1

Chapter I

Introduction

Most of the students of Magpet National High school are using their
gadgets every time, they are using it for entertainment, educational purposes and
most of the time they are using it as a bridge of communication. We all know that
through mobile phones we can easily contact to the people even if they are far.
The reason why the parents allowed their children to use cellphones because if
there are emergencies in school or anything problem they can easily
communicate with them but there are some cases that the person who received
the text messages can’t understand what the sender is trying to tell because
most of them are using short method or the abbreviation of the words.

According to Dolch (2001) spelling proficiency is the state of quality of

being efficient in terms of spelling. It is one of the most important things that you
must possess because incorrect spelling may lead to misunderstanding. It is one
of the current issues that we are facing right now especially the millennial.
Texting has become an integral part of our lives; it has developed very rapidly
throughout the world. Initial growth of text messaging starts with customers in 1995
sending an average 0.4 messages per GSM (Global System for mobile
communications) per customer per month. Correct spelling helps to cement the
connection between the letters and their sounds, and learning high-frequency
sight words to mastery level improves both reading and writing.

According to Crystal (2008) contends that numerous distinguishing

features give novelty to written texts, but none of them is linguistically novel.
Many of them were being used in chat room interactions much before the arrival
of mobile phones. All communication is context bound and messages are sent
between

people who know each other’s texting abbreviations and versions well. Texting
involves immediate turn taking. So texters opt for abbreviated forms and omit
 2

punctuations and ignore capitalization that requires pressing extra keys and
consumes more time and effort and costs the recipient extra patience in taking
his/her turn and slows down the process of communication. According to
[ CITATION Sut02 \l 1033 ] , it would be possible to text the whole of Hamlet. It may be
unpoetic but quick reading. Sociologically, texting consolidates sub- communities
like those of homebound women. Ling, R. (2010) suggests that SMS is a life
phase and not a cohort phenomenon. That is, its use is more concentrated
among teens and more temperate among older age groups.

British Broadcasting Company reports that text messaging has long been
blamed for declining standards of spelling and grammar, particularly in paper and
pencil writing.  One of the most common issues of text messaging is its effects on
education. Some educators say it is negatively affecting the spelling proficiency
of the students. [ CITATION Dol01 \l 1033 ]“Children must spell if they are to write”.
When we write, we are really writing down our thoughts. These thoughts are
expressed using words, and these words need to be spelled correctly. Therefore,
writing would require appropriate spelling.

Statement of the Problem

This study aims to determine the effects of short-method of texting to the

spelling proficiency of the Grade 11 students.

Specifically ,it will answer the following questions:

1. Determine the short-method and non-short method texters in grade 11
students.
2. Determine the spelling proficiency of the short-method and non-short
method texters in grade 11 students.
3. Is there a significant difference between the short-method and non-
short method texters’ spelling proficiency of grade 11 students?
 3

Scope and Delimitation

This study will determine the effects of short-method and non-short

method of texting to the spelling proficiency of the selected students of Grade 11
in Magpet National High School. The study will be conducted on November-
March 2018.

Significance of the Study

To the students, this study will help the students become conscious of
their spelling. Aside from that, this study can help the students to take a closer
look at themselves and become a point of reflection, deliberating whether text
messaging has been a hindrance to their academic improvement.

To the teachers, this study will give them insights on the effect(s) of
texting to the spelling proficiency of the students so that they have something to
advice to their students.

To the parents, this study will give them perception on the effect(s) of
texting to the spelling proficiency of their children that can help them to guide and
discipline their children.

To the Future Researchers, this will serves as their basis on their

research and it will guide them on what they are going to do in their research.
 4

Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the Review of Related Literature, studies,

theoretical and conceptual framework, hypothesis and definition of terms which
the researcher found to be significant during the development of the study.

The student explained she knew the spelling wasn’t traditional English, but
thought it was appropriate because she knew it was to be sent via email. In
another instance, a 15-year-old wrote in a job application, “I want 2 b a counselor
because I love 2 work with kids,” prompting his father to disconnect an instant
messaging program from the family’s computer (Dorfmeister, 2007).

The students’ overall quality of work has suffered because their attitude
toward writing has changed. Much like texting, students want to get everything
written as fast as possible. They don’t want to be bothered with the writing
process – drafting, revising and editing (Ross, 2007). Writing, in addition, is very
important, because it is one form of communication. According to Shidle (1965),
“writing skills are needed everywhere”. In his book The Art of Successful
Communication, he states that it is hard to find works which no longer needs
communicating skills. Anywhere, man can connect ideas through written
communication, which exists in any level. Every person has the need to
communicate effectively, and writing them down is one of the most efficient way.

According to Anderson (2001), Schema Theory is based on the belief that

every act of the comprehension involves one’s knowledge of the world as
well[ CITATION Car03 \l 1033 ] . A person can easily comprehend something if he
already has a background knowledge about that particular thing. According to
 5

schema theory, a text only provides directions for listeners or readers as to how
they should retrieve, or construct meaning from their own, previously acquired
knowledge (Carrell, Devine and Eskey 2002). A person is able to understand and
extract meaning from a particular thing by relying on his background knowledge
structures that are called Schemata.

The Dual-Route Theory of Efficient Spelling is related to Schema

theory but it has more vivid explanation on how a person’s schema works. Dual-
Route theory states that human mind has the capacity to store information in its
memory and at the same time retrieve it when needed. According to [ CITATION
Col08 \l 1033 ] (Comings, Garner, and Smith 82) dual-route theory assumes that
two separate and independent routes for storing and retrieving information are
essential for spelling: Phonological route and orthographic route. Phonological
route involves establishing and recalling the correspondence of sounds, letter
clusters, and syllables with graphemes, while orthographic route involves direct
access to lexical units (whole word in a mental dictionary) stored in memory.

Dual-route models propose that to spell words following regular letter

sound spellings, people tap into phonological route. However, when a word is
irregular, meaning the word is irregular, meaning the word has a very different
spelling from the way it is pronounced, people tap into the orthographic route
where they rely on visual memory. (Comings, Garner, and Smith 82).

Dual-route theory, as represented by the findings of the studies cited by

Sawyer and Joyce, suggests that efficient spelling draws on competencies in
both the phonological and orthographic systems, and that poor spelling may
result from limitations in either both systems (Comings Garner, and Smith 82).

The Connectionist Theory of Efficient Spelling holds that the lexical

and the phonological systems interact. Embedded in connectionist theory is the
concept of spelling by analogy (Goswami; Nation and Hulme as qtd. in Comings,
Garner, and Smith 82). This involves spelling unfamiliar words based on a part
shared with a known word. For example, if one can pronounce and spell cat, one
can use that knowledge to spell rat, brat and even attic (Comings, Garner, and
 6

Smith 82). Connectionist model of spelling shows the connections for

phonological units to orthographic units. [ CITATION Tre06 \l 1033 ]. explained the
connection between them and explained how the spelling of a word is
remembered by using the term amalgam (mixture of different elements) in
Comings, Garner, and Smith 80): “When readers see and pronounce words, their
knowledge of the alphabetic system is activated and computes connections
between graphemes in the spellings and phonemes detected in the pronunciation
of the words. Repetition of this process a few times bonds the spelling of the
word to its pronunciation and meaning in memory, forming an amalgam.”
Learning to spell reflects the relationship between sounds and spellings in the
words to which the person has been exposed (Treiman 2006). In this view,
similarity and frequency both play important roles in processing, with novel items
being processed based on the similarity to known ones (Healy and Proctor 528).

Connectionist theory also claims the limitations in the phonological

processing system affects one’s ability to establish associations with the
orthography. Thus, a person should have a strong awareness of the sound
structure of language-including skills of rhyming, blending, and segmenting
syllables and phonemes in word-essential for establishing the conceptual link
between letters and sound (the alphabetic principle; National Reading Panel
Report as qdt. In Comings, Garner and Smith 80). Consistent with connectionist
theory, accurate spelling requires that one generate letter sequence out of
phonologic and semantic data because reliance on phonological data alone
permits several spellings for the same sound unit (e.g., rows, rose ) (Comings,
Garner, and Smith).

Related Studies
Invented spelling is a characteristic children exhibit at a very early age in
their literacy development and occurs when a child attempts to spell a word
based on his or her association of sound with letters [ CITATION Lut96 \l 1033 ], and
many researchers agree on the benefit of the technique to the child’s literacy
development [ CITATION Sil06 \l 1033 ]. In most cases, the word is incorrectly spelled
 7

but lets a teacher identify the level of spelling development of the child. Invented
spelling and free spelling are characteristics reflected in the practice of text
messaging. Invented spelling is a major indicator of a child’s level of phonological
awareness, a critical aspect of the beginning phase of literacy
development[ CITATION Mei06 \l 1033 ]. Phonological awareness is demonstrated by
a person’s ability to identify sounds contained in a spoken word as structured in
the world’s smallest elements such as phonemes and initial consonants (Silva,
2006). The practice of invented spelling among children can also be important in
preventing difficulties in learning to read and promoting a child’s phonemic
awareness where they are able to identify speech sounds within a word that
distinguishes one word from another. This ability to identify phonemes is a
“strong predictor of spelling ability”. [ CITATION Ada98 \l 1033 ] Indicates that
invented spelling is an easier and more comprehensive way for children to gain
knowledge about “phonemic awareness and promotes understanding of the
alphabetic principle” both of which are important in spelling skills development.
As phonological awareness involves a child’s ability to analyze the structure of a
word based on its sound, it is instructive to understand that words are composed
of consonants and vowels. Given the nature of the text messages, we can
assume that they were written by individuals whose spelling acumen is
somewhat developed.[ CITATION Kul07 \l 1033 ] Hypothesized that phonological
principles would dictate deletions of letters and segments of words. This is
instructive because children in early learning stages of spelling use letter-sound
representations to read and spell words [ CITATION Ols04 \l 1033 ]. They delete soft
sounding letters such as vowels and retain hard sounding letters like consonants
and even replace hard sounding letters with the wrong letter but ones that have
similar sounds. It can be anticipated that some of the words in the text messages
the recipients were deciphering literally resembled word attempts that could have
been written by a child in an early spelling development stage. “I luv u” could
have easily been written by a child in the semiphonemic early learning stage of
spelling development in a sincere expression of affection for his mom as well as
a texter in a text message. The child would have been using alphabetic
 8

representations of the phonemic sounds of the words he wants to use while the
texter would simply be using textese, knowing the representations were
shorthand for the words.
According to Roman (2002) No digital technology has caught the
imagination of Filipinos more than the cellular phone. Within five years since
SMS (short messaging system) technology was introduced in 1999, mobile
communications spread more than did personal computers so much so that now
the Philippines is called the “SMS” or “texting” capital of the world. “Over the
years, mobile phone companies have developed programs and services besides
providing the core voice calls and delivery of short text messages. At some point,
Globe Telecom boasts of “MyCards” (electronic greeting cards sent to persons
designated as recipient), “StorIt” (virtual data repository to increase storage
space for text messages, images and phone book entries) as well as GPRS
(General Packet Radio Service) games. Smart Communications, meanwhile
came up with “SmartMoney” to aid cash transfers from remote areas using the
cellphone. The company is credited to this day for offering airtime and SMS
packages in smaller denominations ahead of close rival Globe Telecom. Smart
Communications offer insurance policies via cellphones. And for both Globe and
Smart platforms, Social Security Service members can monitor their contribution
and the status of their salary loans via SMS. Mobile phone companies are also
hands-on developing

Conceptual Framework
Theoretical and conceptual framework presents the independent variable
involving the effects of texting to the spelling proficiency of Grade 11 Students in
the dependent variable.

          

Independent Dependent

Short-method
Spelling
Messaging AND
Non-Short Method Proficiency
Messaging
 9

Hypothesis
The researcher will use 0.05 significant level to attest the effects of short
method and non-short method messaging to the spelling proficiency.

H0: There is no skeptical effect of short method messaging to the spelling

proficiency of the students of Grade 11 in Magpet National High School.
H1: There is a negative effect of short method messaging to the spelling
proficiency of the students of Grade 11 in Magpet National High School.

Definition of Terms
To have a vivid view and perception of the study the researcher defines
the terms conceptually and operationally.

Text- Messaging- Conceptually this is the act of composing and sending

electronic messages, typically consisting of alphabetic and numeric characters,
between two or more users of mobile phones, tablets, desktops/laptops, or other
devices. Operationally, this will help us to determine the result of the study.

Spelling Proficiency- Conceptually, this is the state or quality of being efficient

in terms of spelling. Operationally, this will serve as our dependent variable.

Text Message- Conceptually, this is an electronic communication sent and

received by mobile phone. Text messages may be sent over a cellular network,
or may also be sent via an Internet connection. Operationally, this will give the
study the results.
 10

Short-Method Messaging- Conceptually, this is the act of composing and

sending electronic messages, typically consisting of abbreviated or short words.
Operationally, this will serve as the independent variable of the study.

Non-Short-Method Messaging- Conceptually, this is the act of composing and

sending electronic messages with the correct spelling of words or not
abbreviated words. Operationally, this will serve as the independent variable of
the study.
 11

Chapter III

METHODOLOGY

This chapter describes the procedures adopted by the researchers while

conducting the study. This chapter is described under the following heading:
Research design, Research Locale, Sampling Procedure, Respondents, Data
Procedure, Data Analysis, and Statistical tool.

Research Design

The research design of this study is Descriptive Survey Research Design.

It is a study designed to depict the participants in an accurate way, it is also
about describing the people who take part in the study. It was chosen because
the researchers conducted a survey to the selected students.

Research Locale

This study was conducted in Magpet National High School, Magpet, North
Cotabato. The researchers’ respondents are from Grade 11 students of Magpet
National High School.

Sampling Procedure
 12

The sample size for the study consist of Grade 11 students in Magpet
National High School, but only 30 students answered the questionnaire that
serves as the sample size of the Grade 11 population. The sampling procedure
we used is Purposive Sampling because we selecte our respondents.

Respondents

The respondents of the survey and the spelling tests are the 30 selected
Grade 11 students of Magpet National High School. These students have cellular
phones that they will use in text messaging.

Research Instrument

The researchers used survey questionnaire as our research instrument.

Our questionnaire consists of two parts, section A and B. Section A is
considered as the survey. The second part of the questionnaire is the Spelling
Test. This part of our questionnaire will determine the proficiency of the
respondents when it comes to spelling. The researchers will be adopting the
spelling questionnaire of Mary Morel. These tests will find out if the use of short
method and non-short method messaging will affect the students academically.
The survey and the spelling tests was the basis in gathering our data. The results
was used in answering and attaining our objectives.

Data Collection Procedure

In conducting this study, the researchers asked authorization from the

principal and teachers in utilizing the grade 11 students as the respondents. The
researchers conducted a pre-survey to all Grade 11 Senior high school students
of Magpet National High School. The respondents was given a two-part
questionnaire to be administered by the researchers themselves. The first part of
the answer sheet which is the survey. Aside from that, the researcher’s own
 13

opinion doesn’t influence the respondent to answer questions in a certain manner

and there was no verbal or visual clues to influence the respondents. After the
survey, the researchers conducted a spelling test and the spelling test is 10
items.

Data Analysis

After gathering the data from the respondents, it was analyzed by the
researchers by using frequency distribution in determining the short method and
non-short method texters, in determining the spelling proficiency of short method
and non-short method texters the researchers will count the correct spelling of
words and find the mean. Then finally, the researchers used t-test to know the
significant difference of the two variables.
 14

Chapter IV

Results and Discussion

This chapter presents the data gathered together with its analysis and
interpretation on the effects of Short Method and Non-Short Method messaging
on the Spelling Proficiency of Grade 11 students.

Word/ Phrase Short-Method Frequenc Non-Short

Texters y Method Texter (f)
(f)
1.) Good Morning A(Gudmorning) 10 D (Goodmowning) 13
2.) Thank You C (thanks) 7 C (thanks) 12
3.) What are you doing? A (WUD) 15 B (wat r u doing) 8
4.) Where are you now? A (WUN) 12 C ( where u now) 8
5.) I love you C (I luv u) 7 D (I love you) 14
6.) Tomorrow A (2morow) 9 D (tomorrow) 13
7.) Because A (bcoz) 8 D (Because) 13
8.) Who are you? A (who u) 15 D (who are you) 9
9.) Text you later A (TYL) 9 D (Text u later) 10
10.) Welcome B (WC) 15 D (welcome) 13

Table 1. Short method and Non-Short method Texters in Grade 11 student

The table above represents the Short Method texters and Non- Short
Method texters, we can see that the Short Method texters’ answers are the short
method way of text messaging while the Non- Short Method texters, most of
them answered D or others where they put there the long way of text messaging.
 15

Table 2. Spelling Proficiency of Short Method and Non- Short Method Texters

Respondents Total Score Mean

Short Method Texter 104 6.93

Non-Short Method 116 7.73

Texter

Table 3 shows the total scores and the mean of the Short Method and
Non- short method texters in spelling test, as we observed the total score of Non-
Short method texter is higher compared to the total score of short method
texters,so the mean of Non- short method texters is also higher than the mean of
the short method texters.

Table 3.Significant Difference between short-method and non-short method

messaging

Mean T critical P value Remarks

Short Method 6.93
Messaging No
1.7011 0.069362253 significant
Non-Short 7.73 difference
Method
 16

messaging

To test if there is a significant difference between the short method and

non-short method texters’ spelling proficiency a dependent sample t-test was
performed. Prior to conducting the analysis, the scores of the spelling test was
examined. The result is there is no significant difference between the short
method and non-short method texters’ spelling proficiency. This support the
study of [ CITATION Cry082 \l 1033 ] , stating that 10% of the words are abbreviated.
The use of abbreviation is not a new phenomenon in the world. It has been in a
practice for decades, students don’t habitually use abbreviation in doing home
works and examinations because before people can text they already learn the
way how words are spelled.
 17

Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary, findings, conclusion and

recommendation based on the results, analysis and interpretation of the gathered
data of the study.

SUMMARY

In this study, effects of short method and non-short method

messaging to the spelling proficiency of the Grade 11 students was determined

1. The Short method and non-short method texters in Grade 11

students of Magpet National High School.
2. The Spelling proficiency of the Short Method and Non- Short
Method texters of grade 11 students.
3. Is there a significant difference between the Short Method and
Non-Short method of messaging to the spelling proficiency of
grade 11 students?

FINDINGS

1. Out of 30 students we determine 15 short method texters and 15 non-

short method texters.
2. Short method and non-short method texters’ spelling proficiency are
both in average level.
 18

3. There is no significant difference between the Short Method and Non-

Short method of messaging to the spelling proficiency of grade 11
students

CONCLUSION

Based on the findings, we conclude that the majority of the respondents’

got high scores in the spelling test even if they are using short method way of
messaging. We determined the short method and non-short method texters. The
method on how they text in media does not affect their spelling proficiency.
According to[ CITATION Ess14 \l 1033 ] text messaging does not affect the spelling
and academic learning of the students beside this will help them to be more
conscious in their spelling and studies.

RECOMMENDATION

Based on the results, the researcher further recommends:

1. Student texters should use correct spelling in text messaging to have a

better communication, even if there are no effects in their spelling
proficiency
2. The future researchers will dig deeper to our study.
3. Teachers should ensure that their students involved in spelling test so that
they can see if their students are good in spelling.
4. To the administration, even if texting does not affect students spelling
performance they should assure that their students are not distracted by
using mobile phones in class.
 19

REFERENCES
Adams. (1998). Exploring the Effects of Text Messaging on the. Governors State
University.

Anderson. (2001). Spelling_ Body. Polytechnic university of the philippines.

Carrell, D. a. (2003). College students text messaging, use of textese and literacy
skils. Journal of coomputer Assisted Learning.

Carrell, D. a. (2003). College stuents tet messaging ise of textese and literacy
skills. Journal of computer assisted learning.

Coltheart. (2008). Perceived effects of textig and the spelling Skills. Jpair
multidisciplinary.

Comings. (2004). Spelling_body. Jpair \multidisciplinary Research.

Crystal. (2008). Texting: the gr8Db8, oxford. oxford university Press.

crystal. (2008). The impact of texting/SMS Language on academic Writing of

students. Linguisrics and Translation.

D., C. (2008). Texting : The gr8Db8, oxford. oxford university press.

Dolch. (2001). Better Spelling Chmpagne, Illinois. the garrard Press.

dorfmeister. (2007). computer mediated communication. In M.P French.

Dorfmeister. (2007). Computer mediated communication. In M.P. French (Ed.),.

Essoh. (2014). Creatvity features SMS text in French. Agiglophone learners and
teachers of the fle; language and cultural study.

Kemp and Bushnell . (2011). “Children’s Text Messaging: Abbreviations, Input

Methods and. Journal of Computer Assisted Learning 27.1 (2011): 18-27.
 20

Kul. (2007). Exploring the Effects of Text Messaging on the. Governors State
University.

Lutz. (1996). Governors State University. Exploring the Effects of Text

Messaging on the.

Meiring. (2006). Spelling Skills of Ninth and 12th Grade Students. Governors
State University.

Olson. (2004). Exploring the Effects of Text Messaging on the. Exploring the
Effects of Text Messaging on the.

Powell and Dixon. (2011). "Does SMS Text Messaging Help Or Harm Adults'
Knowledge Of. Journal of Computer Assisted Learning 27.1 (2011): 58-
66.

Roman, A. G. (2002). TEXTING GOD :. SMS & RELIGION IN THE

PHILIPPINES.

Ross, K. (n.d.). Ross, K. (2007, November 19). Does text messaging hurt
student writing skills:.

Silva. (2006). Governors State University. Exploring the Effects of Text

Messaging on the.

Sutherland. (2002). The Impact of Texting/SMS Language on Academic Writing

of Students. Linguistics and Translation .

Treiman. (2006). Department of communication. generating txt. The

sociolinguistics of young people's text-messaging.
 21

APPENDIX A

Republic of the Philippines

Region XII

Cotabato Division

Magpet National High School

To whom it may concern;

Good day!

We are the Grade 12 Students of Science, Technology, Engineering and

Mathematics (STEM) class in Magpet National High School leading our study
and would like to conduct a survey/quiz regarding to our topic entitled “Short
Method and Non-Short Method messaging on the Spelling Proficiency of
the Students”. The respondents of our study are the selected Grade 11 Senior
High School students. We are humbly asking for your consideration and your
permission to allow us to perform our research in these classes and to be our
respondents. We would like to ask for your benevolent cooperation and support
for this study as partial fulfilment for the requirements for the fourth quarter of the
second semester of Ezra Rojirah E. Tuan and Sherwin L. Jungco.

Thank you for your time and cooperation. May God Bless Us All!

Cirila A. Ibanez Mario Caplaya Jr.

Principal II Practical Research II Teacher

 22

FEBRUARY 27, 2018 FEBRUARY 27, 2018

DATE DATE

APPENDIX B

Sample Template of Survey Qustionnaire

Name: ______________________________________Section: _____________

Section A. Encircle the letter among the choices that suits your answer. Please
answer HONESTLY.

In text messaging, how do you spell the following words and phrases as stated.
1. Good morning
a.Gudmornin b Gud mowning c. Gd mornin others:_________
2. Thank you
a. TY b. tnx c. thanks others:_________
3. What are you doing?
a. WUD? b. Wat r u doing? c. Wat u doin? others: ________
4. Where are you now?
`a. WUN? b. wer u now? c. where u now? others: _________
5. I love you
a. ILY b. I lab u c. I luv u others :_________
6. Tomorrow
a. 2morow b. tom c. 2moro others:__________
7. Because
a. bcoz b. bcause c.b’coz others: __________

8. Who are you?

a. who u? b. who r u? c. who are u? others: __________
 23

9. Text you later

a. TYL b. txt u later c. tex u later others: ___________

10. Welcome
a. elcome b. WC c. elcam others:___________

Section B. Encircle the letter with the correct spelling of the word.

1. A. questionnaire 5. A. implement 9. A. existance

B. questionaire B. impliment B. existense

C. questionairre C. emplement C. existence

2. A. tomorow 6. A. easily 10. A. beautiful

B. tomorrow B. aesily B. baeutiful

C. tommorrow C. easilly C. beautifull

3. A. definately 7. A. errupt

B. definitelly B. erupt

C. definitely C. erapt

4. A. recieve 8. A. seize

B. receive B. seeze

C. resieve C. sieze
 24

APPENDIX C

Spelling Proficiency of Short Method and Non-Short Method Texters

Short Method Texters

 25

RESPONDENTS SCORE

#1 8

#2 7

#3 8

#4 8

#5 4

#6 4

#7 6

#8 6

#9 9

#10 6

#11 7

#12 8

#13 9

#14 5

#15 9

Mean 6.93

Non-Short Method Texters

 26

RESPONDENTS SCORE

#1 8

#2 7

#3 7

#4 6

#5 9

#6 8

#7 6

#8 8

#9 7

#10 9

#11 8

#12 8

#13 10

#14 8

#15 7

Mean 7.73

APPENDIX D

t-Test: Two-Sample Assuming Equal

Variances

  Short- method Non short method

 27

texters texters
Mean 6.933333333 7.733333333
Variance 2.923809524 1.20952381
Observations 15 15
Pooled Variance 2.066666667
Hypothesized Mean
Difference 0
Df 28
t Stat -1.524001524
P(T<=t) one-tail 0.069362253
t Critical one-tail 1.701130934
P(T<=t) two-tail 0.138724506
t Critical two-tail 2.048407142  

CURRICULUM VITAE

Ezra Rojirah E. Tuan

Magpet National High School

09982589038

ezratuan21@gmail.com

Personal Educational Background

 28

Secondary Magpet National High School

Poblacion, Magpet, North Cotabato

Elementary Tagbac Central Elementary School

Tagbac, Magpet, North Cotabato

Personal Information

Birthdate: April 17, 2000

Sex: Female

Civil Status: Single

Nationality: Filipino

Father’s Name: Eddie M. Tuan

Mother’s name: Emma E. Tuan

CURRICULUM VITAE

Sherwin L. Jungco

Magpet National High School

09751546028

sljsherwin@gmail.com

Personal Educational Background

Secondary Magpet National High School

 29

Poblacion, Magpet, North Cotabato

Elementary Apostol Memorial Central Elementary School

Poblacion, Magpet, North Cotabato

Personal Information

Birthdate: January 01, 1999

Sex: Male

Civil Status: Single

Nationality: Filipino

Father’s Name:

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