Chapter 3

RESEARCH METHODOLOGY

This chapter deals with the research methodology such as research setting,

research design, research instruments, respondents and sampling procedures,

data gathering procedure, and statistical techniques.

Research Design

The study utilizes the descriptive correlational research design. Descriptive

Correlational research is research designed to provide a snapshot of the current

state of affairs, designed to discover relationships among variables and to allow

the prediction of future events from present knowledge. The design is ideal

because it facilitates the collection of data from a substantial number of

respondents. It also describes quantitative data obtained from the respondents.

Research Environment

The study will be conducted at Southern Philippines College especially in

the Senior High School Department. The school is Julio Pacana Street, Cagayan

de Oro City. The school was established upon the proposal of Engr. Apolinar Y.

Garcia and Atty. Claudio M. Aguilar in partnership with during the meeting of the

Board of Directors of then Bermuda Shopping Center now known as Benito-

Raymunda Realty Corporation in August 1981. The idea was to develop the

conjugal real properties of the late Don Benito R. Garcia and Dona Raymunda

Yabut Garcia.
Research Respondents

The respondents of the study are the students from the Senior High School

Department of Southern Philippines College – Main Campus, Julio Pacana Street,

Cagayan de Oro City this second semester of the school year 2019-2020.

Research Sampling Procedure

The research will be conducted at Southern Philippines College – Main

Campus which is located at Licuan, Julio Pacana Street. Cagayan de Oro City this

second semester of the school year 2019-2020.

Research Instrument

The tool used to collect the data is a questionnaire is composed of part 1

which contains the profile of the respondents and part 2 which contains the

characteristics and statements about textism.

Data Gathering Procedures

The researchers sent a letter addressed to the Dean of the College of

Teacher Education asking permission to conduct the study. Another letter was also

made addressed to the Principal of Senior High School department for the same

purpose. Upon approval, the researchers gave the consents (parents and

students) to the respondents and explained the purpose of the study. The next

day, the consents were collected by the researchers, after which the

questionnaires were administered to the respondents. The researchers personally

retrieved the said questionnaire after the respondents were done answering the
items. The filled out forms were forwarded to the statistician for the statistical

treatment of the data.

Data Gathering Procedure

The researchers sent a letter addressed to the Dean of the College of Teacher

Education asking permission to conduct the study. Another letter was also made

addressed to the Principal of Senior High School department for the same

purpose. Upon approval, the researchers gave the consents (parents and

students) to the respondents and explained the purpose of the study. The next

day, the consents were collected by the researchers, after which the

questionnaires were administered to the respondents. The researchers

personally retrieved the said questionnaire after the respondents were done

answering the items. The filled out forms were forwarded to the statistician for

the statistical treatment of the data.

Scoring Guidelines

Scale Verbal Description Qualitative Description

4 Most of the time High Extent

3 Sometimes Medium Extent

2 Rarely Fair Extent

1 Never Low Extent

Statistical Treatment of the study

The study utilized percentage and frequency distribution in Problem 1,

weighted mean (average) for Problem 2 and T-test and ANOVA (F-Test) for

Problem 3.

Table 1. The Demographics of the Respondents Regarding of Age, Gender,

Strand, Number of Years Using a Cellular Phone, Average Hours of Texting,

And Number of Text per Day

Demographic Category Frequency (f) Percentage(%f)

Age 16 27 7.8
17 102 29.5
18 184 53.2
19-Above 33 9.5
Grade Level Grade 11 92 26.6
Grade 12 254 73.4
Gender Male 114 32.9
Female 231 66.8
SH Strand ABM 93 26.9
HUMSS 128 37.0
TVL 12 3.5
STEM 81 23.4
GAS 32 9.2
Years in Using 1 to 3 years 50 14.5
Cell phone 4 to 6 years 118 34.1
7 to 9 years 145 41.9
9 years-above 31 9.0
No. Hours for 1-2 hours 172 49.7
Text Messaging 3-4 hours 77 22.3
per Day 4-5 hours 49 14.2
5 hours-above 48 13.9
Number of Text 1-15 148 42.8
per Day 16-30 38 11.0
31-45 38 11.0
46-60 122 35.3
 Table 1 presents the demographics of the respondents regarding of age,

gender, strand, number of years using a cellular phone, average hours of texting

and number of text per day.

Problem 2. What is the extent of the use of textism among the respondents?

Table 2. The Extent of the Use of Textism among the Respondents

Characteristic Example Mean Verbal

Description
1) Shortenings bro for brother 2.5 Sometimes
tues for Tuesday
2) Contractions plz for please 1.9 Rarely
watcha for what are you
3) G-clippings goin for going 2.1 Rarely
doin for doing
4) Other clippings hav for have 1.5 Rarely
wil for will
5) Omitted cant for can’t 2.3 Rarely
apostrophes dads for dad’s
ur for your/you’re
6) Omitted articles Omission of both the and 2.1 Rarely
a/an
7) Acronyms and asap for as soon as possible 2.5 Sometimes
initialisms wru for where are you
wud as what you doing
8) Symbols and @ for at 2.5 Sometimes
emoticons & for and
# for number
 or <3
9) Letter and number 2moro for tomorrow 1.5 Rarely
homophones b4 for before
10) Non-conventional fone for phone 1.5 Rarely
spellings rite for right/write
skool for school
11) Informal tone and Informal address such as Hi 2.6 Sometimes
register instead of Dear and slang
terms used
12) Lack of At the beginning of a 2.3 Rarely
capitalization sentence or for proper nouns
 13) Lack of Missing commas and full 2.3 Rarely
punctuation stops

Weighted Mean 2.01 Rarely

3.5-4 – Most of the time

2.5-3.4 – Sometimes
1.5-2.4 – Rarely
1-1.4 – Never

Table 2 presents the extent of the use of textism among the respondents. As

depicted in the table, the top three occurrences of textism include informal tone

and register (2.6), shortenings (2.5), acronyms and initials (2.5) and Symbols and

emoticons (2.5). On the other hand, fewer cases of textism occur in other

clippings (1.5), letter and number homophones (1.5) and non-conventional

spellings.

Problem 3. How does textism affect the learners?

Table 3. Perceptions of the Effects of Textism to the Learners

Statement Mean Verbal

Description
Textism teaches me to use shortcuts whenever I do 2.4480 Sometimes
texting.
Texism affects my reading abilities. 2.3757 Rarely
I resort to textism in writing essays, assignments, 2.1763 Rarely
notes, emails or writing in general.
Textism affects my accuracy in writing words with 2.4075 Rarely
correct spelling.
Textism is the reason why I have experienced 2.3410 Rarely
forgetting the correct grammar when writing school
works.
Textism is the factor for those instances where I have 2.3295 Rarely
experienced forgetting the correct punctuation when
writing school works.
 Textism affects my understanding of academic 2.1387 Rarely
language.
Textism hinders my ability to write correct spelling, 2.2486 Rarely
grammar and punctuation when texting.
Textism helps me a lot in sending information. 2.7254 Sometimes
Textism is part of my practice whenever I do texting. 2.3266 Rarely
Over-all 2.34 Rarely

3.5-4 – Most of the time

2.5-3.4 – Sometimes

1.5-2.4 – Rarely

1-1.4 – Never

Table 3 presents the perceptions of the respondents on the effects of textism to

the learners.