BIOGRAPHICAL SKETCHES

The first researcher behind this study is the second daughter of Mr. Malic A.
Abdillah and Mrs. Rachma M. Balindong. She has one sister and one brother. She
was born on August 05, 2001, in Brgy. Sigayan, Sultan Naga Dimaporo, Lanao del
Norte and currently residing at Brgy. Sigayan, Sultan Naga Dimaporo, Lanao del
Norte.

She graduated her elementary education at Sigayan Elementary School in the

School Year 2012-2013 and she graduated her secondary education at Sultan Ali
Dimaporo Memorial Integrated School (SADMIS) during the year 2018-2019. She is
currently studying at Mindanao State University- Lanao del Norte Agricultural
College, taking up Bachelor in Elementary Education major in General Education.

ROSELAINIE B. ABDILLAH

The second researcher behind this study is the second daughter of Mr. Masa
A. Gaus and, Mrs. Naida P. Gaus. She has four sisters and four brothers. She was
born on June 19, 2000, in Brgy. Calibao, Sultan Naga Dimaporo, Lanao del Norte and
currently residing at Brgy. Calibao, Sultan Naga Dimaporo, Lanao del Norte.

She graduated her elementary education and secondary education at Sultan Ali
Dimaporo Memorial Integrated School (SADMIS) in the School year 2012-2013 and
2018-2019. She currently studying at Mindanao State University- Lanao del Norte
Agricultural College, taking up Bachelor in Elementary Education major in General
Education.

JUNAIMA O. GAUS

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 ACKNOWLEDGEMENTS

First and Foremost, to our Almighty ALLAH (S.W.A) for the plan He had
just for us, His countless blessings, good health and precious gift of love and life.
Thank you so much for allowing the researchers to live in this wonderful world and
by giving them knowledge to fulfill this research.
The researchers would like to express their warmest gratitude to the people
who never failed to give their suggestions, ideas and supports for the completion and
success of this work.
A sincere and grateful acknowledgement to their thesis adviser Asst. Prof
Melcah P. Sambaan for giving them an opportunity to do the study about “The
Effect of Social Media Usage to the Spelling Ability of the Students”. It was
privilege and honor to work and study under her guidance. To their panel members,
Asst. Prof. Liezel P. Naquines and Dr. Gloria E. Bandala, who imparted and
shared their bright ideas for spending their time and effort in correcting and giving
comments and suggestion for the betterment of his study.
To the school principal and teachers of Sultan Ali Memorial Integrated School
(SADMIS), for giving them permission to conduct this study despite of the their busy
schedules.
Special mention is due to Roselainie’s mother Mrs. Rachma M. Balindong
to her father Mr. Malic A. Abdillah. To Junaima’s mother, Mrs. Naida P. Gaus to
her father Mr. Masa A. Gaus, for their unconditional love, prayers, sacrifices and
for preparing their future, consistently providing encouragement, and financial
support throughout their study, words are not enough to say how blessed they are
having you as family. To their siblings, friends and classmates who are always being
there to help them in good times and in bad times. Thank you so much and may God
bless us all.

Roselainie & Junaima

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 TABLE OF CONTENTS

PAGE

TITLE PAGE……………………………………………………………... i
APPROVAL PAGE……………………………………………………… ii
BIOGRAPHICAL SKETCHES …………………………………………. iii
ACKNOWLEDGEMENTS….…………………………………………….. iv
TABLE OF CONTENTS ………………………………………………… v
LIST OF TABLES………………………………………………………… vii
LIST OF FIGURES……………………………………………………….. x
LIST OF APPENDICES…………………………………………………. xi
ABSTRACT. ………………………………………………………………… xii

CHAPTER 1 INTRODUCTION 1

1.1 Statement of the Problem………………………………. 2

1.2 Hypotheses …………………………………………….. 3
1.3 Objectives of the Study………………………………… 4
1.4 Theoretical Framework……………………………….... 4
1.5 Conceptual Framework……………………………….... 7
1.6 Delimitations of the Study …………………………….. 8
1.7 Significance of the Study………………………………. 9
1.8 Definition of Terms…………………………………….. 10

CHAPTER 2 REVIEW OF RELATED LITERATURE 15

2.1 Respondent’s Profile…………………………………… 15

2.1.1 Age….………………………………………………….. 15
2.1.2 Gender …………………………………………………. 15
2.1.3 Parent’s Occupation……………………………………. 17
2.2 Number of hours spent in social media………………… 18
2.3 Most visit social platforms……………………………... 19
2.3.1 Facebook……………………………………………….. 19
2.3.2 Instagram………………………………………………. 20
2.3.3 Tiktok…………………………………………………... 20
2.3.4 Twitter…………………………………………………. 21

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 2.3.5 YouTube…………………………………………..…... 22
2.4 Effects of Social Media 23
2.5 Spelling ability…………………………………………. 25

CHAPTER 3 METHODOLOGY 20

3.1 Research Design………………………………………. 20

3.2 Research Environment………………………………… 20
3.3 Respondents of the Study and Sampling
Techniques…………………………………………….. 23
3.4 Research Instrument……………………………………. 23
3.5 Data Gathering…………………………………………. 25
3.6 Data Analysis…………………………………………… 26

CHAPTER 4 RESULTS AND DISCUSSION 35

4.1 Respondents’ Profile…………………………………… 35

4.1.1 Age……………………………………………………... 35
4.1.2 Gender …………………………………………………. 36
4.1.3 Parents’ Occupation …………………………………… 37
4.1.4 Number of hours spend in Social media……………...... 38
4.1.5 Most visit social platforms………………..……………. 39
4.2 Weighted Mean………………………………………… 40
4.2.1 Weighted mean on the Social media
usage to the spelling ability………………..…………… 40
4.2.2 Weighted mean on the positive effect
43
of Social media usage on the spelling ability…..……….
4.2.3 Weighted mean on the negative effect of 45
Social media usage on the spelling ability……...……..
4.3 Relationship between the profile of respondents’
and their Spelling ability…………………………. 47
4.3.1 Relationship between the respondents’ Age
and their Spelling ability……………………………. 47
4.3.2 Relationship between the respondents’ gender

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 and their spelling ability………………………… 47
4.3.3 Fathers occupation and the respondents’
spelling ability…………………………………… 48
4.3.4 Mothers’ occupation and the respondents’
spelling ability…………………………………………. 49
Respondents' Number of hours spend in
4.4
social media…………………………………………… 49
Respondents’ Most visit social media platforms……… 50
4.5 Respondents Positive Effect of social media
usage and their Spelling ability………………………... 51
4.6 Respondents Negative Effect of social media
4.7 usage and their Spelling ability………………………... 51
Summary of the Relationship between the
respondents’ profile, number of hours spend
4.8
in Social media usage, most visit Social media
platforms and the positive and negative effect of
social media usage…………………………………….. 52

SUMMARY, CONCLUSION 48
CHAPTER 5 AND RECOMMENDATIONS

55
Summary………………………………………………..
57
5.1 Conclusion……………………………………………...
57
5.2 Recommendation………………………………………. 59
5.3 REFERENCES 70
APPENDICES

vii
 LIST OF TABLES

TABLE PAGE

1 Frequency and percentage distribution of 36

respondents’ age (n=115).

2 Frequency and percentage distribution of 36

respondents’ gender (n=115).

3 Frequency and percentage distribution of

38
respondents’ parents’ occupation (n=115).

4 Frequency and percentage distribution of 39

respondents’ number of hours spend in
social media (n=115).

5 Frequency and percentage distribution of 40

respondents’ most visit social platforms (n=115).

6 Weighted mean on the social media usage 42

to the spelling ability (n=115).
44
7 Weighted mean on the positive effect of
social media usage (n=115).

8 Weighted mean on the negative effect of 46

social media usage (n=115).

9 Relationship between the respondents’ age 47

and their spelling ability (n=115).

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10 Relationship between the respondents’ gender 48
and their spelling ability (n=115).

11 Relationship between the fathers’ occupation 48

of the respondents and their spelling ability (n=115).

12 Relationship between the mother’s occupation 49

of the respondents and their spelling ability (n=115).

13 Relationship between the Number of hours spend 50

in social media and their Spelling ability (n=115).

14 Relationship between Most social platform 50

and respondents’ spelling ability (n=115).

15 Relationship between Positive effect of social media 51

usage to the spelling ability (n=115).

16 Relationship between Negative effect 53

of social media usage to the spelling ability (n=115).

17 Summary table of the relationship between 47

the respondents’ profile, number of hours
spend in social media and the positive and
negative effect of Social media usage to the
spelling ability (n=115).

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 LIST OF FIGURES

FIGURE PAGE

1 The schematic paradigm of the conceptual 8

framework of the study.

2 Location map of the Sultan Ali Dimaporo 28

Memorial Integrated School.

3 Flow chart of the data gathering.

32

x
 TABLE OF APPENDICES

APPENDIX PAGE

1 Letter to the School Principal 70

2 Letters for the Respondents 71

Questionnaire 72
3

xi
 ABSTRACT

ABDILLAH, ROSELAINIE B. and JUNAIMA O. GAUS. Mindanao State

University- Lanao del Norte Agricultural College. November 2022. The Effect of

Social Media Usage on the Spelling ability of the Students.

Thesis Adviser: Melcah P. Sambaan, MAEd-Fil

This study was conducted to determine the effect of social media usage on the

spelling ability. This study made used of the quantitative-correlational research

design. There were one hundred fifteen (115) randomly selected Junior high school

students of Sultan Ali Dimaporo Memorial Integrated School enrolled in the School

year 2022-2023 considered as respondents of the study. Data gathering was done on

October 27, 2022. Frequency and percentage distribution weighted mean and chi-

square test at 0.05 level of significance were used to analyzed the data.

Most of the respondents belonged to the age bracket 12-14 years old, and were

females, Majority of the fathers were farmer while mothers were housekeepers. It was

xii
also found not that most of the respondents’ spend one hour in using of social media

and majority used Facebook.

The study revealed that the respondents’ personal profile such as age, gender,

and parents’ occupation and number of hours spend in social media, most visit social

platforms and effects of social media Usage on the spelling ability had no significant

relationship in their spelling ability.

The students’ spelling ability were good that social media usage cannot totally

affect to their spelling ability and it is not totally having negative effect to their

performance in school.

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