1

SPELLING DEVELOPMENT OF GRADE-2 PUPILS AT LIBON PRIVATE

HIGH SCHOOL

A Grade 12 – Academic Research Paper

Presented to
The Faculty of Libon Private High School, Inc.
Libon, Albay

In Partial Fulfilment
Of the Requirements for the Subject
Practical Research 2

AYANA, ARRIES CARL B.

SALUMBIDES, JOHN AXEL A.
COMERCIASE, RAFAEL S.

September 2018
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APPROVAL SHEET

This research entitled, Spelling Development Of Grade 2 pupils at Libon Private

High School research title, prepared and submitted by Arries Carl B. Ayana, John Axel
A. Salumbides, and Rafael S. Comerciase, researchers in partial fulfillment of the
requirements for the course Practical Quantitative Methods, has been examined and is
recommended for the acceptance and approval of ORAL EXAMINATION.

Mr. David Q. Panday

Research Adviser

PANEL OF EXAMINERS

Approved by the committee on Oral Examination with a grade of ________

Xxxxchairman of the boardxxxxx

Chairman

MARY ANN ARAYA-PANDAY MICHAEL ABILA DUCOT

Member Member

Accepted and approved in partial fulfilment of the requirements for the Course
Practical Quantitative Research Methods.

October 22, 2018 DAVID Q. PANDAY JR.

Officer In-charge
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ACKNOWLEDGEMENT

We would like to extend our profound gratitude to all those people who
generously contributed their time and expertise to make this study possible.

To Mr. David Q. Panday, our Research adviser, who gave us the ideas and information
needed in conducting this research;

To our school, Libon Private High School under our Administrator, Mrs. Ma.
Alma D. Chavez, who generously provided;

To Mr. David Q. Panday, our Officer in Charge for cooperation and for allowing
us to conduct our study;

To the Panelists, who spent their time and shared their expertise through giving us
comments, suggestions and recommendations for the improvement of this research;

To Mr. Michael Ducot, for his unconditional guidance;

To Mr. Billy Reodique for his assistance and techniques shared to us;

To our respondents, for the utmost effort, encouragement and support in any
ways;

To our families, for their priceless assistance, understanding and unconditional

love which served us our strength and inspiration;

And above all, to Almighty God as our source of strength, knowledge and
wisdom came from. We glorify your name Jesus Christ.

The success we are having right now will not be possible without your help and
the knowledge in this study belongs to you.

Our sincerest gratitude,

The Researchers
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ABSTRACT

SPELLING DEVELOPMENT OF GRADE-2 PUPILS AT LIBON PRIVATE

HIGH SCHOOL

This study aims to develop the spelling development of Grade-2 pupils at Libon Private

High School. Specifically, it seeks to answer the following sub-problems. 1.What is the

performance of Grade 2 pupils in spelling at Libon Private High School? 2. What are the

proposed measures to develop the spelling skills of grade 2 pupils at Libon Private High

School? 3. How effective is the proposed measures?

The researchers
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TABLE OF CONTENTS
(Title and subtitles are to correspond exactly with those in the text)
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LIST OF TABLES
(This is separate from table of contents. The tables are numbered in the order in which
they appear. Titles are to correspond exactly with those in the text)
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LIST OF FIGURES
(This is separate from table of contents. The figures are numbered in the order in which
they appear. Titles are to correspond exactly with those in the text)
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CHAPTER I

THE PROBLEM

Introduction

Spelling is very much needed in Private schools, students who are engaged in this

field is required to be good all the time. Spelling needs a clear mind to deal with it.

Spelling development is a great thing to do especially when you know you are not

good in it, but how will the researchers going to develop it at young age? Well, as a

researcher we have the obligation to develop their skills, not all but little by little, the

researchers will give a video that include words that are not familiar or familiar to the

students.

When we say spelling development, it focuses on how the researchers develop the

respondents, how the respondents respond on it, and how the students adopt and learn

from the researchers. At a young age, the students will encounter words that they do not

know, words that will make them ponder about the words that they don’t know. Students

do not learn in spelling through rote memorization, rather it requires them to understand

the principles that govern how English words are spelled if the students understand the

principles; they can internalize spellings of known words and be able to figure out the

spellings of new words. Another deficit of this traditional approach is that it lacked

differentiation for individual students, often every students was assigned the same word

list. This caused the students to struggle and others not to be challenged enough. This

traditional methodology still prevalent in many schools today.

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Statement of the problem

Specifically, it seeks to answer the following sub-problems:

1. What is the performance of Grade 2 pupils in spelling at Libon Private High

School?

2. What are the proposed measures to develop the spelling skills of grade 2

pupils at Libon Private High School?

3. How effective is the proposed measures?

Scope and Delimitation

This study was conducted to develop the spelling skill of Grade-2 pupils of Libon

Private High School. The focus of this study only in Libon Private High School, here in

the municipality of Libon in the Province of Albay.

The researcher delimits the study to the students of Grade-2 in Libon Private High

School. This study defined as limit of the students from Grade-2 wherein (17) seventeen

boys and (11) girls, (28) twenty-eight in total.

Significance of the study

This research is very important in our daily lives due to our sociability since this

is a Spelling Development for the students; it affects our way of living particularly in a

field of education.
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The study is highly significant to the following:

Students.This study will help the students to have a good performance in school

and to have a better participation in the discussion especially in spelling.

Researchers. The research will also learn from what they have teach to their

respondents.

Future Researcher. The study would greatly benefit the future researcher for he

or she has gain a reference about the study he or she is about to conduct on. The

future researcher would also gain a lot of knowledge about the importance on why

the researchers conducted this study.

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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

This chapter deals with the related studies and literature on the spelling

development of Grade-2 students at Libon Private High School. This chapter also

presented the synthesis state of the art, theoretical framework, conceptual framework and

paradigms.

Foreign

According to (Graham, Hadrris, &Chorzempa)spelling instruction is increasingly

important in education today. In previous years, spelling instruction in the classroom did

not emphasize connections to reading and writing (Apel& Masterson, 2001; Goswami,

1992). This oversight has led to a decreased awareness that English spelling is a

patternedsystem. In general, spelling has been taught through rote teaching and

memorization of a weekly spelling list, with little stress on the importance of teaching

patterns (Apel, Masterson, & Hart, 2004a; Goswami, 1992). However, a recent shift

towards improving spelling assessment and instruction highlights the importance of

spelling as the study of word patterns (Bear, Invernizzi, Templeton, & Johnston, 2004).

MarkétaCaravolas et al. (2010) Foundations of Spelling Ability: Evidence from a

3-Year Longitudinal Studythe development of spelling skills was investigated at four

points over the first 3 years of schooling in 153 British children. In order to uncover the

developmental relationship between spelling and reading ability and to identify the

component skills of spelling, children were assessed with a large battery of tests,
 12

including reading, phoneme awareness, letter-sound and letter-name knowledge, memory,

and verbal and nonverbal IQ. Spelling productions were assessed both for phonological

plausibility and for conventional accuracy. A path analysis revealed that phoneme

segmentation and letter-sound knowledge were the precursor skills of early phonological

spelling ability; in turn phonological spelling combined with reading to promote

conventional spelling skill.

Current research focuses on improving spelling instruction through

theunderstanding of how spelling develops (Bear et al.; Berninger et al., 2008;

Masterson&Crede). Comparisons have been made across groups of children toquantify

errors (Bruck & Waters, 2008). However, minimal research exists regarding

thequalitative assessment of spelling, which is pertinent for providing information

regardingthe types of linguistic errors children make. In turn, more specificity on

individuallinguistic patterns would enhance individualized instruction and intervention.

Garton, Copland, & Burns (2009)focused on how policy affects young learner

classroom, the pedagogic approaches used by teachers globally, and how teachers

understand their roles and responsibilities in the young learner classroom, amongst other

things. The aim of the researchers is to portray overall trends but also to explore local

variations and possible reasons for these variations.

This oversight has led to a decreased awareness that English spelling is a

patterned system. In general, spelling has been taught through rote teaching and

memorization of a weekly spelling list, with little stress on the importance of teaching

patterns (Apel, Masterson, & Harta; Goswami 2009.).

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Charles Read and Carol Chomsky (2010) were independently conducting

research on students’ invented spellings.  The conclusions of their studies found that it

was important to understand why children produced particular spellings.  By

understanding students’ thinking towards spelling, you could assess the students

understanding of English’s phonetic and orthographic systems.

Simmons (2008) described how entire spelling system was built on the theory that

proficient spellers were able to write words by recalling the word from an image they had

stored in their memory. It is clearly an important skill in visualization is not the only key

to spelling success. More recent studies have shown that, although visualization is

essential for irregular words, it provides scant carryover into generalizable patterns.

Review of Related Studies

Local

Another research on the use of the shorthand method of texting by Banton et al

(2008)Said that same assumptions rose about the negative claims on text messaging.

Banton et al. conducted a study by giving out a pre-survey on those students who were

cellular phone owners and non-owners and their daily time allotment for cellular phone

use. The research resulted with the following: Students who had greater time allotment

for text messaging had lower average scores compared to those who were not frequent

texters at all. Among cellular phone owners, those who were frequent users of shorthand

method of texting appeared to have poorer scores in both spelling and grammar tests.
 14

Taylor and Francis (2009) conducted a research about an empirical comparison

of the words spelled correctly and correct letter sequence spelling scoring methods in

third-and fourth-grade classrooms. Spelling words can be scored using a wide variety of

scoring methods that vary in prerequisite phonological knowledge required by the scorer,

as well as the complexity of scoring rules in assigning scores.

Zafar (2010) stated that error of analysis is an effective tool to improve her

business student’s writing ability after a two-month remedial writing course.

Savant in Arago et al (2009) examined that the art of spelling identifies the

problem as Phonetic Irregularity since many words are not spelled the way they are

pronounced.

Kavanagh and Venezky in Arago et al (2010) Said that it is the learner of the

English language that needs to adjust t this irregularity if he/she wishes to hae a good

command of the language, it maybe plays an important role in our communication, most

importantly, in written communication.

Caravolas, Hulme,&Snowling,; Treiman (2008)Learning how to read and write can be

one of the biggest challenges in children’s lives. One of the most important components

of writing at the single-word level is spelling. Although interest in spelling development

has increased in recent years, the study of spelling has still not attracted as much attention

as the study of reading.

Zafar (2016) stated that Error Analysis is an effective tool to improve her business

students’ writing ability after a two-month remedial writing course.

 15

Nonkukhetkong (2013) asserted that the analysis of errors found in learner’s pieces of

writing can be very helpful. Some scholars employed Error analysis, one of the famous

methods in their writing classes to improve students’ writing performance.

Kukurs (2012) it is consequently, a very hard task for EFL learners and it is

unavoidable to find errors made by the group of learners since they have a limited chance

to write in English.

Newlands (2011) stated that the goal of effective spelling instruction is to create fluent

writers, not perfect scores on the spelling test.

Hengwichitkul (2009) stated that writing in English has been perceived as the most

difficult skill among the four skills of English.

Ritchey(2010) conducted a research about how stage models of spelling

development often parallel stages of word reading development. The spelling appears to

have a large impact on students’ reading fluency and reading comprehension.

Foreign

Taha (2013) investigated the emphatic phoneme which is considered as emphatic to the

soft phoneme. Taha indicates that this phonological similarity between the emphatic and

the non-emphatic phonemes produces spelling errors in spelling words that include one

emphatic phoneme or more, and concludes that spelling words that contain those

emphatics demands proficient spelling abilities and a strong establishment of the mental

orthographic lexicon.
 16

Among the recent studies are Subhi&Yasin (2015) which investigated the spelling

mistakes and errors made by the Iraqi students who are studying English language as an

essential requirement to begin their academic study in Malaysian universities. The results

indicate a high percentage of spelling errors in Iraqi students writing a composition.

Al-Saqqaf and Vaddapalli (2012) conducted a study of Arabic and English vowels and

come up with a result that the mispronunciation of some of these vowels may have its

impact on the students writing.

Zainab (2009) conducted a research about the analysis of spelling performance in

English among students whose first language is Arabic. One of the main differences

between English monolinguals and English language learners is that the latter use their

knowledge of their first language in spelling is English. Previous studies have shown that

the nature of first language affects spelling in English. One of the factors which influence

spelling in English is the phonology of first language. The main aim of this study was to

examine the spelling performance in English among students whose first language was

Arabic in two novel phonemes.

McCardle, Chhabra, &Kapinus (2008) conducted a research about the encoding of

linguistic forms into written forms. Two of the most important processes which spelling

relies on are phonological awareness and alphabetic knowledge. Previous research has

shown that among the best predictors of a child’s spelling success is his or her

phonological knowledge.
 17

Synthesis of the State of the Art

From the literature and studies of MarkétaCaravolas et al stated that the Spelling

Development of a certain student.

It has been said that if the teachers and students have the interest to deal with

English, it is easy for them to cope with it. According to Garton, Copland, & Burns

(2011), policy affects young learner classroom, the pedagogic approaches used by

teachers globally, and how teachers understand their roles and responsibilities in the

young learner classroom, amongst other things. Same assumptions rose about the

negative claims on text messaging and those students who were cellular phone owners

and non-owners and their daily time allotment for cellular phone use.

The spelling development of the students in English is not only influenced by

environmental factors but also the attitude of the students towards it. If the students

have the capacity to understand English towards spelling and have a good attitude

towards it, they will have a big possibility of performing well in this subject.

InThe Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal

Study by

MarkétaCaravolas et al. The development of spelling skills was investigated at

four points over the first 3 years of schooling in 153 British children. In order to uncover

the developmental relationship between spelling and reading ability and to identify the

component skills of spelling, children were assessed with a large battery of tests,

including reading, phoneme awareness, letter-sound3 and letter-name knowledge,

memory, and verbal and nonverbal IQ. Spelling productions were assessed both for
 18

phonological plausibility and for conventional accuracy. A path analysis revealed that

phoneme segmentation and letter-sound knowledge were the precursor skills of early

phonological spelling ability; in turn phonological spelling combined with reading to

promote conventional spelling skill.

This oversight has led to a decreased awareness that English spelling is a

patterned system. In general, spelling has been taught through rote teaching and

memorization of a weekly spelling list, with little stress on the importance of teaching

patterns (Apel, Masterson, & Hart, 2004a; Goswami, 1992)

Theoretical Framework

This study educates enlighten and provides resources that will help and develop

the spelling skills in regards to what the research and recent information reveals about the

correlation of educational theory.

Developmental Stage Theories are theories that divide child development into

distinct stages which are characterized by qualitative differences in behaviour. There are

a number of different views about the way in which psychological and physical

development proceed throughout the life span.

Six Stages of Developmental Theory:

Stage One: The Unreflective Thinker

Stage Two: The Challenged Thinker

 19

Stage Three: The Beginner Thinker

Stage Four: The Practicing Thinker

Stage Five: The Advanced Thinker

Stage Six: The Accomplished Thinker

Based on the Theory of Active Learning of Lev Vygotsky (1934) active learning

is based on a theory of learning called constructivism, which emphasizes the fact that

learners construct or build their own understanding. Learning is a process of making

meaning. Learners replace or adapt their existing knowledge and understanding with

deeper and more skilled levels of understanding. Skilled teaching is therefore active,

providing learning environments, opportunities, interactions, tasks and instruction that

foster deep learning. This is the area where learning activities should be focused, laying

what the learner can achieve independently and what the learner can achieve with the

teacher’s expert guidance.

According to Cognitive Development Theory of Piaget (1936), cognitive

development was a progressive reorganization of mental processes as result of biological

maturation and environmental experience. Children construct an understanding of the

world around them, and then experience discrepancies between what they discover in

their environment. The goal of the theory is to explain the mechanisms and processes by

which the infant, and then the child, develops into an individual.
 20

Theory of Active Learning

Stage Theor;y

Cognitive Development Theory

Spelling Development of Grade-2 pupils at Libon

Private High School

Figure 1. Theoretical Framework

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INPUT PROCESS OUTPUT

Spelling
Analysis of data Audio Visual
Presentation Development of
through: Grade-2 pupils at
●Examination
● SIM Libon Private High

School.

Feedback

Figure 2. Conceptual Paradigm

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Definition of Terms

This study used operational accuracy in defining the following terms.

Frequent.Occurring or done on many occasions in many cases, or in quick succession.

Pedagogy.It inform teaching strategies, teacher actions, and teacher judgments and

decisions by taking into consideration theories of learning, understanding of students and

their need, and interests of individual students.

Phonetic Irregularity. Is the field that studies the sound of language and a word can

sound like it could be spelled multiple ways.

Portray.Depict someone or something in a work of art or literature.

Proximal Development. Is the different between what a learner can do without help and

what can they do some other educators believe that the role of education.
 23

Notes:

Related Literature

Garton, Copland, & Burns (2011) How policy affects Young Learner.

Banton et al. (2010) Same Assumptions Rose About the negative claims on text-

messaging.

Savant in Arago et al. (2017) the art of spelling identifies the problem as Phonetic

Irregularity.

Kavanagh and Venezky in Arago et al. (2016)the learner of the English language that

needs to adjust to this irregularity.

Zafar, A (2016) Error analysis: a tool to improve English skills of undergraduate

students. Procedia-Social and Behavioral Science, 217, 697-705.

Presada, D., &Badea, M. (2014) the effectiveness of error analysis in translation classes

PortaLinguarum, 22, 49-59.

Nonkukhetkong, K. (2013)grammatical error analysis of the first year English major

students, UdonThaniRajabhat University Presented at the Asian Conference on Language

(2013), Osaka, Japan.

Kukurs, R (2012) tips on how to write in English like a native speaker. EFL learners and

it is unavoidable to find errors.

 24

Newlands (2011)the goal of effective spelling instruction is to create fluent writers, not

perfect scores on the spelling test.

Hengwichitkul, L. (2009)an analysis of errors in English abstracts translated by Thai

university graduate students Srinakharinwirot University, Bangkok Thailand.

Kavanagh and Venezky in Arago et al. (2016)the learner of the English language that

needs to adjust to this irregularity.

Related Studies

Taylor and Francis (2016)an empirical comparison of the words spelled correctly

and correct letter sequence spelling scoring methods in third-and fourth-grade

classrooms.

Subhi&Yasin (2015) Spelling mistakes and errors made by the Iraqi students.

Mandi Johnson (2013) the relationship between spelling ability and reading

fluency and comprehension.

Taha (2013)the emphatic phoneme which is considered as emphatic to the soft

phoneme.

Theories:

Theory of Errors of Sante R. Sculo (2004) Theory of errors is the measurement of

a physical quantity. Visual Physics Laboratory, Texas A&M University, College Station.

Theory of Active Learning of Lev Vygotsky (1934)active learning is based on a

theory of learning called constructivism.

 25

Cognitive Development Theory of Piaget (1936) - Saul McLeod (2015) Cognitive

development was a progressive reorganization of mental processes. Biological

maturation and environmental

Chapter III

RESARCH DESIGN AND METHODOLOGY

This chapter presents the research design, respondents of the study, instrument of

the study and data gathering and procedure and research instrumentation.

Research Design

The study used Statistical Method. The researchers gathered data regarding the

Spelling Development of Grade-2 pupils of Libon Private High School. Statistical

method is a kind of investigation emphasizes objective measurements and the statistical,

mathematical, or numerical analysis of data collected through polls, questionnaires, and

surveys, or by manipulating pre-existing statistical data using computational techniques.

Source of Data

The primary source of data for analysis and interpretation was taken from the

respondents in Grade-2 students. The respondent has (17) seventeen boys, (11) eleven

girls with the total number of twenty four (28) students. The secondary source was taken

from thesis and electronic sources.

Data Gathering
 26

The Audio Visual Presentation was presented to the adviser and the

administration approved the then it was distributed to the respondents and has been

retrieved after having the answers.

Instrumentation

The researchers used audio visual presentation in the Grade-2 pupils. Audio

Visual presentation was used as the main instrument of data collection. The video has

words that are not familiar or familiar for the researchers to know the development of the

students in spelling. The researchers provided a piece of paper for them to answer the

words. The researchers also observed the behaviour of the students how they answer the

given task, and observed how they develop their skills.

Statistical tool

The researchers employed the frequency count in percentage to analyze the data

using the formula: P = f/n x 100

Where:

P = Percentage n = total number of respondents

f = frequency

Scoring Rubric

The performance of the students in spelling development was analyzed using the

interpretation below.

Percentage Descriptive Equivalent

 27

96%-100% Mastered
86%-95% Closely Approximating Mastery
66%-85% Moving Towards Mastery
35%-65% Average
16%-34% Low
5%-15% Very Low
0%-4% Absolutely No Mastery
 28

Notes:

http://www.abs.gov.au/websitedbs/a3121120.nsf/home/checklist

https://www.en.oxforddictionaries.com/definition/checklist

http://www.academia.edu/8742101/thesis_body_spelling

http://www.academia.edu/8742101/thesis_body_spelling

Retrieved fromhttp://www.nmu.edu

Retrieved from http://psycnet.apa.org

Retrieved from http://doi.org/10.1016/j.sbspro.2016.02.122

Retrieved from http://spellingzone.com

Retrieved from http://doi.org/10.4304/tpls

errorsRetrieved from http://www.wnglishharmony.com/write-like-a-native-speaker/

Retrieved from http://www.onlinelibrary.wiley.com

Retrieved from http://doi.org/10.4304/tpls

Retrieved from http://psycnet.apa.org

http://www.Explore.+andfonline.com/page/bes/impact-factors

Students Retrieved fromhttp://www.FULL-PAPER-ANALYTICAL-STUDY-OF-

THE-MOST-COMMON-SPELLING.pdf
 29

Retrieved from

http://www.nmu.edu/education/sites/DrupalEducation/files/UserFiles/Johnson_Mandi

_MP.pdf

Retrieved from http://simplypsychology.org

Retrieved from http://www.northeastern.education.pdf

http://scholar.google.com.ph/scholar.

Experience Retrieved from http://www.simplypsychology.org

 30

CHAPTER IV

PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

This chapter contains the presentation, analysis and interpretation of the data

designed to answer the specific problems raised in this study, which were focused on the

Spelling Development of Grade 2 Pupils at Libon Private High School.

This section showed the presentation of data with a corresponding interpretation

based on table shown below. These are the data collected by the researchers among the

Grade 2 pupils regarding on spelling development of the said respondents. The first table

shown about the pre-test of the pupils where the researchers provided validated

instruments to measure the performance level of the students.

Performance of Grade 2 Pupils during Pre-Test

PRE-TEST SCORES (x) FREQUENCY (f) f (x)

15 1 15
14 1 14
13 2 26
12 2 24
11 1 11
10 1 10
9 1 9
8 2 16
7 3 21
6 2 12
5 1 5
4 5 20
3 1 3
2 3 6
1 1 1
0 1 0
 31

Total n= 28 ∑ f (x )= 193

f (x)
x= ∑
n

Where:

x= weighted mean

∑ f (x )= the sum of all the products of f and x, f being the frequency of each
weight and x as the weight of each operation

n= total number of respondents

f (x)
x= ∑
n

193
=
28

x= 6.89285714

x
Proficiency Level = x 100
total no . of items

6.89285714
x 100
20

Performance Level: 34.46%

Table 1 shows the frequency distribution about the performance of Grade 2 pupils

in spelling development and it has been shown that the data gathered during pre-test
 32

gained 34.46% based on the scoring interpretation provided. The level of performances of

the respondents labelled as Low Mastery.

Performance of Grade 2 Pupils after the Intervention

PRE-TEST SCORES (x) FREQUENCY (f) f (x)
20 2 40
19 1 19
18 2 36
17 6 102
16 2 32
15 5 75
14 6 84
13 2 26
8 1 8
3 1 3
Total n= 28 ∑ f (x )= 425

f (x)
x= ∑
n

425
=
28

x= 15.1785714

x
Proficiency Level = x 100
total no . of items

15.1785714
x 100
20

Performance Level: 75.89%

Table 2 shows the frequency distribution of performance of Grade 2 pupils in

spelling development. It also presented the collected data after the intervention where the

fellow pupils attained 75.89% and it was labeled as “Moving towards Mastery” based on
 33

the score interpretation presented by the researchers. It was truly an achievement because

it has been shown the increase rate of percent compared to the pre-test conducted before

the intervention.

Performance of Grade 2 Pupils Performance of Grade 2 Pupils in

in Spelling during Pre-Test Spelling after the Intervention

2.5

1.5
Series 2

0.5

0
Performance Level: Low Mastery Performance Level: Moving Towards Mastery

Figure 1 presented the increasing rate of the test result that the respondents

reached before and after the intervention. It is clearly showed that the visual presentation

developed the competency of the pupils toward spelling skills. It had achieved high result

compared before the video presented to the fellow pupils so it means the intervention

provided is an effective one. It gains 41.43% due to the usage of said recommendation,

from 34.46% reached to 75.89%. And automatically improve their performance standard

from “low Mastery” and now fall under “Moving towards Mastery”.
 34

CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter discussed the findings of the study as presented in chapter four. It

also presents the conclusion arising from the study and recommendation.

Summary

The primary goal of this study is to determine the spelling development of Grade

2 pupils at Libon Private High School. The following questions were answered in this

study.

1. What is the performance of Grade 2 students in spelling at Libon Private

High School?

2. What is the proposed measure to develop the spelling skills of grade 2

students at Libon Private High School?

3. How effective is the proposed measures?

The study was conducted on Grade 2 pupils at Libon Private High School. The

researchers used complete enumeration sampling where all the pupils in Grade 2 are

involved on this present study.The findings of the study would be beneficial to the

students, researchers and the future researchers. Also the review of related literature and

study were being given because it was served as the basis of the present study.
 35

Conceptual and Theoretical framework and paradigm also contained. The methods and

procedure of the researchers were being show on this study.

Findings

From the corresponding analysis and interpretation of the data, the following

findings have surfaced.

1. Based on the data gathered students attained 34.46% from their result in pre-

test. It was labelled as Low Mastery level of Performances where it was given

by the presented score interpretation.

2. After the video presented by the researchers they provided a post-test to their

fellow respondents. They have gathered data through the results of the test

given. It was found out that respondents got 75.89% and it fall under “Moving

toward Mastery”.

Conclusions
1. The researchers conclude that the students commit some misspelled words

especially in a hard category of the given test. And it was also found out that

students are not really engage in the combination of different sounds in

alphabet.

2. Based on the findings:

a) Students attained 34.46% based on the pre- test conducted by the

researchers. It was labeled as Low Mastery Level because it

 36

gained 34% below based on the scoring rubric shown on the

present study.

b) Due to the video presented by the researchers students reached

the average score of 75.89% and it were labeled as Moving

towards Mastery. It was truly an achievement because from Low

mastery Level of Performances they achieve high standards

because of the effectiveness of the given recommendation.

Recommendation
In the light of findings and conclusions, the following recommendations were

formulated.

1. Students must be gave an effort or sufficient time in enhancing their spelling

skills in order to familiarize some words.

2. Students should be aware or engage different sounds of letter in order to be

free from any misspelled words.

3. Researchers provided an audio visual presentation for the competency of the

students in terms of developing spelling skills.

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