ACCEPTABILITY OF SENIOR HIGH SCHOOL STUDENTS ON THE

UTILIZATION OF ONLINE GRAMMAR CHECKERS

A Thesis
Submitted to the Faculty of
Ramon M. Durano Sr. Foundation –
Science and Technology Education Center
Banaba, Guinsay, Danao City, Cebu

In Partial Fulfillment for the

Academic Requirements for
Inquiries, Investigations, and Immersion
(Quantitative- Qualitative Research)

HUMANITIES AND SOCIAL SCIENCES (HUMSS)

ANCIANO, JENNY D.
BARRIGA, ALGEN H.
CABANIGAN, ALIYANARAH SASKIA B.
CAPOY, MIKAILAH JANE T.
CASTRO, HANNAH S.
DOROY, VINCE JOHN L.
ENRIQUEZ, ISHA NIKKA
GIAN, ANTON A.
LORO, CRISTENE P.
MAQUILAN, ANGEL SHEKINAH T.
PINGOY, ACEL LORRYDEL S.
ROBLE, MERSANDEE D.
TORRALBA, RAMILYN

May 2022

i
 APPROVAL SHEET

The research entitled “ACCEPTABILITY OF SENIOR HIGH SCHOOL

STUDENTS ON THE UTILIZATION OF ONLINE GRAMMAR CHECKERS”
prepared and submitted by Anciano, Jenny D., Barigga, Algen H., Cabanigan,
Aliyanarah Saskia B., Capoy, Mikailah Jane T., Castro, Hannah S., Doroy, Vince
John L., Enriquez, Isha Nikka Gian, Anton A., Loro, Cristene P., Maquilan, Angel
Shekinah T., Pinggoy, Acel Lorrydel S., Roble, Mersandee D., Torralba, Ramilyn.
In partial fulfillment for the academic requirements for Inquiries, Investigations,
and Immersion (Quantitative Research), it has been examined and is
recommended for approval for ORAL DEFENSE.

STUDENT’S RESEARCH COMMITTEE

MARIBETH E. NOYA, M.A.Ed.

Chairman

ARQUE G. BEDUYA, Ph.D.

Co-Chairman

EDILBERTO M. HINAY JR., M.A.Ed., M.A.Comm. ALVIN TAMPUS

Adviser Statistician

CAROLINE M. HINAY, Dev. Ed. D., NENIANETH BARRIGA

Member Member

IVY CLAIRE R. DEBALUCOS, M.B.A. JENNEFER PERMINOFF

Member Censor

Accepted and Approved in partial fulfilment for the academic requirements in Senior
High School, with a strand in Humanities and Social Sciences (HUMSS)

Design Hearing: January 19, 2022

MARIBETH E. NOYA, M.A.Ed.

Principal III
Ramon M. Durano Sr. Foundation – STEC

ii
 ABSTRACT
ACCEPTABILITY OF SENIOR HIGH SCHOOL STUDENTS ON THE UTILIZATION OF
ONLINE GRAMMAR CHECKERS

Jenny D. Anciano, Algen H. Barriga, Aliyanarah Saskia B. Cabanigan, Mikailah

Jane T. Castro, Hannah S. Doroy, Vince John T,. Enriquez, Isha Nikka Enriquez,
Anton A. Gian, Cristene P. Loro, Angel Shekinah T. Maquilan, Acel Lorrydel S.
Pingoy, Mersandee D. Roble, Ramilyn V. Torralba

Ramon M. Durano Sr. Foundation –

Science and Technology Education Center
Danao City Division

EDILBERTO M. HINAY JR, MAEd, MAComm.

edilberto.hinay@deped.gov.ph
Adviser

The study investigated the acceptability and confidence level of the students
regarding the implementation and usage of grammar checkers in the studentry of
RMDSF-STEC, Senior High School Department and its relationship between the profile
of the respondents of the data according to their Age, Sex, Grade Level, Strand,
Availability of Internet Connection, Availability of Mobile Devices/Gadgets, and the
Validity, Accuracy, Dependence, Reliability, and Efficiency. It employed descriptive
quantitative research following the Correlational design and applied the random
sampling procedure. The research implemented a research-made survey and
questionnaire that are quintessential for the study's data for the 115 respondents. The
Four-point Likert Scale was employed in this study to determine the degree of
categorical responses. Furthermore, the researchers employed Eta statistics in
analyzing the data's null hypothesis concerning the relationship between the
respondent's socio-demographic characteristics and their acceptability and confidence
toward grammar checkers. Correspondingly, the result revealed that students "AGREE"
and its implementation is "ACCEPTABLE" regardless of their background
characteristics. The same goes for their level of confidence in the technology. Thereby,
the study concluded that the students' level of acceptability and confidence towards the
use of Grammar Checker does not have a significant relationship with a student's profile,
and there are no contradictions towards its implementation. The results led the
researchers to develop a program that will assist the students in their grammar
necessities and deficiencies with or without the use of the grammar technology.

Keywords: Grammar, Grammar Checker, Acceptability Level, Confidence Level,

Quantitative Research, Correlational – Differential, Senior High School Research

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ACKNOWLEDGMENT

After months of intensive hustle, frustration, and compromises, this book is

finally finished. The researchers wish to take a moment and pay commendation
to those who truly believed in this crusade.

Above all, this book's accomplishment is a testament to our gratefulness

to the higher being. In the middle of our pleadings and praises to finish the piece
with satisfaction, help came. When the researchers have been desperately
waiting for an answer to our prayers, seizing at all costs, giving the time, effort,
perseverance, and faith- to reach out to You. Your touch did not disappoint us.
Your presence, Lord, did not give us a spirit of cowardice but instead power,
love, and self-control. There were days when we felt stuck in a rut, going about
the routine. Sometimes, we did not work at all because we were plain tired of the
expectations of others as students. But, our Lord has His ways of cheering us up.
In this case, we felt his warm embrace and assurance that this would take all
past and we would be proud of our hard work's beacon. Nothing is indeed
impossible with you, God! Truly, You provide the needs of your faithful ones. We
would not finish this without your grace!
Subsequently, we wouldn't be where we are if it weren't for you and your
guidance. To our parents, we wouldn't be who we are if it weren't for you instilling
discipline, morals, and values into our lives. Our most resounding gratitude for
your never-ending support. Thank you for taking the time to understand why our
priorities are essential to us. When we wanted to climb higher, you became our
ladders. We are highly grateful for your constant cheers in the back while we fight
for our dreams and walk beside us while we prevail towards our destination. You
are one of our strengths to keep going. If only there was enough space on this
tiny page to evoke our unfettered joie de vivre or merriment for what you have
done for us throughout the process. Thank you, fam! This is not the end of our
victories!

We would not reach this part of the paper if not for our respondents. We
owe them a debt thanks for the support they have given us. Your participation
and sincerity reached great lengths for our study to move forward. Despite the
busy schedules, others were also helping to disseminate the survey. Our most
resounding thank you to those who participated in our survey. We really do
appreciate your input and hope we can continue to work together to improve our
school's quality of education and even greater scopes!

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To our mentor, Sir Edilberto Hinay, we have met and seen a lot of
enthusiastic people having sky-scraping visions and missions. We found you the
most ambitious, outgoing, and diligent. You are the main artery of support for this
subject, taking us all under your wings. In a gifted and scrupulous manner, you
advised us on our linguistic and statistic failings and patiently guided us through
our shortcomings. You made us adore what we are doing, and for that, we are
incredibly grateful. You were the blessing in disguise that helped us understand
our own shortcomings. And, we think it would be fair to say that we learned how
to balance time since we had to fit in our responsibilities as researchers between
other academic commitments, social obligations, and sleep. All the
improvements that have lent some value to our writing are the lessons we try to
live each day with patience and practice. Thank you so much, Sir. We are
delighted to share this point of our lives with you. Bomba Marilou, Sir!

We would also like to acknowledge the panel members who assisted us

throughout the process for their advice and their enormous enthusiasm and
guidance. Your tenacious drive and picking up our slack helped us a lot. In
addition, kudos galore to the entire friendly teaching staff of RMDSF-STEC for
the unwavering faith, professionalism, and courtesy that made the creating
process a pleasure. This opportunity given to us will indeed be not overlooked.

At long last, the most enormous thanks to this outstanding team; we

started as researchers who couldn't see the future ahead. As a student now, we
can see it all. The pitfalls, trial and error, near misses and close calls, and
months of wishing, praying, and struggling. The agony and beauty of our strange
and twisted path have now been unveiled unto us. And here we are, our present
selves, a student in bloom, a picture of diligence, with regard for kindness and
humility. We now carry the knowledge of something sacred that will change and
shape us as students in a myriad of ways. Congratulations on finishing an
enormous task, folks! Wishing you great success, great bliss, and remarkable
growth on the paths that you choose.

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DEDICATIONS

I sincerely dedicate this accomplishment of mine to our God creator for

giving the light and guidance during our Practical Research.To my loving family
who are always there to give me their fully support morally and financial. To all
friends and to those people who are always there in good times and in bad times.
To my teacher for letting us to finish our Practical Research and to myself for
giving very best to accomplish this Research
-Jenny Anciano

I dedicate this worthful work to our Almighty Father who give us strength
everyday and for guiding us. As well as to my co-researchers thank you for your
undying patient and hardwork so that this study would be possible and successful.
Also, to my parents who give financial support and that's give me courage to work
hard for our study and for their love and support that they have given to me. And
to our research adviser Mr. Hinay whose words of encouragement serve us our
inspiration to do so, and for guiding us to make this research successful. I'm very
grateful to have this kind of people whom doing their best for our study.
-Algen Barriga

"To those who, despite everything, still choose to give their hundred
percent"
This book is dedicated to my family who, by the grace of God, has taught
me the gift of empathy, hard work, and humility in every endeavor I face. I am
also indebted to my groupmates through their dedication to every line of this book,
effortless congeniality, and faithfully calming chat response time; we have
finished it, folks! Furthermore, this book is dedicated to the girl in front of the
mirror, for this endeavor echoed her dreams. And I hope that as she taps the end of
her pen in the corners of her temple, she will be reminded that it is okay if she
does not have the right words now or she is no Shakespeare.
-Aliyanarah Saskia Cabanigan

This study is wholeheartedly dedicated to our beloved parents, who have

been our source of insipiration and gave us strength when we thought of giving up
and to my group mates for being so cooperative and to our leader. And lastly, we
dedicated this book to our Almighty God, thank you for the guidance, strength,
power of mind, protection, and skills and for giving us a healthy life. All these, we
offer to you.
-Mikailah Jane Capoy

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"We have slipped down the ladder a lot of times, but we never gave up."
This study is wholeheartedly dedicated to my team and to everyone who made
these things possible. To my co-researchers Gen, Sandee, Khay, Vince, Ton, Ram,
Jen, Tene, Cel, Gel, Isha. We wouldn't have this success without your
perseverance and hardwork guys, thank you so much. To Saskia, our team leader,
thank you so much for your patience and guidance. The never-ending reminder
and "PADASIG nga istorya sa PAGPADAYON." Thank you, Sas! Indeed, ikaw
ang amoang inspiration to work well with our written outputs. Thank you for
letting us work according to what you think suits us. To our leader who works best
under cramming and pressure, thank you! To Sir Hinay, who pushed our horizon
wider and gave us greater openness of mind and a more flexible way of thinking.
Salamat kaayo, Sir! Indeed, the best way to learn is also to have fun. Thank you
for the unending guidance, Sir! To my grandparents and parents, thank you for
always checking up on me despite the distance. To my friends, who always
messaged me right after flodding them with mundane tweets, thank you so much
guys! To myself, thank you for believing in yourself that you can do it, Seaweed
Brain. Lastly, to our Almighty Father, we thank you for all the strength and
enthusiasm to finish this study, we owe it all to you
.-Hannah Sencio Castro

We, the researchers heartily extend our sincere and warm gratitude to the
people who in one way or another helped us attain the realization of the study. To
our Principal, Mrs. Maribeth E. Noya, for her deep concern for the welfare of the
students to acquire a truly genuine education and giving us the permission to
conduct the study. To the respondents, for their willingness and cooperation in
answering all the questions we needed. To our adviser, Mr. Edilberto M. Hinay Jr.,
for his untiring guidance and patience for making this study into a reality/ To our
beloved parents, Mr. and Mrs. Anciano, Mr. and Mrs. Barigga, Mr. and Mrs.
Cabanigan, Mr. and Mrs. Capoy, Mr. and Mrs. Castro, Mr. and Mrs. Doroy, Mr.
and Mrs. Enriquez, Mr. and Mrs. Gian, Mr. and Mrs. Loro, Mr. and Mrs.
Maquilan, Mr. and Mrs. Pinggoy, Mr. and Mrs. Roble, Mr. and Mrs. Torralba,
who financially and morally supported us, to our friends who helped distribute the
questionnaires through online and inspired us.
And above all, to the ALMIGHTY GOD for all the graces extended to us.
-Vince John L. Doroy

It would be an honor for me to dedicate this Practical Research to my

parents, as I do everything else. The two people that provided me with the tools
and values I needed to get to where I am now. My parents are supportive of every

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step I take and decision I make, I am grateful to them for believing in my ability to
do a good job and allowing me to pursue a higher education.
-Isha Nikka Enriquez

This work is a fruit of countless and arduous sacrifices through the researcher’s
effort, this work is heartily and proudly dedicated to the Senior High School
students in Ramon M. Durano Sr. Foundation-STEC
-Anton A. Gian

I would like to dedicate this research to our almighty God for giving us
guidance and strength. Also, to my family, friends, and groupmates. To my family
who are always there to support me morally and financially in my studies, always
understand me. To my friends who were always there for me in my good and bad
times and helped us complete the survey. To my group mates who helped me
understand the things that I got confused about. To Sir Hinay, who always guides
us to make our research a success and to myself for giving my very best to
accomplish this research and for being a responsible groupmate.
-Cristene Loro

"Self-belief and hardwork will always earn you success". As we rejoice the
accomplishment of our research study, I would like to acknowledge first all my
efforts and struggles to God for giving me guidance and enlightenment everyday.
Secondly, I am beyond grateful to my parents for loving and nourishing me
unconditionally throughout my senior years. They never failed to give all their
moral and emotional support for me to be encouraged with my studies. Finally, yet
importantly, all the members of Team Assiduous who strove hard to aim success
and to our beloved research mentor, Mr. Edilberto Hinay who saved us from
downfall in the midst of making this project and became our light throughout the
journey. -
-Angel Shekinah Maquilan

“Success doesn't come to you; you've got to go to it.” I dedicated my full effort to
the Almighty God as he gives me the right path, to my parents that always keeps
on supporting me through this journey, to the most understanding teacher, Mr.
Edilberto Hinay who never failed to teach us and guide us, especially to my
friends that keeps cheering me up.
-Acel Lorrydel Pinggoy

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I am dedicating this research work to my very supportive parents, siblings,

leader, groupmates and to all the people who really contributed a big part in my
life. Thank you so much for bringing me to where I am now. You are my constant
source of inspiration since you have given me the strengths to tackle life's
challenges, and without the assistance of our subject teacher in practical research
Mr. Edil Hinay , I would not be able to experience what this thesis truly is. It
would be a great help for me to be more knowledgeable. Because of this thesis
work, I learned patience, perseverance, and dedication. I really know myself and i
know my voice, a voice of pain and victory. I also dedicate this to the ''Almighty
God'' who made all things possible to happen. Thank you for guiding us to the
right path of our lives.
-Mersandee D. Roble

I dedicate this work to our Almighty Father who give us strength. Also, to
my parents who support me financially and emotionally, to my co-researchers who
are very understanding and patient. Lastly to our research adviser Mr. Hinay who
guide and give us encouragement to finish our research successful. Thank you.
-Ramilyn V. Torralba

TABLE OF CONTENTS
PAGES
TITLE PAGE …………………………………………….. i
APPROVAL SHEET …………………………………………….. ii
ABSTRACT ..…………………………………………... iii
ACKNOWLEDGEMENT …………………………………………….. iv
DEDICATION …………………………………………….. v
TABLE OF CONTENTS …………………………………………….. viii
LIST OF FIGURES …………………………………………….. ix
LIST OF TABLES …………………………………………….. x

CHAPTER 1
THE PROBLEM AND ITS SCOPE …………………………. 1
Rationale …………………………………… 1
Theoretical-Conceptual Framework ….…………………….. 3
Statement of the Problem …………………………………. 7
Null Hypotheses ………………………………… 8
Significance of the Study ……..…………………………… 9
Scope and Limitations ……..…………………………… 10

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Definition of Terms ………………………………….. 11

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES …. 13
Age …………………………………… 13
Sex ………………………………….. 14
Grade Level ………………………………….. 15
Strand ………………………………….. 16
Availability of Internet Connection …………………..……... 17
Availability of Gadgets ………………………………….. 18
Validity ………………………………….. 19
Accuracy ………………………………….. 19
Dependence ………………………………….. 20
Reliability …………………………………. 21
Efficiency …………………………………. 22

CHAPTER 3
Research Methodology ….………..……………...……… 24
Research Method and Design .…….……..………..………….. 24
Research Environment ………………..……………….. 26
Research Respondents ……………………................... 28
Research Instrument ………………………….………. 29
Data Gathering Procedures .……………..….………………. 30
Statistical Treatment of Data ………….….………..…………. 31
Scoring Procedure ….…….….………....………... . 32
CHAPTER 4
DATA PRESENTATION AND INTERPRETATION ……. 33

Background Characteristics of the Respondents……….….. 33

Age …………………………………………… 33
Gender …………………………….…………….. 34
Strand …………………………….…………….. 35

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Grade Level …………………………….…………….. 36

Availability of Internet Connection …………………... 38
Availability of Gadgets ………………………………... 40
Acceptability Level of the Respondents towards Online Grammar
Checker …………………………….…………….. 40

Confidence Level of the Respondents towards Online Grammar

Checker …………………………….…………….. 50

Relationship Between the Respondent’s and Their Level of

Acceptability towards Online Grammar Checkers…………. 59

Relationship Between the Respondent’s and Their Level of

Confidence towards Online Grammar Checkers…………. 64

Output of the Study ………………………………………….. 68

CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS ………………………………….…. 75

Findings……………………………………………..,,,,……… 75
Conclusion …………………………………………………… 77
Recommendations …………………………………………… 79
Recommendations for Further Studies ……………………. 80
BIBLIOGRAPHY ………………………………………………….. 81
APPENDICES ………………………………………………….. 91
Appendix A ………………………………………………..…. 92
Appendix B …………………………………………….……. 93
Appendix C …………………………………………………... 97
Appendix D ………………………………………………….. 100
CURRICULUM VITAE ………..……………………………….………. 102

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LIST OF TABLES

Table Number TITLE Page

1 Distribution of Respondents.…………………..29

2 Age of the Respondents………………………..33

3 Sex of the Respondents…….………………….34

4 Strand of the Respondents………….…………35

5 Grade Level of the Respondents……………...37

6 Availability of Internet Connection of

the respondents...............................................38

7 Availibility of Gadgets of the Respondents......39

8 Level of Acceptability towards Online

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Grammar Checker in terms of

Validity……………………………………………41

9 Level of Acceptability towards Online

Grammar Checker in terms of

Accuracy…………………………………………43

10 Level of Acceptability towards Onlie

Grammar Checker in terms of
Dependence…………………………………….45

11 Level of Acceptability towards Online

Grammar Checker in terms of
Reliability………………………………………..46

12 Level of Acceptability towards Online

13 Grammar Checker in terms of

Efficiency………………………………………..49

14 Level of Confidence towards Online

Grammar Checker in terms of
Validity…………………………………………..51

15 Level of Acceptability towards Online

Grammar Checker in terms of
Accuracy……………………………………..…52

16 Level of Acceptability towards Online

Grammar Checker in terms of
Dependence……………………………………54

17 Level of Acceptability towards Online

Grammar Checker in terms of

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Reliability………………………..……………...56

18 Level of Acceptability towards Online

Grammar Checker in terms of

Efficiency…………………………….………….57

19 Relationship between the Bakckground

Information and their level of Acceptability

Towards Online Grammar Checker….……… 59

20 Relationship between the Bakckground

Information and their level of Confidence

Towards Online Grammar Checker……...……64

LIST OF FIGURES

Figure Number Title Page No.

1 Theoretical-Conceptual Framework 4

2 Flow of the Study 26

3 Location map of the research environment 28

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Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Students from non-English speaking countries often encounter

grammatical errors, especially when making academic write-ups, and theses.

This complication often troubles non-native speakers, which usually results in

writers, students, and even professionals to consume an extensive amount of

effort and time to find and correct a grammatical error. Consequently,

advanced writing skill has been part of the qualification for college students to

show their competence and comprehension of different issues. Despite the

constant emphasis on refining academic writing skills, students’ inadequate

writing ability has been perceived as severe (Sioco & De Vera, 2018). One of

the main factors associated with the learners’ poor writing skills may be their

incorrect grammar. Hence, if not treated, they will be unable to communicate

effectively with instructors and peers, if they do not know how to express

themselves in writing and will continue to struggle with paragraph structure,

subject development, and constructing paragraphs that are essential for

academic write-ups.

In countries like Australia, learning is time-constrained and inadequate

for the amount of grammar correction they are compliant or able to do.

Teachers still find it unmanageable to provide comprehensive feedback, even

if they are willing and able to contribute feedback during student consultations

(Cavaleri & Dianati, 2016). Especially that many students, both native and

non-native English speakers, are often in dire demand of more advanced

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grammatical editing. In Indonesia, Rahmatunisa (2014) investigated the

Indonesian English as Foreign Language (EFL) learners' problems in writing

an argumentative essay. It revealed that EFL students had difficulties in terms

of cognitive, linguistics, and psychological. In additional cases, in a report by

Ahmed (2010), Egyptian students struggled with cohesion and coherence

problems in their essay writing. Both proceedings exhibited that the

grammatical problems covering nouns, plural forms, verb forms, clauses,

passive and active voice, and prepositions existed in the students' writing.

Here in the Philippines, curriculums have changed drastically, but the

learning of English remains intact in the essentials of any curriculum. With K

to 2 coming to the fore, the subject has been offered in junior high and senior

high schools. Despite being an English-speaking nation, Filipinos have not

maximized their potentials. A study showed that Filipinos' grasp of English

blunders while Asian neighbour countries are catching up. An article written

by Karl Wilson in 2008 revealed that Filipinos scored an overall mean of 6.69

in English in terms of listening, writing, reading, and speaking for their macro

skills. Furthermore, the Filipino students in the Philippines lag behind

counterparts in Southeast Asia in reading, math, and writing, a data showed

from the Southeast Asia Primary Learning Metrics (SEA-PLM).

At present, Students of Senior High School are challenged not only to

speak but also to write in English based on the curriculum. Notwithstanding,

observing the daily communication and the outputs presented by the students

of Senior High School Students in Danao City, it was found that learning

writing is still a problem. The observed deterioration among students in their

application or usage of correct grammar in the English language pervades

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those in the elementary level and the secondary level of education. Most of

these students did not know how to build grammatically correct sentences,

had no ideas to express, and lacked vocabulary, both in English and Filipino.

Anent the preceding, grammar is regarded as one of the pillars of

language. Competence in grammar is pivotal to one's ability to communicate,

regardless of any language. The study will elaborate on the good benefits the

students, specifically in secondary levels, will acquire in online grammar

checkers. To know whether students are open to the use of Grammar

Checkers, a study regarding their perceptions will serve as a starting point

that will carefully study the nuances of the use of this grammar checker

technology and the possible conditions surrounding it would greatly help

students and even teachers to their students' language needs.

Theoretical Background

The study is anchored on established theories which helped the

conceptualization of the study which are the by Chomsky's (1965) Theory of

Grammatical Competence, Universal Grammar Theory by Chomsky

(1959), and the Input Theory by Krashen (1970).

Chomsky (1965) defined grammatical or linguistic competence in its

broadest sense as the practical and theoretical knowledge of a small number

of grammar rules that allows one to construct a large number of correct

sentences (Chomsky, 1965). For students to compose correct sentences,

understand them, monitor grammatical inaccuracies, and do assessments

about linguistic forms, it can be assumed that grammatical competence in

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learning a foreign language is a collection of theoretical knowledge edicts and

language skills that are necessary and sufficient.

 Chomsky's Theory of Grammatical Competence

(1965)

 The Universal Grammar Theory (Chomsky,

1959)

 Input Theory. (Krashen, 1970).

The level of Senior High School students' attitude

and practices on utilizing and applying online
grammar checkers.

Acceptability Level and

Age, Grade Level, Sex, Confidence Level of
Strand, Availability of Students which
Internet Connection, includes: Validity,
Availability of Gadgets Accuracy, Reliability,
Dependence, and
Efficiency

 Administering of the questionnaires for the student's survey

 Gathering of Data
 Tabulation and record systemically the student's responses to
the survey and questionnaire
 Statistical Analysis of the Data and Interpretation

INTERVENTION PROGRAM
 5

Figure 1. Theoretical – Conceptual Framework

Chomsky, as an essentialist, differentiates between Competence and

Performance. Competence is the knowledge of the language – an implicit

grasp of the structural qualities of a language's sentences. Due to

environmental interference and memory limitations, the performance includes

actual real-time application and may diverge from the underlying

Competence. Consequently, Competence allows people to generate all

proper grammatical sentences. Performance is the transmutation of this

Competence into everyday speech. Chomsky asserted that linguistic theory

should describe the mental processes that carry the application of language.

That is, the subject focus of linguistics will be Competence, not performance.

According to Chomsky, Universal Grammar (UG) is the system of

principles, conditions, and edicts prevalent to all languages – the essence of

human language. All human beings share a portion of their understanding of

the language. UG is their joint possession regardless of which language they

speak. The rules of UG present the fundamental blueprint that all languages

ensue. (Chomsky, 1976: 29; Cook & Newson, 1996: 1-2; Fromkin, Rodman

and Hyams, 2007: 25) UG theory attempts to define the comparatively prompt

acquisition of the mother tongue-based on minimum exposure to external

input. Learning would be inconceivable without universal language-specific

knowledge. The input theory, developed by Krashen in 1970, centers on

language input. According to his theory, we develop our language skills

regarding comprehensible input. Krashen said that the necessary grammar is

automatically provided if the input is understood and adequate. The input

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theory, developed by Krashen in 1970, centers on language input. According

to his theory, we develop our language skills regarding comprehensible input.

Krashen said that the necessary grammar is automatically provided if the

input is understood and adequate. Furthermore, the language teacher does

not need to intentionally teach the following structure in conjunction with the

natural order – it will be delivered in precisely the right proportions and

automatically assessed if the learner receives enough comprehensible input.

The input theory divides acquisition and learning. Krashen emphasizes

the discrepancies between these two processes; he disputed that learning—

what we do when studying grammar rules—does not work nearly. Instead,

language is acquired through an unconscious process when presented with

comprehensible input and stated that it is essential for successful learning.

The concept of comprehensible input became a ground for extending the

communicative approach, which The Council of Europe has taken as the

basis for developing the first international language learning syllabus for

adults. As described by Wilkins in 1976, this approach is now implemented to

teaching language in all European countries (Schulz, 1984)

In other studies' theory, language input per se does not result in

learning; other cognitive processes are required as well (Piaget, 1936).

Piaget stated that comprehensible input gives the learner with information that

demands additional and further processing. The learner's cognitive

contribution leads to the knowledge that learners' output can prove. This

theory was stated by Piaget (1936, cited in Lundahl, 2012) and presented as

a cognitive theory.
 7

The cognitive model of grammatical competence allows us to capture

the nature of grammatical knowledge more clearly. The model exhibits what

components are needed for the students to comprehend how an English

sentence is grammatically constructed and organized; this makes the

cognitive model of students' grammatical competence a valuable tool for

students and teachers.

Statement of the Problem

This study aimed to identify the attitude and perceptions of Senior High

School Students from RMDSF-STEC for 2021-2022 towards Online Grammar

Checker. Results from this study will be used as a basis for formulating an

intended program for the extensive application of grammar checkers in the

Senior High School.

Specifically, this study aimed to obtain answers to the following

questions:

1. What are the respondents' socio-demographic characteristics in terms

of:

1.1 Age ;

1.2 Sex;

1.3 Grade Level

1.4 Strand

1.5 Availability of Internet Connection; and

1.6 Availability of Mobile Devices/Gadgets?

2. What is the acceptability level of the respondents towards online

grammar checker in terms of:

2.1 Validity;
 8

2.2 Accuracy;

2.3 Dependence;

2.4 Reliability; and

2.5 Efficiency?

3. What is the confidence level of the students to online grammar checker

in terms of:

3.1 Validity;

3.2 Accuracy;

3.3 Dependence;

3.4 Reliability; and

3.5 Efficiency?

4. Is there any significant relationship between the socio-demographic

characteristics of the respondents and their acceptability and

confidence level towards online grammar checker?

5. What intervention program could be proposed based on the findings of

the study?

Null Hypotheses

The hypothesis of this study was tested by the basis of the ETA

coefficient:

Ho1: There is no significant relationship between the socio-demographic

characteristics of the respondents and their level of acceptability and

confidence towards online grammar checkers.

Significance of the Study

 9

This study is essential and beneficial to the following:

Students. This may help students learn what checking online grammar

is and how it would influenced them. They could also discover what is so

distinctive about it. Also, elucidate why students use an online grammar

checker and how it would benefit them.

Teachers. Teachers may have an idea of what they would do if the

students were not competent in English. It is also valuable for them to

understand if it is practical for the students to use the online grammar

checker. Also, could help them create more beautiful ideas on how to create

an activity that could be useful for the students.

Researchers. The researchers could learn how to create a solution to

be qualified researchers. In addition, it could help determine and feed the

researchers' curiosities regarding using an online grammar checker as a

student to help improve vocabulary to every academic requirement they

compose. It could also expand their knowledge and understanding of the

chosen research topic.

Administration. It provided a proposition to the administration if

checking online grammar is necessary to the students and provide them with

more knowledge than they can utilize in their academic subjects. It will also

assist them in developing activities that are valuable for the students. It could

also foster critical thinking and analytical skills through hands-on learning.

Parents. It can acquaint them with the grammar checker that their

children are managing to supply them with the knowledge regarding the
 10

technology. Furthermore, give them an idea if the grammar checker does help

their children improve their vocabulary so they may not hesitate to let their

children use it. The research will also help them regarding their errands,

especially in businesses and professional work.

Future Researchers. The study helped them discover new studies as

a head start or a guide. They will also be aware and informed of the process

involved in completing the research study to have an idea regarding their

studies with a similar concept. They will be guided with the format,

information collected, data results, and more.

Scope and Limitations

The study focused on Senior High School students' attitudes and

practices regarding the use of an online grammar checker. The relationship

between the profile of the respondents of the data according to their Age, Sex,

Grade Level, Strand, Availability of Internet Connection, Availability of Mobile

Devices/Gadgets, and the Validity, Accuracy, Dependence, Reliability and

Efficiency, use of the respondents in their Academic Requirements are the

ones examined. The difference between the respondents’ level of

acceptability and the level of confidence towards online grammar checker will

also be tested.

The researchers implemented a research-made survey and

questionnaire that are quintessential for the data of the study; the

questionnaires collected following the survey determined the effects of Senior

High School students' attitudes and practices on utilizing online grammar

checkers. The study employed descriptive quantitative research following the

 11

Correlational design. It applied the Random sampling procedure, which

qualifies and is limited to students in Senior High Schools of RMDSF-STEC

for the current school year, 2021-2022. One hundred fifteen (115) students

from the school aforementioned will be picked for the gathering of data. The

estimated duration of the study will be 4-5 months.

Operational Definition of Terms

To better understand the technical jargon utilized in the study, the

following terms are defined in the context either operationally or conceptually

of this research.

Grammar Checker- This term refers to a program that is used to find

grammatical errors. It assists people in strengthening their grammar skills so

that they can produce a text without fear of making a mistake.

Acceptability- From the methods described above we propose a

definition: Acceptability is a multi-faceted construct that reflects the extent to

which students tolerate the use of grammar checker in the academe.

Accuracy- Operationally, this pertains to how precise the grammar

checkers' corrections reflect the real or the accurate sentence structure. And

the precision of grammar checkers for the academe requirements based on

the students' judgments.

Validity- Conceptually, this term refers to the students' justification

regarding the application of Grammar Checkers.

Confidence Level- Operationally, this pertains to the ratings of

confidence in their writing ability and the online grammar checkers. The

Confidence level will be measured on a 6-point scale, where one (1) is "not

confident at all" and six (6) is "completely confident."

 12

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies which all have a

direct bearing on this study. The contents of this chapter were gathered from

various sources such as the writings of experts, books, and different thesis

projects. All of these have significant relation and contribution to the study.

Theme 1: Socio-demographic Characteristics of the Respondents

This part discussed the socioeconomic status, a combination of

sociological and economic statistics that includes, age, sex, grade level,

strand, availability of internet connection and availability of gadgets.

Age

Based on Reva Porter and Dorothy Fuller who conducted a study to

children aged 12-13 years old for grammar checker. The result showed that

the grammar checker helped students to make more informed choices in

writing and at the same time they learned grammar and improve their

knowledge of the English language by showing them their mistakes and error.

On the other hand, the purpose of the Effects of Age on Second Language

Grammar and Speech Production is to examine if there is independent age

which controlling variables are considered, and to clarify the age effect to L2
 13

grammar and speech production domains. Even after controlling for the

effects of other variables such as duration of residence and years of

education in the United States, the study's findings demonstrated that the age

of learning effect was strong for both L2 domains. The age of learning, on the

other hand, had a greater impact on speech production than on grammar.

Therefore, these program features brought significance to students both

adults and young ones to find grammatical errors and to enhance our English

language and it provides rules and guidance which facilitate better

understanding of the structures of the target language.

Sex

Previous research on gender variations in mindsets has found that

gender differences in mindsets are dependent on the field of study (e.g., math

vs. language). Females have more growth mindsets than males in some

domains, whereas males have more growth mindsets in others (Lou & Noels,

2017). Degol et al. (2018) found that when females endorsed a growth

attitude, they had higher math achievement than males.

Gender played a minor effect in learners' mindsets when it came to

language learning, according to Lou and Noels (2017). It's critical to

understand the function of gender in language mindsets since it can help us

understand the circumstances that lead to the creation and reinforcement of

one or both language mindsets. The goal of this study was to investigate the

role of gender in learners' mindsets in both L2 and L3 English. In this

investigation, the researchers compared the performance of language

learners versus automated grammar checkers when it came to providing

gender marking in French. (Dutch Journal of Applied Linguistics 2019) Three

 14

grammar checkers for French were given a collection of test questions with

typical gender marking configurations.

Even though a growing amount of writing studies suggests that girls

outperform males in many aspects of writing, our knowledge of gender

differences remains restricted. Females, on the other hand, outperformed

males in terms of writing fluency and text quality, according to the study.

Females' supremacy in writing fluency and text quality is also a result of their

superiority in English proficiency, according to the findings. Furthermore, the

findings revealed that females' superiority in text quality was explained by

their English writing proficiency. The findings are explored in the context of

process-oriented writing research, and suggestions for future writing research

and education are made.

Grade Level

Grammatical policy among primary–secondary schools is

incommensurate, according to previous research (Cushing 2021), with

schools receiving an ambiguous message regarding grammar ideologies,

pedagogies, and assessments. In summary, primary school grammar policy

favors decontextualized grammar pedagogies, whereas secondary school

grammar policy favors contextualized pedagogies. Contextualized grammar is

often affiliated with identifying grammatical structures at the word/clause level,

"accuracy" of application in writing, and recognizing "rules" in artificial

examples, whereas decontextualized grammar is typically associated with

labeling grammatical constructs at the word/clause level, "accuracy" of usage

in writing, and identifying "rules" in artificial examples. Grammar is oriented on

 15

"choices," with examples, actual texts, and classroom debate generating

connections between grammar, discourse, and meaning (e.g., Myhill 2018).

Grammar deficit, on the other hand, is evident in both primary and

secondary school pupils, according to Singh et al. (2017), despite kids

receiving enough exposure to grammar exercises and practice. Regardless of

how much grammar instruction children receive, they remain dubious about

how to interpret grammatical rules; as a result, they struggle with writing,

which persists at higher levels of schooling.

Strand

According to Malayan Colleges Mindanao (2021), Senior High School

is designed to prepare students for college by providing them with the global

skills, competencies, and knowledge they will need to succeed in their future

careers. Humanities and Social Sciences (HUMSS) focuses on the study of

societal issues and changes as well as human conditions. Accountancy,

Business, and Management (ABM) strand is intended for students interested

in pursuing business, accounting, or management-related college degrees.

The General Academic Strand (GAS) takes a generalist approach to college

preparation. On the other hand, students in Science, Technology,

Engineering, and Mathematics (STEM) are introduced to advanced

mathematical and scientific theories and concepts that will serve as a

foundation for their college courses. The results show that students in both

the Humanities and Social Sciences (HUMSS) and Accountancy, Business,

and Management (ABM) strands have a positive attitude toward speaking

English and that it is important to them in general. Surprisingly, these students

admitted that they do not speak English well, that they are worried about
 16

making mistakes when speaking English and they are afraid of being laughed

at if they do. Through the study of social science theories and concepts,

community-based realities, study of culture, society, and politics, and

discussion of moral issues, students develop the necessary knowledge and

skills for bringing about positive change. Humanities and Social Sciences

(HUMSS) and Accountancy, Business, and Management (ABM) students

enhance their communicative competence in the use of English and Filipino

languages through various mediums of human interaction, as they are

expected to produce literary, research-based, performance-based, academic,

and digital outputs (Mirriam College, 2021)

Availability of Internet Connection

Access to net offerings is of high-quality significance to a developing

country like Ghana. The use of computer and access to on-line assets

according to Aknde and Bamise (2017) are comparatively crucial to college

students. Bragdon and Dowler (2016) findings that there's a specific hobby for

the reason that college directors, school, dad and mom, colleges’ college

students and others support the gain of using generation in higher education,

but the reality is this generation is regularly being used for non-instructional

functions. Students’ demographic variables are believed to have an influence

on net use and therefore academic performance. Demographic evaluation

discovered that males had higher frequency of internet use in well-known than

girls (Akende and Bamise, 2017). Rabiu et al. (2016) diagnosed the mobile

smartphone as one in every of the devices utilized in having access to the net

which affects on instructional overall performance. Research has shown that

the usage of the internet has wonderful effect depending on the kind and the
 17

way it's far being used (Torres-Diaz et al., 2016). A examine conducted by

using Bragdon and Dowler (2016) on university students’ technology use and

educational overall performance indicated that upperclassmen spent

drastically more time the use of era for educational and paintings related

purposes, while underclassmen spent greater time the use of cell phones,

online chatting and social networking.

Availability of Gadgets

Software communication tools in education became imperative to

continue with regular learning. As (Jacques et al., 2020) stated that in order to

conduct online educational activities, proprietary and open access video

conferencing and chat applications are needed. Sepulveda-Escobar &

Morrison, 2020 stated an example of software that made synchronous work

possible; one software is MSTeams. Students’ attitudes and perceptions

related to education during COVID-19 control have been studied in varying

fields, including medicine (Byrnes et al., 2020; Kim et al., 2020), sociology

(Gillis & Krull, 2020), chemistry (Rodríguez Núñez & Leeuwner, 2020) and

higher education (Demuyakor, 2020).

In India, (Roy et al., 2020) recorded that internet connectivity is a

restriction for emergency remote education, and students believed their

sessions could be enhanced if topics were less and better represented.

Another research from India (Mohammed Rafi et al., 2020) acknowledged that

network connectivity and power failure were the main obstacles for students.

In addition, they observed that almost 90% of students used mobile gadgets

to connect to their emergency remote classes, succeeded by laptops (19.2%),

 18

tablets (4.9%), and desktop computers (3.6%). Furthermore, they published

that students had to utilize numerous platforms during the same period as

each professor preferred the most suitable platform for their class. Students

presented their assignments through online platforms (69.5%) or via email

(30.5%). Given these circumstances, almost half of the students surveyed felt

inundated by the number of assignments (48%). Mobile devices have played

an indispensable role during emergency e-learning. However, these devices

demand other components, such as software platforms, well-designed

courses, and instructors, to provide positive learning experiences.

Theme 2: Acceptability Level and Confidence Level towards Online

Grammar Checker

This part discusses the variables surrounding the study of the level of

acceptability and confidence towards online grammar checker in terms of its

validity, accuracy, dependence, reliability and efficiency

Validity

The term "ecological validity" refers to how representative a research

design is for 'what happens on a daily basis' (Brewer & Crano, 2014). For a

methodology to be successful, it must first be developed. It must be both

dependable and valid in order to be beneficial in a research effort. Mellinger

claims that. 'A measurement tool is reliable when it gives stable and

consistent results,' according to Hanson (2017). When it can accurately

portray the construct of interest, consistency leads in recurring use and [...]

validity.' Keeping in mind that the majority of interpreting research is of a

qualitative nature, quasi-experimental character (Gile, 2016; Mellinger &

Hanson, 2017; Newton & Shaw, 2014; )

 19

Accuracy

This article makes bold claims about Grammarly's comment cards that

appear when the application finds problems in text. A comparable study

(Dembsey, 2017) looked at the accuracy of correction (comment cards)

offered by Grammarly. When it comes to compensating for the restrictions of

their services, the author suggests that writing centers make their own

decisions. Rather than providing students with Grammarly, Dembsey (2017)

advocates for the training of human consultants to provide more useful

feedback. While this research did make a passing reference to the veracity of

Grammarly's criticism, it was not its primary focus. In this case, it seems

sensible to test the accuracy of Grammarly's feedback directly, using genuine

student writing as a test case. Grammarly improves writing accuracy,

according to Japos (2013), who performed a survey of undergraduate

research students.

Dependence

Several studies have been undertaken to demonstrate the benefits of

employing technology in the classroom. The race to integrate technology into

education has become a prevalent trend all around the world. The quantity of

technology employed in educational systems is being used to measure their

effectiveness. The Cambridge International Global Education did a study on

this topic. According to Ascione (2018, paragraph 5), the census included

10,209 teachers and 9,397 students from all over the world. Nearly half of the

kids polled (48%) use a desktop computer at school, while 42% use a

smartphone, 33% use interactive whiteboards, and 20% use tablets. Students
 20

in China are the most likely to utilize tablets, with one out of every two

students using them.

Despite the widespread belief that classroom technology improves

students' academic achievement and increases their motivation to complete

tasks (Al-Hariri & Al-Hattami, 2017; Izadpanah & Alavi, 2016), much reliance

on technology appears to severely affect students' competencies in three

skills that are undisputedly important to them, namely reading, writing, and

arithmetic (Al-Hariri & Al-Hattami, 2017); Izadpana Khadija Alhumaid's study

article, Four Ways Technology Has Negatively Changed Education (2019),

quoted literature stating that typing impairs handwriting and reading, and that

Information Technology (IT) causes shallow information processing. ial.

According to research, incorporating technology into students' lives as they

grow up in an ever-changing technological world helps drive them to learn.

Schaen et al. (2016), for example, describe a project in which third-

grade leaders and first-graders collaborated to design an app that allows

kindergarteners to practice math concepts. Students were able to use

technology, cooperate, and educate during this week-long project. The

research looked into the students' methodology as well as the project's

outcomes. Students who wanted to continue creating and working at home

were inspired by this technology-enhanced project. While there is great

reluctance to introducing technology into the classroom, there are

innumerable examples of these technologies demonstrating their educational

usefulness to other industries, confirming the powerful learning opportunities

and advantages they give. (Carsten, 2021)

Reliability
 21

It is based in several studies that obtains positive feedback from users

because of the development of tehnology where students rely on this

Grammarly. Another Research conducted it states that the Student

evaluations of Grammarly were commonly compatible that it is invaluable and

convenient, and the application also carrying out the students accelarate their

confidence in writing. The researcher ascertained that there is a need to

conduct in this study where faculty and postgraduates who are presently

employed and needed to beseech about their perspective in the utilization of

the Grammarly software (Cavaleri and Dianati, 2016)

And to those who relies on Grammarly are more frequently tend to fee

more assured in their grammar, effective on writing, and get ammeliorate

grades in overall. As the objective of artificial intelligence and technological

researches increases in the field of natural language processing, several

applications not only Grammarly software provide this solution to the growing

needs of the community. The Survey concludes with a study of different

articles of grammar checkers consequently leading to the future looking upon

for developing grammar checkers for uncovering languages with a feasible

approach. Nivedita S. Bhirud, R.P. Bhavsar, B.V. Pawar (2017).

In another study, Cavaleri and Dianati (2016) examine into how

Grammarly is perceived by students using the Technology Acceptance Model

(TAM). Overall, learners said that Grammarly's instructions helped them learn

grammar standards. Grammar books and paper-based exercises on printed

handouts are portable but lack the direct involvement with learners, which

online grammar checkers can deliver. Furthermore, Grammarly's feedback

 22

"lead to thought on grammar that may not have been previously

considered."Calvarleri, p. 233). O'Neil and Russell (2019) found that students

using Grammarly responded more positively and relished AWE substantially

more than students who received feedback from the teacher, based on a

technique exploratory design that evaluated answers from students who

received Grammarly criticism and students who received teacher feedback.

Efficiency

A computer was explored by Feng, Saricaogl, and Chukharev-

Hudilainen (2016). CyWrite was a program that worked as a hybrid NLP

system, which meant it was a combination of speech recognition and natural

language processing. combination of statistical parsing and manually written

rules. This field of research was hampered by AI's inability to deal with the

inherent complexity of the situation. In natural language, the nature of

complexity and ambiguity (Choi, 2016). Yang (2018) looked into an

application called SpellCheckPlus, which has the ability to correct spelling

mistakes. Spelling, article, subject-verb agreement, verb form, and other

recommendations sentence fragments, punctuation, and run-on sentences

(two or more sentences in one sentence). The study emplored about how, in

essence, helped students and even teachers be more efficient in grammar

checking and making write-ups may it be an email, essays, academic articles,

and the like. Several studies have also stated found that employing online

grammar checkers and plagiarism detectors is beneficial in preventing

students' copy and paste attitudes and behavior. Aside from these, software

has been found to be better and more time efficient for easy grammar

corrections and easy plagiarism tracking because it is only one click away, as
 23

opposed to manual checking, which takes more time and effort from the

researcher and research and writing instructors and professors (Aceron,

2021)

Chapter 3

RESEARCH METHODOLOGY

As indicated in the title, this chapter contains research methodology of

the dissertation. In more detail, in this part, the authors outlined the research

design, flow of the study, research environment, research respondents and

sampling procedure, research instruments, data gathering procedure,

statistical treatment of data, and scoring procedures.

Research Design

This study employed the correlational design in testing the relationship

and the difference between the variables. In collecting data, it followed the

survey method. The students' background characteristics represent the

dependent variables: Age, Sex, Grade Level, Strand, Availability of Internet

Connection, Availability of Mobile Devices/Gadgets, and their Acceptability

 24

and Confidence Level in terms of their Validity, Accuracy, Dependence,

Reliability and Efficiency of Grammar Checkers are the independent

variables.

The method is appropriate to this kind of research since the research

focuses on the researcher's capacity to evaluate a better input. We gathered

the data through observation and not consider its cause and effect.

Flow of the Study

Input

1. Socio-demographic
characteristics of the
senior high school
Process
students • age • sex •
grade level • strand •
availability of internet
connection • availability
of mobile
Administering of the
device/gadgets
questionnaires for the
2 Acceptability Level of student's survey
Students to Online
Grammar Checker• · Gathering of Data
Output
validity • accuracy •
· Tabulation and
dependency reliability • Proposal and
efficiency record systemically
Intervention (Flow of
the student's
3.Confidence Level of the Study)
responses to the
Students to Online survey and
Grammar Checker• questionnaire
validity • accuracy •
dependency reliability • · Statistical Analysis of
efficiency the Data and
4. Relationship between Interpretation
 25

Figure 2. Flow of the study

This study is quantitative research, employing the INPUT- PROCESS-

OUTPUT organization throughout the entire process. The input operation

would consist of the background information of the respondents in terms of

Age, Sex, Grade Level, Strand, Availability of internet connection, Availability

of mobile device /gadgets, and the level of acceptability of the respondents

towards online grammar checker in terms of Validity, Accuracy, Dependence,

Reliability, Efficiency, and the level of confidence of the students to online

grammar checker in terms of Validity, Accuracy, Dependence, Reliability, and

Efficiency.

The researcher then proceeded to the process section, which

incorporates data collection - in this case, structured survey questionnaires.

Through Google Form, this study utilized survey questionnaires to restrict

social contact and diminish the danger of the virus circulating. The language

mode applied throughout the questionnaires is English to prevent possible

 26

confusion. After which, the data collected are interpreted using statistical

tools, and researchers summed up conclusions. Researchers would constitute

possible proposals and intervention plans to help determine the main problem

found in the research study, based on interpretation and judgment.

Research Environment

This study was conducted in Ramon M. Durano Sr. Foundation -

Science and Technology Education Center. A public science high school in

Danao City.
 27

Figure 3. Location map of the research environment

A part of Cebu is between two neighbouring Municipalities of Carmen

and Compostela. The area is mountainous and almost remote and is

approximately 600-650 meters away from the National Road. Regarding land

area, RMDSF-STEC has a campus of 10,000 square meters size land area

and around 600 to 650 meters away from the highway. The school currently

has five (5) buildings. Three of them are four-story buildings; one for the junior

high school, the other for the senior high school with twenty (20) classrooms,

and the last is the newly constructed building with sixteen rooms. The

institution has an approximate student population of 1,519. One hundred

twenty-seven (127) students for the elementary department. Two hundred

ninety-eight (298) students for the Junior Highschool Department and 1,094

students for the Senior High School Department. The school is supervised by
 28

Mrs. Maribeth E. Noya, under the Division of Danao City, with Dr. Leah P.

Noveras.

Public high schools with a specialized science curriculum are regarded

as the place for the cream of the crop. Enrollment in these schools usually

require passing an entrance exam. Moreover, the perceived greater challenge

in the curriculum adds both value and prestige in the diploma received from

any of these schools. The interplay of its unique and best practices, such as

the stringent selection of its students through a competitive examination is

one of the reasons why the school was chosen.

Research Respondents and Sampling Procedure

The respondents of this study are the selected willing Grade 12

students of Ramon M. Durano Sr. Foundation-Science and Technology

Education Center. From the 545 total number of Grade 12 students in the

institution, an initial 21% of the population, which is sixty (115) willing

participants, are selected to participate in the study. The random sampling

procedure was officially used in the selection of the respondents of this study.

On the account of the current pandemic situation, the researchers thought it

was the best-fit sampling procedure, acknowledging the health and well-being

of both researchers and respondents. Researchers considered different

criterias to arrive at the sample experts, such as (a) Grade 12 students of

RMDSF-STEC. (b) Students who are familiar with grammar checkers. (c) The

availability of the participants. (d) The willingness of the participants.

Table 1
Distribution of Respondents
N = 545, n = 115
 29

Section Population (N) Sample (n) Percent (%)

98 33 28.7
ABM
43 10 8.7
GAS
262 43 37.39
HUMSS
47 15 13.04
STEM
95 14 12.17
TVL
545 115 100
Total

Research Instruments

This study applied a researcher-made survey questionnaire as the

principal instrument in gathering the data. The survey questionnaire was

subdivided into three (3) parts: The first part of the question pursued the

characteristics of the students or respondents in terms of age, sex, grade

level, strand, availability of internet connection, and availability of mobile

devices/gadgets.

The second part of the questionnaire would find out the respondents'

level of acceptability towards online grammar checkers regarding the Validity,

Accuracy, Dependence, Reliability, and Efficiency. The devices/instruments

that are being used in order to collect the data are a questionnaire or

computer-assisted interviewing system.

The third part was the students' confidence level towards online

grammar checkers regarding Validity, Accuracy, Dependence, Reliability, and

Efficiency. After the survey forms are returned, they would undergo data

analysis, which involves tallying and interpreting data through Microsoft Excel.
 30

The questions would be presented in an English-language format. With the

help of our research adviser, the questions were examined, reviewed, and

changed prior to the final survey. Some of the questionnaires' entries would

be deleted or altered if they had no relevance to the research.

Data Gathering Procedure

As far as the data collection is concerned, a request letter has been

securely forwarded to the RMDSF-school STEC's principal, Mrs. Maribeth E.

Noya, MA Ed., Principal l, requesting permission to conduct the research

project. The researchers started working on the project right away after

receiving approval. Questionnaires that the researchers created, was used to

collect data. After that, the researchers would be responsible for providing a

thorough explanation before determining the importance of the respondent's

responses to the task.

The researchers explained the purpose of the study to the selected

respondents. The implemented survey was done using suitable questions

modified from related research and individual questions formed by the

researchers. In this study, we used an electronic version questionnaire. The

participants were allotted with valuable time answering our questions. We did

not offer any incentives to respondents because they participated in our

survey voluntarily. Therefore, researchers would organize the terms used to

answer the questionnaire with complete clarity as to the subject of the study.

The researchers were warranted that the data gathered during the application

of this procedure would remain confidential and handled with utmost secrecy.

Afterward, the data collected would be tallied and later interpreted.

 31

Statistical Treatment of Data

The responses of the participants were analyzed statistically in a fast

and accurate data analysis. Furthermore, all data gathered from the survey is

accumulated and consolidated in Microsoft Excel, employing descriptive

statistics.

For the variables from sub-problem number one (1), was the variable

that pertained to the socio-demographic characteristics of the respondents,

the following descriptive statistics are used: frequencies, ranges, totals,

percentages, and weighted mean.

For the variables from sub-problem number two (2), was the level of

acceptability of the respondents towards online grammar checkers in terms of

their Validity, Accuracy, Dependence, Reliability, and Efficiency, the following

descriptive statistics are used as statistics such as frequencies, totals,

percentages, and weighted means.

For the variables from sub-problem number three (3), was the

respondents' confidence level towards online grammar checkers in terms of

their Validity, Accuracy, Dependence, Reliability, and Efficiency, the following

descriptive statistics such as frequencies, totals, percentages, and weighted

means are utilized.

In testing the first null hypothesis, which is finding any significant

relationship between the socio-demographic characteristics of the

respondents and their level of acceptability and confidence towards online

grammar checkers, ETA Statistics test is used.

Scoring Procedures
 32

This section discusses how the dependent variables are quantified to

show a numerical presentation that illustrates the attitude and practice of

senior high school students on the utilization of an online grammar checker.

1. This Likert-type scale uses to measure the level of acceptability and

confidence of the respondents towards online grammar checker.

Weight Range Category Descriptionj

4 3.28 - 4.00 SA Strongly Agree

3 2.52 - 3.27 A Agree

2 1.76 - 2.51 D Disagree

1 1.00 - 1.75 SD Strongly Disagree

Chapter 4

PRESENTATION, DATA ANALYSIS AND INTERPRETATION

This chapter concerns with the presentation and interpretation of the

gathered data from the respondents apropos to the profile of the respondents,

the acceptability level, and the confidence level of the students in terms of

Online Grammar Checkers.

PROFILE OF THE RESPONDENTS

This section shows the respondents' socio-demographic profile,

including the Age, Sex, Grade Level, Strand/Track, Availability of Internet

Connection, Availability of Mobile Devices/Gadgets.

Age
 33

The table below illustrates the age of the respondents from the different

grade level and strand.

Table 2
Age of the Respondents
N = 545, n = 115

Age F %

16 years and below 3 2.61

17 21 18.26
18 76 66.09
19 11 9.57
20 and above 4 3.48
TOTAL 115 100

Table 2 shows the age of the respondents from 16-20 years old.

Results disclosed that from the one hundred fifteen (115) respondents, three

percent (3%) of the population of the schools belong to the age group of 16

and below year old. Eighteen percent (18%) of the whole belong to the age of

17 years old, While seventy-six (76) respondents, which is sixty-six percent

(66%) of the whole population, belong to ages 18 years old. Consequently,

eleven (11) respondents, which is ten percent (10%) of the population in

RMDSF-STEC, belong to age 19 years old; and only four (4) respondents,

which is three percent (3%) of the population, belong to the age group of 20

years and above. This result implies that most of the respondents who got the

highest rank belong to the 18 age bracket. This offshoot means that students

ages 17-18 are susceptible to applying grammar checkers, considering that

these are the age interval of students admitting themselves into universities.
 34

Sex

The table below shows the sex of the respondents from the different
grade level and strand.

Table 3
Sex of the Respondents
N = 545, n = 115

Sex F %

Male 39 33.04
Female 76 66.09
TOTAL 115 100

Table 3 represents the sex of respondents. It indicated that more than

half (66.09) of the respondents were females with a frequency of 76 and a

total sample of 115. Thirty-three percent (33.04%) were male. The results

showed that majority of our research respondents in RMDSF- STEC are

females, based on the table. An implication that can be drawn from this result

is that majority of the online grammar checker users in RMDSF-STEC are

female. This means that female use grammar checkers more often than their

male counterparts. This supports the study from Lou and Noels (2017),

Females are more creative and engaged in fluency writing. They tend to use

language learning strategies more often than males. This explains why

majority of the respondents are from female because they are found to be

conscious with the use of appropriate language. Females possessed a

greater linguistic self-confidence and estimated their ability to learn the

language higher than did the male students

Strand

The table below shows the strand or track of the research respondents
 35

Table 4
Strand or Track of the Respondents
N = 545, n = 115

Strand F %
ABM 33 28.7
STEM 10 8.7
HUMMS 43 37.39
GAS 15 13.04
TVL 14 12.17
TOTAL 115 100

As shown in the data, there were one hundred fifteen (115)

respondents from different strands out of five hundred forty-five (545) total

population that were gathered accordingly. Among the one hundred fifteen

(115) respondents, thirty-three (33) of them were from Accountancy and

Business Management (ABM) that represents 28.7%. Followed the lowest

number of respondents shown above, Science Technology, Engineering and

Mathematics (STEM) strand only has ten (10) respondents corresponding to

8.7%. In contrast, Humanities and Social Sciences (HUMSS) got the majority

number of respondents which collected forty-three (43) questionnaires

equivalent to 37.39%. The General Academic Strand (GAS) attained fifteen

(15) respondents that commensurate to 13.04%. Lastly, Technical-Vocational-

Livelihood (TVL) track accumulated fourteen (14) respondents denoting to

12.17%. In summation, one hundred fifteen (115) respondents tantamount to

100% were validated.

This finding suggests that students from respective strands commonly

use online grammar checkers to support their academic excellence stability

and prevents inaccuracies. The data also demonstrates the rationality of

 36

Humanities and Social Sciences (HUMSS) strand in getting the highest

respondents among all listed above. Miriam College reveals that this

academic track is more invested on reading and writing since it develops the

necessary knowledge and skills for bringing about positive change through

the study of social science theories and concepts, community-based realities,

culture, society, and politics, and moral issue discussion. In addition, the

English language is also important for them to enhance their educational

attainment through improved communication ability. When students' English

language proficiency is high, it has an impact and improves their academic

performance.

Grade Level

The table below presents the grade level of the research respondents.

Table 5
Grade Level of the Respondents
N= 115

Grade Level F %

11 11 9.57

12 104 90.43

TOTAL 124 100

The table shows that most of the respondents in RMDSF - STEC are

Senior high school Grade 12 students. Table 5 illustrates the grade level of

the research respondents. It shows that out of one hundred Fifteen (115)
 37

respondents, eleven (11) of them and ten percent (9.57%) of the whole

population were grade 11 students, and one hundred four (104) respondents,

which correlates to ninety percent (90.43%) of the whole studentry are Grade

12 students. The participants in the study were 115 respondents of Senior

High School students. Grade level majority results are from senior high school

Grade 12 students. The result implies that students from Grade 12 have a lot

more challenging paperwork than those in the lower level, the reason why

they need guidance from online grammar checkers. This coincides with the

reasoning of Singh (2017), wherein regardless of how much grammar

instruction children receive as they go through their academic years, they

remain dubious about how to interpret grammatical rules; as a result, they

struggle with writing, which persists at higher levels of schooling. Hence, it

can be implied that students will resort to whatever technology can oblige in

their difficulties in writing as they go through crucial years in their student

lives.

Availability of Internet Connection

The table below illustrates the availability of internet connection of the

research respondents.

Table 6
Availability of Internet Connection of the Respondents
N= 545, n=115
Strand F %
No Access to the 2 1.74
Internet
Pocket Wifi 3 2.61
Mobile Data 49 42.61
Free Mobile Data 3 2.61
Internet Access at 55 47.83
Home
 38

Free Wifi 3 2.61

TOTAL 115 100

The table shows the frequency distribution and percentage of students'

responses in the survey done in different strands. Based on the results, the

students who have no access to the internet are 1.74% of the whole

population. Consequently, in Terms of pocket wifi use and free wifi, 2.61% of

the population utilize them. Moreover, it was noted that numerous students

use mobile data and internet access at home, with 42.61% and 47.83%,

respectively. The results have shown that most of these students have access

to the internet. An implication could be drawn from these results that if it

provides access to a multitude of information, expertise, and educational

resources, it expands learning opportunities both on and off the internet.

The survey results support the claim of Akende and Bamise (2017)

regarding how the use of computers and access to online assets are

comparatively crucial to college and incoming college students. In this case,

having a good internet connection is a must to do better in school. Many

academic preparations are interrupted without internet assistance, and

students suffer from a lack of knowledge approach. Students’ attitudes toward

research have shifted from library books and references to online searches

due to their use of the internet. It is simpler and faster for students, and as a

result, it is widely embraced.

Availability of Mobile Devices/Gadgets

The table below illustrates the availability of mobile devices or gadgets

of the research respondents.

 39

Table 7
Availability of Mobile Device or Gadgets of the Respondents
N= 545, n=115

Availability of Mobile F % Of % Of Cases

Device or Gadgets Response
s

Smartphones 109 72.19 94.78

Tablet 9 5.96 7.83

Laptop 21 13.91 18.26

Personal Computer 8 5.30 6.96

All 4 2.65 3.48

TOTAL 191 100 131.3

*= multiple responses

The proportion of each response to the total number of replies from the

given dataset is shown in table 6. As a result, the total percentage of

responses or the percent of cases or respondents who say “yes” to the

particular gadget is 100 percent of the time. One hundred nine (72.19%) use

smartphones, nine respondents (5.96%) use tablets, twenty-one people

(13.91 percent) use laptops, and 8 respondents (5.30%) utilized the personal

computers, according to the results. Similarly, the percent of cases or

respondents saying "yes" for the particular gadget varied. The percentage of

cases for the respondents who have smartphones is 94.78%, 7.83% of the

cases showed the respondents who use the tablet as their gadget, 18.26% for

the laptops, 6.96 % used their personal computer and 2.65% claimed they

have all the gadgets aforementioned. An implication could be drawn from this

result-- senior high school students have the availability of gadgets for using

online grammar checkers. This means they are more open and can easily
 40

access grammar checkers anywhere and anytime. They are increasingly

using smartphones. This strengthens the claim of Rabiu et al. (2016), wherein

the researchers diagnosed that mobile smartphone is the most used out of

every device in the utilization in having access to the net, which affects the

overall instructional performance. It aimed at shedding light on how students,

who studied English at RMDSF-STEC, employed the advantages that

computerized dictionaries enjoyed over the paper-based. Mobile devices have

played an indispensable role during emergency e-learning, especially during

the pandemic, which was also stated by Mohammed Rafi et al., 2020, which

can be implied and explained by how students are using smartphones.

ACCEPTABILITY LEVEL OF THE RESPONDENTS TOWARDS ONLINE

GRAMMAR CHECKERS

This portion presents the level of acceptability of the senior high school

students in RMDSF- STEC in terms of Validity, Accuracy, Dependence,

Reliability, and Efficiency in a table below which would be followed by its

interpretation and implications.

Validity

The table below shows the level of acceptability of the senior high

students in RMDSF- STEC in the utilization of Online Grammar Checker in

terms of Validity.

Table 8
Level of Acceptability of the Respondents towards Online Grammar Checker
in terms of Validity
N = 545, n = 115

Description Mean Standard Verbal

Description
 41

Deviation

1. The acceptability level of the utilization of online grammar 3.06 0.52 Agree
checkers in terms of its fairness to the teachers and to the
respondent’s grades.
1. 2. The acceptability level of the normalization of online 3.15 0.54 Agree
grammar checkers and how it will be reasonable for every
student.

3. The acceptability level of the respondents’ positive attitude 3.09 0.56 Agree
regarding its utilization in the academe.
4. The acceptability level of how it is reasonable to use such 2.15 0.60 Disagree
technology despite its price
5. The acceptability level of how the grading system will still be 2.75 0.72 Agree
fair and it will not cause unfairness towards the students who
use online grammar checker and those who do not.
∑µ = 0.59 Agree
2.84

Legend:
3.28 – 4.00 Strongly Agree Very Acceptable
2.52 – 3.27 Agree Highly Acceptable
1.76 – 2.51 Disagree Slightly Unacceptable
1.00 – 1.75 Strongly Disagree Unacceptable

The data showed that four (4) out of five (5) questionnaires resulted

from a high acceptance of the students towards Respondent towards Online

Grammar Checker. The table revealed that most of the respondents are

receptive to applying the said technology. These situational questions include

the following: "The acceptability level of the utilization of online grammar

checkers in terms of its fairness to the teachers and the respondent's grades."

with a mean of 3.06, "The acceptability level of the normalization of online

grammar checkers and how it will be reasonable for every student." with a

mean of 3.15, "The acceptability level of the respondents' positive attitude

regarding its utilization in the academe." with a mean of 3.09, and "The

acceptability level of how the grading system will still be fair and it will not
 42

cause unfairness towards the students who use an online grammar checker

and those who do not." with a mean of 2.75.

Only the respondents chose one (1) out of five (5) knowledge level

questionnaires. The situation is SLIGHTLY ACCEPTABLE on the Level of

Acceptability of the Respondent towards Online Grammar Checker. It is; "The

acceptability level of how it is reasonable to use such technology despite its

price," with a mean of 2.15. In general, the weighted mean of the respondents

in their knowledge level questionnaire is 2.84, which suggests that the

respondents AGREE with the level of Acceptability of the Respondents

towards Online Grammar Checker. An implication can be made from the

results: students value their write-ups; however, the money to purchase a

premium account for grammar checkers is not worth the gamble. A user's

difficulty in writing is not a valid justification for money to be spent; this was

based on the survey result. However, this was one out of five. As Brewer &

Crano, 2014 implied, it must be dependable and valid to be beneficial in a

research effort or different facets. The collective result showed the

acceptability of the grammar checker's validity for the students.

Accuracy

The table below shows the level of acceptability of the senior high

students in RMDSF- STEC in the utilization of Online Grammar Checker in

terms of Accuracy.

Table 9
Level of Acceptability of the Respondents towards Online Grammar Checker

in terms of Accuracy
 43

N = 545, n = 115

Description Mean Standard Verbal

Deviation Description

1. The acceptability level of how the usage of the 2.96 0.57 Agree
technology will provide accurate answers for my outputs.
.
2. The acceptability level of how Grammar Checkers 3.29 0.57 Strongly
promote improvement in grammar accuracy in English Agree
writing.

3. The acceptability level of how Grammar checkers will 3.07 0.51 Agree
revise 85% of the errors.
4. The acceptability level of how Online Grammar 3.26 0.48 Agree
Checkers will provide correct sentence fragments that
will change outputs to an accurate one
5. The acceptability level of how Online Grammar 3.18 0.46 Agree
Checkers will provide efficiency based on its
accurate descriptions
∑µ = 0.52 Agree
3.15
The data revealed that four (4) out of five (5) questionnaire lies on the

agreeable level of Acceptability of the Respondents towards Online Grammar

Checker in terms of Accuracy. These descriptions include the following: “ The

acceptability level of how the usage of the technology will provide accurate

answers for my output.” with a mean of 2.96, “ The acceptability of how

Grammar Checkers will revise 85% of the errors.” with a mean of 3.07, “ The

acceptability level of how Online Grammar Checkers will provide correct

sentences fragments that will change outputs to an accurate one,” With a

mean of 3.26, “ The acceptability level of how Online Grammar Checkers will

provide efficiency based on its accurate descriptions,” With a mean of 3.18.

Only one (1) out of five (5) knowledge level questionnaires was

different by the acceptability rate of the respondents wherein they

STRONGLY AGREE on how Grammar Checkers promote improvement in

 44

grammar accuracy in English writing,” with a mean of 3.29. The data

presented above manifested that the weighted mean is 3.15. This means that

the respondents AGREE that online grammar checkers are Highly Acceptable

in terms of their Accuracy.

Accordingly, most of the respondents AGREE. An implication that

could be drawn from this result is that grammar checkers assist users in

writing better English and more efficiently correcting the text. Grammar

Checkers is a helpful tool since it provides accurate answers, improves

grammar accuracy, provides correct sentence fragments, and provides

efficiency based on its accurate descriptions. On the other hand, as cited by

Japos (2013), who performed a survey of undergraduate research students,

Grammarly improves writing accuracy.

This shows that grammar checkers help enhance English language

skills by highlighting our mistakes and errors. It should not be overlooked that

students are receptive to online grammar checkers because it is accurate in

providing help in their errors.

Dependence

The table below shows the level of acceptability of the senior high

students in RMDSF- STEC in the utilization of Online Grammar Checker in

terms of Dependency.

Table 10
 45

Level of Acceptability of the Respondents towards Online Grammar Checker

in terms of Dependence
N = 545, n = 115

Description Mean Standard Verbal

Deviation Description

1. The acceptability level of how the dependence in 2.85 0.61 Agree

making essays using grammar checkers is just.
2. The acceptability level of how the dependence in it will 3.02 0.59 Agree
increase knowledge in grammar rules
3. The acceptability level of it meets the grammar needs 3.09 0.47 Agree
adequately.
4. The acceptability level of how there is nothing wrong 2.78 0.67 Agree
when one simply cannot function without using it.
5. The acceptability level of how the money spent on 2.86 0.61 Agree
premium accounts is healthy with the amount of
benefits that it gives back to you.
∑µ = 0.59 Agree
2.92

Table 10 showed the summary table of the level acceptability of the

respondents towards online grammar checkers in terms of Dependency. The

table revealed that most of the acceptable that identify the online grammar

checker of the respondents "Agree." These acceptability levels that most

"agree" in response are how the dependence on making essays using

grammar checkers is just, with a mean of 2.85; how dependence in it will

increase knowledge in grammar rules with a mean of 3.02, and how it meets

the grammar needs adequately, with a mean of 3.09.

The result showed a weighted mean of 2.92 which is equivalent to a

HIGHLY ACCEPTABLE response, or the respondents AGREE.

An implication could be drawn from this result; respondents do not

necessarily mind depending on technology. Results showed that the

respondents are highly acceptable to its existence in the academe. This could

also further help them accomplish the tasks and avoid procrastination. The
 46

outcome reinforces the widespread belief that classroom technology improves

students' academic achievement and increases their motivation to complete

tasks implied by Al-Hariri & Al-Hattami, 2017; Izadpanah & Alavi, 2016.

However, they also added that much reliance on technology severely affects

students' competencies in three skills that are undisputedly important to them:

reading, writing, and arithmetic

Reliability

The table below shows the level of acceptability of the senior high

students in RMDSF- STEC in the utilization of Online Grammar Checker in

terms of Reliability.

Table 11
Level of Acceptability of the Respondents towards Online Grammar Checker
in terms of Reliability
N = 545, n = 115
Description Mean Standard Verbal
Deviation Description

1. The acceptability level of the reputation of grammar 3.104 0.46 Agree

checker.
2. The acceptability level of the interface of a grammar 3.09 0.47 Agree
checker.
3. The acceptability level of the grammar corrections 3.14 0.42 Agree
presented to the respondents.
4. The acceptability level of advertisements that the 3.02 0.48 Agree
respondents witness regarding grammar checkers.
5. The acceptability level of how the number of users in 3.07 0.62 Agree
Grammarly or any grammar checker is enough reason
for a respondent to use it.
∑µ = 0.49 Agree
3.08
Table 11 presents the level of acceptability of the respondents towards

online grammar checkers in terms of reliability. The terms are the acceptability

level of a grammar checker's reputation, its interface, the grammar corrections

presented to respondents, the promotions regarding grammar checkers, and

 47

the level of whether the number of any grammar checker is sufficient reason

for a respondent to use it.

The table illustrated the level of acceptability of respondents in terms of

the technology's reliability. The results revealed that some of these

respondents AGREE with the reliability of Online Grammar Checkers in

applying the technology as mentioned earlier in the academe.

These were the following: "the acceptability level of reputation grammar

checkers with a mean of 3.104"; "acceptability level of a grammar checker's

interface" with a mean of 3.09, "acceptability level of the grammar corrections

presented to the respondents" with a mean of 3.14; "the acceptability level of

the advertisements that the respondents' witness regarding grammar

checkers" with a mean of 3.02, and "the acceptability level of whether the

number of users of a grammar checker is adequate for a new user to use the

technology.

An implication could be drawn from this result that the effect of the

current study from a larger perspective is to make every student help

themselves improve their grammar and construct the correct form of

sentences so that they will not have difficulty constructing their sentences.

Hence, students can accept the reliability and the reputation of these

grammar checkers since most of the students have a hard time constructing

their sentences without being incorrect in their grammar.

The study mentioned Cavaleri and Dianati (2016) examine how

Grammarly is perceived by students using the Technology Acceptance Model

(TAM). Overall, learners said that Grammarly's instructions helped them learn
 48

grammar standards. With this kind of reputation, students are inclined to trust

the reputation of Online Grammar Checkers.

Efficiency

The table below shows the level of acceptability of the senior high

students in RMDSF- STEC in the utilization of Online Grammar Checker in

terms of Efficiency.

Table 12
Level of Acceptability of the Respondents towards Online Grammar Checker
in terms of Efficiency
N = 545, n = 115

Description Mean Standard Verbal

Deviation Description

1. The acceptability level of how grammar checkers 3.16 0.45 Agree

provide in terms of how it consumes time.
1. The acceptability level of how there is nothing wrong 3.09 0.64 Agree
when students use this in cramming their essays
3. The acceptability level of how the respondents’ 3.017 0.47 Agree
approach the grammar checker positively in its
utilization in the academe.
4. The acceptability level of how it is reasonable to use 3.18 0.43 Agree
such technology despite its price.
5. The acceptability level of how the grading system will 3.06 0.54 Agree
still be fair and it will not cause unfairness towards the
students who use online grammar checker and those
who do not.
∑µ = 0.51 Agree
3.10

After interpreting the data, Table 12 represents the level of

acceptability of the respondents towards online grammar checkers. The result

revealed that all five (5) questions in the survey showed a HIGHLY

ACCEPTABLE rate. This includes how it consumes time, how students use

this in cramming their essays, how the respondents approach grammar

 49

checker positively in its utilization in the academe, how it is reasonable to use

such technology despite its price, and how the grading system will still be fair.

It will not cause unfairness toward the students who use an online grammar

checker and those who do not.

The consummation of time garnered a mean of 3.16, the acceptability

rate for how there is nothing wrong when the students use this in cramming

their essays got a mean of 3.09. Consequently, 3.17 mean was the result for

how the respondents approach grammar checker positively in its utilization in

the academe, and 3.18 for the reasonability to use such technology despite its

price. Lastly, 3.06 mean for how the grading system will still be fair. The

computed weighted mean resulted in 3.10, which implies that the level of

acceptability of the respondents towards online grammar is HIGHLY

ACCEPTABLE or AGREE.

From the result, an implication can be made. Aceron (2021) claims that

the software is better and more time-efficient for easy grammar corrections

and easy plagiarism tracking because it is only one click away, as opposed to

manual checking, which takes more time and effort from the writing instructors

and professors. This coincides with how students agree, not just in their

perspective but also in the context of a teacher's efficiency, especially with

question #5 regarding the grading system. This debunks the idea that

grammar checkers may lead to unfairness, for teachers can also have their

access that will help students in their grammar needs.

CONFIDENCE LEVEL OF THE STUDENTS TOWARDS ONLINE

GRAMMAR CHECKERS
 50

This portion presents the level of acceptability of the senior high school

students in RMDSF- STEC in terms of Validity, Accuracy, Dependence,

Reliability, and Efficiency in a table below which would be followed by its

interpretation and implications.

Validity

The table below shows the confidence level of the senior high students

in RMDSF- STEC in the utilization of Online Grammar Checker in terms of

Validity.

Table 13
Confidence Level of the Respondents towards Online Grammar Checker in
terms of Validity
N = 545, n = 115

Description Mean Standard Verbal

Deviation Description
1. The confidence level of recommending a friend to use 3.20 0.52 Agree
online grammar checkers.
2.The confidence level of how online grammar checkers 3.02 0.62 Agree
are authentic.
3.The confidence level of recommending a classmate to 3.18 0.46 Agree
use online grammar checkers.
4.The confidence level of how the whole notion of 2.89 0.583 Agree
grammar checkers is valid.
5.The confidence level of how someone using online 3.02 0.52 Agree
grammar checkers receives justifiable rating.
∑µ = 0.54 Agree
3.062

Legend:
3.28 – 4.00 Strongly Agree Very Confident
2.52 – 3.27 Agree Fairly Confident
1.76 – 2.51 Disagree Slightly Confident
1.00 – 1.75 Strongly Disagree Not Confident

Table 13 presents the confidence level of the senior high students in

RMDSF- STEC in the utilization of Online Grammar Checker in terms of

Validity. The top three highest weighted means showed in the table were the
 51

confidence level of recommending a friend with 3.20, recommending a

classmate with 3.18 and how grammar checkers are authentic and receives a

justifiable rating with 3.02.

The data revealed a general weighted mean of 3.062 “agree” with a

standard deviation of 0.54, agreeing that the respondents have found

appropriateness in using online grammar checkers and even in

recommending it to a friend or classmate.

The confidence level of the students in terms the grammar checkers’

validity is tagged “AGREE”. From this statement it can be implied that the

students are FAIRLY CONFIDENT in the utilization of grammar checkers in

terms of its validity. The students believed and agreed with the general idea

that using grammar checkers is reasonable and valid for whatever purpose it

may served.

This supports the study from Hanson (2017), who stated that that 'A

measurement tool is reliable when it gives stable and consistent results.

When it can accurately portray the construct of interest, consistency leads in

recurring use and validity.

Accuracy

The table below shows the confidence level of the senior high students

in RMDSF- STEC in the utilization of Online Grammar Checker in terms of

Accuracy.

Table 14

Confidence Level of the Respondents towards Online Grammar Checker in

terms of Accuracy
 52

N = 545, n = 115

Description Mean Standard Verbal

Deviation Description

1. The confidence level of corrections from Online 2.99 0.537 Agree

Grammar Checkers are precise.
2. The confidence level of how online grammar are 3.23 0.535 Agree
accurate in checking the typos.
3. The confidence level of how grammar checkers 3.16 0.511 Agree
provide accurate spelling corrections.
4. The confidence level of how grammar checkers 3.00 0.599 Agree
detects missing citation.
5. The confidence level of how grammar checkers 3.13 0.475 Agree
provides accurate vocabulary usage.
∑µ = 0.53 Agree
3.102

The table 14 presents the confidence level of the senior high students

in RMDSF- STEC in the utilization of Online Grammar Checker in terms of

Accuracy. The top three highest weighted means showed on the table were

the confidence level of how grammar checkers are accurate in checking typos

with 3.23, how it provides accurate spelling corrections with 3.16 and how

grammar checkers provides accurate vocabulary usage with 3.13.

The data revealed a general weighted mean of 3.102 “AGREE” with a

standard deviation of 0.5314, agreeing that the respondents are FAIRLY

CONFIDENT and gives no question with the grammar checkers’ accuracy. It

can be inferred that the respondents believed that the grammar checkers

provided them with the great level of quality or state of being correct in terms

of looking for typos, missing citations, and in proofreading the work to make

sure that it’s free from mistakes.

Thus, students from RMDSF-STEC had become more effective in

school and in the field of writing. As stated by Japos (2013) Grammarly

 53

improves writing and grammatical accuracy of the students as well as the

accuracy of the technology to perform well. It is a program that acts as a self-

help learning aids for learners. Hence, having that kind of accuracy, students

agree to its application that further leads to high level of confidence towards

the online grammar checker.

Dependence

The table below shows the level of acceptability of the senior high

students in the utilization of Online Grammar Checker in terms of

Dependency.

Table 15
Confidence Level of the Respondents towards Online Grammar Checker in
terms of Dependency
N = 545, n = 115
Description Mean Standard Verbal
Deviation Description
1. The confidence level of how Grammarly detects the 3.10 0.51 Agree
majority of errors and suggests ways to enhance the
writing of students which is worth depending for.
2. The confidence level of how grammar checkers assists 3.2 0.48 Agree
individuals In improving their knowledge of the English
Language in every single endeavour.
3. The confidence level of how non-writers and non- 3.17 0.53 Agree
technical individuals will benefit greatly from grammar
checkers.
4. The confidence level of how it would not harm the 2.89 0.61 Agree
future of writing and grammar of the youth and the next
generation.
5. The confidence level of how grammar checkers still lies 3.10 0.64 Agree
on self-reliance and not technological dependence.
∑µ = 0.56 Agree
3.092

After data interpretation, results showed that five (5) level of confidence

scenarios in the questionnaire were claimed by the respondents they AGREE

 54

on. The five descriptions include: (1) The confidence level of how Grammarly

detects the majority of errors and suggests ways to enhance students' writing,

which is worth depending for, which garnered a mean of 3.10. (2) The

confidence level of how grammar checkers assists individuals

In improving their knowledge of the English Language in every single

endeavor, with a mean of 3.2. (3) The confidence level of how non-writers and

non-technical individuals benefit significantly from grammar checkers with a

mean of 3.17. (4) The confidence level of how it would not harm the future of

writing and grammar of the youth and the next generation, which garnered a

mean of 2.89 and lastly (5) The confidence level of grammar checkers still lies

in self-reliance and not technological dependence, with a mean of 3.10.

Generally, the weighted mean accumulated is 3.092, which equates to

respondents having a FAIRLY CONFIDENT attitude towards the dependence

to online grammar checkers. The result implies that students are more likely

to depend on such technologies for their outputs rather than putting the world

of writing at risk by depending on it, which is still subject to behavioral

research.

This is contrary to Izadpana Khadija Alhumaid's claims that these kinds

of technology impair handwriting and reading, and that Information

Technology (IT) causes shallow information processing. The students still

believed that self-reliance is still a matter of consideration when using

grammar checkers, and it does not necessarily hinder the growth and

developing skills in writing and even reading comprehension.

Reliability
 55

The table below shows the confidence level of the senior high students

in RMDSF- STEC in the utilization of Online Grammar Checker in terms of

Reliability.

Table 16

Confidence Level of the Respondents towards Online Grammar Checker in

terms of Reliability

N = 545, n = 115

Description Mean Standard Verbal

Deviation Description

1. The confidence level of how online grammar 3.04 0.50 Agree

checker is performing consistently well.
2. The confidence level of how online grammar 3.15 0.45 Agree
checkers produces good quality of results.
3. The confidence level of how grammar checkers 2.90 0.58 Agree
are solid and trusted.
4. The confidence level of how grammar checkers 2.97 0.54 Agree
can be depended on its good quality of results.
5. The confidence level of how grammar checkers 3.00 0.53 Agree
has an excellent quality of results.
∑µ = 0.52 Agree
3.012

Table 16 presents the confidence level of the senior high students in

RMDSF- STEC in utilizing Online Grammar Checker in terms of Reliability.

The top three highest weighted means shown in the table were the confidence

level of how grammar checkers produces good quality of results with 3.15,

how it is performing consistently well with 3.04 and how it produced an

excellent quality of results with 3.00. The data revealed a general weighted

mean of 3.012 "AGREE" with a standard deviation of 0.413, which showed

that students had positive feedback on technology development. They are

FAIRLY CONFIDENT towards the accuracy of the technology. They were

 56

compatible and relied extensively on the online grammar checkers' results. As

the objective of artificial intelligence and technological research continued to

increase in the field of natural language processing, several applications like

grammar checkers software provide this solution to the growing needs of the

students. This means that the students favor the excellence and proficiency of

the grammar checkers and that the students greatly rely on the results from

this technology.

This supports the study from Cavaleri and Dianati (2016), who stated

that learners said that Grammarly's instructions helped them learn grammar

standards. O'Neil and Russell (2019) also supported that students using

Grammarly responded more positively and relished AWE substantially more

than students who received feedback from the teacher, based on a mixed

method exploratory design that assessed responses from students receiving

feedback from Grammarly and students receiving feedback from the teacher.

Efficiency

The table below shows the confidence level of the senior high students

in RMDSF- STEC in the utilization of Online Grammar Checker in terms of

Efficiency.

Table 17
 57

Confidence Level of the Respondents towards Online Grammar Checker in

terms of Efficiency

N = 545, n = 115

Description Mean Standard Verbal

Deviation Description

1. The confidence level of how online grammar 3.26 0.479 Agree

checker can help save time in making emails and
write-ups.
2. The confidence level of how the productivity it 3.21 0.454 Agree
provides is a good feature.
3. The confidence level of how grammar checkers 3.16 0.476 Agree
can finish a write-up without wasting too much
energy.
4. The confidence level of how grammar checkers 3.08 0.505 Agree
provide competency in someone’s performance.
5. The confidence level of how grammar checkers 3.17 0.534 Agree
helps you finish more task easily and with good
quality.
∑µ = 0.49 Agree
3.176

Table 17 presents the confidence level of the senior high students in

RMDSF- STEC in utilizing Online Grammar Checker in terms of Efficiency.

The researchers have discovered that the respondents AGREE that the

grammar checkers performed efficiently well. The top three highest weighted

means showed in the table were the confidence level of how online grammar

checker can help save time in making write-ups with 3.26, of how it provides a

good feature with a mean of 3.21 and how it helps you finish more task easily

and with good quality with a mean of 3.17. This conclusion is seen from the

general weighted mean of 3.176 “agree” with a standard deviation of 0.4896.

 58

The given results implied that the respondents are FAIRLY

CONFIDENT in utilizing online grammar checkers in terms of Efficiency,

which makes the student more productive and have a good performance in

school. It also implies that the online grammar checker is more efficient and

effective in teaching styles because it saves time and energy. It also shows

that it helps students finish more tasks efficiently than reading those written in

inked heavy books.

This supports the study conducted by Yang (2018), who stated that

grammar checkers could correct spelling mistakes and other

recommendations for sentence fragments, punctuation, and run-on

sentences. This helped students and even teachers in a more efficient way in

grammar checking and making write-ups, may it be an email, essays,

academic articles, and the like. Efficiency is something the students always

look forward to in their daily endeavors, and the promised Efficiency of

grammar checkers further gives the students the confidence to use the

technology.

RELATIONSHIP BETWEEN THE VARIABLES

This section presents the results from the statistical analysis using the

ETA Statistics between the independent variables, which are the demographic

profile of the respondents, and the dependent variables, which are the level of

acceptability and confidence senior high school students towards online

grammar checkers.
 59

Table 18
Relationship Between the Respondent’s and Their Level of Acceptability
towards Online Grammar Checkers
N = 575, n = 115

Variables Correlated Using Valu Interpretation Decision

Eta Statistics e
Age of the respondents and their .103 No or negligible association Failed to
Level of Acceptability and between the variables Reject
Confidence towards Online the Ho
Grammar Checkers
Gender of the respondents and .027 No association between the Failed to
their Level of Acceptability and two variables Reject
Confidence towards Online the Ho
Grammar Checkers
Grade level of the respondents in .133 No or neglible association Failed to
Senior High School and their Level between the variables Reject
of Acceptability and Confidence the Ho
towards Online Grammar
Checkers
Strand or Track of the respondents .042 No association between the Failed to
in Senior High School and their two variables Reject
Level of Acceptability and the Ho
Confidence towards Online
Grammar Checkers
Internet connectivity and their .039 No association between the Failed to
Level of Acceptability and two variables Reject
Confidence towards Online the Ho
Grammar Checkers
Availability of computer and .139 No or neglible association Failed to
gadgets and their Level of between the variables Reject
Acceptability and Confidence the Ho
towards Online Grammar
Checkers
Legend:

Eta Coefficient Interpretation

0.00 No association between the two variables
0.01 – 0.19 No or negligible association between the variables
0.20 – 0.39 Weak association between the variables
0.40 – 0.69 Medium association between the variables
0.70 – 1.0 Strong association between the variables
 60

Table 18 showed the SPSS results of the relationship between the

background information of the Senior High School Students of RMDSF-STEC

and their acceptability towards online grammar checkers utilizing the ETA

Statistics. The analyzed data indicated that the age, gender, grade level,

strand, availability of gadgets, and internet connectivity failed to reject the null

hypothesis. Based on the illustrated table, an implication could be drawn from

it; one conclusion that can be derived from the findings is that the students'

background does not substantially impact acceptability to the online grammar

checker technology.

Table 18 showed a weak association between the respondent's age

and their level of acceptability toward online grammar checkers with an ETA

coefficient of .103, which belonged in the weak association bracket. However,

the study failed to reject the null hypothesis, which implies that the Age of

Senior High School students does not influence their acceptability level

towards applying Online Grammar Checkers. The result drew an implication

that students in this age group are most likely to accept its application,

especially since they are graduating students considering that the

respondents' population was 18 years old and most probably in the 12th

grade. This can be related to Ventayen's (2018) study wherein most users are

master’s and doctorates. The ages are ranging 31 to 40 years of age,

followed by 21 to 30 years of age.

The study also showed that most of the students taking up Graduate

Studies belong to a younger age which further reinforces how the

acceptability, and the ages of the respondents have a weak association with
 61

each other. On the other hand, there is also no significant relationship

between the respondents' sex and their level of acceptability toward applying

grammar checkers. The variable had an ETA Coefficient of .027, which

means no association between the variables.

Therefore, the study failed to reject the null hypothesis. In other

words, regardless of the sex or gender of the senior high school students, it

does not play a significant role to their level of acceptability towards the use of

grammar checkers. A male or female may have different perspectives;

nevertheless, there is little to no difference in this domain. This can be related

to Lou and Noel's (2017) claims wherein gender partially affected learners'

mindsets regarding language learning.

In addition, the table also presented how there is no significant

relationship between the respondents' grade level and their level of

acceptability towards online grammar checker. However, it must be noted that

there is still a weak association between the two variables, with an ETA

coefficient of .133. Regardless of the association, this study failed to reject the

null hypothesis, which means that regardless of the grade level of the senior

high school students, it will not affect their level of acceptability. This result

suggests that the grade level of the respondents does not play an essential

role in their acceptability level in the utilization of online grammar checkers.

However, we can imply that the grade level does play a slight role in students'

acceptability, considering that these are stages of schooling wherein essays

are almost an everyday task.

 62

It supports Singh et al. (2017) claims how Grammar deficit, on the

other hand, is evident in both primary and secondary school pupils. This is

despite kids receiving enough exposure to grammar exercises and practice.

Regardless of how much grammar instruction children receive, they remain

dubious about how to interpret grammatical rules; as a result, they struggle

with writing, which persists at higher levels of schooling and results in the

acceptability of a technology that will aid them with the respondent's

difficulties. Subsequently, there is also no significant relationship between the

strand and the level of acceptability of the respondents. With an ETA

coefficient of .042, it is concluded that the study failed to reject the null

hypothesis, which indicates that the strand of senior high school students

does not affect their level of acceptability regarding the utilization of online

grammar checkers.

Meanwhile, the same goes for the Availability of Internet Connection.

The result showed an eta coefficient of .039, which meant no association

between the variables and failed to reject the null hypothesis. This result

insinuated that the respondents' internet connectivity does not influence and

does not play an essential role in their level of acceptability in the utilization of

online grammar checkers. This debunks Roy's (2020) claims his studies in

India about how internet connectivity is a restriction for education. Studies do

not see the lack of internet connectivity as a hindrance in the application of

the aforementioned technology.

Thereupon, the table presented the weak association between the

Availability of Gadgets and the Acceptability Level of the utilization of Online

 63

Grammar checkers. With an ETA Coefficient of .139, it exhibited a weak

association but failed to reject the null hypothesis. Therefore, the result

reinforces the claim of Carsten (2021) that while there is a reluctance to

introduce technology into the classroom, there are innumerable instances of

these technologies exemplifying their educational expediency to other

ambitions. However, the lack of technology and tools can hinder the

application.

Table 19

Relationship between the Respondent’s Demographic Profile and their Level

of Confidence towards Online Grammar Checkers

N=124

Variables Correlated Using Value Interpretation Decision

Eta Statistics
Age of the respondents and .042 No or negligible Failed to
their Level of Acceptability association between Reject the Ho
and Confidence towards the variables
Online Grammar Checkers
Gender of the respondents .107 No association Failed to
and their Level of between the two Reject the Ho
Acceptability and variables
Confidence towards Online
Grammar Checkers
Grade level of the .059 No association Failed to
respondents in Senior High between the two Reject the Ho
School and their Level of variables
Acceptability and
Confidence towards Online
Grammar Checkers
Strand or Track of the .007 No association Failed to
respondents in Senior High between the two Reject the Ho
School and their Level of variables
Acceptability and
Confidence towards Online
Grammar Checkers
Internet connectivity and .039 No association Failed to
their Level of Acceptability between the two Reject the Ho
and Confidence towards variables
 64

Online Grammar Checkers

Availability of computer and .029 Weak association Failed to
gadgets and their Level of between the two Reject the Ho
Acceptability and variables
Confidence towards Online
Grammar Checkers

Table 19 illustrates the SPSS results of the relationship between the

background information of the Senior High School Students of RMDSF-STEC

and their confidence in online grammar checkers utilizing the ETA Statistics.

The analyzed data indicated that the age, gender, grade level, strand,

availability of gadgets, and internet connectivity failed to reject the null

hypothesis. Based on the illustrated table, an implication could be drawn

from it; one conclusion derived from the findings is that the students'

background does not substantially impact one's confidence in the online

grammar checker technology.

Table 19 showed a weak association between the respondent's age

and their level of acceptability toward online grammar checkers with an ETA

coefficient of .042, which signifies how there is no association between the

variables. The study then failed to reject the null hypothesis, which implies

that the Age of Senior High School students does not influence their

confidence level towards applying Online Grammar Checkers. An implication

can be made wherein there is no such thing as age of learning. This can be

related to Porter and Fuller's study regarding the age of learning; wherein, it

had a more significant impact on speech production than on grammar.

Therefore, these technology features will bring significance to students, both

adults, and young ones, to find grammatical errors and enhance the English

language.
 65

On the other hand, there is also no significant relationship between the

respondents' sex and their level of confidence toward applying grammar

checkers. The variable had an ETA Coefficient of .107, which means there is

a weak association between the variables. An implication can be made from

this result. Considering the population and the sample, the majority of them

are Female. According to Al-Saadi, Z (2020) research, females outperformed

males in writing fluency and text quality. Women's dominance in writing

fluency and text quality is due to their greater English competence, and this is

according to his data. This explains why gender and the confidence level in

using grammar checkers had a weak association. However, the study failed

to reject the null hypothesis.

In addition, the table also presented how there is no significant

relationship between the respondents' grade level and their level of

knowledge in terms of financial literacy. However, it must be noted that there

is still a weak association between the two variables, with an ETA coefficient

of .059. This study failed to reject the null hypothesis, which means that

regardless of the grade level of the senior high school students, it will not

affect their confidence level towards grammar checkers. This result suggests

that the grade level of the respondents does not play an essential role in their

acceptability level in the utilization of online grammar checkers.

Subsequently, there is also no significant relationship between the

strand and the level of acceptability of the respondents. With an ETA

coefficient of .007, it is concluded that the study failed to reject the null

hypothesis, which indicates that the strand of senior high school students

does not affect their level of acceptability regarding the utilization of online
 66

grammar checkers. The result showed how there is no association between

the variables.

Meanwhile, the same goes for the Availability of Internet Connections

and the Availability of Gadgets. The result showed an eta coefficient of .039

and .029, respectively, which meant no association between the variables and

failed to reject the null hypothesis. This result insinuated that the

respondents' internet connectivity and their gadgets do not influence and do

not play an essential role in their confidence in using online grammar

checkers. The results disprove Mohammed Rafi et al., (2020) claims about

how they acknowledged that network connectivity and power failure were the

main obstacles for students. The outcome of the analysis did show that not in

every instance, the lack of internet connectivity and gadgets could affect one's

confidence in utilizing a technology that is still a novelty for them. Given these

circumstances, there is no significant relationship between variables

Availability of Internet connection, Availability of Gadgets, and the confidence

level of Senior High School students towards Online Grammar Checkers.

 67

OUTPUT OF THE STUDY

STRENGTHEN THE CONFIDENCE OF

THE STUDENTS TOWARDS GRAMMAR
CHECKER TECHNOLOGY INTO
WRITING AND COMMUNICATION
PROGRAMS IN THE ACADEME

ANCIANO, JENNY D.
BARIGGA, ALGEN H.
CABANIGAN, ALIYANARAH SASKIA B.
CAPOY, MIKAILAH JANE T.
CASTRO, HANNAH S.
DOROY, VINCE JOHN T.
 68

ENRIQUEZ, ISHA NIKKA

GIAN, ANTON A.
LORO, CRISTENE P.
MAQUILAN, ANGEL SHEKINAH T.
PINGOY, ACEL LORRYDEL S.
ROBLE, MERSANDEE D.
TORRALBA, RAMILYN

I. RATIONALE

Regardless of the preferred field, the academe or schooling inevitably

envisions some breadth of competence in writing, whether a straightforward

essay, thesis or dissertation. Beyond the concept of the written piece, its

length, and formatting, grammar is one of the crucial impressions of readers

towards the author and their write-ups. However, despite emphasizing its

importance towards the whole curriculum of being a student, the result says

otherwise.

Furthermore, modern technology has produced a publicly available

tool: the grammar checker, which can be utilized to emphasize the link

between grammar and writing. Grammar checkers, which are now included in

most word processing applications, highlight or underline what they consider

to be stylistic, grammatical, or mechanical errors in a text and, upon request,

remark on, explain, and sometimes suggest corrections.

In these circumstances, many students employ an online grammar

checker for their academic writing to rectify their grammar problems and

ameliorate their stress. Based on the study results, Senior High School

students AGREE to implement the technology in the school. The

 69

interpretation exhibited that the students are confident that this will

significantly impact a student's academic performance. Hence, it is relevant to

develop a program that will assist the students in their grammar necessities

and deficiencies using grammar technology and its implementation for those

who are still not acquainted with the technology, as mentioned earlier. The

propounded developmental program would administrate the students to

significantly provide information and awareness on grammar checkers. These

factors would be a valuable tool in dealing with the areas of concern regarding

students' grammar capabilities and their acceptability and confidence in the

online grammar checker technology. This will intensify and heighten their

confidence towards the technology.

II. OBJECTIVES

The proposed developmental plan designed to:

 To create a comprehensive level of confidence for the students, higher

than their initial level regarding online grammar checkers in

communication and writing in senior high school students of RMDSF-

STEC.

 To create a program that allows students to improve their grammar in

preparation for the following paths in their schooling, like College or

University Admissions.

 To provide a profound learning experience to the students that can

help them detect their grammar errors quickly and efficiently.

III. SCHEME OF IMPLEMENTATION

 70

1. Identify key stakeholders and committees needed to approve the

initiative and policy and submit the proposal and the program flows and

matrix to the faculty of RMDSF-STEC.

2. Upon authorization, provide copies of the proposal to the persons

involved. It should be cascaded to the person involved, the school

principal, the teachers, the studentry and even the guest speakers.

3. Develop training forms and communication materials and obtain

organizational approval for forms if necessary, like the venues of the

symposium or the need for putting up posters must be done with the

consent of the Property Custodian.

4. Monitor the implementation to determine the pace of the program

5. Conduct evaluation and research to enhance the existing programs

and for improvement in the future.

6. Compile the documents for future reference.

 STRENGTHEN THE CONFIDENCE OF THE STUDENTS TOWARDS
GRAMMAR CHECKER TECHNOLOGY INTO WRITING AND
COMMUNICATION PROGRAMS IN THE ACADEME

Areas of Objectives Strategies Persons Budge Source of Time Expected Actual Remarks
Concern Involved t Budget Frame Outcome Accom-
plishment
1. Grammar . • To help 1.1 Reading Students. Php Sponsors. Half of Students can -
problems students Workshops Speakers and 15,000 LGU, NGO the have • To
of the acquire and Writing Volunteers support and school provide a
students Workshops student year profound
efficiency and
1.2 Grammar contribution weekends learning
improve their Checker experience to
confidence assesmment the students
level. , wherein that can help -
students can them detect
• To check their their
create a output and grammar
program that assess their
errors quickly
allows performance and
students to to know efficiently.
improve their exactly
where they
grammar in
lack
preparation for
the following
paths in their
schooling, like
College.
 71

SAMPLE PROPOSAL PROGRAM DESIGN

I. Title: STEC’S GRAMMAR MOVEMENT: STRENGTHEN THE STUDENT’S
CONFIDECENCE LEVEL THROUGH INCORPORATING WRITING AND
READING IN THEIR LIFESTYLE

II. Proposed Date: May 2022

III. Proposed Venue: Ramon M. Durano Sr. Foundation – Science and

Technology Education Center (Banaba, Guinsay, Danao
City)

IV. Expected Participants: 500 students (maximum)

V. Rationale :

A meta-analysis in 1984 of over 500 published studies on composition

showed how grammar instruction could be counterproductive. Hillocks stated that
teachers concerned with teaching standard usage and typographical patterns
should instruct students in the context of real-life writing problems. The findings
were then affirmed in 2012 when a meta-analysis of 115 studies showed the
effects of different writing interventions. Results showed that grammar instruction
is the only one that had no substantial effect. Pieces of evidence were vital that
led the National Council of Teachers of English to adopt a resolution declaring
that "the employment of isolated grammar and use exercises...is a barrier to
improving students' speech and writing." Teachers concerned with teaching
standard usage and typographical conventions should teach them in the context
of authentic writing problems. These findings were then affirmed in 2012 after a
meta-analysis of 115 studies, wherein researchers investigated the effects of six
different writing interventions. The only one of the six that had no statistically
significant effect was grammar instruction, and half of those studied produced
negative results (Graham, McKeown, Kiuhara, & Harris, 2012). Students have
been duped into believing that grammar courses must come before writing,
rather than grammar being best acquired through writing. The obligatory
developmental writing classes, which concentrated on classical grammar
training, were a significant contributor. A manual for applying the changes in real-
time as they write can significantly help these students. A developmental plan of
using grammar checkers and using a grammar manual as they write can
significantly help these students improve.
 72

VI. Objectives

1. To provide a profound learning experience to the students that can help

them detect their grammar errors quickly and efficiently.

2. To help transform the grammar checking and writing instruction to be

productive for the students.

3. To strengthen and secure their confidence level.

VIII. Proposed Budget:

AMOUNT
BUDGET LINE ITEM PROPOSED SOURCE/S
NEEDED

GRAMMAR CHECKER Php 7,500 School

BOOKS Php 7,000 Government Funds / Division Funds

TABLES AND CHAIRS - School

COMPUTER - School

MISCELLANEOUS MATERIALS Php 500 Government Funds / Division Funds

School and Government Funds /

TOTAL Php 15,000
Division Funds

IX. Expected Output:

1. An increase in the grammar performance of every learner.

2. Better writers and efficiency for the teachers

Prepared by:

12 HUMSS BALAGTAS TEAM ASSIDUOUS

Researchers

Approval recommended:

MARIBETH E. NOYA, MAEd.

School Principal
 73

Assisting Senior High School Students in their Grammar Needs

Symposium Title
through Real-Time Writing Corrections
Duration of Session 8 hours
At the end of the session, students are expected to enhance their
Key understanding
reading and writing dexterity and incorporate their learning towards
to be developed
grammar use to good use.
Develop a strategy that would strengthen the confidence level of the
students that would help improve their grammar in communication
Learning Objectives
and writing especially helping them develop a personalized, proactive
approach to producing correct writing.
Multi-media projector, computer, pentel pen, Manila papers, grammar
Resources
checker premium
The event will commence an activity about reading and writing and to
Introductory activity
check their written works manually and then versus the presentation
of online grammar checker.
Participants will write a piece about their lives which will be used as
an output to be checked by the Grammar Checker. Their pieces will
be assessed individually, leading to a Focused Group Discussion
Activities
about their weaknesses in Grammar. Ten (10) members will be
grouped, and these groups will present a presentation regarding
grammar problems.
The assigned facilitators would then create a conclusion and
recommendation presentation based on the general problems of the
Analysis students. This will involve their commonalities, the differences in their
grammar problems, and how grammar checkers provide them with
ease.
Summarize their activities and the things they have gained from the
Abstraction/ activity that would be required for each group. The whole symposium
Generalization will provide insights into grammar checkers' efficiency and the
effectiveness of real-time correction.
The students are expected to be cognizant of what they write as they
look back to the retorts of the grammar checker. Though
Application improvements in Grammar may not be solved in one symposium, this
will also serve as an understanding of grammar instruction and even
the technology of a grammar checker.
A reflection activity would be asked from the student, with guide
questions like:

1. What did you learn from this session?

2. Do you find this symposium helpful for you being a student?
Concluding Activity 3. What do you prefer to have, manual instruction or real-time
writing correction?
4. Did your confidence towards the tech reached the maximum
level?

AM PM
 74

NAME Arrival Departure Signature Arriva Departur

l e Signature
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
(ATTENDANCE)
 75

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter involves the summary of findings based on the gathered

data, conclusions of the data being analyzed, recommendations presented from

the findings, and recommendations based on the results that can be maneuvered

for further studies.

SUMMARY OF FINDINGS

The following are the valuable compendium of the results of the study are

as follows:

1. For the profile of respondents, results revealed that the majority who

participated in this study were 18 years old. Consequently, more than half

(66.09) of the respondents were female, and thirty-three percent (33.04%)

were male. Most of them were from the HUMSS department and were in

the 12th Grade or Grade 12. Most of the respondents have internet

access at home, and the more significant part utilizes smartphones as

their mobile devices/gadgets.

2. On the Overall Level of Acceptability of the respondents, results revealed

that all levels of acceptability had a similar correspondence for the results

of their weighted mean, signifying that they “AGREE “and the undertaking

of such technology or the use of a grammar checker is HIGHLY

ACCEPTABLE. This is in terms of its Validity, Accuracy, Dependence,

Reliability, and Efficiency.

 76

3. On the overall confidence level, the data revealed that the Senior High

School students of Ramon M. Durano Sr. Foundation, Science and

Technology Center have a weighted mean of 3.062 for the Validity of the

grammar checkers, reliability has a weighted mean of 3.102; efficiency

has 3.176; and dependency has a 3.092. Therefore, it suggests that

students AGREE and are FAIRLY CONFIDENT with grammar checkers in

accordance with its Validity, accuracy, reliability, efficiency, and

dependency.

4. The ETA Statistics showed that most of the independent variables, which

are the age, sex, strand, grade level, availability of internet connection,

and the availability of the gadgets, did not exhibit any association between

the variables, precisely the level of acceptability of the students towards

grammar checkers. However, one independent variable, the "Availability of

Internet Connections," showed a weak association based on the ETA

Coefficient, which was analyzed on SPSS. Regardless of it, the socio-

demographic characteristic of the respondents does not play a significant

role in their level of acceptability towards the use of grammar checkers.

5. Based on the results of the ETA Statistics on the relationship of the

independent variables between the respondents' level of confidence, data

showed that there is still no significant relationship between the two. The

results showed the same outcome that most of the independent variables,

which are the age, sex, strand, grade level, availability of internet

connection, and the availability of gadgets, did not play any significant role
 77

in the level of confidence of the senior high school students towards the

use of grammar checkers. An independent variable like Gender exhibited

a minor association; however, the results still reveal that there is no

significant relationship between the variables and the confidence level of

the respondents. Thus, the researchers reject the null hypothesis.

CONCLUSIONS

This section reveals the conclusion of the study based on the gathered results

and findings of the study. This research was motivated by existing critiques of

grammar checkers in the academe and a lack of students' voices across these

critiques. It offers the first attempt to explore students' affective recollections of

grammar and grammar checkers in the academe. These are the findings that

emerge from this work.

In consolidation, the results have shown the outcome of the ideas presented.

Primitively, results showed that in terms of the profile of the respondents, the

majority of them are 18 years old, and the female denizens of the school

exceeded half of the whole population, having a percentage of 66.09%. Most of

them were from the HUMSS department, which belonged to 37.39% of the whole

studentry population, and are graduating students or in 12th Grade. These

respondents also use their internet access at home as their internet source, with

over 47.83% of respondents acknowledging that they use this more often than

the other choice of internet source and utilize smartphones more than they use

their laptops and tablets. Meanwhile, in the context of the results of the
 78

descriptive statistics, the data showed that four (5) out of five (5) variables, the

Accuracy, Validity, Reliability, Efficiency, and Dependence, resulted from a high

acceptance level, each garnering an offshoot that corresponds to a HIGH

ACCEPTABLE level towards Online Grammar Checker. The Confidence Level

showed similar results. Respondents AGREE, which corresponds to a FAIRLY

CONFIDENT attitude towards using the technology. Ultimately, the study found

that the independent variables or the students' socio-demographic characteristics

do not affect the perception, specifically the students' acceptability of the

technology, as mentioned earlier. Two variables showed a second-tier

association that conforms to no or negligible association between variables.

These are the grade level and the availability of the gadgets. However, the

association is still insufficient for the study to reject the null hypothesis. Hence,

the study failed to reject the null hypothesis. Similarly, the association between

the students' confidence and their socio-demographic characteristics also

extrapolated that the study failed to reject the null hypothesis, each variable

having weak or no association with the respondent's profile.

Accordingly, the result apprises us that the affinity between the students'

profiles does not carry one's impression and perception of the grammar checker

technology. The students agree and are confident about it regardless of their

background characteristics.

A general conclusion is formidable to create because the chosen method has

many limitations. More research into scholarly papers in this field is required.

Despite the method's flaws, the findings of this study can provide helpful
 79

information, such as information about students' diverse needs in terms of

internet connection availability and even aspects such as grades or a person's

sex.

RECOMMENDATIONS

Education crises in the Philippines have exarcerbated due to COVID-19,

which has added new encumbrances to the country's existing circumstances.

Distance learning modalities via the internet or TV broadcasts were summoned in

response to the unanticipated circumstances carried on by the health

emergency. As a result, the new learning pathways depend on students and

teachers having internet connections. This is in line with problems in Grammar;

Grammar taught in isolation, outside the context of productive writing, can have

counterproductive effects on a student, primarily if used in excessive drills. Based

on the study result, the majority of the respondents agree that the utilized

software is acceptable and are confident about its concessions.

However, with its broad range of benefits regarding real-time writing

corrections, further studies on its effects on a person's grammar after a

prolonged use time must be determined. Therefore, it is critical to perform a

comparative study between the control and the treatment group to investigate

further the degree to which the grammar checker could enhance linguistic

accuracy in students' writing assignments. It is envisaged that this program will

outgrow the stage of having to analyze the relationship of learners and the

acceptability and would outgrow this stage to further height as a tool to test the
 80

competence of students with or without the use of grammar checkers, the

difference that it makes to manual corrections. The researchers also recommend

testing teachers' perceptions regarding the use of grammar checkers and their

effect on a generation of students.

We recognize the study's limitations, such as the small sample size, and

believe that additional classroom observations and adherence of grammar

teaching and usage of a grammar checker would be extremely beneficial. In

concatenating together these attitudes and conflicts in connection to grammar,

there is potential for future work.

Recommendation for further studies

Future researchers who want to conduct a study relating student

acceptability and confidence level towards online grammar checkers might look

at the following titles.

1. Most Prevalent Issues And Concerns Of The Students In Terms

Of Grammar

2. Techniques On Integrating Productive Writing And Grammar In

The Academe

3. Grammar Checker As A Tool To Improve Student Writing

Investigating Primary And Secondary Students.’

4. Experiences Of Grammar Teaching And Testing

 81

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 91

APPENDICES
 92

APPENDIX A
Transmittal Letter
January 6, 2022

MARIBETH E. NOYA
Principal I
Ramon M. Durano Sr. Foundation –
Science & Technology Education Center
Banaba Guinsay, Danao City

Ma’am:
Greetings!
Students from 12 HUMSS Balagtas, Team Assiduous, would like to ask your
permission to conduct our Practical Research 2 subject study. Our group
deliberated carefully on the title of our research study, which is "Attitudes and
Practices of Senior High School Students on the Utilization of Online Grammar
Checkers." We will concentrate on how the students' attitudes and practices
improved due to using such well-known and beneficial online platforms for their
new digital way of learning.

Rest assured that the data collected will exclusively be used for the data needed
in the study. In the case of face-to-face surveys and interviews, we can
guarantee that our group will strictly administer the school's health and safety
protocols. We sincerely hope that you will grant our request. Thank you very
much, and God bless you!

Respectfully yours,

Anciano, Jenny D. Gian, Anton A.

Barigga, Algen H. Loro, Cristine P.
Cabanigan, Aliyanarah Saskia B. Maquilan, Angel Shekinah
Capoy, Mikailah Jane Pinggoy, AcelLorrydel
Castro, Hannah S. Roble, Mersandee D.
 93

Doroy, Vince John Torralba, Ramilyn

Enriquez, Isha Nikka

Noted: Recommending approval:

EDILBERTO M. HINAY JR., MAEd, MAComm ARQUE G. BEDUYA,

Ph.D.
Teacher/Research Adviser SHS Head, Assistant Principal II
Approved:
MARIBETH E. NOYA, MAEd.
Principal III, RMDSF-STEC
Appendix B
The Questionnaire

I. Background Information

1.1 Age
(_) 16 years old and below
(_) 17 years old
(_) 18 years old
(_) 19 years old
(_) 20 years old and above

1.2 Sex
(_) Male
(_) Female

1.3 Grade Level

(_) Grade 11
(_) Grade 12

1.4 Strand
(_) ABM
(_) GAS
(_) HUMSS
(_) STEM
(_) TVL

1.5 Availability of Internet Connection

(_) No Access to the Internet
(_) Pocket Wifi
(_) Mobile Data
(_) Free Mobile Data
 94

(_) Internet Access at Home

(_) Free Wifi

1.6 Availability of Mobile Devices/Gadgets

(_) Smartphones
(_) Tablet
(_) Laptop
(_) Personal Computer
(_) All

II. The attitude of the respondents towards online grammar checker

Please put a check-mark in the space provided that corresponds to your
chosen answer.
Legend
4= Strongly Agree- firmly agree in the statement written
3= Agree- agrees in the statement written
2= Disagree- disagree in the statement written
1= Strongly disagree- strongly disagree in the statement written

Level of Acceptability of the Strongly Agree Disagree Strongly

Respondents towards Online Agree Disagree
Grammar Checker
(Validity)
2. The utilization of this technology will
be fair to the teachers and to your
grades.
3. If online grammar checkers'
technology is normalized, it will be
reasonable for every student.
4. I have a positive attitude regarding its
utilization in the academe.
5. It is reasonable to use such
technology despite its price
5. The grading system will still be fair
and it will not cause unfairness towards
the students who use online grammar
checker and those who do not.

Level of Acceptability of the Strongly Agree Disagree Strongly

Respondents towards Online Agree Disagree
Grammar Checker
(Accuracy)
6. The usage of the technology will
provide accurate answers for my
outputs.
7. Grammar Checkers’ promote
improvement in grammar accuracy in
English writing.
8. Grammar checkers’ will revise 85% of
 95

the errors.
9. Online Grammar Checkers will
provide me correct sentence fragments
that will change my outputs to an
accurate one
10. Online Grammar Checkers will
provide me with efficiency

Level of Acceptability of the Strongly Agree Disagree Strongly

Respondents towards Online Agree Disagree
Grammar Checker
(Reliability)
11. The reputation of grammar
checker that was share unto me was
credible
12. The interface of a grammar
checker is satisfactory.
13. The grammar corrections
presented are decent
14. Most of the advertisements that I
see from these online grammar
checker are exhibiting a high level of
expertise.
15. The number of users in
Grammarly or any grammar checker is
enough reason for me to use it.

Level of Acceptability of the Strongly Agree Disagree Strongly

Respondents towards Online Agree Disagree
Grammar Checker
(Efficiency)
16. There are benefits grammar
checkers provide in terms of how it
consumes time..
17. There is nothing wrong when
students use this in cramming their
essays

18. There is beauty in not wasting

materials when one uses a grammar
checker

19. The grammar corrections is

sufficient enough to manage my time
 96

20. It is better than lurking and looking

for ideas because one is afraid of
grammar corrections.

Level of Acceptability of the Strongly Agree Disagree Strongly

Respondents towards Online Agree Disagree
Grammar Checker
(Dependence)
21. The dependence in making
essays through the use of grammar
checkers is just. .

22. The dependence in it will

increase knowledge in grammar
rules

23. It meets the grammar needs

adequately.
24. There is nothing wrong when
one simply cannot function without
using it

25. The money spent on premium

accounts is healthy with the amount
of benefits that it gives back to you.

III. The Level of Confidence of the Respondents towards Online Grammar Checkers
Confidence Level of Respondents Strongly Agree Disagree Strongly
towards Online Grammar Agree Disagree
Checkers
(Validity)
26. I can recommend my friend
using online grammar checkers.
27. Online grammar checkers are
authentic.
28. I am okay with recommending
my classmates of using online
grammar checkers.
29. The whole notion of grammar
checkers is valid.
30. If someone that i know is using
online grammar checkers, the
performance rating that they'll
receive is justifiable.

Confidence Level of Respondents Strongly Agree Disagree Strongly

towards Online Grammar Checkers Agree Disagree
(Accuracy)
31. Corrections from Online Grammar
Checkers are precise.
32. Online grammar checkers are
 97

accurate in checking my typos.

33. Grammar checkers provide
accurate spelling corrections.
34. Grammar checkers detects
missing citation.
35. Grammar checkers provides
accurate vocabulary usage.

Perception of the Respondents Strongly Agree Disagree Strongly

towards Online Grammar Checker Agree Disagree
(Reliability)
36. Online grammar checker is
performing consistently well.
37. Online grammar checker
produces good quality of results.
38. Corrections from online grammar
checker are solid and trusted..
39. I can depend on the good quality
of results from online grammar
checker.
40. Online grammar checkers has an
excellent quality of results.

Perception of the Respondents Strongly Agree Disagree Strongly

towards Online Grammar Checker Agree Disagree
(Dependence)
41. Grammarly detects the majority
of errors and suggests ways to
enhance the writing of students
which is worth depending for
42. The grammar checker assists
individuals in improving their
knowledge of the English language in
every single endeavor
43. Non-writers and non-technical
individuals will benefit greatly from
grammar checkers.
44. It would not harm the future of
writing and grammar of the youth and
the next generation
45. The use of grammar checker still
lies upon self-reliance and not
technological dependence.

Perception of the Respondents Strongly Agree Disagree Strongly

towards Online Grammar Checker Agree Disagree
(Efficiency)
 98

46. It will help save time in making

emails and write-ups.
47. The productivity it provides is a
good feature
48. One can finish a write-up without
wasting too much energy.
49. It can provide competency in
performance
50. It helps you finish more task
easily and with good quality.

APPENDIX C
Screenshot on Anti-plagiarism test
99
 100

Appendix D
Screenshot on Data Analysis
101
 102

CURRICULUM VITAE
 103

PERSONAL DATA:

Name : Jenny D. Anciano

Home Address : Guinsay, Danao City
Email Account : jennyanciano@gmail.com
Contact Number : 09453541625
Date of Birth : March 10, 2003
Nationality : Filipino
Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : Guinsay National High School

: Guinsay, Danao City - SY: 2019-2020

Elementary : Guinsay Elementary School
: Guinsay, Danao City – SY: 2015-2016

PERSONAL DATA:

Name : Algen H. Barriga

Home Address : Cambanay, Danao City
Email Account : barrigaalgen@gmail.com
Contact Number : 09430783220
Date of Birth : November 27, 2003
Nationality : Filipino
 104

Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : Ubaldo Iway Memorial National High School
: Cambanay, Danao City - SY: 2019-2020
Elementary : Cambanay, Elementary School
: Cambanay, Danao City – SY: 2015-2016

PERSONAL DATA:

Name : Aliyanarah Saskia B. Cabanigan

Home Address : Cambanay, Danao City
Email Account : aliyasaskiac@gmail.com
Contact Number : 09474181849
Date of Birth : November 25, 2003
Nationality : Filipino
Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : Ramon M. Durano Sr. Foundation- STEC
: Banaba, Guinsay, Danao City SY: 2019-2020
Elementary : St. Thomas Learning Center Foundation Inc.
: Rizal St. Ext., Poblacion Danao City SY: 2015-2016

PERSONAL DATA:

Name : Mikailah Jane T. Capoy

Home Address : Guisok Tuburan Sur, Danao City
Email Account : capoy.mikailah@gmail.com
Contact Number : 09606086232
Date of Birth : November 13, 2002
 105

Nationality : Filipino
Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : St. Thomas Learning Center Foundation Inc
: Rizal St. Ext., Poblacion Danao City SY: 2019-2020
Elementary : Danao City Central School
: Poblacion, Danao City – SY: 2015-2016

PERSONAL DATA:

Name : Hannah S. Castro

Home Address : Cantucong, Carmen, Cebu
Email Account : channah440@gmail.com
Contact Number : 09957713695
Date of Birth : April 17, 2004
Nationality : Filipino
Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : Cantumog National High School

: Carmen, Cebu - SY: 2019-2020

Elementary : Pedro Erong Elementary School
: Carmen, Cebu – SY: 2015-2016

PERSONAL DATA:

Name : Vince John Doroy

Home Address : Cambanay, Danao City
Email Account : vincedoroy@gmail.com
Contact Number : 09297722094
Date of Birth : April 19, 2003
 106

Nationality : Filipino
Sex : Male
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : Ubaldo Iway Memorial National High School
: Cambanay, Danao City - SY: 2019-2020
Elementary : Cambanay, Elementary School
: Cambanay, Danao City – SY: 2015-2016

PERSONAL DATA:

Name : Isha Nikka Enriquez

Home Address : Guinsay, Danao City
Email Account : ishanikkaenriquez231@gmail.com
Contact Number : 09054039352
Date of Birth : February 20, 2004
Nationality : Filipino
Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:

Senior High School : Ramon M. Durano Sr. Foundation – STEC

: Banaba, Guinsay, Danao City – Present
Junior High School : Guinsay National High School

: Guinsay, Danao City - SY: 2019-2020

Elementary : Guinsay Elementary School
: Guinsay, Danao City – SY: 2015-2016

PERSONAL DATA:

Name : Anton A. Gian

Home Address : Guinsay, Danao City
 107

Email Account : ishanikkaenriquez231@gmail.com

Contact Number : 09054039352
Date of Birth : February 20, 2004
Nationality : Filipino
Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : Guinsay National High School

: Guinsay, Danao City - SY: 2019-2020

Elementary : Guinsay Elementary School
: Guinsay, Danao City – SY: 2015-2016

PERSONAL DATA:

Name : Cristene P. Loro

Home Address : Coacohon, Dunggoan, Danao City
Email Account : lorocristene@gmail.com
Contact Number : 09333991372
Date of Birth : May 25,2004
Nationality : Filipino
Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : Carmen National High School-Day
: Carmen, Cebu - SY: 2019-2020
Elementary : Dunggoan Elementary School
: Dunggoan, Danao City – SY: 2015-2016

PERSONAL DATA:

Name : Angel Shekinah Maquilan

 108

Home Address : Guinsay, Danao City

Email Account : ishanikkaenriquez231@gmail.com
Contact Number : 09054039352
Date of Birth : February 20, 2004
Nationality : Filipino
Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : San Roque College De Cebu

: Guinsay, Danao City - SY: 2019-2020

Elementary : Danao City Elementary School
: Poblacion, Danao City– SY: 2015-2016

PERSONAL DATA:

Name : Acel Lorrydel Pinggoy

Home Address : Brgy. Sac-on, Carmen Cebu
Email Account : acelpinggoy@gmail.com
Contact Number : 09956715196
Date of Birth : October 6,2003
Nationality : Filipino
Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : Guinacot Intergraded School
: Guinacot, Danao City - SY: 2019-2020
Elementary : Magay Elementary School
: Magay, Compostela, Cebu – SY: 2015-2016

PERSONAL DATA:
 109

Name : Mersandee D. Roble

Home Address : Triumfo,Carmen ,Cebu
Email Account : mersandee@gmail.com
Contact Number : 09335382918
Date of Birth : October 13,2003
Nationality : Filipino
Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : Ubaldo Iway Memorial National High School
: Cambanay, Danao City - SY: 2019-2020
Elementary : S. Duterte Elementary School
: Triumfo, Carmen ,Cebu -SY.2015-2016

PERSONAL DATA:

Name : Ramilyn Torralba

Home Address : Guinsay, Danao City
Email Account : ramilyntorralba04@gmail.com
Contact Number : 0965 490 3507
Date of Birth : July 4, 2003
Nationality : Filipino
Sex : Female
Civil Status : Single

EDUCATIONAL ATTAINMENT:
Senior High School : Ramon M. Durano Sr. Foundation – STEC
: Banaba, Guinsay, Danao City – Present
Junior High School : SACDSI - Technical Vocational Institute Inc.
: Guinsay, Danao City - SY: 2019-2020
Elementary : St. Anthony Child Development School Inc.
: Guinsay, Danao City -SY.2015-2016