Chapter 3
RESEARCH METHODOLOGY
This chapter deals with the research methodology such as research setting,
research design, research instruments, respondents and sampling procedures,
data gathering procedure, and statistical techniques.
Research Design
The study utilizes the descriptive correlational research design. Descriptive
Correlational research is research designed to provide a snapshot of the current
state of affairs, designed to discover relationships among variables and to allow
the prediction of future events from present knowledge. The design is ideal
because it facilitates the collection of data from a substantial number of
respondents. It also describes quantitative data obtained from the respondents.
Research Environment
The study will be conducted at Southern Philippines College especially in
the Senior High School Department. The school is Julio Pacana Street, Cagayan
de Oro City. The school was established upon the proposal of Engr. Apolinar Y.
Garcia and Atty. Claudio M. Aguilar in partnership with during the meeting of the
Board of Directors of then Bermuda Shopping Center now known as Benito-
Raymunda Realty Corporation in August 1981. The idea was to develop the
conjugal real properties of the late Don Benito R. Garcia and Dona Raymunda
Yabut Garcia.
Research Respondents
The respondents of the study are the students from the Senior High School
Department of Southern Philippines College – Main Campus, Julio Pacana Street,
Cagayan de Oro City this second semester of the school year 2019-2020.
Research Sampling Procedure
The research will be conducted at Southern Philippines College – Main
Campus which is located at Licuan, Julio Pacana Street. Cagayan de Oro City this
second semester of the school year 2019-2020.
Research Instrument
The tool used to collect the data is a questionnaire is composed of part 1
which contains the profile of the respondents and part 2 which contains the
characteristics and statements about textism.
Data Gathering Procedures
The researchers sent a letter addressed to the Dean of the College of
Teacher Education asking permission to conduct the study. Another letter was also
made addressed to the Principal of Senior High School department for the same
purpose. Upon approval, the researchers gave the consents (parents and
students) to the respondents and explained the purpose of the study. The next
day, the consents were collected by the researchers, after which the
questionnaires were administered to the respondents. The researchers personally
retrieved the said questionnaire after the respondents were done answering the
items. The filled out forms were forwarded to the statistician for the statistical
treatment of the data.
Data Gathering Procedure
The researchers sent a letter addressed to the Dean of the College of Teacher
Education asking permission to conduct the study. Another letter was also made
addressed to the Principal of Senior High School department for the same
purpose. Upon approval, the researchers gave the consents (parents and
students) to the respondents and explained the purpose of the study. The next
day, the consents were collected by the researchers, after which the
questionnaires were administered to the respondents. The researchers
personally retrieved the said questionnaire after the respondents were done
answering the items. The filled out forms were forwarded to the statistician for
the statistical treatment of the data.
Scoring Guidelines
Scale Verbal Description Qualitative Description
4 Most of the time High Extent
3 Sometimes Medium Extent
2 Rarely Fair Extent
1 Never Low Extent
Statistical Treatment of the study
The study utilized percentage and frequency distribution in Problem 1,
weighted mean (average) for Problem 2 and T-test and ANOVA (F-Test) for
Problem 3.
Table 1. The Demographics of the Respondents Regarding of Age, Gender,
Strand, Number of Years Using a Cellular Phone, Average Hours of Texting,
And Number of Text per Day
Demographic Category Frequency (f) Percentage(%f)
Age 16 27 7.8
17 102 29.5
18 184 53.2
19-Above 33 9.5
Grade Level Grade 11 92 26.6
Grade 12 254 73.4
Gender Male 114 32.9
Female 231 66.8
SH Strand ABM 93 26.9
HUMSS 128 37.0
TVL 12 3.5
STEM 81 23.4
GAS 32 9.2
Years in Using 1 to 3 years 50 14.5
Cell phone 4 to 6 years 118 34.1
7 to 9 years 145 41.9
9 years-above 31 9.0
No. Hours for 1-2 hours 172 49.7
Text Messaging 3-4 hours 77 22.3
per Day 4-5 hours 49 14.2
5 hours-above 48 13.9
Number of Text 1-15 148 42.8
per Day 16-30 38 11.0
31-45 38 11.0
46-60 122 35.3
Table 1 presents the demographics of the respondents regarding of age,
gender, strand, number of years using a cellular phone, average hours of texting
and number of text per day.
Problem 2. What is the extent of the use of textism among the respondents?
Table 2. The Extent of the Use of Textism among the Respondents
Characteristic Example Mean Verbal
Description
1) Shortenings bro for brother 2.5 Sometimes
tues for Tuesday
2) Contractions plz for please 1.9 Rarely
watcha for what are you
3) G-clippings goin for going 2.1 Rarely
doin for doing
4) Other clippings hav for have 1.5 Rarely
wil for will
5) Omitted cant for can’t 2.3 Rarely
apostrophes dads for dad’s
ur for your/you’re
6) Omitted articles Omission of both the and 2.1 Rarely
a/an
7) Acronyms and asap for as soon as possible 2.5 Sometimes
initialisms wru for where are you
wud as what you doing
8) Symbols and @ for at 2.5 Sometimes
emoticons & for and
# for number
or <3
9) Letter and number 2moro for tomorrow 1.5 Rarely
homophones b4 for before
10) Non-conventional fone for phone 1.5 Rarely
spellings rite for right/write
skool for school
11) Informal tone and Informal address such as Hi 2.6 Sometimes
register instead of Dear and slang
terms used
12) Lack of At the beginning of a 2.3 Rarely
capitalization sentence or for proper nouns
13) Lack of Missing commas and full 2.3 Rarely
punctuation stops
Weighted Mean 2.01 Rarely
3.5-4 – Most of the time
2.5-3.4 – Sometimes
1.5-2.4 – Rarely
1-1.4 – Never
Table 2 presents the extent of the use of textism among the respondents. As
depicted in the table, the top three occurrences of textism include informal tone
and register (2.6), shortenings (2.5), acronyms and initials (2.5) and Symbols and
emoticons (2.5). On the other hand, fewer cases of textism occur in other
clippings (1.5), letter and number homophones (1.5) and non-conventional
spellings.
Problem 3. How does textism affect the learners?
Table 3. Perceptions of the Effects of Textism to the Learners
Statement Mean Verbal
Description
Textism teaches me to use shortcuts whenever I do 2.4480 Sometimes
texting.
Texism affects my reading abilities. 2.3757 Rarely
I resort to textism in writing essays, assignments, 2.1763 Rarely
notes, emails or writing in general.
Textism affects my accuracy in writing words with 2.4075 Rarely
correct spelling.
Textism is the reason why I have experienced 2.3410 Rarely
forgetting the correct grammar when writing school
works.
Textism is the factor for those instances where I have 2.3295 Rarely
experienced forgetting the correct punctuation when
writing school works.
Textism affects my understanding of academic 2.1387 Rarely
language.
Textism hinders my ability to write correct spelling, 2.2486 Rarely
grammar and punctuation when texting.
Textism helps me a lot in sending information. 2.7254 Sometimes
Textism is part of my practice whenever I do texting. 2.3266 Rarely
Over-all 2.34 Rarely
3.5-4 – Most of the time
2.5-3.4 – Sometimes
1.5-2.4 – Rarely
1-1.4 – Never
Table 3 presents the perceptions of the respondents on the effects of textism to
the learners.