prefer to tell it through text messaging and 40%

of them prefer tell it in person.

G. 92% of the students ignore their parents and continue texting and

only 8% of them would follow their parents and stop texting.

H. Majority of the respondents agreed that text messaging helps

communication easier.

I. 76% of the students have built a relationship through text

messaging and 24% of them never build a relationship through text

messaging.

J. Majority of the respondents agreed that text messaging helps to

maintaining a stronger relationship with someone.

K. 53% of the students experienced using these newfound words then

the person that they are talking to was not able to understand it,

while 47% of them have not experienced it.

 II. Conclusion

The study that the researchers conducted had been concluded, from

those results, the researchers had come up with a conclusion.

1. Based on the data at hand, text messaging can affect students (such

as our respondents) in a positive way because even though there

are misspelled or shortened words in a sentence, their brains

automatically translate for them, in this case their reading abilities

develop which they often use in school. While in other cases, text

messaging can affect students in a negative way, knowing that text

messaging does not require physical interaction, students (our

respondents) often get used to not talking orally which is correlated

when needed to express yourself in school. When the time comes

and they need to express, they would just write it down rather than

to express themselves in class orally. When it comes to literacy

skills, many of them use phonetic replacements, which leads them

into informal writing that affect their literacy skills negatively. In

addition, more of them rarely use punctuation marks because they

prefer to end their sentences with emojis, which also leads them to

informal writing. So the effect of text messaging through intellect,

such as our cognitive skills, is that text messaging is a big impact for
 it enhances our reading abilities, thus in other situations it can

break their literacy skills

2. Most of the students prefer to say something important o someone

through text messaging than to say it personally which is a bad

habit, because it develops their introversion. Another one of the

text messaging’s impact towards their behavior is that because of

text messaging or spending too much time on their phone, they

intend to get lazy and become disrespectful towards their parents.

Whenever they ask a favor, especially when they are having an

interesting conversation on the phone they would ignore their

parents ad continue on texting rather

than obeying them.

3. Aside from the positive and negative effects of text messaging that

have been said, it still had good effects. Because for the majority of

the respondents, text messaging makes communication easier. In

addition, text messaging also builds and maintain an even stronger

relationship with someone, whether with our family, relatives,

friends, etc. While another bad effect of text messaging is that

when we use newfound words (such as lodi, petmalu, etc.) we may

 not notice that whenever we use these words, some people do not

understand especially those who are far from what the generation

is today.

III. Recommendation

To the students, for them to be aware that when they use

phonetic replacements in text messaging, their literacy skills will be

affected negatively. In addition, for them to have knowledge on what

are the positive and negative impacts of text messaging, not only on

their literacy skills but also on how it affect their behavior and daily

lives as well.

For the teachers, this study could be used for them to

understand that whenever they encounter a student who uses

phonetic replacements on their literary work, it is because they adapt

in on text messaging.

For the readers, for them to have a prior knowledge that despite

of the benefits that text messaging offers us, it also has its negative

impact on one’s intellectual state and behavior.

For the future researchers, this could be used as their guide in

their study and for some additional information and ideas on their
research. The researchers recommend them to broaden their field of

questioning to their respondents. Not only about the effects of text

messaging to their intellect and behavior, but also the effects of text

messaging to their daily lives. The researchers also recommend them

to research the about the difference of the literacy skills between the

one who uses text messaging often and the one who do not.