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Chapter I

THE PROBLEM

Introduction

Mobile applications have been widely utilized nowadays in almost every

transaction. The widespread use of these applications has already influenced not

only the government agencies but also educational departments. Some of these

mobile applications reinforce the teaching of phonics, alliteration, and repetition.

It uses new technology alongside traditional methods such as motivating

learners, drawing, and writing. Frequently, writing problems have emerged

technically because they are not able spell words correctly (Meriem, 2010).

On the other hand, Scott (2010) confirms that spelling carries an impact

on the quality of student writing, but at the same time, it helps students to

understand how words work at the level of sound, structure and meaning. Good

spelling is critical for literacy, and it makes writing much easier.

Rahayu (2009) claimed that majority of the students feel burdened when

learning vocabulary in class because their teacher does not provide them a good

technique to memorize the words. Indeed, many students are not exposed to the

right strategy of how to spell as teachers usually overlook the importance of

spelling. Consequently, students develop incorrect application of strategies which

result in poor spelling phenomenon. There is also a possibility that students have

lack of interest or the presence of undesirable attitudes towards spelling

instruction (Gordon, 2010).

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There are many ways on how to scaffold students writing skills specifically

in spelling. However, teachers get too busy to strategize innovative and effective

touches to their lessons and so just use the traditional way of teaching. The lack

of supplies especially learning materials is limiting the teachers to engage in

technological way of teaching. The role of the frontliners is to support authentic

learning experiences (Joshi, et. al., 2008).

In view of the problems, this study aimed to determine how Wordscapes

Mobile Application works for students and teachers to improve techniques,

strategies and approaches, specifically their spelling skills.

Statement of the Problem

The researcher strived to find out the effect of Wordscapes Mobile

Application on the Spelling Skills of Grade 8 students in Lagao National High

School.

Specifically, the study provided answers to the following questions:

1. Is there a significant difference between pre-test scores of the control

group and experimental group?

2. Is there a significant difference between post-test scores of the control

group and experimental group?

3. Is there a significant difference between pre-test and post-test scores of

the control group?

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4. Is there a significant difference between pre-test and post-test scores of

the experimental group?

5. Is there a significant difference between the mean gain scores of the

control group and experimental group?

Significance of the Study

The results of this study would help the various people in our

society. Schools are aided in implementing methods to improve the teaching and

learning process.

This study was undertaken to determine if using Wordscapes Mobile

Application as a teaching tool can improve the spelling skills of grade 8 students

in Lagao National High School.

This study would provide the school administrator an idea on how to

develop the students’ spelling skills using Wordscapes Mobile Application.

Additionally, the result of the study may serve as a guide for observation of the

effectiveness of Wordscapes Mobile Application inside the classroom to improve

the quality of education that the school can offer.  

The study would be beneficial to teachers. The study may provide them

information in developing the students’ spelling skills because they will be the

one who will incorporate the lessons. With this, the teachers could apply and

could support the development of effective strategies to each and assess

learning and instruction to their students.

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Wordscapes Mobile Application would be beneficial to students. This

study would help them in improving their spelling skills. It would also create

awareness to the students of their weakness in spelling. 

This may encourage the parents to be involved in enhancing their child’s

process of learning. They would also become aware about the needs of their

children that could enhance their spelling skills.

The study would benefit the researcher. The study will give the researcher

more information on how to improve the spelling skills strategies and motivational

approach in the actual teaching experience. It would also be of great help since

the researcher will soon become a future educator. 

This study would also be beneficial to the other researchers. This study

will serve as a reference to the other researchers to gain information as well as to

improve their studies about mobile application and spelling skills.

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Scope and Delimitation

The researcher conveyed the study to discover the effect of Wordscapes

Mobile Application on the Spelling Skills of Grade 8 students in Lagao National

High School.

The Wordscapes Mobile Application was delimited to the spelling skills of

the Grade 8 students. This is based from the K to 12 Curriculum Guide. The

Wordscapes Mobile Application was incorporated to project meaningful and

authentic learning experiences that may motivate teachers to teach better and

students to learn more.

The study was conducted in Lagao National High School located at

Purok Malakas, Barangay San Isidro, General Santos City. The total sample size

was two sections where one section had undergone Wordscapes Mobile

Application (experimental group) and the other one was exposed to the

traditional method of teaching (control group).

This school also has the facilities and equipment to assist this study.
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Chapter II

REVIEW OF RELATED LITERATURE

This chapter discusses literature review, related studies, conceptual

framework, hypothesis, and definition of terms which the researcher found to be

significant and have direct bearing to the study.

Wordscapes Mobile Application

Browne and Culligan (2008) allowed learners to access vocabulary flash

cards on their mobile phones, which proved to be beneficial due to the fact that

learners were able to study at a time and place that suits them. For heuristic

purposes, the impacts of mobile phones on educational outcomes that are

identified in the m-Learning literature can be classified in to two broad categories.

On the one hand, mobiles supposedly impact educational outcomes by improving

access to education while maintaining the quality of education delivered.

About cost, the benefit of increased access afforded by m-Learning is

particularly relevant in the developing country context. Many developing

countries are completely by-passing investments in costly, fixed telephone

infrastructure for the installation of mobile phone networks. Thus, m-Learning

provides a potential way forward for the expansion of education programs to

larger segments of the population rather than via the eLearning model that has

been adopted in much of the developed world. M-Learning allows a method of

educational delivery that could be more cost-effective than eLearning methods,

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not to mention that the ubiquity of mobile phones means that many people are

already familiar with mobile phone applications (Motlik, 2008).

With the advancement of mobile computing and communication

technologies, the continuous requirement and demand of mobile applications has

increased (Qing Pu, 2012). The divergent hardware makers for mobile phone

and tablet platforms have enforced mobile developers to make a series of the

same mobile app tailored and modified for each type of device and have

recommended software reuse in MAD (Michigan Algorithm Decoder) as well. In

addition, the key characteristics that define successful mobile apps are

functionality, reliability, flexibility, accessibility, portability, efficiency,

maintainability, usability, and responsiveness, iterated in line with the user’s

requirements, and the quality characteristics specified in ISO 9126 (Dehlinger et

al., 2011; Gordon et al., 2013).

The ten customs through which desktop websites differ from mobile sites

based on content prioritization (includes the most crucial functions and features);

vertical instead of horizontal navigation; bars, tabs, and hypertext; text and

graphics; contextual & global navigation; footers; breadcrumbs; progress

indicator; integration with phone functions; and localized and personalized search

(Shanshan Ma, 2011).

Leigh Williamson (2012) listed the unique challenges for mobile

application development, such as form factors and user input technology,

usability and user interaction design, choice of implementation technology for

native, web and hybrid mobile app implementation. In addition, (Wasserman et.
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al., 2010) identified issues related to mobile application development based upon

development processes, tools, designing user interface, portability of

applications, quality and security.

Dehlinger et al. (2011) identified four main challenges observed in mobile

software development project particularly, when building universal user

interfaces, when reusing software across various mobile platforms, when

scheming context aware mobile apps and while stabilizing agility and ambiguity

in the requirements.

Dye et al. (2013) discussed various security challenges due to the

abundance of mobile software applications in recent years and conversed about

the potential risks that the mobile devices are exposed to due to the lack of

software development principles and best practices.

Kannan et al. (2011) has also highlighted the suitability of Agile software

development in mobile application development because of small teams, short

deadlines, importance of usability, fast delivery, and less complexity.

Harris et al. (2009) emphasized that the use of technology in a classroom

can only be successful if pedagogical principals are considered. Before a teacher

decides to use technology, teachers should verify pedagogically which content

should be taught in differentiated ways, according to students’ learning needs,

which concepts are difficult to learn, and how technology can overcome

conceptual challenges. Teachers should have knowledge of learner prior

content-related understanding and how technology can be used to build on

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existing understanding to master new and more sophisticated content. No

technology can replace the teacher in the classroom.

It can however be successfully integrated into lessons which could

maximize the learning experience since technology has become an integral part

of the life world of today’s learners. Presently, the world is filled with technology

and has marketing ploys aimed at attracting today’s teenagers. Many students

have become visual learners, having been brought up with technology, so

without visuals in a presentation the learners may not learn effectively (Smaldino,

Lowther & Russell, 2008).

Students during these days are more used to absorbing information from

the screen than from the printed page, and they find teachers who use

technology to be more reliable and knowledgeable than those who do not

(Lytras, Gasevic, Ordonez de Pablos & Huang, 2008). Since children are used to

ongoing stimulation to attract attention outside the school context, the question

arises whether the classroom environment succeeds in doing so as well.

Literature from educational research supports the claim that using visuals in

teaching results in a greater degree of learning, as the learners seem to

concentrate better and for more sustained periods of time, also point out that

learners retain more information with the help of sufficient visual content in their

learning materials.

Bitter and Legacy (2008) who investigated the effects of technology on

reading comprehension found that learners tend to be more intrigued with the

visuals and animations offered by the use of technology. Students have higher
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comprehension scores after reading the electronic stories versus reading printed

texts. The interactive effects of sound, animation, narration and additional

definitions that make up electronic texts motivate students to want to read the

stories again, which happens less often with printed text. The ease of access is

also advantageous to the reader. The use of technology has the potential not

only to maintain attention but also to motivate learners to pay attention.

Barr & Parrett (2008) established that technology has the potential to

increase student motivation and class attendance which is an important aspect

since so many of today’s students from advantaged homes and families are not

interested in learning or are not motivated to achieve. Prensky’s belief is that the

high school experience in particular is a source of profound boredom for many

teenagers who are usually engaged in some form of technology (Willougby &

Wood, 2008).

Willougby & Wood (2008) indicated that the British Institute for Learning

and Development recently adapted a slogan from a teenager who was overheard

saying “When I come to school I have to power down”! Prensky argues

passionately that with the use of technology, students can be motivated to be

involved in learning activities similar to their involvement in computer games.

Good designers of computer software are practical theoreticians of learning.

They succeed in facilitating learners to exercise their learning skills without

knowing it and without having to pay overt attention to the matter.

John & Wheeler (2008) identified that the technology is reshaping

knowledge, literacy and pedagogy in the present-day classroom. The context in

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which technology is used and how it is used are crucial factors in how well it may

support learners. Despite their role as innovators, teachers have always had a

love-hate relationship with technology); many trying to keep up with the latest

trends and innovations, some not being bothered, while others do not have any

technology to use at all.

In the South-African context, there are classrooms equipped solely with a

teacher who is expected to fulfil the needs of the learners for the majority of the

day. He/she is expected to perform the exciting role of the techno-gimmicks

which are visually attractive and auditorily stimulating. Education needs to help

produce a variety of types of literacies to make current pedagogy relevant to the

demands of the contemporary era (Trifonas, 2008).

This would not only make education and learning more exciting for the

learners but would also help capture their attention and improve their

concentration if their teachers are using tools relevant to their world. Tailoring a

program to individual learners is what makes a multimedia program an

educational success. Such success in the form of learner’s motivation is also

caused by better understanding of and engagement with the material. The aim of

the present investigation was to determine whether the use of technology would

make a difference in the attention and concentration abilities of learners in the

classroom situation as well as their achievement in certain learning areas. The

possible relationship between motivation and concentration was also

investigated. Three hypotheses were formulated in this regard (Lytras et al.,

2008).
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First, it was assumed that there would be a significant difference between

the average achievements of a group of learners exposed to technology during a

lesson, compared with a group who received the content of the lesson in a

normal, verbal way without being exposed to any technology. The interactive

effects of sound, animation, narration and additional definitions that make up

electronic texts appeal to today’s learners, motivating them to concentrate better

and to deliver higher average achievement. Furthermore, a study conducted by

Bitter and Legacy (2008), found that students have higher comprehension scores

after reading electronic stories compared to those reading printed texts. In

addition, an investigation of Trifonas (2008) showed that achievement can be

improved in the classroom with the active involvement of the students making

optimal use of the technological advancements.

In the second hypothesis it was assumed that there would be a significant

difference between the average attentions of a group exposed to technology

during a lesson, compared to a group who received the content of the lesson

without exposure to any technology. The support for this hypothesis comes from

Willougby and Wood (2008) who noted that learning takes place on computer

software without the learners realizing the amount of attention they are paying to

the material. Bitter and Legacy (2008) found that students seem to focus on their

work longer when using technology.

Susikaran (2013) stated that basic changes have come in classes beside

the teaching methods because chalk and talk teaching method is not sufficient to

effectively teach English. Raihan and Lock (2012) emphasized that with a well-
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planned classroom setting, learners learn how to learn efficiently. Technology-

enhanced teaching environment is more effective than lecture-based class.

Teachers should find methods of applying technology as a useful learning

instrument for their learners although they have not learnt technology and are not

able to use it like a computer expert. The application of technology has

considerably changed English teaching methods. It provides so many

alternatives as making teaching interesting and more productive in terms of

advancement (Patel, 2013).

In traditional classrooms, teachers stand in front of learners and give

lecture, explanation, and instruction through using blackboard or whiteboard.

These methods must be changed concerning the development of technology.

The usage of multimedia texts in classroom assists learners in become familiar

with vocabulary and language structures. The application of multimedia also

makes use of print texts, film, and internet to enhance learners’ linguistic

knowledge. The use of print, film, and internet gives learners the chance to

collect information and offers them different materials for the analysis and

interpretation of both language and contexts (Arifah, 2014).

Dawson, Cavanaugh, and Ritzhaupt (2008) and Pourhosein Gilakjani

(2014) maintained that using technology can create a learning atmosphere

centered around the learner rather than the teacher that in turn creates positive

changes. They emphasized that by using computer technology, language class

becomes an active place full of meaningful tasks where the learners are

responsible for their learning. Drayton, Falk, Stroud, Hobbs, and Hammerman
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(2010) argued that using computer technology indicates a true learning

experience that enhances learners’ responsibilities. Technology encourages

learners to learn individually and to acquire responsible behaviors. The

independent use of technologies gives learners self-direction.

There is much research in the scholarly literature about using technology

to support language learning, and particularly English as a Foreign Language,

but the technology is rarely integrated into the curriculum, largely because the

research is the product of the pressure on faculty to publish. The author explores

curriculum integration, based on Dörnyei (2014) who called for CALL educational

programs to employ holistic instructional designs that are based on long-term

instructional outcome goals.

Colpaert (2012) suggested that rather than studying the "differences" that

result from the use or non-use of a particular technology, researchers should

better work to understand the "affordances" provided by the technology to

understand the ability that the technology provides to enhance an overall

instructional design; and Kennedy and Levy (2009) who spoke disparagingly of

what they called "one-off" projects that do not stand the test of time and

advocated that technology choices should be long-term projects as opposed to

short-term tests, hence the term sustainable design.

The mobile telecom industry consists of extremely complex, competitive

and uncertain environment. The Agile software development techniques seems

to be a natural fit for mobile application development process (Morris et al. 2010).
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The research studies conducted in the area suggests the necessity for

software development processes to be tailored and modified to suite the

requirements of mobile softwares. The Agile methodologies have shown to

adhere for the mobile software development process successfully as Agile

innovations may offer a variety of solutions for mobile application and assist

service developers in need of high-quality development processes (Jeong et al.,

2008; Scharff et al., 2010; Thiago et al., 2011).

Technological advances in all fields of sciences have rapidly expanded

during the past thirty years. Digital technologies and computers are now

commonplace within our lives. Consequently, educational accountability all over

the world is calling for practical research-based evidence to investigate the

impact of these great evolutions on the performance of teachers as well as

students. All the recent studies have found that the wider accessibility of

technology tools has resulted in wider usages. Teachers and those who devote

their professional lives to the educational field have to consider such

advancements and relate them to the teaching and learning process to keep

abreast with the rapidly evolving world. Technology then is considered to be the

key to provide the next generations with the needed tools and resources to

access, use and attain the expected skills for a modern society (Schrum, 2010).

The Apple Classroom of Tomorrow (ACOT) which is the most

distinguished program treating the issue of technology integration in the teaching

and learning process over decades has provided significant findings. It has

revealed that “any disconnect between the students’ digital life and the
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educational systems will matter because learning better involves engagement

and engagement points to technology integration”. The program has developed

six key characteristics for education in the 21st century which provokes

collaboration and community, authenticity, and relevance, uses real world tools

and methods, uses rich teaching and learning strategies, uses content that is

related to 21st century context and creates linkage to the outside world (Apple,

2008).

Therefore, technology can help deepen and construct students’ own

knowledge regarding their critical thinking, problem solving and creative thinking

skills through a high-quality authentic learning environment, if effectively

integrated (Light, 2009).

Winkle and Goertler (2008) study point to limits of technology tools such

as ownership and accessibility, students’ level of ability to perform computer-

based tasks, and finally students’ personal and academic use of multimedia

tools. Analyzing these shortcomings will inform this study. The purpose of this

study is to discover how technology can help ELLs become more fluent in

English. The terms ELLs (English language learners) and ESL (English as a

second language) will be used alternatively to designate the same population.

Although it will use these terms interchangeably, some authors distinguish

between them.

Echevarría, Vogt, and Short (2013) referred to ELLs as children and adults

who are learning English as a second language and vice versa, while they define

ESL as a program to teach students English as a second language. This study

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will review research on traditional methods of teaching ELLs, then compare and

contrast these methods to new technology tools used to teach English to ELLs.

Data collection will primarily focus on documents analysis obtained using ERIC

and EBSCOHOST database (McMillan, 2012).

Key terms such as computer, mobile device, ESL and learning skills,

instructional technology and technology enhanced learning will be helpful in

yielding valuable data. Using research data, this study will focus on how

language acquisition theories when properly applied through differentiated

learning and enriching technology-based environment, will help ELLs attain

success. He makes a distinction between acquisition and learning as these two

concepts have different meaning. While acquisition is a subconscious process by

which we are exposed to language input and then intuitively pick up its patterns,

learning is more of a conscious process by which we are taught grammar, rules

and meta-information of the language. We are therefore expected to understand

language in logical sequences (Freeman & Freeman, 2011).

To properly assess the efficiency of technology in enhancing ELLs

learning, this study using an inductive data analysis method, which is defined as:

“generalizations induced from synthesizing gathered information.” (McMillan,

2012) looked into different case studies and interviews conducted by different

researchers. The results of most of the study were consistent with the data

collected, therefore demonstrating reliability.

Technology-based learning environments tend to motivate learners.

Particularly, research supports that technology can help ELLs build self-
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confidence, reduce anxiety, and acquire the language faster than learners who

are in a stressful and less motivating environment. Research shows the impact

of technology tools in creating learning environment where comprehensive input

contributes to the lowering of the learner’s affective filter. Turgut (2011)

emphasizes the importance of a technology-rich environment in teaching literacy.

The purpose of Turgut’s research was to assess the contribution of a laptop

borrowing program to the enrichment of both the teacher and students’ learning

environment.

When contrasting traditional second language teaching methods based on

rigid rules with new technology-based methods, motivation emerged as a key

element. They surveyed a sample of 142 students from a computer and

instructional technologies, which is part of the university teaching department and

completed an achievement motivation test. Motivation was clearly the driving

force behind achievement: “students are found to be motivated to learn when

they thought the learning task was meaningful and interesting”. The study

stresses that for teachers to motivate students, they should make learning tasks

meaningful. Using computer and instructional technologies, helps motivate

learners by engaging them in an interesting and meaningful computer-based

learning task (Semerci & Duman, 2013).

O'Malley et al. (2013) mentioned “Mobile technology devices, like the

iPad, are fundamentally altering the paradigm of traditional education and

blurring the lines between assistive technology and instructional technology”. The

study was conducted over a four-week period using a single case research
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method. The participants were three females and seven males all diagnosed

with autism, spectrum disorder or multiple disabilities. By alternating between

delivering math instruction via traditional teaching methods and with the use of

technology, and by regularly assessing students’ performance in math, the

researchers were able to demonstrate that the iPad was an effective instructional

tool for disabled students. By using an iPad, teachers were able to document the

increase in math fluency of their disabled students. The research also pointed to

limitations of using iPads such as the skills needed to interact.

In the study of (Miller, 2012) entitled “The federal government should be

doing all it can to promote technology-driven innovation for our school children.

Instead, federal policy stands in the way of innovation, both actively and

passively.” The federal government by not providing adequate funding to

education is limiting progress and the author argues that without proper funding,

the U.S will not be able to compete with other developed nation in the field of

technology-driven education.

Godzicki, et. al. (2013) in the research shows an increase in students’

motivation when innovative tools such as iPad application, computer software

and web tools are included in a classroom setting. Technology offers second

language learners a more natural communicative approach and online immersion

by being able to practice with native speakers, study involving 116 students who

were administered a survey to gauge their motivation and engagement in the

classroom, shows that students were more likely to engage in classroom when

technology is used as an instructional tool inside the class, as opposed to class

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where these technology tools are not present. Technology tools hold an

advantage and represent an improvement when it comes down to accessibility,

motivation and comprehensive input. Therefore, it is proven that with the

employment of technology in the classroom, students are motivated to engage in

the teaching-learning process.

Spelling Skills

 Al Otaiba et al. (2010) reported that 66% of the variance in end of

kindergarten spelling was predicted by letter-sound fluency, letter and word

reading, letter writing fluency, and phoneme segmentation fluency. Evidence

from the meta-analyses by the National Early Literacy Panel (2008) also

demonstrated that alphabet knowledge is the strongest predictor of spelling

(r = .54). Thus, across these studies on beginning spellers, phonemic awareness

and letter-sound knowledge are important precursors for the development of

orthographic representations. In addition, reading entails decoding of graphemes

into phonemes while spelling entails encoding the phonemes into graphemes

(Carreker, 2011).

These are two different processes highlighted by (Invernizzi, Templeton, &

Johnson, 2008) and cited by (Carreker, 2011). Readers may recognize a single

sound or syllable that comprises multiple graphemes. As spellers, they may not

be able to correctly reproduce from memory the multiple graphemes in writing.

Thus, without the explicit and formal spelling instruction which teaches children to

physically write the sounds they hear either through finger spelling and/or writing
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with a pencil and the use of multisensory tools including the capitalization and

punctuation, generalize patterns using word study, beginning spellers may not be

able to establish the awareness and memory of letter patterns or understand

transcription skills necessary to become good spellers and writers. 

Studies on spelling development have generally found that children move

through phases or stages, but the development is gradual and incremental and

strategies may even overlap as the children’s repertoire of strategies increase

over time (Sharp, Sinatra, & Reynolds, 2008). Thus, spelling development is not

discrete nor exact (Carreker, 2011). Broadly, children move from the phonemic

representations (phoneme-grapheme correspondence) to orthographic

representations (patterns) and finally, morphemic representations (meanings) of

words (Schlagal, 2013).

At the beginning of the writing experience, pre-schoolers write by marking

or scribbling using gross and linear visual features such as dot, circles, and

shapes (Puranik & Lonigan, 2011). Then they represent an entire word with just

one letter. Interestingly, preschoolers between 3 and 4 years old tend to write

longer letters for larger objects and fewer letters for smaller objects (Pollo,

Kessler, & Treiman, 2009; Zhang & Treiman, 2015). These researchers argued

that prior to their understanding of print the children use meaning making process

to connect the relation between the size of the objects and the length of the

letters. Thus, the writing products are not randomly derived.

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Related Studies

Recently, many researchers have focused on mobile learning and its

environment. Some researchers have defined the difference between e-learning

and mobile learning, saying that e-learning is a learning process which is

supported by digital electronic tools and media, and by analogy, m-learning is e-

learning that uses mobile devices and wireless transmission. M-learning

functions by integrating several hardware and software technologies into

multimedia applications to facilitate the understanding of educational content, for

example, in the form of quizzes or games.

Garajat (2010) emphasized that the School of Engineering and Design,

Brunel University, United Kingdom, was designed to enhance students’

performance and experiences within the BSc Multimedia Technology and Design

course. The research presented several m-learning application concepts

organized under the subjects of administration, presentation, feedback,

motivation, and innovation. The study found that implementing m-learning is

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sufficient for students. Hashimand (2011) introduced a Java m-learning

application tool to review and revise course materials.

This application can be used either on-line or off-line. The on-line feature

helped users to access learning material through a certain URL, while the off-line

feature helped users to access learning content via the application, which had

been installed on their mobile devices. This application mainly focused on three

subject areas: science, English, and mathematics. Learners could use the

application to review course materials before exams or quizzes. Mobile Learning

in Saudi Arabia Mobile learning in Saudi Arabia has attracted a great amount of

attention from researchers. The study focused on students and faculties at the

university. This research attempts to ensure that King Saud University is ready to

employ mobile learning as part of the education process (Alturki’s, 2013).

Al-Fahad (2009) conducted the study involved a sample of 50 faculties out

of 40, and 100 students out of 30,000. The major method of data collection was

by questionnaire. The research showed the readiness of faculties and students to

use mobile learning as a method of teaching and learning, another survey was

conducted at King Saud University to measure the attitudes and perceptions of

undergraduate students toward using mobile technology in education. The

results of the research showed the possibility of improving education by

enhancing methods of mobile teaching/learning.

Tcheng (2010) explained the acceptance of m-learning and integrated

TAM using perceived enjoyment from the motivational model, and perceived

mobility value, as external variables of perceived usefulness. The study found

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that perceived usefulness and perceived ease of use positively influence

students’ attitudes toward m-learning. Tan, et al. (2012) developed a conceptual

model to examine factors that affect intentions to adopt m-learning in Malaysia.

Wang, et al. (2009) extended the UTAUT model by including perceived

playfulness, which is the individual’s tendency to interact with the computers, and

self-management of learning. The results showed that performance expectancy,

effort expectancy, social influence, perceived playfulness, and self-management

of learning all had effects on behavioral intention to use mobile learning.

Moreover, they also found that age differences moderate the effects of effort

expectancy and social influence on using mobile learning.

Jairaket, et al. (2009) focused on assessing the acceptance of m-learning

in higher education. The results show that only effort expectations and social

influences affect students’ intention to use m-learning. They also found that

performance expectations, effort expectation, and social influences affect the

attitudes of students regarding mobile learning.

Kamaruzaman & Zainol (2012) focused on behavioral responses among

secondary school students. The authors of the study developed a mobile learning

application to teach English. They found that this technology can improve the

encouragement and performance of students when they learn English using

mobile devices. They also found that the functionality of the m-learning

application used, the layout design, the content, and personal motivation all

influence behavior positively.

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Shams (2013) explored the factors that influence the behavior of learners

towards the use of m-learning applications. The result of this study showed the

important relationship between the utility of m-learning, ease in m-learning, and

self-management of the learner, and behavior towards the actual use of m-

learning applications. The usability of mobile learning applications includes some

features that differ from other computer systems. These include the mobile

context, connectivity, screen size, and different display resolutions. These

features can influence usability factors such as effectiveness, efficiency,

satisfaction, learnability, memorability, errors, and the cognitive load (Harrison, et

al., 2013).

The results of this study showed positive support for learner performance

enhancement, with support for constructive alignment as a moderate variable for

students who use m-learning technology. Hamdan & Ben-Chabane (2012)

discussed how to improve students’ personal skills and performance by using

mobile learning applications. They performed the experiment with IT students at

UAE University. They found that using mobile learning technology can improve

student performance in the educational process. In addition, user satisfaction is

influenced by many environmental and individual factors.

Hassanein, et al. (2010) focused only on factors facilitating student

satisfaction with mobile learning. The study presented a model of student

satisfaction with mobile learning, showing that both external and internal

facilitating factors associated with the mobile learner can influence students’

satisfaction with this technology.

 26

Conceptual Framework

This study verified the effectiveness of literature-based instruction on the

Reading Comprehension Skills of Grade 7 students in Guinsang-an National

High School. The variables in the study are effectiveness of literature-based

instruction on the reading comprehension skills of the students, where the

independent variable is the use of literature-based instruction in Grade 7

students. The dependent variable is the Reading Comprehension Skills of the

students.

Independent Variable Dependent Variable

 
Wordscapes Mobile Spelling Skills
Application

 Pre-Test
Experimental: Students who
were exposed to Wordscapes  Post-Test
Mobile Application.
 Mean Gain Score
 27

Figure 1. Conceptual Framework

Hypothesis

The study tested using the 0.05 level of significance.

1. There is no significant difference between the students’ pre-test scores of both

the experimental and control group.

2. There is no significant difference between the pre-test scores and post test

scores of experimental groups.

3. There is no significant difference between the pre-test scores and post test

scores of control group.

4. There is no significant difference between the post test scores of the

experimental group and control group.

 28

5. There is no significant difference between the mean gain scores of the

experimental group and control group.

Definition of Terms

For clearer understanding of the content of the study, the following words

were defined conceptually and operationally.

Wordscapes Mobile Application. Conceptually, it is used as interactive

digital technology with multi-sensory setting to reinforce learning and allow

children to use imagination to add original, creative content. Wordscapes extends

and develops the appeal and enduring success of traditional illustrated picture

books (Browne and Culligan, 2008). Operationally, it is the learning intervention

used by the teacher in comparison to the traditional method of teaching to test its

effect in the reading comprehension skills of students.

Experimental Group. It refers to the group of people under study to

determine the effect of an event, situation or a technique (Hamdan & Ben-

Chabane, 2012). In this study, it pertains to the students who will be exposed to

the Wordscapes Mobile Application. 

Control Group. It refers to the group people set to be standard or

reference for comparison with an experimental group (White & Sabarwal, 2014).
 29

In this study, it pertains to the students who will be taught using the traditional

way of teaching.

Pretest. A preliminary test administered to determine students’

preparedness, understanding and knowledge to any educational experience

(Jairaket, et. al, 2009). In this study, it refers to the test in spelling given before

the experiment to determine its effect on the spelling skills of the students.

Post-test. A test given after the lesson, or a course study administered to

determine what the students have learned and acquired (Shams, 2013). In this

study, this refers to the test in spelling in both experimental and control group

given at the end of the experiment. 

Chapter III

METHODOLOGY

This chapter presented the research design, the locale of the study, the

subjects, the research instrument, the data gathering procedure and the

statistical tools used in determining the effectiveness of Wordscapes Mobile

Application as a strategy in improving the spelling skills of the students.

Research Design
 30

The researcher used quasi-experimental method of research known as

pretest and post-test with non-equivalent groups designed to find out the effect of

liter to the reading comprehension skills of grade 7 students of Guisang-an

National High School. The table written below served as a guiding principle in the

research design.

G1 (Experimental Group) Q1 x Q2

G2 (Control Group) Q3 Q4

Figure 2. The Quasi-Experimental Design Non-Equivalent Control Group

The following symbols were presented by level: G1 refers to the

experimental group; G2 refers to the control group. Q1 refers to the pretest

scores of the experimental group. Q2 refers to the post-test scores of the

experimental group. Q3 refers to the pre-test scores of the control group, Q4

refers to the post-test scores of the control group and x refers to Wordscapes

Mobile Application as the treatment.

Locale of the Study

This study was conducted at Lagao National High School which is located

at Aparante St. Purok Malakas, General Santos City. One of the objectives of the

school is to provide quality education and to ensure gender sensitive, safe and

motivating learning environment.

 31

Figure 4. Research Locale

(Source: Google Map, 2018)

Research Respondents

Table 1. Distribution of Respondents

Respondents Population Sample Size

N n

Experimental Group 58 30

Control Group 53 30
 32

Total 111 60

The respondents of this study were the Grade 8 students who were

officially enrolled in Lagao National High School during the School Year 2017-

2018. 

The process was done as follows: out of the sections of Grade 8, only two

(2) sections (30 students each section) were selected as the respondents of the

research. The selection of the respondents was done through fishbowl method

and the sections were chosen randomly. After selecting the two random sections,

toss coin was done to identify the section that belongs to experimental group,

who was exposed in literature-based instruction and control group, who was

exposed to traditional way of teaching or lecture.

The Experimental Group

The experimental group composed of thirty (30) students who were

instructed by the help of Wordscapes Mobile Application as the treatment in

identifying its effect to the spelling skills. The tools were integrated throughout the

duration of lessons. Before the experiment, a pre-test was given to the students.

After the integration of the mobile app, they took the post-test.

The Control Group

The control group was also composed of thirty (30) students. This group

was instructed using traditional or lecture method during the duration of the
 33

lessons. Before the experiment, a pretest was also given to the students. After

the topic is being discussed, they took the posttest.

Research Instrument

The study used two instruments namely: the pretest and posttest in the

topics and session plans in teaching lessons.

Session Plans. The session plan served as the guide on how the teacher

operated each topic and presented it to the students. In this study, the researcher

created session plans for the topics covered in the fourth grading period.

The researcher made ten (10) session plans; five (5) for the experimental

group and (5) for the control group. Wordscapes Mobile Application was

integrated in the experimental group and traditional method for the control group.

Pretest and Posttest. The pretest and posttest were used to get the essential

data. It was developed by the researcher to measure the level of spelling skills of

the students. 

The researchers made a 30-item spelling test. Different level of spelling words

was used as the coverage of the test. It was constructed to measure the spelling

of the learners before and after the intervention. It was subjected to item-analysis

test and pilot testing.

The spelling test was validated by the three panel of experts; two (2)

Master Teachers from President Quirino National High School and one (1)
 34

Master Teacher from St. Agustine High School. The spelling test was parallel to

the session plans.

Data Gathering Procedure

The research procedure started by giving of the letter requesting

permission to Lagao National High School. This was given to the principal of the

school who gave authorization in conducting the research, to the teachers of the

English Department of the school who gave the researchers some instructions

and guidelines, and to the grade eight students of the school who were the

respondents that underwent, assessments, activities and researchers’

experiments. Next was the validation of the research instruments by three Master

Teachers in English. After the validation of research instruments, a pilot test was

conducted at Bula National High School for the reliability of the research

instruments.

There were two groups that were involved in this study. The experimental

group and the control group who were given pre-test at the start of the study and

the post-test at the end of the study.

The Experimental Group

The experimental group had undergone the teaching process using the

Wordscapes Mobile Application. The teachers acted as the facilitator of the

experimental group throughout the duration of the experiment.

 35

Before the experiment, an orientation was done then pre-test was given to

the students who were taught using Wordscapes Mobile Application. Every class

session thereafter was covered the planned topics and observed if students

mastered the lessons in English.

In the teaching of the experimental group, the following steps were

followed. First, the teacher presented every lesson to the class based on the

assigned topics stated in the teacher’s manual, and second the teacher

integrated Wordscapes Application Tool with the lesson.

The Control Group

The control group was taught using traditional or conventional method of

teaching. This group was taught the same topics as that of the experimental

group. The teacher acted as the facilitator of this group throughout the duration of

the study, but the teacher did not integrate Wordscapes Mobile Application as a

method of teaching. After completing the required topics, posttest was

administered.

The classes met daily for 60 minutes. The experimental group received

instruction on the topics with the use of Wordscapes Mobile Application which

allowed the students to recognize patterns and rules by mastering spelling of

words. Control group received instruction through the traditional approach in

which students listened and take notes only.

After the completion of the topics, the respondents took the post-test.

Intervention
Drawn with
Words capes
Application
 36

Experimental
Group
8A

Post - test
Preparation of Pre - Test
Session Plan

Control Group Traditional

8B Method

Figure 3. Research Procedure Flow Chart

Statistical Treatment

To determine if there was a significant difference in the pre-test scores of

the experimental group and the control group in terms of Wordscapes Mobile
 37

Application and Spelling Skills of the students, t-test for independent sample was

used.

To determine if there was a significant difference between pre-test and

post-test scores of experimental groups and the control group in terms of

Wordscapes Mobile Application and Spelling Skills of the students, t-test for

independent sample was used.

To determine if there was a significant difference between pre-test scores

of the control group and the control group in terms of Wordscapes Mobile

Application and Spelling Skills of the students, t-test for independent sample was

used.

To determine if there was a significant difference between the students’

learning outcomes of the experimental group and the control group, t-test for

independent sample was used.

Moreover, to find out the effectiveness of Wordscapes Mobile Application

as a strategy in improving the spelling of the students, t-test for independent

samples was used. The hypotheses were tested using a 0.05 level of

significance.

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

 38

This chapter dealt with the presentation of the data gathered in this

research study. The various results were presented in the following tables with

corresponding discussions and explanations. It also answered the specific

problems stated in previous chapter.

Table 2

Difference between the Mean of the Pre-test Scores of the Experimental and
Control Group

Pre-Test Mean Std. Std. Error t P-value Remark

Deviation Mean

Control Group 62.78

No
Experimental 62.78 2.62701 0.47962 0.002 0.998 significant
Group difference

Table 1 shows the difference between the means of the pretest scores of

experimental and control groups. The results revealed that there is no significant

difference between the means of the pre-test scores of the two groups as

indicated by a t-computed value of 0.002 and a p-value of 0.998. A p-value of

greater than 0.05 (p= 0.998>0.05) indicates that there is no significant difference

between the pre-test scores of the experimental and control group. This implies

that the results of the test at the start of the experiment are similar based on their

pre-test. We can say that the knowledge of these students about spelling is the

same at the start of the experiment.

 39

This result is parallel to the study conducted by Heitemes (2009) where

the results showed that students with middle and low abilities performed well as a

result of heterogeneous grouping.

Table 3

Difference between the Mean of the Post-test Scores of the Experimental

and Control Group
Std.
Std. Error Remark
Post Test Mean Deviation Mean t p-value
Control Group 69.89 Significantly
different at
Experimental 0.05 level
82.00
Group 9.92208 1.8115 -6.686 0.000

Table 2 presents the post-test scores of the control group and

experimental group. The results revealed that there is a significant difference

between the means of the post-test scores of the two groups as indicated by a t-

computed value of -6.686 and a p-value of 0.000. A p-value of lesser than .01 (p=

0.00<0.01) indicates that there is a significant difference between the post-test of

the control and experimental group. This implies that the application of

Wordscapes Software Application has improved the spelling skills of students.

This further means that Wordscapes Software Application is better than the

conventional or traditional method in improving the spelling skills of students.

The use of Wordscapes Software Application is effective in improving the spelling

skills of students.
 40

This result is parallel to the study of De Lisi and Wolford (2002) where

they investigated the relationship between the spelling skill and game playing

experiences. A significant difference between the experimental group playing

games was found. The researchers stated that the computer-aided activities can

be used to improve the spelling skills of the students.

Table 4

Difference between the Mean of the Pre-test and Post-test Scores of the
Control Group
Control
Group* t-test
Std. Std. Error
Pre-test Mean Deviation mean t p-value Remark
62.78 Significantly
69.89 8.91516 1.62768 -4.369 0.000 different
Post-test
at 0.05 level

Table 3 shows that there is a significant difference between the means of

the pre-test and post-test scores of the control group. This was supported by a t-

computed value of -4.369 and a p-value of 0.000. The result reveals that the

performance of the students in the control group after the experiment is better

that their performance before the experiment. Anent to the implication of the

result, the researcher has found out that there is still an increase in the result

from pretest to posttest.

It was supported by the study of Farah and Samiul (2011), reviewed the

technological advancement of mobile learning in Saudi Arabia. They applied an

 41

experimental questionnaire to a group of 131 undergraduate students, finding

that students who had undergone technology integration had responded

positively to m-learning’s flexibility and communication capabilities. However, the

remaining group, still increased their performance though not as high as the

other group.

Table 5

Difference between the Means of the Pre-test and Post-test Scores of the
Experimental Group

Experimenta
l Group t-test
Std.
Pre-test Std. Error
Mean Deviation mean t p-value Remark
62.78
Significantly
9.93090 1.81313 -10.602 0.000 different
Post-test 82.00 at 0.05 level

Table 4 shows that there is a significant difference between the means of

the pre-test and post-test scores of the experimental group. This is supported by

a t-computed value of -10.602 and a p-value of 0.000. The result revealed that

the performance of the students in the experimental group after the experiment is

better that their performance before the experiment. This implies that the

Wordscapes Software Application improves the performance of the students in

spelling. This result is parallel to the study of (Chmiliar, 2016) wherein she

indicated that the spelling test result of the students has very strong increase in

spelling skills using the Simplex Spelling Phonics app.

 42

The study attempted to determine the significant difference between the

mean gain scores of the control group and experimental group. Table 5 shows

the results.

Table 6

Difference between the Mean Gain Scores of the Experimental and the
Control Group
Mean Gain t-test
Std.
Std. Error
Control Group Mean Deviation mean t p-value Remark
7.1110 Significantly
Experimental 19.223 10.22664 1.86712 -6.487 0.000 different at
Group 3 0.05 level

Table 5 shows that there is a significant difference between the mean gain

scores of the control group and experimental group at 0.05 level. This was

supported by a t-computed value of -6.487 and a p-value of 0.000. The result

further revealed that the means of the control and experimental group are 7.1110

and 19.2233 respectively. This result, therefore, leads to the rejection of the null

hypothesis that there is no significant difference between the mean gain scores

of the experimental and control group.

It is further supported by the study of (Harris et al., 2009) as the study

emphasized that the use of technology in a classroom can only be successful if

pedagogical principals are considered.

Chapter V
 43

SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS

This chapter presented the summary, findings, conclusions, and

recommendations made in this study.

Summary

The present study aimed to determine the effect of WordScapes Software

Application in the Spelling Skills of the students. Specifically, this study sought

answers to the following inquiries:

1. Is there a significant difference between pre-test scores of the control

group and experimental group?

2. Is there a significant difference between post-test scores of the control

group and experimental group?

3. Is there a significant difference between pre-test and post-test scores of

the control group?

4. Is there a significant difference between pre-test and post-test scores of

the experimental group?

5. Is there a significant difference between the mean gain scores of the

control group and experimental group?

The subjects of this study were the sixty (60) Grade 8 students who were

officially enrolled in Lagao National High School, Purok Malakas, Brgy. San

Isidro, General Santos City, South Cotabato province during the School Year

2019-2020. The subjects composed of two sections with fifty students in each; 30
 44

students were exposed in using WordScapes Software Application known as the

experimental group and the other 30 was exposed to traditional method known

as control group. The study was conducted during the 4 th grading period during

school year 2019-2020. Purposive sampling technique was used in selecting the

subjects.

Findings

The following were the results of the study:

1. There is no significant difference between the means of the pre-test

scores of the two groups as indicated by a t-computed value of 0.002

and a p-value of 0.998. The results of the test at the start of the

experiment are the same and there is no bias in selecting the

respondents and groupings.

2. There is a significant difference between the means of the post-test

scores of the two groups as indicated by a t-computed value of -6.686

and a p-value of 0.000. This implies that the application of

WordScapes Software Application has improved the spelling skills of

students.

3. There is a significant difference between the means of the pre-test and

post-test scores of the control group as supported by a t-computed

value of -4.369 and a p-value of 0.000.  Results revealed that the use

of conventional method can also increase the spelling performance of

students.
 45

4. There is a significant difference between the means of the pre-test and

post-test scores of the experimental group as supported by a t-

computed value of -10.602 and a p-value of 0.000. The result revealed

that the performance of the students in the experimental group after

the experiment was better that their performance before the

experiment.

5. There is a significant difference between the mean gain scores of the

control group and experimental group at 0.05 level. This was

supported by a t-computed value of -6.487 and a p-value of 0.000. This

revealed that the use of Wordscapes Mobile Application and traditional

method are both effective in improving the spelling skills of the

students.

Conclusions

Based on the findings, the following are the conclusions:

1. The experimental and control groups have almost the same mean

score at the start of the experiment.

2. The spelling skills of the students in the experimental and control

groups are significantly different after the experiment.

3. The reading comprehension of the students in the control group is

better in the posttest than their spelling skills in the pretest.

 46

Therefore, the use of traditional method in increasing the spelling

skills of the students is also effective.

4. The spelling skills of the students in the experimental group are

better in the posttest than their spelling performance skills in the

pretest. Hence, Wordscapes Mobile Application is effective in

increasing the spelling performance of the students.

5. Wordscapes Mobile Application and the traditional method are both

effective in improving the spelling performance of the students as

shown in the results of the pretest and posttest in both group.

Recommendations

The following recommendations were made based on the findings of the

study:

1. The teachers may employ other software application in improving the

spelling skills of the students.

2. The students can use WordScapes software application to increase

their spelling skills.

3. The school should encourage the teachers to try other interactive

methods that can improve the spelling skills of students.

4. Replication of this study is highly recommended using other methods

such as computer aided instruction and practical work approach with

experimental design.
 47

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323,82e85.
APPEDIX A

SESSION PLAN IN ENGLISH FOR GRADE 8

Code: EN8LC-IVb-6.2; EN8LC-IVe-3.14

I. OBJECTIVES
 At the end of the 60 min. lesson, the students should be able to:
1. Infer thoughts and feelings expressed in the text listened to; and
2. Summarize information from the text listened to.
II. SUBJECT MATTER
“SEEKING JUSTICE FOR OTHERS”
Reference: English expressways II. 2007. Pp. 78-79, 109-110, 173-
174
Materials: Laptop, LCD Projector, Visual Aid, Student Materials

III. PROCEDURE

Experimental Group Control Group

A. Introduction/Motivation A. Introduction/Motivation

-Let the students listen to the song
“IMAGINE” by John Lennon and
watch the video displayed in the
projector
-Let the students sing along the
second time using the lyrics
presented using the visual aid
-Let the students listen to the song
“IMAGINE” by John Lennon and
watch the video displayed in the
projector
-Let the students sing along the
second time using the lyrics
presented using the visual aid

B. Lesson Proper (4 A’s) B. Lesson Proper (4 A’s)

1. Activity 1. Activity
- Ask the students to read - Ask the students to read
the selection entitled “The the selection entitled “The
Mutants” Mutants”

2. Analysis
-Allow the students to cite
their inference about the
feelings of the author
expressed in the song and
share it with the class.
3. Abstraction
-Ask the students the
following questions:
 What do these
common answers tell
you about human
beings?
 Does this in any way
speak the truth about
you? Expand your
answer.
 What are your
personal dreams for
yourself, your family
and friends, our
country, and the
world?
 What is the role of
social justice in
fulfilling these
dreams?
4. Application
-Let the students form into
groups and organize their
ideas by presenting a single
picture/drawing which
presents either peace,
justice, or unity.
*The experimental group has a separate session of 30 minutes to
play the intervention (WordScapes software application).
IV. ASSESSMENT/EVALUATION
53
2. Analysis
-Allow the students to cite
their inference about the
feelings of the author
expressed in the song and
share it with the class.
3. Abstraction
-Ask the students the
following questions:
 What do these
common answers tell
you about human
beings?
 Does this in any way
speak the truth about
you? Expand your
answer.
 What are your
personal dreams for
yourself, your family
and friends, our
country, and the
world?
 What is the role of
social justice in
fulfilling these
dreams?
4. Application
-Let the students form into
groups and organize their
ideas by presenting a single
picture/drawing which
presents either peace,
justice, or unity.
 54

-Rate the output presented by the students in the application. Use the
following criteria:

Clarity of Message – 15
Visual Presentation – 15
Explanation - 10
Total Score: 40

V. ASSIGNMENT/AGREEMENT
-Let the students take a picture which represents peace, unity, or justice and
present it through posting in Facebook with captions such as #peace, #unity,
and #justice

The Mutants

Once upon a time, there is a group of elves called “the mutants”. They are

the ones who protect the kingdom called Sibagan which is located near the river

bank.

One bright sunny morning, a dirty-looking witch named Laypanu came by

the river and destroyed the peaceful kingdom. She used her taunt to cause

chaos and the creatures were shock by the sudden void.

One of the mutant elves named Makol rode in a banana vessel and

brought the heirs of the king to safety while the others devoid the spell brought

about by Laypanu. After a long battle, Laypanu was defeated and was put into a

cellar sealed with magic.

All that Laypanu can do for the moment is grit her teeth saying, “Maybe

you won this time but it won’t last for if I get out of this cellar, you’ll never have

peace, again” as she laughs hysterically in the dark.

 55

SESSION PLAN IN ENGLISH FOR GRADE 8

Code: EN8V-IIe-24; EN8V-Iii-24

I. OBJECTIVES
 At the end of the lesson, the students should be able to:
1. Identify/ define rhyme scheme;
2. Discriminate between literal and figurative language.

II. SUBJECT MATTER

“RHYME SCHEMES”
Reference: A Journey through Anglo-American Literature pp. 181-182
Materials: Visual Aids, Student Materials

III. PROCEDURE

Experimental Group Control Group

A. Introduction/Motivation
-Let the students share their ideas
about rhyme schemes
- Let the students share their ideas
about figurative language.
B. Lesson Proper
A. Introduction/Motivation
-Let the students share their ideas
about rhyme schemes
- Let the students share their ideas
about figurative language.
B. Lesson Proper

1. Activity
- Ask the students to read
the poem entitled
Introduce rhyme scheme
to the class.
1. Activity
- Ask the students to read
the poem entitled
Introduce rhyme scheme
to the class.

2. Analysis
-Let the students discuss and
determine the rhyme scheme
found in the poem, and the
figures of speech which they
found in the poem.
2. Analysis
-Let the students discuss and
determine the rhyme scheme
found in the poem, and the
figures of speech which they
found in the poem.

3. Abstraction 3. Abstraction
-let the students formulate -let the students formulate
conclusions about rhyme conclusions about rhyme
 56

schemes. schemes.

4. Application
-divide the students into
groups and let them create a
2 stanza poem using simile
and metaphor as figures of
speech. Note about the abba
and aabb rhyming schemes.
4. Application
-divide the students into
groups and let them create a
2 stanza poem using simile
and metaphor as figures of
speech. Note about the abba
and aabb rhyming schemes.

*The experimental group has a separate session of 30 minutes to

play the intervention (WordScapes software application).

IV. ASSESSMENT/EVALUATION
-Rate the output presented by the students in the application. Use the
following criteria:

Message/ Content – 15
Grammar/ Structure – 15
Total Score: 30

V. ASSIGNMENT/AGREEMENT
-Let the students’ study in advance their next lesson about helping others.
 57

The Angel in Disguise

A Rhyme for a Damsel

Angelic face, so pretty, so angular

Every night in my dreams you’re familiar;

My heart so heavy with metric ton-like meteors,

This simple man has a heart of most bachelors.

My head spins like the wheels of a bicycle;

You’re smile in my heart so enchanting, soothing and audible

You know my lady I’m going to be neutral,

I going to love you like a soldier, like a federal.

 58

SESSION PLAN IN ENGLISH FOR GRADE 8

Code: EN8V-IIId-25; EN8V-IIIi-25

I. OBJECTIVES
 At the end of a 60 min. lesson, the students should be able to:
1. Use appropriate strategies for unlocking unfamiliar words.
2. Appreciate the moral values presented in the text.
3. Form generalizations and conclusions.
II. SUBJECT MATTER
“Unlocking Difficult Words”
Reference: English Expressways III 2007. pp. 157, 287
Materials: Visual Aids, Hand-outs, Student Materials

III. PROCEDURE

Experimental Group Control Group

A. Introduction/Motivation
-Let the students share their
opinions about a certain situation
wherein they have to help others in
distress.
A. Introduction/Motivation
-Let the students share their
opinions about a certain situation
wherein they have to help others in
distress.

B. Lesson Proper (4 A’s) B. Lesson Proper (4 A’s)

1. Activity
- Provide hand-outs and let
the students read aloud
the selection entitled “In
Distress”.
- Group the students and
let them fill up the
semantic web with the
synonyms/ meanings of
the difficult words through
the use of clues in the
text.
Feud-dispute, argument, quarrel
Gesture-sign, movement, motion
Galaxy-cluster, congregation
Cashier-banker, clerk, teller
1. Activity
- Provide hand-outs and let
the students read aloud
the selection entitled “In
Distress”.
- Group the students and
let them fill up the
semantic web with the
synonyms/ meanings of
the difficult words through
the use of clues in the
text.
Feud-dispute, argument, quarrel
Gesture-sign, movement, motion
Galaxy-cluster, congregation
Cashier-banker, clerk, teller

Written-engraved, printed
Thieves-steals, robs, shoplifts
Distress-pain, sorrow, agony
Divine-heavenly, celestial, godly
Obesity-fatness, chubbiness,
stoutness
Opposite-conflicting, contradictory,
reverse
2. Analysis
- Group the students and
let them analyze and find
the meaning of the text.
3. Abstraction
- Let the students form
generalizations and
conclusion about the
meaning/ idea presented
in the text. Compare their
answers with the other
groups.
4. Application
- Let the students form into
groups and project a
situation wherein they will
find a way to help
someone in distress.
IV. ASSESSMENT/EVALUATION
- Done in the second activity. The students will be rated by group.
V. ASSIGNMENT/AGREEMENT
-Let the students study in advance their next lesson.
59
Written-engraved, printed
Thieves-steals, robs, shoplifts
Distress-pain, sorrow, agony
Divine-heavenly, celestial, godly
Obesity-fatness, chubbiness,
stoutness
Opposite-conflicting, contradictory,
reverse
2. Analysis
- Group the students and
let them analyze and find
the meaning of the text.
3. Abstraction
- Let the students form
generalizations and
conclusion about the
meaning/ idea presented
in the text. Compare their
answers with the other
groups.
4. Application
- Let the students form into
groups and project a
situation wherein they will
find a way to help
someone in distress.
 60

“In Distress”

Once there lived a beautiful lady named Alyana. She’s so charming that

the feud between the members of the family was stopped and never put up

again. One day she was walking among the Galaxy Convenience Store when

she saw a bunch of thieves harassing the cashier and getting all the money and

goods that they can. Knowing that the lady in the counter is in distress, she

hurriedly ran to the police station to ask for help but the police officer cannot

move faster because of obesity. She prayed and asked the guidance of the

divine providence instead and gestured to the cashier to calm down and don’t

panic or fight back. She then ran to the opposite side of the store and inserted a

slip of paper which she had written to the thieves asking to spare the life of the

cashier. In the slip was the pleasant and gentle words which made the thieves

move swiftly towards leaving the store. The lady then fall to her knees in

gratitude to what Alyana has done to save her.

 61

Activity no. 2

FEUD GESTURE

GALAXY THIEVES

WRITTEN

CASHIER OBESITY

DIVINE

DISTRESS OPPOSITE
 62

Appendix B

Table of Specification

Levels of Difficulty

Lesso Competenc Easy Average Difficult No.

n ies of
Item
s

Knowled Comprehensi Applicatio Analysi Evaluatio

ge on n s n

Spellin 30 30
g
Total 30 30
 63

Appendix C

Sample Wordscapes Mobile App Content

64
 65

Appendix D

LISTS OF SPELLING

1. Mutant 16. Amuse

2. Winner 17. Assume

3. Taunt 18. Seams

4. Enrich 19. Cellar

5. Morgue 20. Allows

6. Rouge 21. Haven

7. Bright 22. Vane

8. Birth 23. Caller

9. Vessel 24. Devoid

10. Chorus 25. Scout

11. Beach 26. Crush

12. Bleach 27. Elves

13. Cable 28. Grit

14. Voided 29. Urge

15. Bound 30. Heir

 66

APPENDIX E
Letter to the Principal
 67

APPENDIX F
 68

DOCUMENTATIONS

Conduct of Pilot Test in Bula National School of Fisheries

 69

MR. WILHELM SALES, Principal

Bula National High School
GRADE 8 STUDENTS OF BNSF
Conduct of Pilot Test in Bula National School of Fisheries
 70

Conduct of Pre-Test and Post-Test

 71

In Lagao National High School

MR. LEONARDO B. GENOGUIN, Principal

Lagao National High School
 72

GRADE 8 STUDENTS OF LAGAO NHS

 73

Intervention of Wordscapes Software Application

 74

CURRICULUM VITAE

OMAR M. KALANGANAN

Brgy. Tinaungan, President Quirino, Sultan Kudarat

0955-642-567

Kalanganan1964@gmail.com

PERSONAL INFORMATION

Date of Birth: April 02, 1997

Place of Birth : Brgy. Tinaungan, President Quirino, Sultan Kuadarat

Religion: Islam Age: 23 Gender: Male

Tribe: Maguindanaon Citizenship: Filipino Civil Status: Single

Father: Taib M. Kalanganan Mother: Babai T. Kalanganan

EDUCATIONAL BACKGROUND

Elementary : Tinaungan Elementary School

Address : Tinaungan, President Quirino, Sultan Kudarat

Year : 2010-2011

Secondary : Notre Dame of Katico, Inc.

Address : Katico, President Quirino, Sultan Kudarat

Year : 2014-2015

Tertiary : Mindanao State University- General Santos City

Course : Bachelor of Secondary Education

Major : English
 75

CURRICULUM VITAE

NORALYN S. INDOL

Gensanville Phase 1B, Brgy. Bula, General Santos City

0930-175-3040

noralyn.indol20@gmail.com

PERSONAL INFORMATION

Date of Birth: August 17, 1998

Place of Birth: Panayaman Hospital, Brgy. Bula, General Santos City

Religion: Islam Age: 21 Gender: Female

Tribe: Maranao Citizenship: Filipino Civil Status: Single

Father: Camal M. Indol Mother: Normina S. Indol

EDUCATIONAL BACKGROUND

Elementary : Dadiangas South Central Elementary School

Address : General Santos City

Year : 2011-2012

Secondary : General Santos City National High School

Address : General Santos City

Year : 2014-2015

Tertiary : Mindanao State University- General Santos City

Course : Bachelor of Secondary Education

Major : English
76