2024

RESEARCH DEFENSE

FACTORS AFFECTING THE SPELLING DIFFICULTY OF

THE SENIOR HIGH SCHOOL STUDENTS AT NAGA VIEW

ADVENTIST COLLEGE

Authors:

Katrina M. Buangin

Lorabelle Y. Limbagan

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 INTRODUCTION

• Accurate spelling is fundamental for literacy and effective writing, allowing

authors to express their thoughts clearly.

• Despite being taught in schools, many students struggle with spelling,

requiring clear and concise teaching similar to reading.

• Poor spelling can hinder effective written communication, leading to a lack of

confidence, lower performance, and inadvertent loss of marks.

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 STATEMENT OF THE PROBLEM
This study focuses on the spelling ability of the SHS of NVAC during the school year 2022-2023. Specifically, it sought to
answers the following questions:

1.What is the level of spelling proficiency of the SHS students of NVAC?

2.What is the SHS students’ level of interest among the following factors:
a. reading culture,
b. time management,
c. grammatical skills,
d. reading skills,
e. personal attitude?

3. Is there a significant relationship between the level of spelling proficiency and the interest of the students among
following factors:
a. reading culture,
b. time management,
c. grammatical skills,
d. reading skills,
e. personal attitude?

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HYPOTHESIS
• There is no significant relationship between the level of spelling proficiency and the factors such as reading culture,
time management, grammatical skills, reading skills and personal attitude.

SCOPE AND LIMITATION

• The study focused on assessing the spelling proficiency of Senior High School (SHS) students at NVAC-Academy
Department during the school year 2022-2023.
• The respondents selected for the study were SHS students at NVAC, indicating the specific target group.
• The research aimed to identify the relationship between spelling proficiency and factors such as reading culture, time
management, grammatical skills, reading skills, and personal attitude among SHS students.

THEORETICAL FRAMEWORK

Figure 1: Spelling Development Stage (Read, 1971)

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CONCEPTUAL FRAMEWORK

METHODOLOGY

RESEARCH DESIGN
• Descriptive-correlation method

RESEARCH LOCALE AND RESPONDENTS

• The study was conducted at Naga View Adventist College during the school year 2022-2023.
• All senior high school students enrolled during that period were the target respondents.
• The researchers included the total population of students to enhance the reliability and validity of the gathered data.

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RESEARCH INSTRUMENT
• The primary research instrument used is a questionnaire, consisting of three sections.
• The first section is a spelling test with 20 items, sourced from Warren E. Hicks' "Champion Spelling Book,"
aimed at assessing spelling proficiency.
• The second section comprises survey forms to gauge factors affecting spelling ability, with 20 items distributed
across five factors.
• The third section employs the Pearson r Level of Interpretation to analyze correlations between spelling
proficiency and identified factors, based on previous research.

DATA GATHERING PROCEDURE

• The researchers obtained permission from the principal to distribute questionnaires and sought their advisor's
help for timely delivery. After collecting, analyzing, and interpreting data, the study concluded.

STATISTICAL TREATMENT OF DATA

1. Mean Distribution 2. Pearson Product Moment Correlation Coefficient

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 RESULTS AND DISCUSSION
1. Demographic Profile: A total of 48 respondents from NVAC Senior High School participated,
with Grade 11 comprising 56.25% and Grade 12 comprising 43.75%. Male respondents
outnumbered females, accounting for 60.42% of the total.

2. Spelling Proficiency Interpretation: The majority of respondents exhibited a "very poor" level
of spelling proficiency, scoring below 4 on average, indicating a lack of proficiency in spelling.

3. Reading Culture: Overall, students showed interest in reading culture, with a mean score of
2.53, suggesting a positive attitude towards reading, although some aspects, like reading books
in the library, were slightly less favored.

4. Time Management: Students displayed a slight interest in time management, with a mean score
of 2.47, indicating that this factor may contribute to spelling difficulties, as most statements
related to time management were only slightly favored.

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 RESULTS AND DISCUSSION
5. Grammatical Skills: Students showed interest in grammatical skills, with a mean score of 2.74,
suggesting that this factor may not significantly contribute to spelling difficulties, as all statements
were labeled as "interested.“

6. Reading Skills: Students exhibited a slight interest in reading skills, with a mean score of 2.49,
indicating that this factor may contribute to spelling difficulties, as some statements were only
slightly favored.

7. Personal Attitude: Students displayed interest in personal attitude, with a mean score of 2.64,
suggesting that this factor may not significantly contribute to spelling difficulties, as all statements,
except one, were labeled as “very interested.“

8. Significance of Spelling Proficiency and Interest: While spelling proficiency did not significantly
correlate with factors like reading culture, time management, grammatical skills, and personal
attitude, it showed a significant relationship with reading skills. This suggests that reading skills may
play a crucial role in spelling proficiency among students.

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 SUMMARY OF FINDINGS
• The study focused on assessing the spelling ability of Senior High School students at NVAC during the school year 2022-
2023.

• Factors such as reading culture, time management, grammatical skills, reading skills, and personal attitude were examined to
determine their influence on spelling ability.

• The findings indicated that reading culture, grammatical skills, and personal attitude were labeled as "interested," while time
management and reading skills were labeled as "slightly interested.“

• This suggests that time management and personal attitude are factors affecting spelling difficulty among SHS students at
NVAC, with students showing only a slight interest in these dimensions.

CONCLUSIONS
• The study revealed varying levels of interest among SHS students at NVAC regarding factors influencing spelling ability.

• Time management and personal attitude emerged as significant factors affecting spelling difficulty, with students showing
only a slight interest in these areas.

• The findings highlight the importance of addressing time management and personal attitude in improving spelling
proficiency among SHS students.

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 RECOMMENDATIONS
1. English teachers should conduct regular spelling tests and implement strict spelling rules to practice
students' spelling skills.

2. The English department should promote spelling bee competitions or similar activities during
English Week to challenge students and enhance their spelling abilities.

3. Students should dedicate time to reading books, magazines, and newspapers to expand their
vocabulary and improve spelling skills, which can positively impact academic performance.

4. Future researchers are encouraged to conduct programs aimed at improving spelling abilities among
Senior High School students at NVAC, building upon the findings of this study.

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