UTILIZATION OF JARGONS IN SOCIAL MEDIA COMMUNICATION: IT’S

EFFECT TO SPELLING AND GRAMMAR PROFICIENCY

An Undergraduate Thesis Presented to the Faculty, College of Education

St. Michael’s College

Iligan City

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Secondary Education

Major in English

By:

DEN ALEXANDER O. OBACH

KENT JOHN L. MARZON

May 2020
 Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

With students increasing use of mobile phones, concerns have been

raised about its influence on their literacy skills. One well-known feature of

student’s text messages and chats in social media is that they do not always

adhere to conventional written language rules which called a Jargon or

abbreviated words. In this register, students make use of phonetic

replacements, such as Ur instead of your and acronyms, such as lol and drop

words (e.g.). This has led to the assumption that characteristics of jargons may

leak into student’s general writing, ultimately resulting in language

deterioration.

The interest of this study is that student often uses a special type of

register, which is called Jargon. This register allows the omission of words and

the use of Jargon’s: instances of non-standard written language such as 4ever

(forever). In addition, it is possible that student’s grammar system is affected

by Jargon’s as well, as grammar rules are often transgressed in this register.

Therefore, the main aim of this study was to investigate whether the use of

Jargons in social media conversations influences student’s grammar

performance, and whether this effect is specific to grammar or language in

general. To investigate this, 64 students from 3rd Year to 4th Year Education

students between 17 and 35 years old will be tested on a receptive vocabulary.

 This study backed up by Zheng Yan’s Encyclopaedia of Mobile Phone

Behaviour published in (2015) which it emphasizes in the chapter Texting: Its

Uses Misuses and Effects where he states texting which is a form of jargon

which has become the preferred form of communication for many people

around the world, especially teenagers and young adults.

A research done by (Gannon 2012) a Live Science contributor to back our

study up. Her research is about how texting and other usage of jargon or

abbreviated words might lead to bad grammar. And because these research has

is fairly new and there isn’t that much of a technological gab between these

researches and the present which still makes them valid for our own research

and as individuals born in this generation I can say that this is true and there

isn’t much of difference between texting 6 years ago and now.

Theoretical Framework

This study will be anchored in the theories of law of exercise and law of

effect Edward Thorndike, written in (1932) a Thorndike's stimulus response

theory of learning. And the theory of operant conditioning By B.F Skinner

(1920) in which he describes is a learning process through which the strength

of behaviour is modified by reinforcement or punishment. It is also a procedure

that is used to bring about such learning.

Law of exercise theory by Edward Thorndike states that it is necessary to

practise the skill, because by doing so the bond between stimulus and

response is strengthened. In applying this to motor learning, the more often a

given movement is repeated, the more firmly established it becomes. Which is

very relevant to our research on texting and its effect on grammar and spelling?

Following the logic behind this theory by repeating the incorrect spelling and

grammatically incorrect spelling caused by the use of these jargons it will

eventually become a habit and the user will use this acquired habit while

outside phone conversations which will in turn degrade their grammar and

spelling proficiency.

And same can also be told in his theory of law of effect which states that

any behaviour that is followed by pleasant consequences is likely to be

repeated, and any behaviour followed by unpleasant consequences is likely to

be stopped. Which in theory can be connected to our study Jargon utilization

in social media and its effects on student’s grammar since there is no negative
consequence in using incorrect spelling and grammar while jargons which may

lead to them to using them outside jargons and into school where the use of

jargons is not allowed and proper spelling and grammar is?

The theory is operant conditioning By B.F Skinner is also significant to

our research which states that Operant conditioning is a method of learning

that occurs through rewards and punishments for behaviour. Through operant

conditioning, an individual makes an association between a particular

behaviour and a consequence. Which is similar to Thorndike’s law of effect?

Conceptual Framework

This study can operationalize the theories of both Skinner and

Thorndike’s as a guide and check list for the signs of behaviors associating to

behavioral conditioning and its effect on how students might start to condition

themselves to using improper grammar and spelling due to them being exposed

to an environment that doesn’t penalize them of using such jargons and even

encourage to use them either out of convenience or style which may lead to

deteriorate their own language skills in particular written language where

grammar construction and right spelling is essential.

Which leads us to our variables both dependent and independent in

which we will begin with the dependent. The dependent variable in this study is

the student’s proficiency in grammar and spelling which dependent upon their

use and it also includes exposure to the utilization of Jargon’s in social media

which rounds up dependent variables and our independent variable will be the
 students profile such as names age and gender etc. Now why are these

variables important for us to consider? It’s quite simple really these variables

might be the cause of grammar and spelling deterioration for example for

students to be able to use and utilize these Jargon’s in the first place is that

the student need to have access to gadgets like phones or other devices with a

chat or text and students need to be at the right age to owning such devices

and the family needs to be able to afford purchasing such a device for their

child. As for our proposed output we decided to go for a remedial program to

help students regain proper grammar and spelling.

Respondents Profile

 Most frequently
used in social media
Spelling and
site
Utilization of Grammar
 Number of hours
spent in social media
Jargons Proficiency
in a day

 Age

 Sex

Figure 1.1 Research Paradigm of the Study

Statement of the Problem

This study will aim to determine if utilization of jargons in social media

communication: its effect to spelling and grammar proficiency.

Specifically it attempted to answer the following questions:

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

1.1 Most frequently used in social media site,

1.2 Number of hours spent in social media in a day,

1.3 Age

1.4 Sex

2. What is the respondent’s level of utilization of jargon’s?

3. What is the respondent’s level of English proficiency in terms of spelling and

grammar usage factoring their excessive utilization of jargon’s in social media?

4. Is there a significant difference in the respondent’s proficiency level in terms

of spelling and grammar usage when grouped according to their profile?

Null Hypothesis

From the foregoing statement of the problem, the following null

hypotheses were tested:

Ho1: there is no significant difference in the respondent’s proficiency level in

terms of spelling and grammar usage when grouped according to their profile.

Ho2: there is no significant effect to their proficiency level in terms of spelling

and grammar proficiency when factoring jargons utilization.

Significance of the Study

This study is significant due to the rise of technology and it’s more

accessible which might lead to its misuse and cause more harm than good

specifically in communication. This study is significant to the following:

Future researchers. As students of education and future researchers

we must find a way to help our students learn and retain the lessons we taught

them and the misuse of abbreviated words such as jargon’s in social media

threatens our student’s proficiency in spelling and grammar which as future

teachers we cannot allow. It can also provide us a way to prevent jargons from

degrading students spelling and grammar through this research. And create an

effective remedial program specifically tailored to students who are affected by

jargons.

Students. The significance to the students because they are the ones

who are most affected by jargons since they are the ones who use them in their
cellphone conversations which will leak into their general writing, ultimately

resulting in language deterioration. This research will help students avoid the

misuse of jargons in their cellphone message and also help them relearn proper

grammar and spelling through our remedial program.

Parents. will help them be inform of the effects of jargons on their

children and hopefully make their own strides to help their children avoid

using jargons in their cellphone conversations or correct them on their spelling

and grammatical errors. As we have discussed in our theoretical framework

that a lack of negative enforcement will most likely encourage students to do

the same thing again such as the case of jargons and parents should actively

discourage the use of jargons due to their nature of degrading students spelling

and grammar.

Community. This research will inform and raise the community about

how the utilization of Jargons in social media can affect ones grammar and

spelling and if left alone will be quite an issue especially to the young students

whose minds are easily moulded by the community and if this community

promotes the usage of then no doubt the students will be influenced by it. So

our research will help the community create an environment that doesn’t

promote the utilization of Jargon’s to help lessen its spread usage to the young

ones within our community and help them become better at spelling and

grammar.

Scope and limitation

 Our research will be looking for the utilization of Jargons in social media

and its effects to spelling and grammar from the Department of Education

Saint Michael’s College Iligan City and the respondents will be from the College

of Education. 50 to 64 students will be part of our data gathering. Our study

will only revolve around how the utilization of jargon’s affect students spelling

and grammar of students who use them frequently and how far the extent of

degradation does is. We will only delve on written grammar for it is more

directly affected by the use of jargons as oppose to verbal grammar isn’t really

as greatly affected by jargons due to texting being a form of written language.

Our research will also find out if parents being financially stable and being

capable of affording their children the top of the line gadgets will affect

student’s grammar and spelling. The estimated date of completion would be the

end of school year 2019-2020.

Definition of Terms
 There are a few difficult terms to understand in our research we will

define them and give clarity to their meaning for you the reader to understand

our research without confusion of the terms we use in it.

Gadgets. A small mechanical or electronic device or tool, especially an

ingenious or novel one. Such as cellphones laptops ECT (Marian Webster).

We use gadgets as a dependent variable in our research and one the factors

that we have to consider when we look for the effects of jargons on student’s

grammar and spelling. It is also the reason for their existence.

Jargons. Special words or expressions that are used by a particular

profession or group and are difficult for others to understand. (Dictionary.com).

Language proficiency level. Is the ability of an individual to speak or

perform in a language? As theories among pedagogues as to what constitutes

proficiency go, there is little consistency as to how different organizations

classify it (Merriam Webster).

In our research Language is our basis on how much does a jargons affect

student. More specifically their proficiency in their spelling and grammar. It is

also a dependent variable in our research.

Chapter 2
 REVIEW OF RELATED LITERATURE AND STUDIES

This study presents over the course of our research we have relied on

previous researches done by previous researchers on our related topic. Here

the following literature and studies.

Related Literature

Zheng Yan’s Encyclopaedia of Mobile Phone Behaviour published in

(2015) which it emphasizes in the chapter Texting: Its Uses Misuses and

Effects where he states that the effects of texting on human communication are

many and varied. Mobile phones afford us the ability to stay connected, to be

reached and to reach others from anywhere at any time. The ease, accessibility,

and brevity of texting compared to other forms of communication make it ideal

for quick exchanges, especially when expediency and efficiency are valued

most. However, those same qualities paired with the ubiquity of mobile phones

make users prone to misuse the technology (Bianchi & Phillips, 2005). In

addition, the pressure of being “always on” (Baron, 2008) has led to its share of

negative effects at both the individual and societal level (Baron, 2008; Harper,

2010; Ling, 2004, 2008, 2012; Rosen, 2012; Turkle, 2011). In recent years,

public communication campaigns emphasizing the dangers of texting while

driving have dominated the media conversation and triggered public opinion

and policy debates regarding the use of the technology. Texting while driving

has been classified as “a risk to public safety” and a “misuse of the technology”

(Pascual-Ferrá, Liu, & Beatty, 2012) and has become one of the issues
requiring immediate policy attention in countries around the world (Centers for

Disease Control and Prevention, 2011; Sloane, 2014; World Health

Organization, 2011). As a result, there is growing attention towards the effects

of the misuse of texting by pedestrians and cyclists as well. The impact of the

misuse of texting on traffic safety, however, is just one of several areas of

concern for communication researchers and scholars in other disciplines.

Other areas of concern include but are not limited to the effects of the misuse

of texting on education and academic achievement, student and adult literacy,

health and wellness, privacy and security, workplace productivity, and family

and social life, among others. Notwithstanding these concerns, some of which

are valid, there are a myriad of novel and positive uses of SMS in the areas of

education, health, marketing, political communication, and increased access

for people with disabilities and the elderly, among others, that practitioners

and researchers have just started to tap into and that counterbalance the

overwhelmingly negative portrayals of texting in the media (D.E. Baron, 2009;

Crystal, 2008; Tagg, 2012; Wood, Kemp, & Plester, 2014). Rather than

presenting a threat to society, these new uses of SMS have opened the door to

further research regarding its potential as a medium for social change.

Lieke Verhejen of Radboud (2013) University described in her Paper that

the effects of text messaging and instant messaging on literacy to determine

whether they positively or negatively affect literacy. Although the majority of

studies found a positive correlation between texting and/or instant messaging

and literacy, others found a negative correlation, while still others report
conflicting findings or no significant correlation at all. The studies reveal that

literacy scores may correlate differently with frequency of texting, use of

jargons and knowledge of jargons; that there may be different correlations for

reading, writing and spelling; and that the correlations may differ for formal

and informal writing.

Van Dijk, C. N., van Witteloostuijn, M., Vasić, N., Avrutin, S., & Bloom,

E. (2016). The influence of texting language on grammar and executive

functions in primary school children. PLoS ONE, 11(3). Article ID e0152409.

Stated that when sending text messages on their mobile phone to friends,

children often use a special type of register, which is called jargon. This register

allows the omission of words and the use of jargons: instances of non-standard

written language such as 4ever (forever). Previous studies have shown that a

jargon has a positive effect on student’s literacy abilities. In addition, it is

possible that children’s grammar system is affected by jargon as well, as

grammar rules are often transgressed in this register. Therefore, the main aim

of this study was to investigate whether the use of jargon influences student’s

grammar performance, and whether this effect is specific to grammar or

language in general. Additionally, studies have not yet investigated the

influence of jargon on student’s cognitive abilities.

Consequently, the secondary aim of this study was to find out whether

jargons affect student's executive functions. To investigate this, 64 student’s

between 17 and 35 years old were tested on a receptive vocabulary and

grammar performance (sentence repetition) task and various tasks measuring

executive functioning. In addition, text messages were elicited and the number

of omissions and jargons in student’s messages were calculated. Regression

analyses showed that omissions were a significant predictor of student's

grammar performance after various other variables were controlled for: the

more words children omitted in their text messages, the better their

performance on the grammar task.

Although jargons correlated (marginally) significantly with vocabulary,

grammar and selective attention scores and omissions marginally significantly

with vocabulary scores, no other significant effects were obtained for measures

of jargons in the regression analyses: neither for the language outcomes, nor

for the executive function tasks. Hence, our results show that jargons is

positively related to student's grammar performance. On the other hand, use of

jargons does not affect positively nor negatively student's executive functions.

Related Studies

Megan Gannon (2012) stated that Texting could lead to a decline in

language skills, warns a new study that found teens who text are more likely to

fall short on grammar tests. Many teens take shortcuts or use so-called tech

speaks when sending text messages. “They may use a homophone, such as gr8

for great, or an initial, like, LOL for laugh out loud,” North-western researcher

Drew Cingel explained in a statement. Other shortcuts include dropping non-

essential letters, such as changing the word “would” to “wud.”

 To study the effect of these habits, Cingel gave a group of middle school

students in central Pennsylvania a grammar assessment test. The students

were then given a survey that asked them to detail how many texts they send

and receive, their opinions on the importance of texting and the number of

shortcuts in their last three sent and received text messages.

The results of the survey and the test, which were reported in the journal

New Media & Society, showed a link between poor grammar scores and

frequent texting. What’s more, both sending and receiving tech speak-riddled

texts seemed to affect how poorly the students performed on the test. This

suggests teens might not be initiating all of their bad language habits, but

might also be influenced by the grammatically incorrect messages sent by their

friends and family.

“In other words, if you send your kid a lot of texts with word adaptations,

then he or she will probably imitate it,” said S. Shyam Sundar, a Penn State

communications professor who worked with Cingel. “These adaptations could

affect their offline language skills that are important to language development

and grammar skills, as well.”

In addition to a natural desire to imitate friends and family, the

researchers speculated that some texting teens made poor grammar choices in

more formal writing because they had trouble switching.

Effects of SMS Texting And writing by Odey, Veronica E.1, Essoh,

Ndobo, E. G.1 & Endong, Floribert P. C.(2014) . Described in their study that
with student’s increasing use of mobile phones, concerns have been raised

about its influence on their literacy skills. One well-known feature of student’s

text messages is that they do not always adhere to conventional written

language rules and use a register that is called jargons. In this register,

student make use of phonetic replacements, such as Ur instead of your and

acronyms, such as lol and drop words (e.g.). This has led to the assumption

that characteristics of jargons may leak into student’s general writing,

ultimately resulting in language deterioration]. However, this is in sharp

contrast to findings from several studies showing that student who used

jargons frequently did not perform poorly on spelling and tasks measuring

literacy abilities. More recently, this research has been expanded to the effect of

jargon's on student’s grammar abilities in written language. Outcomes of some

studies suggest a negative influence of jargon's on grammar. Nevertheless,

variability in coding of jargons between studies and use of written tasks, which

do not strictly represent grammar, may have masked the effect of jargon's on

student’s grammar abilities. Therefore, the main aim of the present study is to

ascertain whether use of jargon's influences student’s grammar performance in

spoken language.

Yet another understudied area is the connection between use of jargon's

and students cognitive development. Previous studies have shown that young

people who often switch between different media types and non-media (e.g.

watching television while doing homework), have lower executive functions for

an overview). As many young students nowadays own a (smart) phone they

may also be prone to this effect. On the other hand, students who are proficient

in jargon's might have similar advantages as bilingual student have, as they

might be considered a special type of bilinguals in a different modality having

to switch between formal written language and jargon's. This is so because

various studies have shown superior performance on executive function tasks

by bilingual student over monolingual student. Thus, the second aim of this

study is to determine whether proficient texters have better-developed

executive functions than non-proficient texters, similar to proficient bilingual

student.

Some studies have indeed found negative associations between frequency

of use of jargon's and measures of spelling and other tasks measuring abilities

related to literacy such as verbal and nonverbal reasoning. However, in the

majority of studies, student’s use of jargon's and their spelling and literacy

abilities were found to be positively related: accuracy of reading jargon's and

speed of reading and writing jargon's were positively associated with student’s

spelling, reading and non-word reading scores; and number of (certain types of)

jargon's and jargon's density the ratio of jargon's used per word were positively

associated with spelling skills; orthographic processing ability; phonological

and phoneme processing, awareness and retrieval abilities; verbal reasoning

scores reading skills; and writing skills.

Nearly all studies on the effects of jargon's focused on student’s literacy

development and hardly any attention has been paid to the effects of jargon's
on student’s language development. Specifically grammatical development is

interesting in this respect because, as mentioned by Kemp and colleagues,

grammar rules of conventional written language are often transgressed in

jargon. As a result, this lack of grammatical conventions might leak into

registers other than jargons. To the best of our knowledge, only four studies

have investigated effects of use of jargons on student’s use of grammar. These

studies have focused on the use of grammar in written language and have

shown mixed results. Cingel and Sundar obtained a negative association

between the number of text messages student sent and received and the

number of jargons used and student’s grammar abilities. However, these

findings are hard to interpret, as the authors did not calculate the jargon's

ratio which is a relative measure that takes text length into account but used

raw scores. In addition, jargons’ at the word level spelling, rather than at the

sentence level, were responsible for this effect.

Other studies looking into student’s grammar abilities did take into

account student’s message length when analysing effects of use of jargons.

Kemp et al. Wood et al. And Wood et al. All studied the relationship between

student’s texting behaviour based on natural messages sent over a 2-day

period and their performance on a grammar assessment. Found that primary

school student’s (8-10-year old) performance on a grammatical spelling choice

task was related to the proportion of grammatical violations they made in their

text messages: student who did not perform well on the spelling task made

more grammatical violations than student who obtained a better spelling test
score. These observations have to do with missing and unconventional

punctuation, missing capitalization, word and grammatical errors (missing

words, lack of verbal agreement, verb and preposition merged; and

grammatical homonyms). No jargons at the word level were included in this

measure. On the other hand, did not find any significant correlations between

student’s grammar scores and grammatical violations in their jargons. In a

longitudinal follow-up study, repeated the procedure used by Wood et al. Over

a one-year period and again asked student to transcribe their natural

messages and assessed their grammar skills on various tasks. For the primary

school student, grammatical violations in their text messages did not predict

development of their grammatical skills over the year.

In sum, previous studies do not convincingly indicate that use of jargons

by student negatively affects their conventional writing and spelling abilities. If

any association does exist between jargon's use and literacy, it appears to be

positive. Researchers suggest different reasons for this positive association.

One of the reasons is that writing text messages is fun and encourages student

to play with language without having to worry about spelling conventions. This,

in turn, might positively affect student’s attitudes towards other activities

associated with literacy (e.g.). Another important potential advantage of texting

is that it increases student’s exposure to text (e.g.), which in turn is related to

better reading skills; Furthermore, as many jargon's are phonologically based

(such as ‘2night’ instead of ‘tonight); use of jargon's is often linked to

phonological or phonetic awareness, which is associated with reading

attainment (e.g.). Finally, use of jargons could have a more general effect.

Previous studies have shown that student know that jargon's are not

appropriate in, for example, school work. Hence, they are aware of the different

registers they can employ. According to Craig, this strengthens student’s

metalinguistic awareness.

Regarding the effect of student’s use of jargons on their grammar abilities

the findings are less clear. Two out of the four studies investigating this

question found a negative association, whereas two other studies did not

obtain any significant correlations. Importantly, the focus of all four studies

was on tasks assessing student’s grammar knowledge in written language. Two

of the four studies also included a receptive vocabulary task which we will turn

to in the discussion section. Written language is considered more formal than

spoken language at least at school and in test situations which may make

student more aware of the necessity to apply conventional (orthographic)

grammar rules. In addition, written language, rather than spoken language,

allows student time to reread their message, think about its structure

consciously and correct it if necessary. As a result, effects of jargon's on

student’s grammar might not be reflected in these types of tasks. Given that

jargon's has properties of both written as well as spoken language (e.g.) and

spoken language is less bound by formal grammar rules than written language,

it is likely that effects of jargon's on student’s grammar might rather be

reflected in tasks assessing student’s grammatical competence in spoken

language.
 Furthermore, from a linguistic perspective, grammar should be teased

apart from orthographic rules, as the latter is not assumed to be part of the

core grammatical competence, i.e. the rules that underlie word and sentence

formation (morphology and syntax). However, previous studies have used a

rather broad definition of grammar when identifying violations in jargons and

when assessing student’s grammatical competence, which is based on more

general written conventions, including omission of capitals and interlunation,

for example. As a result, the outcomes of these studies provide limited insight

into the effects of jargons on student’s grammar proficiency. Therefore, the

main aim of the present study is to investigate the effect of jargons on student’s

language abilities, and specifically their grammar skills.

Chantal N. van Dijk,1 Merel van Witteloostuijn,2 Nada Vasić,1 Sergey

Avrutin,3 and Elma Blom1,* Philip Allen, Editor(2016) described in their article

The Influence of Texting Language on Grammar and Executive Functions in

Primary School Student. Those in the last decade, a number of studies have

been conducted focusing on student’s text message writing and use of jargons.

Jargon Special words or expressions that are used by a particular profession or

group and are difficult for others to understand, which is characterized by the

omission of words and the use of jargons, such as abbreviations,

letter/number homophones, emoticons, etc. For an overview of categories

Identified jargons categories range from in public opinion; use of jargons by

student and young adults has been linked to poor reading and writing skills
and even language deterioration, as illustrated by a corpus study by Thurlow,

who investigated opinions on texting and jargons in newspapers.

Ms. Charisma L. Archibido, Ms. Raiza E. Mones (2007) Cagayan State

University, the Philippines described in their study Societies nowadays live in a

world where communication through modern technology is almost required.

Everywhere, people are Jargons, emailing, writing blogs and tweeting. It is hard

to go anywhere without seeing someone using a phone or the Internet to

connect with others. As cell phone and internet emerge, text messaging also

had been brought to life. Unfortunately, text messaging, like most technology

fad is two-faced; it is blessing and curse, boon and bane. The medium purse is

good. With its mass appeal, text messaging has spawned a sizable and growing

number of subscribers. The rank of pre-occupied with this high tech pass time

includes not only the low earners but also some “have nuts” are deep into these

fads. It is alarming that almost all teen ages all over the world are hooked with

these especially in the language that is being used. Jargons even affects

student’s learning acquisition.

Chapter 3

RESEARCH METHOD
 This study presents quite a challenge for us but thankfully we have

plenty of references and related studies now we will explain how exactly do we

conduct our study what research design do we follow where is the local of the

study.

Our research will be following Purposive sampling represents a group of

different non-probability sampling techniques. Also known as judgmental,

selective or subjective sampling, purposive sampling relies on the judgement of

the researcher when it comes to selecting the units (e.g., people,

cases/organizations, events, pieces of data) that are to be studied. Usually, the

sample being investigated is quite small, especially when compared with

probability sampling techniques.

Unlike the various sampling techniques that can be used under

probability sampling (e.g., simple random sampling, stratified random

sampling, etc.), the goal of purposive sampling is not to randomly select units

from a population to create a sample with the intention of making

generalizations (i.e., statistical inferences) from that sample to the population

of interest [see the article: Probability sampling]. This is the general intent of

research that is guided by a quantitative research design. This is to get more

accurate results and for it be conclusive since the utilization of Jargons in

social media and using a more quantitative method of sampling.

The main goal of purposive sampling is to focus on particular

characteristics of a population that are of interest, which will best enable you
to answer your research questions. The sample being studied is not

representative of the population, but for researchers pursuing qualitative or

mixed methods research designs, this is not considered to be a weakness.

Rather, it is a choice, the purpose of which varies depending on the type of

purposing sampling technique that is used. For example, in homogeneous

sampling, units are selected based on their having similar characteristics

because such characteristics are of particular interested to the researcher

Locale of the Study

Our study will be conducted in Department of Education Saint Michael’s

College Iligan City Quezon Avenue. We chose it due to its location and our

relationship to the school.

The Respondents

Our respondents will be the 50 to 100 College of Education students

from Saint Michael’s College between the ages 17 to 30 years up of age.

Sampling Procedure

We will be using Purposive sampling, also known as judgmental,

selective or subjective sampling, is a type of non-probability sampling

technique. Non-probability sampling focuses on sampling techniques where the

units that are investigated are based on the judgement of the researcher [see

our articles: Non-probability sampling to learn more about non-probability

sampling, and Sampling: The basics, for an introduction to terms such as

units, cases and sampling.

Data gathering Procedure

Using we will select a small group from 10 to 30 students from different

colleges to serve as the pilot test for our questionnaires validation. Once the

questionnaire is validated we shall move to actually testing the respondents for

our research the respondents will consist of 64 students from BEED and

BSED.

Instrument Used

The questionnaires in our research for us to gather data quickly from

such a large population of respondents. The types of questions that will be in

the questionnaires are multiple choice test for grammar and spelling.
Validation

The researcher constructed the multiple test item based on the table of

specification (TOS). A total of 40 items consisting of 20 items for multiple-

choice. The instrument was shown to three English teachers for content and

face validity. For validation purposes, this was piloted using a sample of 30

random students of the different College of St. Michael’s College, Iligan City,

particularly those who taken College English. Using KR-21, the result yielded a

coefficient reliability of .887 that is an indication of good reliability for a

standardized test. And only 31 multiple-choice items questions were used.

Scoring System

Score Description
96% – 100% Mastery

86% – 95% Closely Approximating Mastery

66% – 85% Moving Towards Mastery

35% – 65% Average

16% – 34% Low
5% – 15% Very Low
0% – 4% Absolutely no Mastery
Statistical Treatment of Data

To ensure the reliability of the outcome of the research data, the

researcher organized and documented the data based on what were to be

measured quantitatively and qualitatively. The data gathered for the study will

be analysed and interpreted using the following statistical tools:

Frequency and Percentage. These basic descriptive statistical tools

were used to describe the demo-graphical profile of the respondents which

includes the reading materials at home.

Median. This descriptive statistical tool was used to describe the level of

proficiency in grammar and spelling. This was used because the data set did

not meet normality assumption.

 Mann- Whitney and Kruskal- Walls Tests. These non-parametric tests

were used to analyse difference of the mean percentage scores of the

respondents in grammar and spelling proficiency test. When classified

according to their profile.

Spearman rho Correlation. This non-parametric test was utilized in

order to measure the degree of association between the respondents jargon

utilization and their English proficiency in terms of grammar and spelling.

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter discusses in detail the results, analysis and interpretation

of data. To complete the interpretation, it is necessary to interpret the data

collected in order to test the hypotheses and answer the research questions. As

already indicated in the preceding chapter, data is interpreted in a tabular and

descriptive format. Essentially, the presentation follows the sequence of the

statement of problem as enumerated in the first chapter of this paper.

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

1.1 Most frequently used in social media site,

1.2 Number of hours spent in social media in a day,

1.3 Age

1.4 Sex

Table 1.1 Distribution of Respondents’ Profile in terms of Most frequently

used in social media site

Social Media Frequency Percent

Facebook 50 78.1
Twitter 6 9.4
Yahoo 2 3.1
Messenger 50 78.1
Instagram 14 21.9

Table 1.1 shows that the most frequently used by the respondents are

messenger and Facebook which both have can be grouped together because

they are essentially the same app only differences is that they are separated

when they are used in a cellphone which gives it extra utility which is why it’s

so popular among us students.

This implies that students widely prefer using it due to being easy to use

in whether in a PC or cell phone which very convenient and useful in

communicating and that's why it is the most used social media. Most

everything else you use in social media can feed into your Facebook account.

Instagram photos, Pinterest pins, and Foursquare check-ins, just to name a

few. You can also configure Twitter to also post to your Facebook timeline

every time you tweet for an extra exposure kick.

 Alfred Lua (2015) Facebook is the biggest social media site around, with

more than two billion people using it every month. That’s almost a third of the

world’s population! There are more than 65 million businesses using Facebook

Pages and more than six million advertisers actively promoting their business

on Facebook, which makes it a pretty safe bet if you want to have a presence

on social media. It’s easy to get started on Facebook because almost all content

formats works great on Facebook text, images, videos, live videos, and Stories.

But note that the Facebook algorithm prioritizes content that sparks

conversations and meaningful interactions between people, especially those

from family and friends.

Table 1.2 Distribution of Respondents’ Profile in terms of Number of hours

spent in social media in a day

Number of Hours Frequency Percent

3 to 5 hours 52 81.3
6 to 10 hours 9 14.1
11 to 15 hours 3 4.7
Total 64 100.0

Table 1.2 shows the number of hours that the respondents in using

social media based on their own opinion. Out of 64 it is overwhelming clear

that the majority of the respondents only spend about 3 to 5 hours in social

media sites with the frequency of 52 or 81.3%. And only 9 or 14.1% spends 6

to 10 hours in social media. On the other hand minority of the respondents

spend 11 to 15 hours in social media which only has the frequency of 3 or

4.7%.
 This implies that the majority of students only have 3 or more hours to

spend in social media at least in their own due to factors like home work or

any other reason that might not even relate to school or that they only spend

their time in social media to communicate with people and not any more than

that.

Table 1.3 Distribution of Respondents’ Profile in terms of Age

Age Bracket Frequency Percent

17-25 years old 53 82.8
26-30 years old 11 17.2
Total 64 100.0

Table 1.3 presents the profile of the respondents in terms of age. Out of

64, it is overwhelming that majority of the respondents ranged from17-25 years

old with the frequency of 53 or 82.80%. On the other hand, minority of the

respondents ranged from 26-30 years old with the frequency of 11 or 17.20%.

This implies that most students that use social media are between the

ages of 17-25 years old which makes a lot of sense because most of the

students within the college of education are young adults within the same age

spectrum and are rarely over the ages of 26-30 years old. And it is also a well-

known fact that younger people are more likely to use social media than older

ones.

Smith and Anderson (2018) A new Pew Research Center survey of U.S.

adults finds that the social media landscape in early 2018 is defined by a mix

of long-standing trends and newly emerging narratives. At the same time,

younger Americans (especially those ages 18 to 24) stand out for embracing a

variety of platforms and using them frequently.

Table 1.4 Distribution of Respondents’ Profile in terms of Sex

Sex Frequency Percent

Male 13 20.3
Female 51 79.7
Total 64 100.0

Table 1.4 presents the profile of the respondents in terms of sex. Out of

64 respondents of the study, there were 13 or 20.30% male respondents; and

51 or 79.70% were female respondents. With this data we can clearly see that

females out number males within the college of education by a huge margin.

Our analysis investigated whether the gender composition in teaching

reflects the relative wage distributions for women and men. In particular, we

compared the salaries of women choosing to become teachers to that of women

choosing other professions. We also carried out a similar analysis for men.

This means that majority of the College of Education 3rd year and 4th year

students are females. With this one can infer that females are more interested

in teaching and education in general than males.

Missimalino Tani (2019) A research on Why are teachers mostly female?

Because men get better pay in other professions. Women are considerably over-

represented in the teaching profession. Recent data show, among recent

Australian university graduates, 97% of pre-primary teachers, 85% of primary

teachers and 68% of secondary teachers are female. Similarly, large

proportions of women in teaching are also observed across the OECD. In a

recent paper, we considered whether women and men choose to become

teachers in line with or in spite of economic incentives. In the context of

Australia, research shows the quality of people who choose to go into teaching

responds to the relative wage distribution in the labour market. In other words,

a higher wage attracts better quality teachers.

2. What is the respondent’s level of utilization of jargon’s?

Level of Utilization of Jargons As Perceived By the Respondents

Level Frequency Percent

Seldom 12 18.8
Sometimes 28 43.8
Often 20 31.3
Always 4 6.3
Total 64 100.0

Table represents the jargon usage of the respondents based on their own

perception and reveals that of the 64 students 12 answered seldom in their

usage of jargon's when communicating in social media which is 18.80% out of

100% and 28 or 43.80% of students answered sometimes which is the highest

frequency out of them all and the second highest frequency is which 20 or

31.30% of the respondents answering often and finally only 4 or 6.30% of the

students answered always which has the lowest frequency.

This implies that majority of students only use jargon's sparingly due

opting to use proper spelling of words or that they are not aware that they are
using them in the first place since they are so used to it that it has become the

norm. But the second highest frequency of students are often using jargon's in

their social media conversations this shows us that there are 2 groups of

students that either not use jargons which the minority of the student

population and the second highest population which uses jargons often and

those who use jargons sometimes which boast the highest frequency. The

language that they use while communicating is also a factor to why the

majority of students don’t use Jargons since use mostly Filipino and do not use

English jargons that often but use the more common language for it is easier to

spell and understand for the majority. However this only in the perception of

students and thus it doesn’t give us an accurate measurement of how much

they actually use jargons in their social media sites and is biased an

opinionated.

Frequency of Jargons Utilization by the Respondents in the Group Chat

for 3-4 Years

Jargons Minimum Maximum Mean Std. Deviation

LOL 2 90 10.8 22.12
PM 7 228 38.1 50.44
GG 3 148 12.4 27.55
IDK 2 46 1.9 6.56
TOM 5 90 4.8 14.86
Pls 1 67 6.9 16.01
Cya 3 79 2.7 11.68
OMG 1 48 2.8 8.93
IKR 3 33 1.2 4.97

Table above shows the Frequency of Jargon's Utilization LOL (Laugh out

Loud) has a minimum usage of 2 and the maximum usage of 90 and the mean
or average of 10.8 and the standard deviation of 22.12 or calculated as the

square root of variance by determining the variation between each data point

relative to the mean. PM (Personal Message) which has the highest frequency of

utilization which maxes out at 228 with the mean of 38.1 and the standard

deviation of 50.44 and has the minimum utilization of 7 within the group than

any other Jargon for 3 to 4 years of the group chat which only rivalled by GG

(Good Game) which has the maximum usage of 148 and the minimum of 3

with a mean average of 12.4 and the standard deviation of 27.55. IDK (I Don’t

Know) has the minimum utilization of 2 and the maximum of 46 and a mean of

1.9 with the standard deviation of 6.56. TOM (Tomorrow) has the minimum of

5 and the maximum of 90 utilization and the mean or middle value of 4.8 and

the standard deviation of 14.86. PlS (Please) has a minimum of 1 and the

maximum of 67 utilization level and 6.9 meant with the standard deviation of

16.01? CYA (See you) has a minimum utilization of 3 and the maximum of 79

with the mean of 2.7 and the standard deviation of 11.68. OMG (Oh My God)

has a minimum of 1 usage and 48 maximum usages and with the mean of 2.8

along with a standard deviation of 8.93. IKR (I Know Right) has a minimum of 3

and the maximum of 33 utilization in the group chat having a mean of 33 and

4.97 standard deviation.

This implies that the respondents use this jargon more than the others due

to its simplicity and commonality of the word that it abbreviates which

personal message which happens frequently due to the need for information

sharing through the members such as schedules for practices copies of notes
and power point presentations from the teacher or the reporters. Which is very

important for the students so much so that personal messaging to specific

members has become a norm thus it has the highest frequency reaching the

maximum of 228 in a span of 3-4 years?

3. What is the respondent’s level of English proficiency in terms of

spelling and grammar usage factoring their excessive utilization of

jargon’s in social media?

Respondent’s Level of English Proficiency In Terms Of Grammar

Percentage
Frequency Percent Median Descriptive Equivalent
Score Scale
96-100 8 12.5 100.0 Mastered
86-95 38 59.4 93.0 Closely Approximating Mastery
66-85 18 28.1 86.0 Moving Towards Mastery
Total 64 100.0 93.0 Closely Approximating Mastery

Table above shows the respondents level of English proficiency in terms

of grammar. And out of the total 64 students 8 or only 12.50% of the total

respondents had gotten the percentage score of 96-100. Which has the

descriptive equivalent of mastered and a median of 100.0 or the middle value.

And then there are 38 respondents which 59.40% of the total number of

respondents that had attained the percentage score of 86-96 and a Median of

93.0 and has a descriptive equivalent of closely approximating mastery which

very impressive. This leaves 18 respondents whom had the percentage score of

66-85 or moving towards mastery which is the minority.

 With this one can infer that the students of the college of education as

future educators are well versed in English specifically in terms of grammar for

only a few of them are only moving towards mastery And an overwhelmingly

huge amount of them 38 or 59.40% of them are closely approaching mastery it

is clear that despite the fact that 43% of them sometimes use jargon's within

their social media conversations leading to the implication that jargon's doesn't

affect the grammar skills of students.

Respondent’s Level of English Proficiency In Terms Of Spelling

Percentage
Frequency Percent Median Descriptive Equivalent
Score Scale
96-100 14 21.9 100.0 Mastered
86-95 50 78.1 94.1 Closely Approximating Mastery
Total 64 100.0 94.1 Closely Approximating Mastery

Table above shows the respondents level of English proficiency in terms

of spelling in which the greatest frequency is 50 or 78.10% of respondents

gaining the score of 86-96 which has the descriptive equivalent of closely

approximating mastery. And leaving only 14 or 21.90% of students having the

score of 96-100 having the descriptive tittle of mastered.

With this one can infer that the students of the department of education

are well versed in spelling even more than in grammar having 78.10% of

students that had a score of 86-95 or approximating mastery more than the
grammar that only has 38 or 59.4% or closely approximating and none of the

respondents have gotten the score of 68-85 or moving towards implying that

jargons do not affect spelling at first glance but this will be come into question

later.

4. Is there a significant difference in the respondent’s proficiency level in

terms of spelling and grammar usage when grouped according to their

profile?

No Yes Mann-
English p-
Social Media Whitney
Proficiency Median DE Median DE value
U-value
Grammar 93.0 CAM 93.0 CAM 326.0 .656
Facebook
Spelling 94.1 CAM 94.1 CAM 333.5 .769
Grammar 93.0 CAM 89.5 CAM 143.0 .415
Twitter
Spelling 94.1 CAM 94.1 CAM 158.0 .687
Grammar 93.0 CAM 96.5 M 29.0 .146
Yahoo
Spelling 94.1 CAM 94.1 CAM 40.0 .353
Grammar 93.0 CAM 93.0 CAM 323.0 .617
Messenger
Spelling 94.1 CAM 94.1 CAM 335.0 .790
Grammar 93.0 CAM 93.0 CAM 323.0 .617
Instagram
Spelling 94.1 CAM 94.1 CAM 343.0 .901
Descriptive Equivalent (DE): 0%-4% Absolutely no Mastery (ANM); 5%-15% Very Low (VL); 16%-34%
Low (L); 35%-65% Average (A); 66%-85% Moving Towards Mastery (MTM); 86%-95% Closely
Approximating Mastery (CAM); 96%-100% Mastery (M).

Table shows the difference in the respondent’s proficiency level in terms

of spelling and grammar between the two populations of students the ones
without a social media account and those who don’t. Facebook, messenger

Instagram has the same median in grammar that is 93.0 and 94.1 in spelling

in both the respondents that have and do not have these social media apps

meaning both populations are approximating towards mastery. Twitter has

median of 93 in grammar and 94.1 in spelling for the respondent population

who do not have an account in twitter and for those who have an account have

a median of 94.1 or approximating master and spelling and 96.5 which has the

descriptive equivalent of mastery. Yahoo has the median average of 93.0 in

grammar and 94.1 in spelling having a descriptive equivalent of approximating

mastery for the respondents who do not have this social media account. As for

the respondents who do have Yahoo accounts they have a median of 96.5 for

grammar which gives it a descriptive equivalent of mastery 3.5% higher than

the respondents who do not have a yahoo account and 94.1 in spelling which

has the descriptive value of approximating mastery . All of the p values are

above 0.5 alpha meaning that the test are not significant meaning we will reject

the null hypothesis 1.

This implies that having an account or not in any social media sites do

not affect ones proficiency in fact the evidence points otherwise as for those

who have social media accounts more specifically yahoo has the median of 96.6

3.69393% higher than those respondents who do not have an account and is

the only one to attain the descriptive equivalent. But there is one median

contradicts this implication which is the median within the respondent

population that has twitter which has the median of 89.5 lower than those who
do not have account which has the a 93.0 but is still considered

approximating master according to the descriptive equivalent so it is not as

significant as the median of yahoo account users having the 96.5 which is the

highest out of all the averages and possesses the descriptive tittle of master

supporting the implication that having a social media account or not will not

affect ones grammar or spelling skills.

3-5 Hours 6-10 Hours 11-15 Hours Kruskal

English p-
Walis H-
Proficiency Median DE Median DE Median DE value
value
Grammar 93.0 CAM 93.0 CAM 93.0 CAM 2.052 .358
Spelling 94.1 CAM 94.1 CAM 94.1 CAM .997 .607
Descriptive Equivalent (DE): 0%-4% Absolutely no Mastery (ANM); 5%-15% Very Low (VL); 16%-34%
Low (L); 35%-65% Average (A); 66%-85% Moving Towards Mastery (MTM); 86%-95% Closely
Approximating Mastery (CAM); 96%-100% Mastery (M).

The table above shows the grammar medians from the different groups

of students who spend 3-5 Hours, 6-10 Hours and 11-15 share the Median or

The middle number that separates the lower and higher of the sample (a

population or a probability distribution) which is 93.0 that has the DE of

Approximating Mastery .Same goes for spelling which has the median 94 from

all of the populations.

The Kruskal Walis H-value which determines whether the medians of two

or more groups are different. Which leaves the H-value of 2.052 for Grammar

and .997 spelling since both are not higher than 5.991 which is the critical

value meaning that there is no significant differences between the 3 groups

respondents in their grammar and spelling rank or ordinal medians. The P-

value or calculated probability of.358 for Grammar and .607 for Spelling which

higher than alpha level 0.5 meaning the results were not significant and we

cannot conclude that a significant difference exists since the probability of

error is so high .

This gives the implication that despite the differences in the amount of

time students spend in Social media this doesn’t affect their proficiency as can

be seen that in all of the different populations with varying amount of time

spent in social media having the same median and Descriptive Equivalent of

Closely Approximating Mastery. This might be due to the fact that the

respondents are from the college of educators where students are continuously

sharpening their skills in English specifically grammar and spelling to the point

of near mastery that despite all the negative effects of jargon usage does not

affect the proficiency of the respondents.

17-25 Years Old 26-30 Years Old Mann-

English
Whitney U- p-value
Proficiency Median DE Median DE value
Grammar 93.0 CAM 93.0 CAM 144.5 .003*
Spelling 94.1 CAM 94.1 CAM 256.0 .489
Descriptive Equivalent (DE): 0%-4% Absolutely no Mastery (ANM); 5%-15% Very Low (VL); 16%-34%
Low (L); 35%-65% Average (A); 66%-85% Moving Towards Mastery (MTM); 86%-95% Closely
Approximating Mastery (CAM); 96%-100% Mastery (M).

The table above shows that age range of 17-25 years old and older

students in the 26-30 years old having an identical score average or median
93.0 in grammar and spelling having a 94.1 median. The p value of grammar is

0.3 and spelling has a p value of .489 higher than alpha level 0.1 meaning that

we cannot conclude that a significant difference exists. The u-value is used to

calculate the rank or ordinal data note that z distribution is 1.96 and if the u

value lower this then there is a mean difference in the ordinal data but if the u

value is greater than z distribution then there is no significant differences

between the ordinal mean for the two groups of respondents grammar has u

value of 144.5 and spelling has a u value of 256.0 meaning that there is no

difference in the ranks of the two groups of respondents.

This implies that age differences between the respondents doesn’t affect

their grammar and spelling for both groups share the exact same median for

both spelling and grammar all this despite younger people hypothetically are

more likely to use social media and be exposed to jargons and have a greater

chance to degrade their grammar and spelling skills which seem to have been

wrong by the table above. Perhaps there is another implication that the age gap

between the two groups are not that great to make a difference in their usage of

social since they only have 5 year difference which not that much and will put

them in the same demographic as those younger people who use social media

on a regular basis.

Aaron and Anderson (2018) Pew Research Center surveys of social media

use, there are substantial differences in social media use by age. Some 88% of

18- to 29-year-olds indicate that they use any form of social media. That share
falls to 78% among those ages 30 to 49, to 64% among those ages 50 to 64 and

to 37% among Americans 65 and older.

Male Female Mann-

English
Whitney U- p-value
Proficiency Median DE Median DE value
Grammar 93.0 CAM 93.0 CAM 330.5 .985
Spelling 94.1 CAM 94.1 CAM 299.5 .559
Descriptive Equivalent (DE): 0%-4% Absolutely no Mastery (ANM); 5%-15% Very Low (VL); 16%-34%
Low (L); 35%-65% Average (A); 66%-85% Moving Towards Mastery (MTM); 86%-95% Closely
Approximating Mastery (CAM); 96%-100% Mastery (M).

The table above shows that there is no difference between the proficiency

levels between male and female respondents for they have both the same result

93.0 approximating mastery for grammar in both males and females spelling is

also 94.1 approximating mastery.

The Mann-Whitney u-value for grammar of both male and female

respondents is 330.5 over 1.96 meaning that there is no difference between the

ranks of the two groups same goes for spelling which has 299.5. The p value is

.985 for grammar and .559 spelling which is above the alpha value of 0.5

meaning that it is not statistically significant.

This implies that gender differences between the respondents do affect

the level of proficiency for both males and females have the same median or

middle value average of 93.o for grammar and 94.1 which have the descriptive

Equivalent closely approximating knowledge.

 English Seldom Sometimes Often Always Kruskal
p-
Proficienc Walis
Median DE Median DE Median DE Median DE value
y H-value
Grammar 93.0 CAM 93.0 CAM 93.0 CAM 93.0 CAM 1.306 .728
Spelling 94.1 CAM 94.1 CAM 94.1 CAM 94.1 CAM 6.102 .107
Descriptive Equivalent (DE): 0%-4% Absolutely no Mastery (ANM); 5%-15% Very Low (VL); 16%-34%
Low (L); 35%-65% Average (A); 66%-85% Moving Towards Mastery (MTM); 86%-95% Closely
Approximating Mastery (CAM); 96%-100% Mastery (M).

The table above clearly shows that there is no differences in grammar

and spelling skills in all four different student populations of those who

seldom, sometimes, often and always using jargons within their social media

conversations despite their differences in usage they all have an approximating

mastery level in the descriptive equivalent and they also have identical English

proficiency in their median average of 93.0 in grammar and 94.1. And the H-

value shows that grammar has a H- value of 1.306 5.991 which is the critical

value meaning that there is no significant differences between the 3 groups

respondents in their grammar and spelling rank or ordinal medians however

spelling has a h- value of 6.102 greater than the critical value 5.991 meaning

that there is a differences within the rank data of the two groups. The P value

for grammar and spelling is not statistically significant due to it being larger

than the alpha level of 0.05 there for e cannot conclude that a significant

difference exists since the percentage of error is very for this test result.

Relationship between the Jargons Utilization and English Proficiency of

the Respondents

Correlation
English Proficiency Jargons p-value
Coefficient
LOL -.151 .493
Grammar
PM -.050 .756
 GG .138 .540
IDK .353 .287
TOM -.106 .772
Pls -.168 .533
Cya .039 .935
OMG -.438 .277
IKR -.396 .437
LOL -.076 .730
PM .157 .327
GG -.304 .169
IDK .010 .978
Spelling TOM -.357 .311
Pls -.292 .273
Cya .076 .872
OMG .249 .553
IKR -.840* .036
The table above shows the Correlation coefficients which used in

statistics to measure how strong a relationship is between two variables. A

correlation coefficient of 1 means that for every positive increase in one

variable, there is a positive increase of a fixed proportion in the other. For

example, shoe sizes go up in (almost) perfect correlation with foot length.

A correlation coefficient of -1 means that for every positive increase in

one variable, there is a negative decrease of a fixed proportion in the other. For

example, the amount of gas in a tank decreases in (almost) perfect correlation

with speed note that correlation is significant at 0.05 levels. Now using this we

can determine if jargon utilization English proficiency of the respondents

starting with grammar LOL(laugh out loud) has a negative correlation of -.151

and a p value of .493 in terms of spelling the negative correlation that is -076

lower than grammar. PM (Personal message) has a correlation of .157 and a p

value .327. GG (Good Game) has a correlation of .138 in grammar and negative

correlation of -.034 . IDK (I Don’t Know) has a correlation coefficient of .353 for

grammar and .0.10 in spelling. TOM (tomorrow) has a correlation coefficient of

-.106 for grammar and -.357 in spelling. Pls (Please) has correlation coefficient

of -.168 for grammar and -.292 for spelling. Cya (See you) has a correlation

coefficient of .039 for grammar and has .076 in spelling while OMG (Oh My

God) has correlation of -.438 for grammar and has .249 for spelling finally IKR

(I Know Right) has a correlation coefficient of -.396 for grammar and -840 for

spelling. The P value for all jargons coefficient have above alpha level 0.5

meaning that we cannot conclude that a significant difference exists.

With this one can infer that unlike the other test we can tell that jargon

utilization has more negatively affected spelling than grammar due to it having

the highest negative correlation value of -840 and that grammar has a more

positive correlation of .353 and a lower negative correlation of -.438 that being

the case it seems that the number of jargons utilization is not the only factor in

its negative effect on spelling if that is the case PM (Personal Message) having

the highest level of utilization of over 228 would the highest negative

correlation but it does not in fact it has a positive correlation of 157. In spelling

and -050 in spelling. It would seem that the more difficult the word is to spell is

the reason for its negative which makes sense personal message being a simple

won’t affect spelling nor grammar much no matter how much it is used and it

is a well-established that the respondents are approximating mastery which

means jargons with simple meanings and spellings have little effect on such

skilled individuals that’s why jargons such as I know right a more difficult

jargon would in turn have a greater negative effect in the respondents spelling.

Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the significant findings of the study, conclusions

based on the results of the data and recommendations. It also includes in the

summary the main and specific objectives of the study, the represents, the

research methods, design, and instructions used.

Summary

The study aimed to find out if the utilization of jargon's social media

and its effects on grammar and spelling. More specifically the study endeavored

to determine the profile in terms of : (1) Most frequently used in social media

site, the Number of hours spent in social media in a day, Age, Sex ,(2) Find out

the respondent’s level of English proficiency in terms of spelling and grammar

usage factoring their excessive utilization of jargon’s in social media,(3)

Determine if there a significant difference in the respondent’s proficiency level

in terms of spelling and grammar usage when grouped according to their

profile.

Findings

Having analyzed the significant points involved in the study, results

generated the following findings:

1. It was disclosed that the most frequently used by the respondents are

messenger and Facebook which both have can be grouped together because

they are essentially the same app only differences is that they are separated

when they are used in a cellphone which gives it extra utility which is why it’s

so popular among us students.

2. Out of 64 it is overwhelming clear that the majority of the

respondents only spend about 3 to 5 hours in social media sites with the

frequency of 52 or 81.3%. And only 9 or 14.1% spends 6 to 10 hours in social

media. On the other hand minority of the respondents spend 11 to 15 hours in

social media which only has the frequency of 3 or 4.7%.

3. As for the profile of the respondents in terms of age. Out of 64, it is

overwhelming that majority of the respondents ranged from17-25 years old

with the frequency of 53 or 82.80%. On the other hand, minority of the

respondents ranged from 26-30 years old with the frequency of 11 or 17.20%.

4. Out of 64 respondents of the study, there were 13 or 20.30% male

respondents; and 51 or 79.70% were female respondents. With this data we

can clearly see that females out number males within the college of education

by a huge margin.

5. The jargon usage of the respondents based on their own perception.

Out of 64 students 12 answered seldom in their usage of jargon's when

communicating in social media which is 18.80% out of 100% and 28 or 43.80%

of students answered sometimes which is the highest frequency out of them all

and the second highest frequency is which 20 or 31.30% of the respondents

answering often and finally only 4 or 6.30% of the students answered always

which has the lowest frequency.

6. The Frequency of Jargon's Utilization LOL (Laugh out Loud) has a

minimum usage of 2 and the maximum usage of 90 and the mean or average of

10.8 and the standard deviation of 22.12 or calculated as the square root of

variance by determining the variation between each data point relative to the

mean. PM (Personal Message) which has the highest frequency of utilization

which maxes out at 228 with the mean of 38.1 and the standard deviation of

50.44 and has the minimum utilization of 7 within the group than any other

Jargon for 3 to 4 years of the group chat which only rivaled by GG (Good

Game) which has the maximum usage of 148 and the minimum of 3 with a

mean average of 12.4 and the standard deviation of 27.55. IDK (I Don’t Know)

has the minimum utilization of 2 and the maximum of 46 and a mean of 1.9

with the standard deviation of 6.56. TOM (Tomorrow) has the minimum of 5

and the maximum of 90 utilization and the mean or middle value of 4.8 and

the standard deviation of 14.86. PlS (Please) has a minimum of 1 and the
maximum of 67 utilization level and 6.9 meant with the standard deviation of

16.01? CYA (See you) has a minimum utilization of 3 and the maximum of 79

with the mean of 2.7 and the standard deviation of 11.68. OMG (Oh My God)

has a minimum of 1 usage and 48 maximum usages and with the mean of 2.8

along with a standard deviation of 8.93. IKR (I Know Right) has a minimum of 3

and the maximum of 33 utilization in the group chat having a mean of 33 and

4.97 standard deviation.

7. The respondents level of English proficiency in terms of grammar. And

out of the total 64 students 8 or only 12.50% of the total respondents had

gotten the percentage score of 96-100. Which has the descriptive equivalent of

mastered and a median of 100.0 or the middle value. And then there are 38

respondents which 59.40% of the total number of respondents that had

attained the percentage score of 86-96 and a Median of 93.0 and has a

descriptive equivalent of closely approximating mastery which very impressive.

This leaves 18 respondents whom had the percentage score of 66-85 or moving

towards mastery which is the minority.

8. The respondents level of English proficiency in terms of spelling in

which the greatest frequency is 50 or 78.10% of respondents gaining the score

of 86-96 which has the descriptive equivalent of closely approximating mastery.

And leaving only 14 or 21.90% of students having the score of 96-100 having

the descriptive tittle of mastered.

9. The difference in the respondent’s proficiency level in terms of spelling

and grammar between the two populations of students the ones without a
social media account and those who don’t. Facebook, messenger Instagram has

the same median in grammar that is 93.0 and 94.1 in spelling in both the

respondents that have and do not have these social media apps meaning both

populations are approximating towards mastery. Twitter has median of 93 in

grammar and 94.1 in spelling for the respondent population who do not have

an account in twitter and for those who have an account have a median of 94.1

or approximating master and spelling and 96.5 which has the descriptive

equivalent of mastery. Yahoo has the median average of 93.0 in grammar and

94.1 in spelling having a descriptive equivalent of approximating mastery for

the respondents who do not have this social media account. As for the

respondents who do have Yahoo accounts they have a median of 96.5 for

grammar which gives it a descriptive equivalent of mastery 3.5% higher than

the respondents who do not have a yahoo account and 94.1 in spelling which

has the descriptive value of approximating mastery . All of the p values are

above 0.5 alpha meaning that the test are not significant meaning we will reject

the null hypothesis 1.

10. The grammar medians from the different groups of students who

spend 3-5 Hours, 6-10 Hours and 11-15 share the Median or The middle

number that separates the lower and higher of the sample (a population or a

probability distribution) which is 93.0 that has the DE of Approximating

Mastery .Same goes for spelling which has the median 94 from all of the

populations.
 11. The range of 17-25 years old and older students in the 26-30 years

old having an identical score average or median 93.0 in grammar and spelling

having a 94.1 median. The p value of grammar is 0.3 and spelling has a p value

of .489 higher than alpha level 0.1 meaning that we cannot conclude that a

significant difference exists. The u-value is used to calculate the rank or

ordinal data note that z distribution is 1.96 and if the u value lower this then

there is a mean difference in the ordinal data but if the u value is greater than

z distribution then there is no significant differences between the ordinal mean

for the two groups of respondents grammar has u value of 144.5 and spelling

has a u value of 256.0 meaning that there is no difference in the ranks of the

two groups of respondents.

12. It has been revealed that there is no difference between the

proficiency levels between male and female respondents for they have both the

same result 93.0 or approximating mastery for grammar in both males and

females spelling is also 94.1 approximating mastery. The Mann-Whitney u-

value for grammar of both male and female respondents is 330.5 over 1.96

meaning that there is no difference between the ranks of the two groups same

goes for spelling which has 299.5. The p value is .985 for grammar and .559

spelling which is above the alpha value of 0.5 meaning that it is not

statistically significant.

13. As for the Correlation coefficients which used in statistics to measure

how strong a relationship is between two variables. A correlation coefficient of 1

means that for every positive increase in one variable, there is a positive
increase of a fixed proportion in the other. For example, shoe sizes go up in

(almost) perfect correlation with foot length.

Conclusion

Guided by the theoretical concepts on Stimulus response theory of

learning And the theory of Operant conditioning. This paper addressed the

utilization of jargon's in social media communication: its effect to spelling and

grammar proficiency. The typical 3rd and 4th year BSED students are mostly

female from 17 to 25 years of old and rarely exceed that age and spend 3 to 5

hours in social and sometimes use jargon's in their social media conversations

the jargon that they use the most is PM (Personal Message).

The results of the grammar and spelling test show that the jargon

utilization there is no significant effect on both grammar and spelling skills of

the students of 3rd year and 4th year students on the surface but when

analyzing the relationship between the Jargon utilization and English

proficiency of respondents it showed that there is a negative effect correlation

in the spelling proficiency of students. But due to all of the test results having

a P value of greater than alpha value 0.05 meaning that it was not significant

and that the test had a high probability of mistake thus the result is unreliable.
 Therefor It can be concluded that jargon utilization does effect the

spelling proficiency of the respondents in a small scale and that only specific

jargon's can have any kind significant effect on spelling.

Recommendations

In the view of the findings and conclusion of the study, following

recommendations was drawn.

1. Further research must be done for this topic to give a more conclusive result

for the study which will require additional respondent population samples are

needed to show how the utilization jargon's affect the grammar and spelling

skills on different colleges not just those from education courses.

2. Students should try avoiding using jargons in any conversation in or outside

social media as it is shown that there is a negative correlation when one

utilizes jargons in social media conversations to their spelling proficiency.

3. Parents should encourage their children not to use jargons in any

conversations due to its negative effects to spelling.

4. Community or the social media community should advocate no jargon usage

in social media conversations to protect the students proficiency in spelling

and in a lower extent grammar.

References List
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influence To English Grammar Cagayan State University, the Philippines.

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0L.%20ARCHIBIDO_TEXTESE%20AND%20ITS%20INFLUENCE%20TO%20EN

GLIS

Effects of SMS Texting And writing by Odey, Veronica E.1, Essoh, Ndobo, E.

G.1 & Endong, Floribert P. C.(2014) Effects of SMS Texting on the Writing

Skills of University Students in Nigeria: Case of the College of Education

Akamkpa.

https://www.researchgate.net/publication/272373847_Effects_of_SMS_Textin

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Megan Gannon (2012) Texting May Lead to Bad Grammar Live Science.Com

https://www.livescience.com/21887-texting-bad-grammar.html

AARON SMITH AND MONICA ANDERSON (2018) Social Media Use Pew

Research Center

Jargons Meaning
LOL Laugh out Loud
PM Personal Message
GG Good Game
IDK I Don’t Know
 TOM Tomorrow
Pls Please
Cya See you
OMG Oh My God
IKR I Know Right

Top 3 Jargons

Jargon Total Number of usage

PM 228

GG 148

LoL & TOM 90