THE RELATIONSHIP BETWEEN DIALECTS AND SOCIAL

COMPREHENSION AMONG STUDENTS AT GATEWAYS INSTITUTE OF

SCIENCE AND TECHNOLOGY, FAIRVIEW CAMPUS

A Research Study

Presented to the Faculty of

Gateways Institute of Science and Technology

Quezon City, Fairview

In Partial Fulfillment

of the Requirements in

Practical Research 2

Angel Grace Nacion De Leon

Jhanna Baulite Fulminar

Chiezuoka Rosios Kai

Jasper Limos Lebatique

Shawn Dustin Porlucas

Angelyn Bonducan Roldan

Althea Juris Toribio

November 2024
 APPROVAL SHEET

In partial fulfilment requirement for the subject of practical research 2 in

Senior High School. The research entitled “The Relationship Between Dialects

and Social Comprehension Among Student at Gateways Institute of

Science and Technology, Fairview Campus” of Team Alpha, has been

reviewed and hereby recommended for acceptance and approval in final oral

defense.

Mr. Arwin Marayag

Paper adviser

PANEL OF EXAMINERS

Approval in Partial Fulfillment of the requirements for the subject in practical

research I by the Oral Examination Committee.

Mr. Lloyd Serojales Lagare Ms. Cherry Manamplata Robancho

Panelist Panelist

Accepted in partial fulfilment of practical research subject.

November 25, 2024 Geralyn P. Asid

Date of submission Branch Principal

ii
 ACKNOWLEDGEMENT

The researchers would like to thank the Almighty God for helping the

researchers to face all of the challenges that they encountered; your guidance is

always present every day and for showering with grace, glory, benevolence,

diligence, and harmony for all the researchers.

Secondly, the researchers warmly accredit their team for establishing the

wonders of unity for fulfilling and compiling the research paper and became the

strength to render this research into success.

In addition, a powerful thank you to their parents who support them

emotionally and financially to finish the paper.

The researchers would also like to thank their statistical treatment teacher,

Ma’am Maria Sabela Vergara, for her guidance, support, and help. Without her, it

would be challenging for researchers to easily solve the statistical treatment

Lastly, the researchers express their deepest gratitude to their paper

adviser, Mr. Arwin Marayag, for proofreading, encouraging, and spontaneously

embracing them with knowledge. The lesson inside of it will always be cherished,

even in the future.

iii
 DEDICATION

The researchers is sincerely dedicating the paper to their parents who

supported them throughout the journey of this study. For always being there at

their side, financially and emotionally. Your unwavering support and guidance

have been the source of inspiration and strength.

Furthermore, the researchers would also like to dedicate their research

paper to their research advicer, Mr. Arwin Marayag, who constantly guide and

teaches them to make this study even better. For believing in them and nurturing

them in their research journey.

And of course, to the Almighty God, who have showed them countless

blessing from the start, who gives them strength and wisdom to carry this study.

iv
 ABSTRACT

Dialects are one of the most prominent sub-language that a person may

use especially in rural places. The Philippines is well-known to have more than

170 dialects across the country. Therefore, It became the cultural background

base to determine their origin; the study aim to identify the relationship between

dialects and social comprehension to every individual.

The areas of this study were located in Gateways Institute of Science and

Technology, Fairview Campus. Also, the target respondents are total of one-

hundred (100) students inside the institution. The methods were used in

conducting a data, the researchers had use Quantitative research, a numeral

based research where measure the absolute answers. Thus, the designs are

descriptive research to serve as description through the information and

correlational in determining the relationship of the two variables inside the study.

The instrument had used were survey and questionnaires, thus it will be the

source of data in gathering participants. The survey are divided into two:

Electronic survey (e-survey) and face to face survey, fifty (50) respondent per

type of survey had used respectively; their sampling technique are stratified

random sampling for the blueprint in selecting respondents wherein the

researchers select randomly and group almost same data given by them. Further,

the results based through the information calculated, the Pearson showcases the

significance in using dialects and how it correlates the individual’s social

comprehension. The table r result is 0.2050 and r result is 0.63 which refers to

positive relationship. In addition, the weighted mean presents the final

interpretation in: Diction, Pronunciation, Grammar Structure, Comprehension and

v
Speaking Skills revealed the balance relation throughout the study; the final

remark is Neutral and agree. In conclusion, the outcome of the study reveals that

dialects and social comprehension has a positive correlation in a certain person’s

entire interraction.

vi
 TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vii

LIST OF TABLES x

LIST OF FIGURES xii

LIST OF APPENDICES xiii

Chapter
1 THE PROBLEM AND ITS BACKGROUND

Introductions 1
Background of the Study 2
Scope and Limitation of the Study 4
Statement of the Problem 4
Significance of the Study 5
Conceptual Framework 7
Definition of Terms 8

2 REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literatures 11
Local Literatures 13
Foreign Studies 16
Local Studies 19

3 RESEARCH METHOD AND PROCEDURE

Research Method and Design 22
Setting of the Study 23
vii
 Subject of the Study 26
Procedure of the Study 26
Sources of Data 27
Sampling Design and Sample 27
Construction of the Instrument 28
Validation of Instrument 29
Data Gathering Procedure 30
Statistical Treatment 32

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Demographic Profile of Respondents by 34

Strands
Demographic Profile of Respondents by Age 35
36
Demographic Profile of Respondents by
Sex
37
Demographic Profile of Respondents by Dialect
Spoken
38
Demographic Profile of Respondents by Home
Provinces
39
Weighted Mean of Respondents' Dialect
Usage and Social Comprehension
Computation Table for Pearson r to
40
Analyze the Relationship Between
Variables
Ways can students speak or understand
42
various dialects based on Diction
Ways can students speak or understand
43
various dialects based on Pronunciation
Ways can students speak or understand
various dialects based on Grammar
44
Structure
Ways can students speak or understand
45
various dialects based on
Comprehension
Ways can students speak or understand
47
various dialects based on Speaking
Skills
Weighted Mean of the Significant
correlation between the respondents'
48
use of dialects and their social
connections

viii
5 SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATION

Summary of Findings 50

Conclusions 51

51
Recommendation

REFERENCES 53
APPENDICES
56

ix
 LIST OF TABLES

Table No. Title Page

1
Demographic Profile of Respondents by Strands 34

2
Demographic Profile of Respondents by Age 35

3 Demographic Profile of Respondents

36
by Sex
4 Demographic Profile of Respondents
37
by Dialect Spoken
5 Demographic Profile of Respondents
38
by Home Provinces
6 Weighted Mean of Respondents' 39
Dialect Usage and Social
Comprehension
7 Computation Table for Pearson r to 40
Analyze the Relationship Betweet
Variables
8 Ways can students speak or 42
Understand various dialects based on
Diction
9 Ways can students speak or 43
understand various dialects based on
Pronunciation
10 Ways can students speak or 44
understand various dialects based on
Grammar Structure
11 Ways can students speak or 45
understand various dialects based
on Comprehension
12 Ways can students speak or 47
understand various dialects based on
Speaking Skills

x
13 Weighted Mean of the Significant 48
correlation between the respondents'
use of dialects and their social
connections

xi
 LIST OF FIGURES

Table No. Title Page

1 The Research Paradigm of the Study 7

2 Location Map of Gateways Institute
24
of Science and Technology,
Fairview, Quezon City
3 Vicinity Map of Gateways Institute of
25
Science and Technology, Fairview
Campus

xii
 LIST OF APPENDICES

Table No. Title Page

1 Request Letter to School

56
2 Request Letter to Respondents
57
3 Questionnaire
58
4 Documentation
61
4 Curriculum Vitae
62

xiii
 1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the Introduction, Background and Purpose of the

Study, Scope and Limitation of the Study, Statement of the Problem, Conceptual

Framework and the Definition of Terms.

Introduction

The Philippines is a multilingual country wherein everyone speaks

different vernacular languages. It is made up of over Seven thousand six-

hundred forty-one (7,641) islands. There is no doubt that the country has a total

number of One hundred-twenty (120) to one hundred eighty-seven (187) dialects,

with approximately one hundred eleven (111) dialects officially recognized (Poras,

2021). The dialects in the Philippines were interchangeable and were used in

various contexts. According to the article titled “All About the Dialects Spoken in

the Philippines,” a dialect was a specific variety of a language spoken within a

community that distinguished it from other regional languages (Dennis, 2021).

These diverse dialects spoken across the archipelago reflected the historical,

geographical, and social contexts of their speakers.

This research aimed to explore the relationship between dialect usage

among students at Gateways Institute of Science and Technology, Fairview

Campus, and their social comprehension skills. Social comprehension, defined

as the ability to understand and interpret social cues and contexts, was essential

for effective communication and interaction in diverse environments. As students

navigated their academic and social lives, their proficiency in social

comprehension could significantly impact their interpersonal relationships and

collaborative efforts. Given the multicultural environment of the Philippines,

 2
where multiple dialects coexisted, it became crucial to examine how these

dialects influenced students' social comprehension.

This study investigated whether students who were fluent in multiple

dialects exhibited greater social comprehension than those who primarily used a

single dialect. By analyzing the interactions among students and their

experiences in various social settings, this research sought to shed light on the

intricate dynamics between language and social understanding. Ultimately, the

findings of this study might have provided valuable insights for educators and

policymakers in fostering effective communication skills and enhancing social

cohesion within the student community.

Background of the Study

"Dialect or the speech of the people is capable of expressing whatever the

people are," said Sterling K. Brown. Dialects were dynamic forms of verbal

communication used by small groups within society. They correlated with history,

culture, beliefs, and the identity of individuals. The existence of these dialects

reflected how people viewed themselves and their communities. Therefore,

dialects embodied various unique characteristics such as grammar structure,

pronunciation, and diction. Understanding this diversity offered valuable insight

into the social fabric of any community.

In today's rapidly evolving educational landscape, language played a

significant role in shaping communication and comprehension. In the Philippines,

where linguistic diversity was profound, dialects not only served as mediums of

communication but also as markers of cultural identity. Each region across the

archipelago was home to distinct dialects that reflected historical, social, and

geographical contexts. At the Gateways Institute of Science and Technology,

Fairview Campus, this linguistic diversity was evident among the student
 3
population, creating a unique environment for social interactions.

According to Byrd et al. (2023), dialects were specific forms of language that

reflected a group’s history, culture, and beliefs. This study sought to explore the

relationship between dialect usage and social comprehension among students at

Gateways Institute of Science and Technology. Social comprehension, defined as

the ability to understand and interpret social cues within various contexts, was

essential in fostering effective communication, collaboration, and cultural

sensitivity. As students interacted in a multicultural and multilingual academic

environment, their capacity for social comprehension became a key factor in their

academic success and interpersonal relationships.

Research showed that dialect diversity could influence listening

comprehension and adaptability. For instance, a study conducted by Adams et al.

(2020) on Spanish language learners found that exposure to multiple dialects

enhanced students’ adaptability in understanding various accents and improved

their listening skills. Similarly, this study aimed to investigate how students' fluency

in multiple dialects at Gateways Institute affected their social comprehension. The

research assessed whether students who spoke or understood more than one

dialect exhibited higher levels of social comprehension compared to those who

used a single dialect.

Through an in-depth analysis of student interactions and their social

experiences, this study contributed to a better understanding of the role dialects

played in shaping social comprehension. The findings might have provided

valuable insights for students, educators, school communities, and policymakers

in promoting inclusive communication strategies and enhancing social cohesion in

educational settings.
 4
Scope and Limitation of the Study

This study focused on the relationship between dialects and social

comprehension among students. Dialects were treated as the independent

variable, while social comprehension was the dependent variable. The study

targeted one hundred (100) respondents from the student population at Gateways

Institute of Science and Technology, Fairview Campus. The research considered

demographic profiles such as age, sex, section, dialect spoken, and home

province. A survey questionnaire was distributed, with half of the respondents

completing it in person, and the other half using Google Forms. Statistical analysis

was conducted to provide precise numerical outcomes. The study employed

stratified sampling, also known as proportional random sampling, and quota

random sampling to select respondents.

On the other hand, the study excluded the staff of the institution, including

faculty members, the registrar, janitors, and other local or international officials.

Additionally, the study avoided any exploitation of linguistic discrimination, hatred,

or blasphemy against any ethnic group that respondents might have belonged to.

The research also focused on the contrast and effects of the independent variable

(dialects) on the dependent variable (social comprehension).

Statement of the Problem

This research aims to explore the relationship between dialects and social

comprehension. Specifically, the study seeks to address the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3 Strand

1.4 Dialect spoken

 5
1.5 Home province

2. In what ways do students acquire the ability to speak or understand various

dialects, considering the following factors:

2.1. Diction

2.2. Pronunciation

2.3. Grammar Structure

2.4. Comprehension

2.5. Speaking Skills

3. Is there a significant correlation between the respondents' use of dialects and

their social connections at Gateways Institute of Science and Technology?

4. How do dialects influence students' social comprehension and interpersonal

interactions?

5. What solutions or insight do the participants offer to address challenges

related to dialect and social comprehension?

Significance of the Study

This study will provide compatible and adequate information that will

formulate knowledge to given specific beneficiaries that will be useful, these are

the following:

Teachers. Teachers may learn from this research regarding the

potentially challenging circumstances that their pupils, particularly those who are

more fluent in their native tongues, may encounter. The teachers can therefore

provide those students with the appropriate counsel and consideration.

Students. Through this research, students may realize their

responsibilities and duty to respect and appreciate one another despite the

difference of their dialects and cultures.

Language professionals. Language professionals may find this study

 6
insightful regarding the numerous dialects spoken in the Philippines and how

people relate to them, particularly in terms of the social comprehension of the

students.

Department of Education. The Department of Education may formulate

and implement programs or policies to assist pupils in getting past any potential

language barriers.

Group of people (provincial or rural). Gaining the respect and

understanding of those around them could be enhanced by this study, especially

for those who currently reside in or were previously residents of rural areas.

Future researchers. Future researchers can benefit from this research by

learning more about the connection between social comprehension and dialects.

Moreover, they can utilize this research to support their study in order to have a

deeper understanding of this topic.

 7
Conceptual Framework

The researchers present a paradigm that showcases The Relationship

Between Dialects to the Social Comprehension, wherein will serve as a guide to

seek certain possible actions of the researchers as steps to validate, analyze and

gather exact data towards the relationship of Dialects to the Social

comprehension among Students.

INPUT PROCESS

OUTPUT

FEEDBACK

Figure 1.

The Research Paradigm of the Study

As exhibited in the paradigm, in the first figure, the profile of the

respondents wherein locates the users of various dialects into their living. In this

phase, it will serve as a track and passage that will unlocks the required data in

empowering the study. Hereby, the required respondents in the first figure are
 8
the total of one-hundred (100) inside Gateways Institute of Science and

Technology, Fairview Campus. Further, the researchers will seek the lateral

correlation of dialects and the social comprehension based into the respondents'

answers. In addition, in second phase of the figure, states the process of the

researchers to gather the data. This figure showcases the process wherein how

the researchers act to collect data, they will distribute the questionnaires whether

it is face to face; the will collaborate with the class president to assure the e-

survey in respective participants. As the results are filled, the analysis will provide

the Relationship between Dialects and Social Comprehension Among students in

Gateways Institute of Science and Technology, Fairview Campus.

Definition of Terms

In order to have a clear understanding, the term used in the study are

explained operationally:

Dialect. Refers in a specific form or variety of a language spoken by

people in a particular geographic region, social class, or ethnic group. Dialects

differ from each other and from the standard form of the language in terms of

vocabulary, grammar, and pronunciation. While they are mutually intelligible with

other dialects of the same language, dialects may also carry cultural or social

significance.

Diction. Refers to the choice and use of words and phrases in speech or

writing. It influences the tone, style, and clarity of communication, shaping how a

message is received and understood by an audience. Diction can vary

depending on context, audience, and purpose, and can be formal or informal,

abstract or concrete, technical or conversational.

Grammar Structure. Refers to the set of rules and principles that govern

the composition of clauses, phrases, and words in a language. It encompasses

 9
the syntax (the arrangement of words and phrases to create meaningful

sentences), morphology (the study of the structure of words and their meaningful

components), and punctuation, which together provide a framework for

constructing coherent and intelligible communication.

Humanistic connectivity. Refers to the deep and meaningful connection

between individuals based on principles of empathy, mutual respect, and shared

human values. Rooted in humanism, this concept emphasizes the importance of

understanding and valuing the experiences, emotions, and perspectives of others.

Language proficiency. Refers to an individual’s ability to speak,

understand, read, and write in a language with fluency and accuracy. Proficiency

in a language is typically measured across multiple dimensions, including

listening, speaking, reading, and writing. It can vary from basic conversational

skills to full professional fluency.

Multiculturism. Refers to the coexistence and interaction of diverse

cultural groups within a society, where each group maintains its unique cultural

identity while participating in shared social, economic, and political activities. It

promotes the recognition, respect, and inclusion of different cultural traditions,

languages, religions, and ways of life.

Multilingualism. Refers to the ability of an individual or a community to

use and communicate in more than two languages. A multilingual person can

understand, speak, read, and write in multiple languages with varying degrees of

proficiency. Multilingualism is increasingly common in today’s globalized world,

where individuals often learn additional languages for personal, educational, or

professional purposes.

Pronunciation. Refers to the way in which words and sounds are

articulated in a particular language. It encompasses several aspects, including

 10
the phonetic quality of individual sounds (phonemes), the stress placed on

certain syllables or words, the intonation patterns that convey meaning and

emotion, and the rhythm of speech.

Social comprehension. Refers to the ability to understand and interpret

the behaviors, intentions, and emotions of others within a social context. It

involves recognizing social cues, norms, and dynamics that guide human

interactions. Social comprehension is essential for effective communication and

empathy, as it allows individuals to navigate complex social situations, resolve

conflicts, and build relationships.

Speaking Skills. Refers to the ability to effectively communicate ideas,

information, and emotions through spoken language. These skills include

articulation, pronunciation, fluency, clarity, and the appropriate use of grammar

and vocabulary. Speaking skills are essential for successful verbal interactions in

a variety of settings, including conversations, presentations, debates, and public

speaking.
 11
Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies as well

as the variables of the study. The related literature provide the researcher

substantial backgrounds on the aspect of reading materials. The review of local

and foreign studies on the subject provided the researcher with empirical findings

which enriched the data analysis.

Foreign Literature

 Dialects Have Played a Significant Role in Communication

The Cosmic Journal of Linguistics concluded that dialect variation played

a significant role in both education and media, shaping the way individuals

communicated and perceived information. In the context of education, the impact

of dialect variation could be seen in the classroom, where teachers and students

may have had different dialects or accents. This led to miscommunication,

misinterpretation, and even discrimination against students who spoke non-

standard dialects. Moreover, dialect variation hindered language acquisition and

academic performance, as students struggled to adapt to the standard language

used in textbooks and exams (Yasmin, 2022).

Yasmin & Aijaz (2022) presented that media platforms were not immune to

the influence of dialect variation. The language used in news broadcasting,

movies, and television programs often reflected the dominant dialect of the

region or country. As a result, speakers of non-standard dialects found it

challenging to relate to or fully comprehend the content presented. This under-

representation perpetuated cultural stereotypes and created a sense of

marginalization among non-standard dialect speakers. The media had a crucial

role to play in promoting linguistic inclusivity by ensuring the representation of

 12
diverse dialects and providing subtitles or translations for a broader audience.

As stated by Kozokova (2021), effective communication involved more

than just understanding the words spoken; it required grasping the underlying

intent behind those words. This deeper level of comprehension was crucial for

meaningful interactions. Therefore, developing pragmatic competence in a

second language was essential for achieving successful communication.

Pragmatic competence empowered speakers to interpret the intended meanings

behind spoken language, allowing for clearer exchanges. Additionally, it helped

learners navigate social contexts and respond appropriately in conversations.

Additional information provided by Kinzler (2020) stated that language was

a frequently overlooked aspect in the extensive research on person perception

and social categorization. However, a person’s speech, including their unique

dialect and pronunciation, conveyed a wealth of social cues to those listening.

Various fields in the social and behavioral sciences, such as psycholinguistics,

sociolinguistics, anthropology, history, and education, explored and illuminated

the societal importance of language through different methods and disciplinary

perspectives (Kinzler, 2021).

Lastly, data provided by Gooskens et al. (2018) and Trudgill & Chambers

(2017) showed that dialects of a language were usually described as mutually

intelligible, allowing speakers of various dialects to communicate. However, a

small amount of research pointed to the possibility that adults and children may

have had trouble interpreting spoken language comprehension cues that were

exclusive to one dialect but absent from the other (Bühler, 2017; Jones et al.,

2019). For instance, Bühler (2017) discovered that adult speakers of Swiss

German exhibited processing differences (as indicated by ERPs) in a word

comprehension test involving terms whose pronunciations varied between

 13
dialects, resulting in distinct pronunciations in Swiss German and High German.

The literature revolved around the relationship between comprehension

and perception of how individuals understood dialects. Based on the information

provided, dialects were constantly intelligible because of their differences, such

as pronunciation, diction, and the words used, which fostered a challenging role

for people, especially when they encountered foreign words or those unfamiliar to

them. Therefore, the significance of this study was to expose and expand how

these vernaculars influenced the comprehension skills of humans in terms of

communication. It showcased the significance of dialects when a group of people

could not or did not have the ability to understand a broad language (e.g.,

English and Filipino). As an alternative, they used dialects to express themselves.

This aspect also reflected various disciplines: psycholinguistics, sociolinguistics,

and anthropology. Furthermore, the literature delved into the major role of

dialects in emphasizing effective communication that required understanding the

spoken words and expressing their motives. Lastly, the text analyzed the impact

of dialects on socialization and media. The utilization of dialects in education

could lead to language barriers, discrimination, miscommunication, and hinder

language acquisition.

Local Literature

 The Categorization of Dialects in Terms of Cmprehension

Barruga (2024) stated that MTB-MLE program faces challenges in

translating technical vocabulary into local languages. One of the difficulties lies in

effectively conveying these terms. However, there are also significant

opportunities that arise from this approach. For instance, it can help strengthen

cultural ties among students. Additionally, using the native language can improve

understanding and retention of information. This integration can encourage

 14
students to engage more deeply with the material. Ultimately, embracing local

dialects in education can enrich the learning experience.

Mendoza (2024) viewed that the influence of cultural background on

language comprehension in the Philippines shows that pupils from different

cultural backgrounds have significantly different reading proficiency levels.

Students who identify closely with their cultural background typically comprehend

writings that repeat with their experiences better, while students who come

across new cultural references find it difficult to understand the information.

Understanding results are also influenced by variables including socioeconomic

level, availability of educational resources, and the frequency of multilingualism.

According to the article entitled "Philippines Language History: Exploring

Cultural and Linguistic Heritage", says that significant number of individuals often

mistakenly believe that Tagalog and Filipino are identical languages. However,

this assumption is not correct, as they are technically classified as dialects of the

same linguistic family. This classification highlights the close relationship

between the two languages, which allows speakers of Tagalog to generally

understand Filipino with ease. The similarities in their grammatical structures

facilitate this comprehension, making communication smoother. Ultimately, while

they are distinct, the connection between Tagalog and Filipino fosters an

understanding that bridges the two languages (Samkowski, 2023).

Gibbs (2021) describes language comprehension as the ability to

understand different components of spoken and written language, which includes

the meanings of individual words and the structure of sentences. This skill is not

limited to recognizing words; it also involves understanding how those words

combine to form coherent sentences. Furthermore, language comprehension

requires grasping the overall idea or message that is being conveyed through the
 15
language. Effective comprehension is crucial for meaningful interactions and

communication. It encompasses both the analysis of individual elements and the

synthesis of these elements into a complete understanding. Additionally, this

ability plays a significant role in reading, listening, and responding in

conversations

UP Department of Linguistics (2021), revealed that attrition of language

is one of the problems multilingual communities face. This phenomenon occurs

when individuals separate from other native speakers to learn and utilize a

second language, which is frequently more prevalent and has greater political

and economic influence than the original, causing them to lose their native or first

language. Relocating to areas that can provide them with a better living and a

brighter future, the speakers leave their hometowns. Their mother language is

limited to the four corners of their houses, whereas a dominant language is used

in many other domains as a means of accommodating their neighbors and

gaining additional possibilities. This happens when they switch to a more

economically privileged and advantageous language.

The information provided tackles the various nature of language

comprehension in shaping the importance of communication that faces of many

multilingual communities and its effect in to their culture. Defining comprehension

through the language has an ability to understand words: individual, structure of

phrases and paragraphs and their overall message conveying. This plays a

crucial role for effective communication: listening, reading and in all day

dialogues. Therefore, the phenomena of language attrition wherein individuals

losing their native language when they are adopting a new language. In this

common difficulties that people may encounter especially the multilingual

communities. It clarifies the distinction of dialects in facilitating between the both

 16
speakers of an specific vernacular. In terms of education, the usage of MTB-MLE

(Mother Tongue-Based Multilingual Education) program that allows to translate

an unknown word or vocabulary into local language. This program interferes

difficulties in conveying terms such as: cultural ties, improve understand and

encourage deeper engagement. Moreover, the influences of cultural background

on language comprehension of the Philippines have varying reading proficiency

levels with those who identifies the comprehending context that resonate with

experiences effectively. This aims the importance in consideration of cultural

context that uses their own language.

Foreign Studies

 Vernacular Switching Interferes Comprehension of Every Individual

In summary of Jacqueline Michelle (2024), linguistic diversity in

classrooms presents both advantages and challenges for peer relationships.

However, the connection between classroom linguistic diversity, peer relations as

part of the social climate, and academic achievement remains uncertain.

Moreover, past research has often overlooked the cultural and linguistic

similarities between students. This cross-sectional study, grounded in social

identity and self-determination theories, used lexicon-statistical percentages as a

measure of linguistic diversity. It applied multi-level latent structural equation

modeling to investigate the relationships between linguistic diversity, the

classroom social climate, and reading comprehension, while accounting for

socioeconomic status and gender.

Based into the study published in 2023 entitled "Caught Between

Languages and Cultures: Exploring Linguistic and Cultural Identity among

Maldivian Adolescents", language attitudes and identity formation influences the

sudden shift of using an indigenous language (Dhelvi) into a global dominating

 17
language (English). After British colonialism, English plays a significant role in

terms of education and society that leading many Maldivian to see it as a way to

social advancement. This creates a social division as well as a change in

perception, where those who speak English well are seen as more successful,

while those who do not and lack proficiency are marginalized (Mohamed, 2023).

In addition, a research study entitled "Impact of Dialects on Language

Comprehension", examines the effect of students' dialects, including African

American English (AAE) and Mainstream American English (MAE), on their

understanding of spoken language. It indicates that students who use non-

mainstream dialects might struggle to grasp standard English effectively. This

difficulty arises from the linguistic differences between their dialect and the

standard language commonly employed in educational environments. The study

highlights the potential barriers these students face in language comprehension.

Overall, the findings underscore the importance of recognizing dialectal

variations in educational contexts (Byrd et al., 2023)

Kinzler (2020) interpret that contemporary psychology is shifting away

from neglecting language and is focusing on examining the social importance of

our communication. For instance, studies in the field of social psychology indicate

that hearing a person's voice, as opposed to solely seeing their appearance,

leads to perceptions of the individual as more human and mentally competent

(Schroeder et al., 2017). Psychological studies the human’s perception and

social categorization, in order to find the individual’s categorization, encode, and

evaluate based on their accent (Hansen & Dovidio, 2017). Therefore, speaking it

is considered to be a non-standard foreign dialect or accent can be stigmatizing

rather. The impulse to see language as conveying social meaning has long roots

in development: Further, infants and children observe the practices of how

 18
people interact as dividing their social hierarchy (Kinzler et al., 2020).

Critical Multilingualism Studies, an interdisciplinary journal, revealed that the

mutual intelligibility of similar languages and dialects often focuses on how well

native speakers of one variety can comprehend others and what factors influence

this understanding. These studies may incorporate functional assessments,

where participants perform tasks that involve understanding words, texts, or

sentences from a different variety. Additionally, they may include opinion-based

evaluations, where individuals express their perceived ability to understand

another variety. Such investigations aim to shed light on both objective

comprehension and subjective perceptions. Overall, these analyses contribute to

their understanding of linguistic relationships among closely related languages

and dialects (Gooskens et al., 2018).

The study explores the complex interplay of language, social perception

and identity in terms of the multilingualism and dialect variation. Through

discussing the field of multilingualism which evaluates the intelligibility of dialects

on both objective and subject perceptions when it comes in comprehension. The

field renders the relationship of dialects and comprehension. Additionally, the

social significance of dialects emphasize the recognition of the specific role of

language through the social perception. It showcases the hearing of an

individual's speaking skills that influences perceptions of their competences that

can delve their accents into a stigmatizing way; the language switching as

alternative wat to understand a specific ide— gives an easier way to linked into

increase of comprehensi on proficiency. In conclusion, the studies highlights of

how linguistics such as dialects wherein influences ultimately especially in

comprehension. The consideration of code switching and the usage of their

cultural-based language (vernacular) can increase the comprehension of every

 19
individual.

Local Studies

 The Difficulties of Code-Switching in a Specific Time and Area

Carillo et al. (2023), stated that when it comes into interaction with

relatives and other Bisayan speakers; the people who use Bisayan vernacular

are predominantly utilize their native tongue; when necessary, they switch to the

language of their new area. Bisayan language speakers face difficulties in the

workplace with accent perceptions and in communicating in a Tagalog-speaking

environment. Good experiences center on improved understanding of culture,

communication, and a feeling of community.

As explained by International Journal of Multidisciplinary Research and

Publications, their study found that despite linguistic differences, Bisaya and

Tagalog speakers in Manila generally have positive interactions and exhibit

cultural understanding. This suggests that the residents of this diverse city have

developed the ability to communicate effectively and appreciate each other's

cultures. Linguistic and cultural barriers can be effectively bridged by mutual

respect and civility. This result is consistent with the theory that varied cultural

and linguistic backgrounds frequently live peacefully in cosmopolitan regions like

Manila, giving rise to cultural pluralism (Carillo et al., 2020).

In shared information by Demeterio & Dreishbash (as cited by Gonzalez

1998) stated that the multilingual nature of Filipino society, where local

languages are used at home and in communities, while Filipino serves as the

national language, symbolizing unity. English, adopted as the medium for

education, business, science, and diplomacy, has evolved into a distinct variety

known as Philippine English. This variety, according to is not a result of linguistic

dominance but rather a practical adaptation by Filipinos, demonstrating their

 20
ability to use English in a way that suits their needs and preferences (Dreisbach

& Demeterio, 2020)

Teachers often switch between languages during discussion, using

different forms of code-switching to make lessons clearer and more accessible to

students. The findings of the study shows that teachers motivation for code-

switching is to provide insights into how dialects and language variations

influence social dynamics and communication among students. Additionally,

code-switching can serve as a pedagogical tool that encourages students to

navigate and embrace their bilingualism, thereby fostering their identity and self-

esteem (Mangila, 2018).

The information given by Cebu Normal University, Philippines, their study

shows that the foreign students' ability to comprehend spoken language differed,

with progress largely influenced by their listening skills and the range of activities

they were exposed to. Various factors affected their listening comprehension,

including accents, fast speech, low language proficiency, unfamiliar linguistic

contexts, jargon, inappropriate levels of difficulty, and personal issues. In a social

context, this highlights how diverse backgrounds and experiences can impact

one's ability to understand others, emphasizing the need for inclusive

communication strategies that account for language barriers and individual

challenge (Sumalinog, 2018).

The dynamic nature of language affects communication, identity, and

diverse communities, particularly in the Philippines. This is especially evident in

the practice of code-switching among teachers, which helps enhance clarity and

ensures that all students can understand the lesson. Such practices not only

facilitate learning but also serve as a pedagogical tool that encourages students

to appreciate bilingualism while fostering their cultural identity. Positive

 21
interactions between vernacular users and Tagalog speakers (city dwellers)

demonstrate that despite linguistic differences, mutual respect and civility can

bridge cultural barriers, highlighting the potential for cultural pluralism in

cosmopolitan settings. This study examines the role of dialects in shaping an

individual’s comprehension, underscoring the need for inclusive communication

strategies that address language barriers. It also explores the multilingual nature

of Filipino society, where local languages coexist with Filipino (the national

language) and English, which has evolved into a distinct variety known as

Philippine English. This adaptability showcases the flexibility of Filipinos in using

languages to suit their specific needs and preferences. In conclusion, the

experiencezs of speaking different dialects highlight the challenges encountered

in various settings, such as the workplace, schools, or other institutions, due to

differences in accents, perceptions, and communication barriers. However, these

experiences also demonstrate the importance of cultural understanding, effective

communication, and community building, which can foster positive socialization.

 22
Chapter 3

RESEARCH METHODOLOGY AND PROCEDURE

This chapter presents the Method of Research, Setting of Study, Subject

of the Study, Procedure of the Study, Sources of Data, Sampling Design and

Sample, Construction of the Instrument, Validation of Instrument, Data Gathering

Procedure, and Statistical Treatment of Data.

Research Method and Design

This study will use both Correlational and Descriptive research to aim

the relationship between dialects and social comprehension among students in

Gateways institute of Science and Technology. Correlational method connects

the manipulation of the two variables to aim the exact data or their points.

According to Fleetwood (2023), correlational research method is a non-

experimental research method that connects and measures the two variables

and identifies their relationship through statistics. In analysis by using statistics,

categorical data and numerical data has a significant role to categorize that

involves numerical data of a measurable quantity. In addition, Descriptive will

utilize in delivering when it comes to interpretation. Mc Combes (2019), states

the descriptive research rendering the exact description of a certain figure,

situation and phenomenon. It showcases the exact answers of what, where,

when and how.

The essentiality of correlational is to expose the main idea of a certain

topic between the two variables (Independent and dependent). Maddox (2024)

further, explain that it is important quantitative research design that connects the

idea of two variables and it can provide assistance to analyze how the

environment influences many aspects into their lives. Descriptive Research helps

the researchers to define a certain phenomenon. To sum up, Singh (2023) states
 23
the importance of descriptive research is: (1) It provides insights into a population

or phenomenon; (2) Offers baseline data; (3) Allows validation of sampling

methods; (4) Helps reduce time and costs; (5) Ensures replicability.

Setting of the Study

This study was conducted at the Gateways Institute of Science and

Technology. It is a private senior high school located at Commonwealth Avenue,

Barangay Greater Fairview, Quezon City, Herminia Building 2. The Gateways

Institute of Science and Technology was established on October 19, 1994. The

Board decided to rename the school Gateways Institute of Science and

Technology from EARN School Pasig Inc. in 1999. The management of

Gateways Institute of Science and Technology is headed by Mr. Jose O.

Montenegro, President and School Director, and Ms. Kathrina Yolanda B.

Montenegro, Marketing Head. The Fairview branch of school is headed by

principal, Mrs. Geralyn P. Asid. The school is divided into various programs such

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

Management (ABM), Information and Communication Technology (ICT), and

Home Economics (HE).

Presently, the school has 1,600 students enrolled from grade eleven to

college. The school is committed to pursuing continuous improvement in

providing quality and relevant education. Undertake to develop globally

competitive skilled workers possessing multifaceted personalities, respect for

professional and social ethics, and national values. Below is the Location and

Vicinity Map of the study (GIST, 2024)

 24

Figure 2.

Location Map of Gateways Institute of Science and Technology, in

Commonwealth, Quezon City

 25

Figure 3.

Vicinity Map of Gateways Institute of Science and Technology,

Fairview Campus
 26

Subject of the Study

A total of one-hundred (100) students from Gateways Institute of Science

and Technology will respond to survey questionnaires that the researcher

developed through Google Forms alongside physical copies in order to

determine the relationship between students' dialects and social comprehension.

It contains questions regarding the way they use and comprehend language in

terms of diction, pronunciation, comprehension, and speaking skills.

In order for the researchers to validate the relationship between dialects

and social comprehension, the respondents were chosen based on shared

characteristics, which include having the ability to speak more than one dialect.

Therefore, the researchers used stratified random sampling to select

respondents.

It is believed that students who are more skilled in speaking one dialect

from the other are having a hard time in terms of social comprehension using a

dialect that they are not proficient. Hence, the researchers would like to conduct

this study in order to learn the relationship between dialects and social

comprehension.

Procedure of the Study

The first phase of the study involves defining the research problem and

formulating the research questions. Researchers identify the specific dialects

and aspects of social comprehension they wish to study among the students,

ensuring that the scope of the investigation is both relevant and manageable

given the research context.

Second phase, the researchers review existing literature to understand

previous findings related to dialects and social comprehension. This helps to

 27
frame the study within the context of existing knowledge and identify gaps that

the current research aims to fill, guiding the direction of the new research

questions.

Third phase, the researchers outline the methodology for the study. This

includes deciding on sampling methods, and determining the instruments for

data collection (e.g., surveys or questionnaires), all of which must align with the

research objectives to ensure validity and reliability.

Fourth phase, the researchers gather data from the chosen sample. This

might involve distributing questionnaires to students and collecting their

responses regarding their dialects and levels of social comprehension, while

also ensuring ethical considerations are met throughout the process.

Fifth and last phase, the researchers analyze the collected data using

statistical methods to determine the relationship between dialects and social

comprehension. They interpret the results, draw conclusions, and discuss the

implications of their findings, emphasizing how these insights can inform future

studies or educational practices.

Sources of Data

Survey Questionnaire

The researchers used Survey Questionnaire to identify the

Relationship between Dialect and Social Comprehension among selected

students at Gateways Institute of Science and Technology, Fairview. The

researchers formulate a twenty items survey questionnaire that will be used to

validate the outcomes of the study.

Sampling Design and Technique

The study used stratified random sampling, also known as proportional

random sampling and quota random sampling. According to Adam Hayes (2024)
 28
stratified random sampling involves the division of the population into smaller

subgroups known as strata.

The researchers desired to collect a total of one-hundred (100)

respondents. Fifty (50) respondents through survey questionnaires, and an

additional fifty (50) respondents through a Google Form.

Construction of Instrument

In this phase, the questionnaires will be answered online and face to face.

Each participants will receive or access a provided questionnaire to answer. It

will measures the relationship between dialects and social comprehension that

the results may give through Electronic survey (E-survey) and Face-to-Face

survey. Survey is a type of research instrument that gathers structured data

using relevant questions that understands the most answers in a broad way. It

gives the total insight of every individuals whether it is information economy,

business and so on (Qualtrics, 2024).

The survey will measure the relationships of the two variables

(Independent and dependent). The survey consist of three (3) sections. First,

the demographic contains profiling of the respondents. Likert scale survey

compose of fifteen (15) questions in the second section, and five (5) at the last

that will be answered by the respondents in order to identify the relation of

dialects in terms of social comprehension. The structured given answers is

provide that base the most possible answer of the participants. The survey will

straightly identifies or purposely answer some of questions in statement of the

problem. Therefore, it will be solved by a statistical tools to present the results

and their recommendations. In selecting respondents, the researchers will

execute the stratified sampling method or also known as the quota sampling.

Stratified random sampling categorize subjects called strata that is base into the
 29
aspects they are in (Thomas, 2020). The researchers, somehow will select One-

hundred (100) respondents that endeavors to answer the survey.

Validation of the Instruments

Validity is commonly understood as the degree to which a measurement

tool accurately reflects what it claims to measure (Blumberg et al., 2005). It

evaluates how effectively a research instrument assesses its intended

constructs (Robson, 2011) and indicates the truthfulness of the results.

Therefore, it is essential for research instruments, such as questionnaires, to

accurately capture the concepts being studied (Pallant, 2011). Validity

encompasses the entire research framework and determines whether the

results align with the scientific research method's criteria. It is an essential

requirement for all research types (Oliver, 2010).

In quantitative research, validity refers to how well a measuring instrument

serves its intended purpose (Thatcher, 2010), while in qualitative research, it

pertains to the procedures a researcher employs to verify the accuracy of their

findings (Creswell, 2014). Validity is not an inherent characteristic of the

instrument itself but rather relates to the scores it produces and their

interpretations. It is best conceptualized as a hypothesis supported by evidence

for the proposed inferences (Messick, 1989). The concept of validity in

quantitative research was first articulated by Lee J. Cronbach and Paul E. Meehl

in the mid-20th century, particularly concerning the criteria for evaluating

psychological tests (Cronbach & Meehl, 1955).

The process begins with preparing copies of the questionnaire, which will

then be distributed to the respondents. Following this, it is essential to consult

the subject teacher for a thorough review of the questionnaire, as their feedback

is crucial for ensuring its relevance and accuracy. Before the full-scale
 30
distribution, a pilot testing phase will be conducted to identify any potential

issues and gather initial responses. This pilot testing is vital as it helps in

refining the instrument, ensuring clarity and effectiveness, and contributes

significantly to the validation process by providing insights into its reliability and

validity through real-world application. As stated by Cohen et al. (2007), "Validity

is an important key to effective research. If a piece of research is invalid, then it

is worthless".

Date Gathering Procedure

The researcher gathered data through the following steps:

The first step in the data gathering procedure, therefore, involved

designing a comprehensive questionnaire to assess the relationship between

dialects and social comprehension among students. The questionnaire included

various sections: demographic information, familiarity with different dialects,

frequency of dialect usage in social settings, and perceived impact on social

comprehension.

Subsequently, before administering the survey to the broader student

population, a pilot test was conducted with a small group of students to evaluate

the clarity and effectiveness of the questionnaire. Feedback was gathered

regarding the wording of questions, the survey's length, and its overall

comprehensibility. Based on the responses from the pilot test, necessary

adjustments were made to refine the survey, ensuring that it effectively

addressed the research objectives and was user-friendly for participants.

In addition, the researchers asked permission from the head of the school

(Gateways Institute of Science and Technology, Fairview Campus) through

letters of request to administer the survey and questionnaire using Google

Forms and Facebook Messenger to reach the respondents.

 31
Following this, the next step involved recruiting participants for the survey.

A stratified sampling approach was employed to ensure that the sample

represented various demographics, including different academic programs, age

groups, and linguistic backgrounds.

Once participants were recruited, the survey was administered both online

and in person to maximize accessibility. For the online version, a secure link

was distributed via Facebook Messenger, allowing students to complete the

survey at their convenience. The researchers messaged the president of each

section and requested to send the link in their respective group chats. For the

in-person administration, designated times and locations were established on

campus, where researchers assisted students in completing the survey. This

dual approach ensured a higher response rate and inclusivity.

As a result, as participants completed the survey, their responses were

systematically collected and stored in a secure database to maintain

confidentiality and data integrity. Care was taken to ensure that all data

collection adhered to ethical guidelines, including informed consent and the right

to withdraw from the study at any time without penalty.

Finally, after the survey period concluded, the collected data was

tabulated and analyzed using statistical software to identify patterns and

relationships between dialect usage and social comprehension. Descriptive

statistics were computed to summarize demographic information and survey

responses, while inferential statistical tests, such as correlation and regression

analyses, were conducted to explore the strength and nature of the relationships

among the variables.

Consequently, the results were presented in a clear and accessible format,

with visual aids such as charts and graphs to enhance understanding. The
 32
findings were then shared with stakeholders, including faculty and students, to

contribute to ongoing discussions about linguistic diversity and communication

within the campus community.

Statistical Treatment

In this study, the researchers used Descriptive Statistics such as weighted

mean scores as well as the Inferential Statistics particularly using the SPSS

version 25 by the help of the University Statistical Center. Young (2024) states

that Percentage distribution will utilize to transmit the numerical data from the

questionnaire and showcases the data from the survey. The percentage

distribution often display as bar graph, pie charts or tables (Jove, 2023).

Pearson’s correlation coefficient will use to provide a linear relationship of the

two variables. Fernando (2024) explains that correlation coefficient is a

statistical measure to give the linear relation between the two variables.

Therefore, it describes the negative and positive of a certain data.

A. Percentage – to identify the general same answers given by the

participants.

value
� 100
����� �����
 33
B. 5 Point-Likert Scale - to identify the rate of each corresponding

answers of the participants.

Response Categories Numerical Value

Strongly Agree 1.00 - 1.80

Agree 1.81 - 2.60

Neutral 2.61 - 3.40

Disagree 3.41 - 4.20

Strongly Disagree 4.21 - 5.00

C. Weighted mean - to analyze the exact total of the conducted study and

the answers for their statement of the problem.

�
�=1
(�� ∗ ��)
�
� = 1 ��

D. Pearson’s Correlation Coefficient – to identify if the results between the

relationships of the two variables is positive or negative.

�� − �X̅Y̅ SP
r = =
SSxSSy
�2 −�X̅2 )( y2 −�Y̅ 2 )
 34
Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of gathered data

based on the problem of the study stipulated in Chapter 1.

SOP 1. The Demographic Profile of respondents in terms of:

TABLE 1.

Demographic Profile of Respondents by Strands

STRAND FREQUENCY PERCENTAGE

ABM 25 25%

HUMSS 25 25%

ICT 25 25%

HE 25 25%

TOTAL 100 100%

This table provides a distribution of students across four academic strands

in a senior high school setting: ABM (Accountancy, Business, and Management),

HUMSS (Humanities and Social Sciences), ICT (Information and

Communications Technology), and HE (Home Economics). Each strand has an

equal number of 25 students, accounting for 25% of the total population in the

dataset. The total number of students across all strands is 100, which

represents 100% of the population.

 35
TABLE 2.

Demographic Profile of Respondents by Age

Age Frequency Percentage

15
1 1%
16
39 39%
17
44 44%
18
13 13%
19
2 2%
20
1 1%
TOTAL
100% 100%

Based on the table above, the researchers gathered data from the one-

hundred (100) participants’ age. Firstly, the majority are the age of 17 years old

which rate to forty-four (44%); to be headed by the rate of Thirty-nine (39%)

wherein are 16 years old; then 18 years old got the percentage of eighteen (18%),

and two (2%) are 19 years old. After that, the (1%) left are 15 and 20 years old

respectively.
 36
TABLE 3.

Demographic Profile of Respondents by Sex

Sex Frequency Percentage

Female
64 64%
Male
36 36%
TOTAL
100% 100%

From the information in the table above, the study consists of a total of

100 respondents. The number of female respondents is approximately about

28% higher than the male respondents. The percentage of female students who

answered the survey is sixty-four (64%) respondents. On the other hand, the

percentage of male students who answered the survey questionnaire is thirty-six

or 36% of the respondents.

 37
TABLE 4.

Demographic Profile of Respondents by Dialect Spoken

DIALECTS Frequency Percentage

Tagalog
30 30%
Bisaya
26 26%
Hiligaynon
16 16%
Bikolano
14 14%
Waray
6 6%
Ilocano
3 3%
Kapampangan
3 3%
Cebuano
1 1%
Karay-an
1 1%
TOTAL
100% 100%

Based on the result of the survey questionnaire as the table indicates

above, the most commonly spoken Dialects is Tagalog representing thirty (30%)

of the respondents. Followed by Bisaya with twenty-six or 26%, while Hiligaynon

got the percentage of 16% or 16 respondents. Bicolano is spoken by forteen

(14%), and Waray with the percentage of six (6%). Then, Ilocano and

Kapampangan with both 3% or 3 respondents. Meanwhile, the remaining two

dialects—Cebuano, and Karay-an—each got a representation of 1%.

 38
TABLE 5.

Demographic Profile of Respondents by Home Provinces

HOME PROVINCES FREQUENCY PERCENTAGE

METRO MANILA 15 15%

DAVAO 11 11%

BICOLANO 11 11%

ILO-ILO 9 9%

SURIGAO DEL SUR 6 6%

LEYTE 6 6%

NEGROS OCCIDENTAL 5 5%

CAGAYAN 4 4%

PAMPANGGA 4 4%

MINDORO 4 4%

PANGGASINAN 3 3%

CAVITE 3 3%

BATAAN 3 3%

ZAMBOANGA 2 2%

AKLAN 2 2%

SORSOGON 2 2%

MASBATE, ANTIQUE, 1 10%

CAPIZ, SAMAR, TARLAC,
BACOLOD, ILOCOS
NORTE, CATANDUANES,
SURIGAO DEL NORTE,
LA UNION

TOTAL 100 100%

The table above indicates that 15% of the respondents originated from the

province of Metro Manila, followed by 11% from both Davao and Bicolano. On

the other hand, the students who are from Ilo-ilo has made up 9% of the

respondents, while Surigao del Sur and Leyte received the same rate of 6%.
 39
Negros Occidental got 5%. Other provinces such as Cagayan, Pampangga, and

Mindoro contribute 4% each, while Panggasinan, Cavite, and Bataan have 3%

each. Provinces like Zamboanga, Aklan, and Sorsogon are less represented at

2% each. The remaining 10% of respondents are from a variety of provinces,

including Masbate, Antique, Capiz, Samar, Tarlac, Bacolod, Ilocos Norte,

Catanduanes, Surigao del Norte, and La Union, each contributing 1%.

TABLE 6.

Weighted Mean of Respondents' Dialect Usage and Social

Comprehension

CATEGORIES WEIGHTED MEAN VERBAL

INTERPRETATION

Do you often use dialect Agree

language? 2.16

Does having a 2.17 Agree

conversation while using
your first language helps
you to comprehend easily

Do you encountered 2.45 Agree

when someone is utilizing
their vernacular
language?

When socializing, do you 2.78 Neutral

have a hard time to
express yourself without
using your preferred
dialect?

Does a simple dialect 2.19 Agree

influences what
provinces do you belong?
 40

Legend: Range of Weighted Mean Scores Verbal Interpretation

1.00 - 1.80 Strongly Disagree

1.81 - 2.60 Agree
2.61 - 3.40 Neutral
3.41 - 4.20 Disagree
4.21 - 5.00 Strongly Disagree

The table showcases the weighted average between the following

categories. Most of the questions obtained almost the same remarks. The first

question — 2.16 (agree); second question — 2.17 (agree); third question —

2.45 (agree); fourth question — 2.78 (neutral); and the last question is 2.19

(agree). In summary, the final interpretation of the scores from the survey is the

participants are agreeing that dialects has a positive relationship with social

comprehension.

TABLE 7.

Computation Table for Pearson r to Analyze the Relationship

Between Variables

X Y X-X̅ Y-Y̅ (X-X̅)(Y-Y̅) (X-X̅)2 (Y-Y̅)2

59 41 55.67 39.33 2,189.5011 3,099.1489 1,546.8489

89 11 85.67 9.33 799.3011 7,339.3489 87.0489

34 66 30.67 64.33 1,973.0011 940.6489 4,138.3489

64 36 60.67 34.33 2,082.8011 3,680.8489 1,178.5489

87 13 83.67 11.33 947.9811 7,000.6689 128.3689

333 167 SP= 7,992.5855 SSx= 22,060.6645 SSy= 7,079.1645

 41
SP
r=
SSxSSy df = N-2
7,992.5855
r= df = 100-2
(22,060.6645)(7,079.1645)

7,992.5855
r= df = 98
156,171,073
7,992.5855
r= 12,496.8
α = 0.5

r = 0.63 table r = 0.2050

Based on the information given by the table, it presents how the

respondents’ comprehension interferes with the usage of dialects. Through the

calculated pearson r likewise showcases that the dialects has a positive

relationship between dialects and social comprehension. The degree of freedom

represents as the standard form the measures the relationship between two

variables. df = 98 (related); table r showcases how the two contradicting choices

correlate. table r = 0.2050. In summary, between the tables given by the chart

showcases that the study is accepted and related.

 42
SOP 2. Ways can students speak or understand various dialects

based on:

TABLE 8.

2.1 DICTION

CATEGORIES WEIGHTED MEAN INTERPRETATION

Difficult to express 2.79 Neutral

Difficult to 2.34 Agree

comprehend

Encounter 2.87 Neutral

discrimination

Legend: Range of Weighted Mean Scores Verbal Interpretation

1.00 - 1.80 Strongly Disagree

1.81 - 2.60 Agree
2.61 - 3.40 Neutral
3.41 - 4.20 Disagree
4.21 - 5.00 Strongly Disagree

The chart above presented how diction correlates to one's ability to

interact with people who speak a different vernacular from them. Majority of

respondents express a neutral opinion, according to the weighted mean

average of their survey responses: (1) Difficult to express - 2.79 (neutral); (3)

Encounter discrimination - 2.87 (Neutral). On the other hand, the respondents

have agreed that they are having a hard time comprehending; (2) Difficult to

comprehend - 2.34 (Agree). Hence, the relationship between diction and social

comprehension is fair and strong based on the results of the computation.

 43
According to Kyna Hart (2020), diction is the choice of words and phrases used

convey a message effectively. It is an essential aspect of communication, as it

can greatly impact the clarity of a message and how it is interpreted by others.

TABLE 9.

2.2 PRONUNCIATION

CATEGORIES WEIGHTED MEAN INTERPRETATION

Easily understand 2.79 Neutral

someone

Exposure improved 2.34 Agree

the ability to
recognize

Ability to mimic the 2.87 Neutral

pronounciation

Legend: Range of Weighted Mean Scores Verbal Interpretation

1.00 - 1.80 Strongly Disagree

1.81 - 2.60 Agree
2.61 - 3.40 Neutral
3.41 - 4.20 Disagree
4.21 - 5.00 Strongly Disagree

The table 9 above shows the pronunciation correlates individuals using

different dialects. The weighted mean of 2.79, interpreted as neutral, suggests

that students do not have a strong opinion about how well they can understand

others who use different dialects. As for the weighted mean of 2.34, agree,

indicates that students generally believe that being exposed to different dialects
 44
enhances their ability to recognize and understand those dialects. And lastly,

the 2.87 weighted mean that interpreted as neutral, suggests that students

neither strongly agree nor disagree about the capability to imitate the

pronunciation of different dialects. Sa'adiyah, N. (2021). The Influence of

Dialect on English Pronunciation Among Madurese Students. The study

highlights that native dialects significantly impact students' pronunciation

accuracy, often leading to errors such as misplacement of word stress and

incorrect articulation due to dialect-specific phonological characteristics.

TABLE 10.

2.3. GRAMMAR STRUCTURE

CATEGORIES WEIGHTED MEAN INTERPRETATION

Easily recognize 2.77 Neutral

grammatical
patterns

Find it easy to 2.89 Neutral

construct
sentences correctly

Can understand 2.74 Neutral

differences

Legend: Range of Weighted Mean Scores Verbal Interpretation

1.00 - 1.80 Strongly Disagree

1.81 - 2.60 Agree
2.61 - 3.40 Neutral
3.41 - 4.20 Disagree
4.21 - 5.00 Strongly Disagree
 45
As exhibited from the chart above, table 10 showcases the how

grammar structure correlates an individuals interaction in using dialects as the

primary vernacular. All of respondents remark as neutral base into the result

of weighted mean average from their respondent through the survey: (1) Easily

recognize grammatical errors - 2.77 (Neutral); (2 Find it easy to construct

sentences correctly - 2.89 (Neutral); (3) can understand differences - 2.74

(Neutral). Therefore, as the result had been computed, the relation between

grammar structure to dialects are fair.

Through the findings of the researchers, dialects play a significant role for

their grammar structure in order to express themselves in comprehending a

certain scenario or situation. On the other hand, they can found it difficult due to

the unfamiliarity of the words they have spoken. According to Lones et. al. (2023)

states that dialects enable speakers to modify and express not only their

thoughts, but their pragmatic content. Further, in access of dialectal variations,

they can easily progress their ideas in a situation.

TABLE 11.

2.4 COMPREHENSION

CATEGORIES WEIGHTED MEAN INTERPRETATION

Exposure improves 2.34 Agree

comprehension

Learn to improve 2.78 Neutral

without being
expose to it

Accent can help to 2.26 Agree

understand others
 46

Legend: Range of Weighted Mean Scores Verbal Interpretation

1.00 - 1.80 Strongly Disagree

1.81 - 2.60 Agree
2.61 - 3.40 Neutral
3.41 - 4.20 Disagree
4.21 - 5.00 Strongly Disagree

As seen in the above table, table 11 illustrates how comprehension

correlates an individual’s interaction using different dialects. Base into the result

of weighted mean average from the respondents through the survey: two of the

categories obtained Agree, while the other one obtained Neutral. (1) exposure

to different dialects improves comprehension - 2.34 (Agree); (2) learn to improve

without being exposed to it - 2.78 (Neutral); (3) accent can help to understand

others - 2.26 (Agree). Therefore, the relationship between comprehension to

dialects are strong and fair. Edwards et al. (2014) found that dialect density

was predictive of how speakers comprehended words and phrases that

contained contrastive dialect features.

 47

TABLE 12.

2.5 SPEAKING SKILLS

CATEGORIES WEIGHTED MEAN INTERPRETATION

Fluency improves 2.43 Agree

when speaking in
dialect

Speech is clearer 2.62 Neutral

when using dialect

Confident speaking 2.59 Agree

in native language

Legend: Range of Weighted Mean Scores Verbal Interpretation

1.00 - 1.80 Strongly Disagree

1.81 - 2.60 Agree
2.61 - 3.40 Neutral
3.41 - 4.20 Disagree
4.21 - 5.00 Strongly Disagree

As illustrated in the table above, the table 12 highlights the role of dialects

in speaking skills. The statement "Fluency improves when speaking in dialect"

received a weighted mean of 2.43, with an interpretation of "Agree," saying that

most respondents believe their fluency improves when using their native dialect.

Similarly, the statement "Confident speaking in native language" also received

an "Agree" interpretation, with a weighted mean of 2.59, suggesting that

respondents feel more confident when communicating in their native tongue.

However, the statement "Speech is clearer when using dialect" received a

 48
weighted mean of 2.62 and received an interpretation of "Neutral,”. Dialect use

positively impacts fluency and confidence in speaking by enhancing familiarity

and comfort with the language. Additionally, exposure to dialects aids

vocabulary retention and depth, benefiting second language acquisition (Sun et

al., 2023)

SOP 3). Significant correlation between the respondents' use of

dialects and their social connections at Gateways Institute of Science and

Technology.

TABLE 13

Weighted Mean of the Significant correlation between the

respondents' use of dialects and their social connections

CATEGORIES WEIGHTED MEAN INTERPRETATION

Utilization of dialects 2.16 Agree

creates good
connection

Familiarization helps 2.17 Agree

you understand

Getting a hard time 2.45 Agree

constructing some
words/ideas

Ability to express 2.78 Neutral

ideas is impacted by
the dialects used

Engaging in 2.19 Agree

conversation
enhances your
communication skills
 49

Legend: Range of Weighted Mean Scores Verbal Interpretation

1.00 - 1.80 Strongly Disagree

1.81 - 2.60 Agree
2.61 - 3.40 Neutral
3.41 - 4.20 Disagree
4.21 - 5.00 Strongly Disagree

The significant correlation between the respondent's dialect and social

connections at Gateways Institute of Science and Technology is shown in Table

13 above. The result of the weighted mean average indicated that four

categories gained an interpretation of 'agree' while one category got 'neutral.' (1)

Utilization of dialects creates good connections - 2.16 (Agree); (2)

Familiarization helps you understand - 2.17 (Agree); (3) Getting a hard time

constructing some words or ideas - 2.45 (Agree); (4) Ability to express ideas is

impacted by the dialects used - 2.78 (Neutral); (5) Engaging in conversation

enhances your communication skills - 2.19 (Agree). Therefore, the researchers

concluded that the relationship between dialects and social connection is fair

and strong.
 50
Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the Summary of Findings, Conclusions

and Recommendations.

Summary of Findings

Based on the analysis and interpretation of data gathered, the findings are

hereby summarized:

1. Most of the respondents having their own respective provinces, however,

do not have the ability to understand a certain dialect based on the result

of the survey.

2. The percentile shows that most of the respondents are born in their

province, yet have grown into the city.

3. There is a significant relationship between dialects and social

comprehension.

4. The weighted mean in overall analysis in terms of Diction, pronunciation,

grammar structure, speaking skills and comprehension have a weak yet

positive relationship through the study.

5. The remarks of neutral throughout the categories showcases the weak

significant conversely relationship.

6. The Pearson r showcases the absolute rate of utilization of dialects in

social comprehension.

7. The result of the Pearson r represents the positive correlation in using

dialects.

8. The respondents believed that speaking various dialects can entirely

control a certain topic (e.g., overall communication, unable to understand

a simple phrase
 51
Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. Dialects played a difficult role in every individual especially students in

comprehending a certain topic (e.g., conversation, interaction). In

expressionism, the usage of vernacular such as dialects may help them

to speak out.

2. The results stated that dialects influences of an person’s entire origin.

Therefore, in speaking various dialects can affect the overall social

comprehension.

3. Not all the respondents came from their respective provinces has the

ability to speak or understand their preferred dialect.

4. The scores of the weighted mean reflects the exposures and the relation of

dialects into them. The positive inter-connectivity base to the results shapes

exposures of their cultural background, diversity, and inclusivity.

5. In overall, from the data had collected represents that dialects has a positive

result through the student’s life especially who had grown in a rural places.

Recommendations

On the basis of the foregoing findings and conclusions, the following

recommendations were advised:

1. Teachers - Foster a classroom atmosphere where students feel

comfortable using their own dialects, especially in discussions and peer

interactions. Encourage conversations about how language shapes identity

and social connections.

2. Students - Recognize that your classmates may speak in different dialects,

and respect the linguistic differences without judgment. Be curious and open

to learning about the diverse ways people express themselves through

language.
 52
3. Language professionals - Provide training sessions for teachers and

educators on the linguistic features of various dialects and their social and

cultural significance. Help teachers understand the impact of dialects on

student comprehension, communication, and academic performance.

4. Department of Education - Develop and promote language policies that

acknowledge and respect the use of different dialects in schools. Ensure that

these policies protect students from linguistic discrimination and encourage

inclusivity and respect for all forms of language.

5. Group of people (provincial or rural) - Encourage the community to take

pride in their dialects and cultural heritage. Organize cultural events,

storytelling sessions, or community gatherings where local dialects are

spoken and appreciated, allowing students to connect with their linguistic

root
 53
BIBLIOGRAPHY

A. Websites

Gilakjani, (2018, May) “English Pronunciation Instruction: A Literature Review”

[Link]

ion_A_Literature_Review

Gibbs, (2021, June 16) “All About Language Comprehension”

[Link]

how-it-can-help-your-child-read/ Gooskens et al., (2018) “The Mutal Intelligibility of

Arabic Dialects:Implications for the Language Classroom”

[Link]

Hart, K. (2023, November 6). What Is Diction? Definition & 75+ Examples. Enlightio.

[Link]

examples?fbclid=IwY2xjawGv8sFleHRuA2FlbQIxMAABHXzYwqXnRr0rznRA_Zyrv9f

tSqP2WaM0QaRnxDadMaDV9XbtvrRYPrNRRg_aem_JIm9lsvrJMBxyQGw6ZXHIg#:

~:text=Diction%20refers%20to%20the%20choice%20of%20words%20and,tone%20

of%20a%20piece%20of%20writing%20or%20speech

Kinzler (2021, January) "Contemporary psychology is shifting away from neglecting

language and is focusing on examining the social importance of our communication"

[Link]

103034

Kinzler (2021, January) "Contemporary psychology is shifting away from neglecting

language and is focusing on examining the social importance of our communication"

[Link]

103034
 54
Samkowski, A. (2024, July 26). Philippines Language History: Exploring cultural and

linguistic heritage. The Word Point. [Link]

language-history-exploring-cultural-and-linguistic-heritage

Usero (2021, September 15) “Counter-Babel: Reframing Linguistic Practices in

Multilingual Philippines” [Link]

linguistic-practices-in-multilingual-philippines/ Yasmin, et al., (2022) "Media platform

are not immune to the influence of dialect variation"

[Link]

B. Thesis/Desertation

Barruga, (2023, June 07) "Classroom implementation by Masbatenyo public elementary

teachers of the mother tongue-based multilingual education policy: a case study"

[Link]

_Masbatenyo_public_elementary_teachers_of_the_mother_tongue-

based_multilingual_education_policy_a_case_study.com

Byrd et al., (2020, May 03) "Impact of Dialects on Language Comprehension"

[Link]

Dreishbash, (2020, June 10) “Intergenerational Language Preference Shift among

Cebuanos on the Cebuano, Filipino, and English Languages”

[Link]

reference_Shift_among_Cebuanos_on_the_Cebuano_Filipino_and_English_Langua

ges

Gooskens et al., (2018) “The Mutal Intelligibility of Arabic Dialects:Implications for the

Language Classroom”

[Link]

Kozokova, (2021, October 13) "The relationships between students’ comprehension of

conversational implicatures and their achievement in reading comprehension"

 55
[Link]

ull

Mendoza, (2024, August 22) "Influence of Cultural Background on Language

comprehension in

Philippines[Link]

al_Background_on_Language_Comprehension_in_Philippines?_tp=eyJjb250ZXh0Ijp

7ImZpcnN0UGFnZSI6Il9kaXJlY3QiLCJwYWdlIjoiX2RpcmVjdCJ9fQ

Peterson, J. M et al., (2024, March 27). Relations between linguistic diversity, classroom

social climate, and reading comprehension in Norwegian elementary classrooms.

Scandinavian Journal of Educational Research, 1–16.

[Link]

Puspandari & Basthomi (2022, May) “The Influence of Madurese Dialect Toward

Students’ English Word Stress Production”

[Link]

ialect_toward_students'_English_word_stress_production

Siregar, (2017, July) “The Influence of Dialect on the Student’s Pronunciation in Speaking

Ability”[Link]

DIALECT_ON_THE_STUDENT'S_PRONUNCIATION_IN_SPEAKING_ABILITY

Sumalinog, (2018, October 30) "Language as a Social Cue"

[Link]

g_Comprehension_Skills_of_the_Foreign_Students
 56

Appendices

REQUEST LETTER TO SCHOOL

Dear sir/ma’am,

A pleasant Day!

We are the Grade 12 students from Section A under Humanities and Social
Science of Gateways Institute of Science and Technology, Fairview campus,
Quezon City. We will conduct a research survey in correlates our study entitled
“The Relationship between Dialects and Social Comprehension among
Students in Gateways Institute of Science and Technology, Fairview
Campus” As partial fulfillment for Practical Research 2.

We are hereby requesting for your approval to conduct a survey inside the
institution. To ensure not to cause inconvenience to the respondents: the
researchers will deploy a letter that composes the exact time and data for the
participants and together with the questionnaires. In face to face survey will
arrange without convenience to the teachers (e.g., Class dismissal) and it is
entirely voluntary; In terms of online, they will ask for the permission of the
Mayor/class President to form our Electronic survey (E-survey).

Therefore, we will assure that the data of the participants had conducted will be
confidential as adhered to the data privacy act of 2012.

We are hoping for your response. Thank you for your kindness and
consideration.

Sincerely yours,

Researchers

Noted by:

Mr. Arwin Marayag

Paper Adviser
 57

REQUEST LETTER TO RESPONDENTS

Warmest Greetings!

We, the Grade 12 students from HUMSS AM A, are conducting a research

study titled “The Relationship between Dialects and Social Comprehension

among Students in Gateways Institute of Science and Technology,

Fairview Campus.”

In this connection, we are writing to ask your cooperation to answer the

following questions. Rest assured that any information given will be strictly for

research purposes only and will be treated with the utmost confidentiality.

Thank you and Gobless!

Respectfully,

Researchers
 58
QUESTIONNAIRE
Warmest greetings!

We, the Grade 12 students from HUMSS AM A, are conducting a research study titled

“The Relationship between Dialects and Social Comprehension among Students in

Gateways Institute of Science and Technology, Fairview Campus.”

In this connection, we are writing to ask your cooperation to answer the following

questions. Rest assured that any information given will be strictly for research purposes

only and will be treated with the utmost confidentiality.

Thank you and Gobless!

Respectfully,

Researchers

QUESTIONNAIRE

SOP 1). Demographic profile of respondents.

Age: ______ Section:_________ Home

Provinces:_____________
Sex:_______ Dialect Spoken:________________

Directions: Through the following question provided, shade your preferred answer.

1. Do you often use dialect language? (Madalas ka bang gumamit ng dayalektong

lenggwahe?)
o Yes
o No
2. Does having a conversation while using your first language helps you to comprehend
 59
easily? (Nakakatulong ba sa iyo ang pakikipag-usap habang ginagamit ang iyong unang
wika upang madaling maunawaan?)
o Yes
o No
3. Do you encountered when someone is utilizing their vernacular language? (Nakatagpo
ka na ba kang ng isang tao na gumagamit ng kanilang katutubong wika?)

o Yes
o No
4. When socializing, do you have a hard time to express yourself without using your preferred
dialect? (Sa pakikisalamuha, nahihirapan ka bang ipahayag ang iyong sarili nang hindi
ginagamit ang iyong ginustong dayalekto?)
o Yes
o No
5. Does a simple dialect influences what provinces do you belong? (Ang simpleng
diyalekto ba ay nakakaimpluwensya sa anong mga lalawigan ka kinabibilangan?)
o Yes
o No

SOP 2). Ways can students speak or understand various dialects based on:

Direction: Put check ( ) in each corresponding choice that each question.

1 - Strongly Agree, 2 - Agree, 3 - Neutral, 4 - Disagree, 5 - Strongly Disagree

2.1 DICTION

QUESTIONS 1 2 3 4 5

The diction of your dialect makes it difficult for you to express your
thoughts. (Ang diksyon ng iyong diyalekto ay nagpapahirap sa iyo na ipahayag ang iyong
mga saloobin)
It is difficult to comprehend your peers when they use a language
diction that is different from yours. (Mahirap intindihin ang iyong mga kapwa
kapag gumagamit sila ng diksyon ng wika na iba sa iyo)
You encounter discrimination when you use the diction of your
dialect. (Nakakaranas ka ng diskriminasyon kapag ginamit mo ang diksyon ng iyong
diyalekto)

2.2. PRONUNCIATION
Can easily understand someone speaking in a different dialect,
even if the pronunciation is unfamiliar. (Madaling maunawaan ang isang
nagsasalita sa ibang diyalekto, kahit na hindi pamilyar ang pagbigkas)
Exposure to different dialects has improved my ability to recognize
various pronunciations.
(Ang pagkakalantad sa iba't ibang diyalekto ay nagpabuti sa aking kakayahang makilala ang
iba't ibang mga pagbigkas)
I am confident in my ability to mimic the pronunciation of words in
different dialects. (Tiwala ako sa aking kakayahang gayahin ang pagbigkas ng mga
salita sa iba't ibang diyalekto)

2.3. GRAMMAR STRUCTURE

 60
Easily recognize grammatical patterns in various dialects. (Madaling
makilala ang mga pattern ng gramatika sa iba't ibang diyalekto)
Find it easy to construct sentences correctly when speaking in
different dialects. (Madali kang makabuo ng mga pangungusap nang tama kapag
nagsasalita sa iba't ibang diyalekto)
Can understand differences in grammar rules between dialects
without confusion. (Naiintindihan ang mga pagkakaiba sa mga tuntunin sa gramatika
sa pagitan ng mga diyalekto nang walang kalituhan)

2.4 COMPREHENSION

Exposure to different dialects improves your comprehension of

dialects. (Ang pagkakalantad sa iba't ibang diyalekto ay nagpapabuti sa iyong pag-
unawa sa mga iba pang diyalekto)
Students can learn to comprehend a dialect without being exposed
to it. (Ang mga mag-aaral ay matututong umunawa ng isang diyalekto nang hindi
nalalantad dito)
Dialect accents can help to understand other dialects. (Makakatulong
ang mga accent ng diyalekto upang maunawaan ang iba pang diyalekto)

2.5 SPEAKING SKILLS

You feel that your fluency improves when speaking in your native dialect
compared to other languages or dialects. (Nararamdaman mo na ang iyong
kahusayan ay bumubuti kapag nagsasalita sa iyong katutubong diyalekto kumpara sa ibang
mga wika o diyalekto)
Your speech is clearer when using your native dialect. (Mas malinaw ang iyong
pananalita kapag ginagamit ang iyong katutubong diyalekto)
You feel confident speaking in your native dialect in formal settings.
(Nakakaramdam ka ng kumpiyansa sa pagsasalita sa iyong katutubong diyalekto sa mga
pormal na mga tagpuan)

SSOP 3). Significant correlation between the respondents' use of dialects and their social connections at
Gateways Institute of Science and Technology.

Directions: Put check ( ) in each corresponding choice that each question provide

1 - Great deal, 2 - Much, 3 - Somewhat, 4 - Little, 5 - Never

QUESTIONS 1 2 3 4 5
[Link] utilization of dialects creates good connection with the people you
surround (e.g., classmates). (Ang paggamit ng mga diyalekto ay lumilikha ng
magandang koneksyon sa mga tao sa paligid mo (hal. mga kaklase).

2. Familiarization helps you to understand their points while using

their own vernacular. (Ang pagpamiliyarisa ay nakakatulong sa iyo na maunawaan
ang kanilang mga punto habang ginagamit ang kanilang sariling wika.)
3. In various scenarios, you are getting a hard time to construct some
words/ ideas you want to deliver. (Sa iba’t ibang sitwasyon, nahihirapan kang bumuo
ng mga salita o ideya na nais mong iparating.)
4. Your ability to express ideas clearly is impacted by the dialects used
within your peer group. (Apektado ang kakayahan mong malinaw na maipahayag ang
mga ideya dahil sa mga diyalektong ginagamit ng iyong mga kaibigan.)
5. Engaging in conversations that include different dialects enhances your
overall communication skills. (Ang pakikisalamuha mo sa mga pag-uusap na may
iba’t ibang diyalekto ay nagpapahusay sa iyong kasanayan sa larangan ng
pakikipagkomunikasyon.)
 61
DOCUMENTATION
 62
CURRICULUM VITAE

Name: De Leon, Angel Grace N.

Address: #8 K7 Street Area 6B Nawasa Line Brgy. Holy Spirit

Quezon City

Contact Number: 09382013137

E-mail Address: angelgraced30@[Link]

PERSONAL INFORMATION

Age: 18 y/o

Date of Birth: November 14, 2006

Religion: Roman Catholic

Nationality: Filipino

Civil Status: Single

Height: 4'8

Weight: 50 kg

EDUCATIONAL BACKGROUND

Secondary:

2023 - 2025 - Gateways Institute of Science and Technology

2020 - 2023 - Jose Rizal High School

Primary

2016 - 2019 - Doña Juana Elementary School

 63

Name: Fulminar, Jhanna Baulite

Address: Bulacan St. Payatas B. Quezon City

Contact Numberc: 09638336320

Email Address: fulminarjhanna@[Link]

PERSONAL INFORMATION

Age: 18 years old

Date of Birth: August 12, 2006

Religion: Roman Catholic

Nationality: Filipino

Civil Status: Single

Height: 4'8

Weight: 39 kg

EDUCATIONAL BACKGROUND

Secondary:

2023 - 2025 - Gateways Institute of Science and Technology

2020 - 2023 - Justice Cecilia Muñoz Palma High School

Primary:

2016 - 2019 - Payatas C Elementary School

 64

Name: Lebatique, Jasper L.

Address: 289 Area 7c Nawasa line Brgy Holy Spirit Quezon City

Contact #: 09701517574

Email address: jasperlebatique@[Link]

PERSONAL INFORMATION

Age: 19

Date of Birth:

Religion: Seventh Day Adventist(SDA)

Nationality: Filipino

Civil status: Single

Height: 5'6

Weight: 62

EDUCATIONAL BACKGROUND

Secondary:

2023 - 2025 - Gateways Institute of Science and Technology

2020 - 2023 - Jose Rizal High School

Primary:

2014 - 2020 - Dona Juana Elementary School

 65

Name: Kai, Chiezuoka R.

Address: #163 B Area 7 Nawasa Line Brgy. Holy Spirit, Quezon City

Contact Number: 09666504400

Email Addresses: chiezuokakaii@[Link]

PERSONAL INFORMATION

Age: 16 years old

Date of Birth: June 28, 2007

Religion: Catholic

Nationality: Filipino

Civil Status: Single

Height: 5’5

Weight: 80 kg

EDUCATIONAL BACKGROUND

Secondary:

2023 - 2025 - Gateways Institute of Science and Technology

2019 - 2023 - Jose Rizal High School

Primary:

2012 - 2019 - Dona Juana Elementary School

2011 - 2012 - Nawasa Day Care Center

 66

Name: Porlucas, Shawn Dustin

Address: #273 Sitio Uno Kaliwa Patibay 3 Brgy. Batasan Hills,

Quezon City

Contact Number: 09364673374

Email Addresses: sdporlucas17@[Link]

PERSONAL INFORMATION

Age: 17 years old

Date of Birth: October 17, 2006

Religion: Catholic

Nationality: Filipino

Civil Status: Single

Height: 5’4

Weight: 43 kg

EDUCATIONAL BACKGROUND

Secondary:

2023 - 2025 - Gateways Institute of Science and Technology

2022 - 2023 - Batasan Hills National High School

2020 - 2022 - Balara High School

2019 - 2020 - Pulo National High School

Primary:

2016 - 2019 - Banlic Elementary School

2015 - 2017 - Project 3 Elementary School

2014 - 2016 - Balara Elementary School

 67

Name: Roldan, Angelyn B.

Address: #042 Cherry Blossom Street, Payatas A Q.C

Contact #: 09303912242

Email address: [Link]

PERSONAL INFORMATION

Age: 17

Date of Birth: May 18, 2007

Religion: Catholic

Nationality: Filipino

Civil status: Single

Height: 5’0

Weight: 40 kg

EDUCATIONAL BACKGROUND

Secondary:

2023 - 2025 - Gateways Institute of Science and Technology

2019 - 2022 - Batasan Hills National High School

Primary:

2013 - 2018 Melencio M. Castelo Elementary School

 68

Name: Toribio, Althea Juris

Address: 86 b. Frammel Street, area 5 Veterans Village, Brgy. Pasong

Tamo, Quezon City

Contact Numberc: 09915041566

Email Address: altheajuristoribio158@[Link]

PERSONAL INFORMATION

Age: 17 years old

Date of Birth: June 23, 2007

Religion: Roman Catholic

Nationality: Filipino

Civil Status: Single

Height: 4'10

Weight: 38 kg

EDUCATIONAL BACKGROUND

Secondary:

2023 - 2025 - Gateways Institute of Science and Technology

2022 - 2023 - Judge Feliciano Belmonte Senior High School

Primary:

2018 - 2019 - Smart Angel School of Quezon City

2016 - 2018 - Saint Jude Academy of Quezon City

2015 - 2016 - Lord of Excellence Christian School

2013 - 2015 - Plaridel Elementary Scho

69