Pamantasan ng Lungsod ng Muntinlupa

College of Teacher Education

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The capability to write well is not a naturally given skill. Writing skills

must be learned and practiced through experience. The fast development

of information and communication technologies such as social media

includes a variety of web-based tools and services that are designed to

promote community development through collaboration and information

sharing (Arnold & Paulus, et.al. 2010). Current research has indicated that

using social media as an educational tool can lead to increased student

engagement (Annetta, et.al. 2009).

Facebook is a social networking site created and founded by Mark

Zuckerberg in 2004. The website was exclusively launched for Harvard

University students. It grew to host millions of registrants from Canada and

the United States. As of today, almost all of the countries, including

Philippines, in the world have access to Facebook by means of

communication, entertainment and most importantly, self-expression in

forms of writing.

1
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

It is common not to write in complete sentences when using

Facebook. Perhaps this has generalized to academic writing for many

students. Additionally, it is important for students to be aware of the fact that

correct spelling of words must be used when writing in a formal manner.

More and more people have at least some kind of online presence, and they

have adapted to a new way of writing while online.

According to Shuttleworth, internet abbreviations and short forms in

Facebook statuses, especially about the trending topics such as instant

entertainment updates and other types of popular media are often not

acceptable considering the formal ways or appropriate manner in writing.

The term, digital native was coined by Prensky in 2001. They are

native speakers of technology, fluent in the digital language of computers,

video games and the Internet. Prensky published his 2001 article entitled,

Digital Natives, Digital Immigrants. He explained that digital natives

todays students think and process information fundamentally differently

from their predecessors. Digital natives are emerging as out worlds

dominant inhabitants. The digital native-immigrant concept describes the

generational switchover where people are defined by the technological

culture which they're familiar with.Prensky defines digital natives as those

born into an innate "new culture" while the digital immigrants are old-world

settlers, who have lived in the analogue age and immigrated to the digital

world.

2
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Because of the fast-advancement of technology and wide access to

internet, these digital natives have their own personal accounts on social

media, specifically on Facebook. In Facebook, digital natives watch and

listen to countless of videos, scroll through their newsfeed to read their

friends stories, and write what is on their minds to express feelings and

thought.,Writing in social media creates student distraction and creates a

habit of using too many short forms in writing (White, 2009;Yunus, et al.,

2012). Moreover in many circumstances the students only receive a simple

approach towards in enhancing their own writing skills with a resolute mind-

set (teenagers which are digital natives) that technology offers help to fix

the spelling and grammatical errors for them

Selwyn (2009) pointed out that Facebook failed to improve students

writing because students use informal writing structures, specifically in

spelling rather than the correct academic spelling. The common features of

informal writing considered inappropriate in a writing class that have been

widely used on online chats or social network sites are special abbreviations

or acronyms used for saving time and making it convenient, such as b4/B4

(before), lol/LOL (laughing out loud), oic/OIC (Oh Isee), and common

shortenings used for easy use and convenience are u (you), i (I), r(are),

thx (thanks), pls (please), tmr (tomorrow).

Academic writing is believed to be cognitively complicated.

According to Sylvester and Greenridge (2009), technology has the potential

3
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

to affect our students motivation within literacy domains and provide an

understanding of traditional writing practices. Students vary in their abilities

with literacy, and therefore, need different modes of instruction to increase

their writing skills.However, students have limited time to practice writing in

class, and they still do not have time to practice outside the class in order

to be better at it. Due to the added use of technology in schools, Digital

Natives (students) are having a more difficult time differentiating when it is

appropriate to use this type of writing and when it is not. Most students do

not understand how to make this differentiation. Aside from common use of

abbreviations in their writings, these Digital Natives have also difficulties in

writing using basic grammar.Grammar is an important part of effective

writing, and it is also one of the additional criteria essential for the

development of academic writing skills (Saunders &Scialfa, 2003).

This brings a problem that many students have with their writing

competencies.

This study aims to find out what is the relationship between the level

of usage of the social networking site facebook to the writing difficulties of

the selected first year digital natives students of the College OfTeacher

Education at the Pamantasan Ng Lungsod Ng Muntinlupa A.Y. 2016-

2017.This study aims to find the writing difficulties of these selected digital

natives and provide a solution to the writing difficulty itself.

4
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Theoretical Framework

The researchers come up with a fundamental theoretical framework

in line with this research.

This study is anchored on LevVgotskys sociolinguistic theory of

language. Language is learned through interpersonal interactions and then

used by the child in self-thought. The digital natives of course have

interpersonal interaction on Facebook and they learn through it. This

becomes as a mindset.

Sociolinguistic theory also tends to examine the effects and influence

of society on language. Facebook is a society where people interact with

each other. Because of the level of usage of the users get in touch with

Facebook, the writing aspect of an individual is greatly influenced.

Moreover, the social learning theory of Albert Bandura that people

learn through observing others behavior, attitudes, and outcomes of those

behaviors. Most human behavior is learned observationally through

modeling: from observing others, one forms an idea of how new behaviors

are performed, and on later occasions this information serves as a guide for

action. (Bandura). Social learning theory explains human behavior in terms

of continuous reciprocal interaction between cognitive, behavioral, and

5
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

environmental influences. Here the usage of Facebook seems to be a

bridge way for this theory. Students forms an idea through the influence of

their Facebook usage. Also, how one forms and idea from an environment,

for this instance, Facebook, suggests why students may exhibit writing

difficulties.

Conceptual Framework

This study aimed to find out the the relationship between the level

of usage of the social networking site facebook to the writing difficulties of

the selected first year digital natives students of the College OfTeacher

Education at the Pamantasan Ng Lungsod Ng Muntinlupa.

INPUT PROCESS OUTPUT

1. Demographic 1. Identification of 1. Writing Difficulties

Profile Respondents (Digital in terms of
Natives)
1.1 Name 1.1 Spelling
1.2 Age 2. Distribution of survey
1.3 Gender and test questionnaires 1.2 Basic Grammar
1.4 Economic Mechanics:
Status 3. Consolidation of Data Punctuation,
1.5 Students Capitalization and
Status 4. Statistical Treatment subject-verb
and Analysis agreement

2. Recommendations

2.1. ISIP NG
RECOMMENDATIO
NS

6
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Figure1: Paradigm of the Study

The above paradigm shows the process of the research flow. It

demonstrates the conceptual illustration of the connection of input, process

and output. The input shows the selected students demographic profile.

After finding out how many digital natives are there, these data was

processed to determine the output based on the findings of the study

through survey questionnaires. After gathering the results of the survey

questionnaires, the data was compiled and was put to proper statistical

treatment and analysis. Then these data was interpreted and applied to find

out, as the output, about the relationship of the level of usage between the

social networking site Facebook in terms of writing.

Statement of the Problem

This study aimed to determine the relationship between the level of

usage of the social networking site Facebook to the writing difficulties

ofselected first year digital natives students of the College of Teacher

Education at the Pamantasan ng Lungsod ng Muntinlupa.

Specifically, the study aims to answer the following questions:

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

a. Age;

b. Gender;

7
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

c. Economic Status; and

d. Students status?

2. What is the level of usage of Facebook of the digital natives?

3. What are the writing difficulties of the selected digital natives relative to

basic sentence writing with grammar mechanics:

3.1. Spelling;

3.2. Punctuation, Capitalization, and Subject-verb agreement?

4. What is the relationship between the level of usage of Facebook in the

digital natives writing difficulties?

5. Based on the findings, what strategic intervention material may be

proposed?

Hypothesis

Ho: There is no significant relationship between the level of usage of

Facebook to the writing difficulties of the selected 1st year digital natives.

8
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Significance of the Study

This study aim to find if there is a relationship between the level of

usage of Facebook and the selected digital natives writing difficulties This

also includes or will benefit the following:

STUDENTS. They are the main concern of this study because students

nowadays have many concerns rather than studying and they are addicted

to different kinds of social networking sites including Facebook. This study

helps the student to become aware and informative all at the same time of

how this kind of social networking site affects their different writing

competencies. It will enlighten and can be beneficial to them.

TEACHERS. This study can be considered as a reference that serves an

accessible data that can be used effectively by teachers, so that they will

have some sort of reliable data that can be used to assess the performance

and learning behaviour of the students in terms of their writing. It will help

them to find and apply new different methods to use while teaching writing.

This will also promote understanding students points of view on the use of

social media in language learning.

9
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

PARENTS. This study can be very useful for parents when it comes to

understanding the grounds behind the sudden changes that are constantly

happening to their children. This study longs to educate our parents through

systematic studies being held to provide them helpful information that can

help them with their parenting. It will also expand their knowledge of how

Facebook influences their childs writing.

COLLEGE OF TEACHER EDUCATION DEPARTMENT. This study will

also help teachers to understand the new approaches in teaching and to be

able to use new techniques in lecturing lessons based on Internet, and also

in order for them to emphasize the educational usage of Facebook as an

educational tool that can further benefit the students.

CURRICULUM DEVELOPERS. This study benefits policymakers in

curriculum reform. Once they understand how Facebook impacts college

students writing, they can make proper policies that will allow universities

to provide higher quality education to a broader base of English language

learners. Having a better understanding of the role Facebook plays in

educational setting and of students perspectives toward Facebook will

provide policymakers with empirical data that will help them to understand

the effectiveness of Facebook on students language learning.

10
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

ADMINISTRATION. It explores the administrative activities and skills they

identify as essential and the characteristics and historical context of their

arena for action. This will benefit the school administration by driving force

and role models to begin the movement for change or facilitate the

movement within the university. This may also improve professional

practices among teachers and enhance students learning and achievement

in terms of writing competencies.

FUTURE RESEARCHERS. The results of this research will benefit them

directly or indirectly by providing information on the result of the data that

enable the teachers, parents and students to know the possible effects and

benefits of the Social Networking Site Facebook.

Scope and Limitations

The respondents of this study limits to the selected first year digital

natives of the College of Teacher Education, at the Pamantasan ng

Lungsod ng Muntinlupa for the first semester of academic year 2015-2016.

Out of 210 first year students, 179 were only found out as digital natives.

Using the Slovins Formula, only 124 digital natives will be used as a sample

in conducting the study. 124 is divided into 6 because of the six sections

11
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

that the College of Teacher Education first year have. Therefore, 19

students each sections will be selected using the fish ball technique.

This study aims to determine the relationship between the level of

usage of the social networking site Facebook to the writing difficulty limited

only to spelling and basic grammar mechanics: capitalization, punctuation

and subject-verb agreement of these digital natives.

Definition of Terms

For better understanding of the readers, the definition and

explanation of the some main terms and words which has been used

throughout this research work is as under, the following terms are defined

operationally.

Capitalization a form of test instruction used as a basis for respondents

familiarization in using capital, or upper-case, letters depending on its

respective rules.

Digital Natives - the respondents of this study. They are students that is

believed to think differently due to their early exposure to technology and

12
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

have become accustom to using technology to solve the repetitive tasks

that form the basis of traditional learning

Grammar Mechanics - functional details or procedure according to its

conformity to grammatical rules (punctuation, capitalization, subject-verb

agreement). One of the writing difficulty that was measured.

Level of Usage measurement that distinguish the probability of the time

spent in the networking site Facebook by the respondents.

Methodology to test the proposed research model, an empirical study

was conducted with the 1st year students of College of Teacher Education

to analyse the Influence of Facebook. A questionnaire was designed to

address their particular focus and mapped to apply specifically to them.

Punctuation is used to create sense, clarity and stress in sentences.

Practical test used in this study to measure the respondents awareness in

terms or structure and organized writing.

Relationship - a situation that explains the contextual connection between

the networking site, Facebook and the writing difficulties of the digital

natives.

Social Interaction - indicates to the activity of the respondents that share

certain characteristics, interact with one another with common identity

13
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

wherein in this study the common interest is the connection of technology

by means of Facebook.

Social Media - refers to collective online communications channels

dedicated to community-based input by means of interaction, content-

sharing and collaboration.

Social Networking Site Facebook an online platform or social website

that allows the users to create profiles, uploads photos and videos, keeping

in touch with family, friends and colleagues through sending messages/

information and has been the basis of this study.

Spelling a form of test instruction used in this study; the manner in which

words are spelled.

Subject-verb agreement used as a part of test to measure the

respondents knowledge in correspondence of a verb with

its subject in person (first, second, or third) and number (singular or plural).

Writing Difficulties a condition having trouble in the activity or skill of

marking coherent words on paper and composing text.

Writing Skills learning process this study intended to measure in

connection to the influence of the social networking site, Facebook.

14
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Foreign

Digital Natives live much of their lives online, without distinguishing

between the online and the offline. Instead of thinking of their digital identity

and their real-space identity as separate things, they just have an identity

(with representations in two, or three, or more different spaces). They are

joined by a set of common practices, including the amount of time they

spend using digital technologies, their tendency to multitask, their tendency

to express themselves and relate to one another in ways mediated by digital

technologies, and their pattern of using the technologies to access and use

information and create new knowledge and art forms.

Blogs, articles and various information about the characteristics of

these digital natives.

In Prenskys 2011 article entitled, Digital Natives and Digital

Immigrants, stated some characteristics: they like to take information really

fast; they function best when network; used to take instant gratification; and

like to multi-task.

Digital natives are efficient in multi-tasking. In a 2016 article,

Millennials as Digital Natives: Myths and Realities indicates University of

California, Irvine and at California State University have stated some

15
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

indication that Millennials are indeed more likely to multitask than older

generations for example, they switch between tasks more frequently and

tend to use different media at the same time.

Biyani Group of Colleges Jaipurs published a 2016 blog entitled,

Deterioration of writing skills because of social media sites states that

Also now a days youngsters rely wholly on computer spellcheckers to

auto-correct their mistakes. So, they have relaxed their minds from putting

effort on remembering spellings and exact rules of grammar because the

whole work is now done by auto-correct option in the computer. To make

matters worse, many parents do nothing to try to improve these crucial skills

and keep on complaining only. Students make a lot of Punctuation errors

and also commit weird apostrophe errors because students have absolutely

no idea what an apostrophe is meant for.

The worst happens when these writing habits are found in formal writings,

as the Internet norm of ignoring punctuation and capitalization as well as

using emoticons may be acceptable in an e-mail to friends and family.

Oxford English Corpus an electronic collection of over 2 billion words

of real English, released a table of quick-reference guide to the top

misspellings that they have fund in their research.

16
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

According to Shih (2011), English major students in a university in

Taiwan who participated in an English writing class through Facebook were

provided opportunities to do many things on Facebook, such as improving

their own grammar, sentence structure, content, organization of writing, and

vocabulary.

Miller said in her 2012 11 Most Common Grammar Gaffes On Social

Media article in InformationWeek IT NETWORK, that it's been very

gratifying to see popular grammar stories because bad grammar, especially

among people who should know better, makes her cringe. She stated that

she see it every day on Facebook, Twitter, and other social networks, where

people either don't realize that they're making mistakes or don't care. One

of these 11 grammar gaffes is Punctuation in General: As author Lynne

Truss taught us, "eats, shoots, and leaves" is very different than "eats

shoots and leaves." In addition, "Apples iPhone" is wrong; "Apple's iPhone"

is right. "Facebook, which recently went public released its first earnings

report" is wrong; "Facebook, which recently went public, released its first

earnings report" is right.

In Susanna Kellys 2012 revised article in Globe and Mail, social

networking sites like Facebook are being blamed for, an increasingly

17
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

unacceptable number of post-secondary students who can't write. Kelly

stated, for years, there have been many complaints from University

professors in Canada about the wretched state of English grammar of

students. In Ontarios Waterloo University, 30% of the students are failing

from their English language entrance exams.

In an eMarketer article published in September 2015, on the May 2015

polling by Fluent among college students ages 17 to 25 found that the vast

majority kept their social media activities limited to less than six hours daily.

Just 11% of respondents said they spent six or more hours per day on

Facebookbut that was still ahead of the 8% who spent that much time

with Instagram (owned by Facebook) and the 3.4% who spent six or more

hours daily reading and writing tweets. Respondents were also significantly

more likely to say they spent four to five hours per day with Facebook, at

15.6%. Only Instagram came close, at 10.3%. Facebook was ahead again

among students who spent two to three hours daily. The bulk of students

polled by Fluent spent less than an hour a day using each of the other social

network properties cited.

. In Bechtels 2014 article in WordPress states that for instance, people

who are chatting online with one another do not have time or need for

grammar. It says that people can get others point across to your friends

18
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

without writing perfectly, and abbreviations make life a whole lot easier.

Furthermore, character have forced us to invent ways to shorten our

thoughts by any means necessary.

Local

Most of the time, students spend their time hanging around the web

with the popular social networking sites. Every day, more and more people

are getting more attached to Social Networking sites as it is now moving in

as one of the primary means of communication of people.Facebook, Twitter,

and Google+ were only a few of the tons of the sites out therethat caters

the need of people. (Parnala, Adam 2012)

The advent of the technological age has brought numerous

opportunities on how education is delivered at present. One of such

innovations is the integration of social media platforms like Facebook,

specifically in writing instruction, where communication, collaboration, and

effective language production can be fostered as mentioned by John Paul

O. Dela Rosa and Ross Ann D. Vital in their 2016 journal entitled The Use

of Facebook in Argumentative Writing: Towards an Instructional Design

Model.

19
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Some believe it encourages poor writing. There's no doubt that more

than a few professors have seen "text speak" show up in their students'

academic papers and research does suggest that those who use incorrect

forms of grammar and spelling on social media are more likely to do so in

other venues, too.

Students mostly use slang words or shortened forms of words on

social networking sites. They start relying on the computer grammar and

spelling check features. This reduces their command over the language and

their creative writing skills.

On the Internet, student engage in a variety of activities some of which

may be potentially to be addictive. Rather than becoming addicted to the

medium per se, some users may develop an addiction to specific activities

they carry out online. They get attracted to sites like Facebook to kill the

boredom in their study time, diverting their attention from their work and

causing other negative effects on their school performance.

Related Studies

Foreign

20
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Digital natives, whether they truly exists or not or they were born digital,

(Palfrey and Gasser) there are studies to prove their existence. Bullen et

al. (2011) studied students social and educational use of technology and

the extent to which they could be characterized as 'Millennials'. The results

showed that students use of technologies were not generation related. The

Joint Information Systems Committee in 2011 issued a report on first year

students aged 17-19, which built on a report published one year earlier that

had focused on school students aged 16-18 prior to their transition to

university. The reports accepted the argument that: Students are digital

natives having grown up with ICT and expect to use their own equipment

at university. The research was based on 1,111 online responses, 112 from

a cohort group linked to the previous survey of school age students and 999

in a boost sample. Kennedy et al. (2011), conducted a survey on a group of

first year university students technology access and practice in both

everyday life and for academic study. Results showed that not all young

participants fitted neatly into the stereotype of the digital native in terms of

access and use of technologies. There was not a homogenous group in

relation to access, skills and experience with technology.

Various studies have also conducted by many researchers to

determine the characteristics of these digital natives. Technology helps

students find innovative ways to learn. In Dr. Lazar Stois 2015 study,

found out that the new generation of kids come ready to work with new

21
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

technologies, which play an important role in learning and acquiring various

cognitive knowledge. The application of technology enhances skills and

cognitive characteristics. And, with the help of new technology comes an

explosion of learning and receiving new, true and good information.

Facebook is a social media. Understanding this chapter and the

relation of Social Media to the students/digital natives writing difficulty is of

great significant value.

A 2015 study entitled, Social Media Network Participation and

Academic Performance In Senior High Schools in Ghana, out of the total

respondents of 520, 323 (62%) respondents indicated that the use of social

media had affected their grammar and spelling in the English language

while 197 (38%) respondents answered in the negative, that the use of

social media had not affected their grammar and spelling in the English

language.

In relation to the above, the respondents were asked how the usage

of social media affected their grammar and spelling in the English language.

Respondents were allowed to choose more than one answer to this

question. Most respondents 343 (48.9%) indicated that they have become

addicted to shorthand writing while 287 (40.9%) respondents cannot write

their notes without the use of shorthand. Also, 71 (10.1%) respondents

22
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

claimed that they spelt the words just the way they sounded when

communicating on any of the social media networks.

In a 2013 study by Jinali Patel entitled, Usage of Facebook and its

Effect on English Language Learning found that 66.5% of them become

less careful of grammar and spelling while writing on Facebook. 2.83.6%

respondents used abbreviated words such as gr8, lol etc. 3.94.5%

believed that their Facebook friends understood the abbreviated words and

expressions. 4.80.0% of them respondents preferred to use abbreviated

words/ phrases because it saved time. 3.81.8% of them felt a necessity to

convey as much information in words as possible. And 4.83.6% thought that

Facebook encouraged them to use words and expressions.

A Daily Mail 2013 article by Belly Barrow mentioned a study by

Booked, a magazine for schools, found that half of Britains headmasters

are concerned about their pupils approach to reading and writing. From a

survey of 214 secondary school heads it was found that 70 per cent

believed that Facebook and Twitter are bad for literacy. Excessive use of

such sites means youngsters spelling and grammar has deteriorated. For

example, some write L8 rather than late, 4U rather than For you etc.

Little happy faces or a sad face little abbreviations, show up even in

letters of academic appeal, Instead of because, its cuz, college is

23
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

replaced by clg and Definitely is always spelled with an a definately.

The words a lot have become one word, for everyone. Good is replaced

by gd which is also used for God.

Louis Roelofses 2013 study entitled, Investigating the impact of

Facebook-speak on the written academic work of learners in a Western

Cape high school, found out thatspelling errors are the second highest

reported features at 44% and punctuation is at 42%. The lowest reported

features are over-punctuation at 33% and the leaving out of functional

words at 18%. Also, the learners in this study were given a list of

grammatical occurrences that are regularly seen on Facebook, and were

asked to mark all the ones that they themselves use when writing on

Facebook. These are spelling mistakes, punctuation inaccuracies,

excessive use of particular punctuation marks, dismissal of functional

words, and the excessive use of abbreviations and acronyms. This was

done to determine whether these occurrences feature in both the Facebook

use and academic written work of students.Over-punctuation in the learner

responses is illustrated by the following: This unconventional use of

punctuation marks such as How are you???, or I cant wait to see you!!!,

is associated with both Facebook and SMS-speak.

24
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

A study in the National University of Singapore by Suthiwartnarueput

in 2012 found that most of the students had discussions about sentence

structures on Facebook. This finding suggests that the enhancement of the

students grammatical and writing competence resulted from their

comprehension of English sentence structures.In addition, students who

are not writing with grammatical precision and correct sentence structure,

and are certainly not challenging themselves to write in a more

sophisticated manner. This lack of effort is maybe due to an increased

reliance on technology to do the work for them and, as a result, a lack of

effective and explicit writing practices in the classroom (Purcell, Buchanan,

and Friedrich).

Based from a survey conducted in 2012 from Common Sense Media,

fifty- eight percent of teachers say that some forms of technology and the

media negatively affect students writing. Drouin and Davis posited that the

early speller normally remove the vowels and encode only the notable and

obvious sounds.They said that students were fond of using abbreviated

words when writing examinations. A situation, he noted that, had affected

the spellings of students. Students spell words raw, as they hear them

contrary to prescription of the dictionary. This is supported by a study

conducted by Horton, Alloway, and Dawson (2012) which revealed that the

use of Facebook had an effect on the spelling of some of the students.

25
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Dixon (2012) confirmed in his study did not directly find that Facebook

engagement offered clear advantages to writing for EFL learners or non-

native speakers (NNS). The amount of time they spent on Facebook per

day, the ways that they engage with the site, and how that related to

measures of writing success for EFL learners or NNS were found to have

no significant relationship. His study only found that there was no significant

relationship between Facebook engagement and writing success for EFL

learners writing.

Students experienceblended learning in Facebook, thus it can affect

the English writing skills of English majors; Shih (2011) found that students

learn writing skills by reading their friends essays and by reading each

others work.

Local

A 2012 study from the College of Teacher Education at Pamantasan

ng Lungsod ng Muntinlupa, found out that students have unlimited time

spending on Facebook. Researchers found that even though students have

this unlimited time, the respondents (students) written English skills were

not affected. And, that although Facebook is widely used at the present, it

26
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

does not affect the way that the students communicate especially in written

English.

According to Cadiao (2011), who focused her study on Filipino college

students, Facebook provides social, mental, emotional and technological

benefits to students thus it helps them improve their academic life. In her

study, she used different psychological and social perspectives including

Jean Piagets Theory of Cognitive Development and Social Constructivist

Theories. However, Cadiao (2011) did not consider the concept of

Facebook addiction in her study and focused on moderate Facebook usage

only.

Synthesis

Writing is not learned overnight. It has its own learning process since

an individuals start of acquiring knowledge. This chapter stresses about the

relationship between level of usage of Facebookin the writing competencies

of students. They show a distinct similarities and point to the same direction

regarding how the usage of Facebook influence or affects the writing skills

of students. Also, this chapter stresses about what characteristics these

digital natives are and how to determine them. Finally, these related

27
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

literatures and studies show that Facebook may be or may not be

considered a suitable environment for learning English.

CHAPTER III

This chapter presents the research design, the respondents, the

research instrument that was used, the data gathering procedure, and the

statistical treatment of the data.

Research Design

28
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

The descriptive research method is a fact-finding with adequate

interpretation particularly through survey and the use of questionnaire.

Descriptive studies are valuable in providing facts on which scientific

judgement may be based. It was used to identify the relationship between

level of usage of the social networking site Facebook and the writing

difficulty among the selected digital natives (students) of the College of

Teacher Education of the PamantasanngLungsodngMuntinlupa A.Y. 2016-

2017.

Respondents of the Study

To come up with the results of the study, the researchers used the

Multi-Stage Random Stratified Sampling Method wherein students were

chosen as a sample group from the first year digital natives students of the

College of Teacher Education, Pamantasan ng Lungsod ng Muntinlupa A.Y.

2016-2017. These respondents were studied through test questionnaires

and surveys.

Research Locale

29
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

The study wasconducted at Pamantasan ng Lungsod ng Muntinlupa,

Muntinlupa City, since the chosen respondents of this study are students of

the school.

Population and Sample Frame

The study used theMulti-Stage RandomStratified Sampling Method

to determine the samples of the study. Selected first year students from

Pamantasan ng Lungsod ng Muntinlupa, Academic Year 2016-2017, were

the respondents of this study. In order to get the total number of

respondents to take the survey, the researchers used the Slovins Formula.

Slovins Formula is a random sampling technique formula used to estimate

sampling size. Out of 180 first year students, 124digital natives students

were utilized as respondents of the study. 124 students were divided in 6

because of the six sections of the first years; therefore 19 students per

section was picked using the fishball technique.

Research Instrument

The data gathering tool in this study are the questionnaires. In the

formulation of the question, the researchers formulated the questions based

on the specific problems that were addressed in Chapter 1 (Statement of

30
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

the Problem). To determine the digital natives, questionnaireswas provided

and are close ended type wherein answers was provided.The instrument

used is a self-assessment questionnaire which is considered as the primary

source of information. The questionnaire focuses mainly on the

demographic profile of the students such as age, gender, socio-economic

status and students status. The questionnaire is needed to answer the

research questions number 1 and 2.

After the digital natives were gathered, as a secondary source of data,

another self-assessment questionnaire was given to determine the level of

usage of Facebook of these digital natives. The respondents merely

selected and marked a check on the box or column for their answers. And

to determine the level of writing competency of these digital natives, a

written spelling test and constructing a free form essay was provided.

Researchers made the questionnaire to answer the research question

number 3.

Data Gathering Procedure

To come up with the data needed for this study, the researchers

formulated questionnaires. After formulating the questionnaires, the adviser

31
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

checked the coined questionnaires for validation and approval. After the

acquisition of the reliability and the validity of the questionnaires, the

researchers secured the approval of all the concerned personnel of the

College of Teacher Education at the Pamantasan ng Lungsod ng

Muntinlupa in order to conduct the study.

Upon the acquisition of the College of Teacher Educations dean

approval, the researchers personally distributed the questionnaires to the

selected first year respondent of College of Teacher Education at the

Pamantasan ng Lungsod ng Muntinlupa. The researchers did not interrupt

any of the respondents class and was conducted during their break time.

The researchers explained to the respondents the importance of the survey

before marking their experiences and the demographic profile of the

questionnaire. Furthermore, the researchers explained that there will be no

right or wrong answers in the said survey. The researchers made sure to

keep their identities confidential and will not be used in public so that the

security and well-being of the students may not be compromised.The

questionnaires weregathered and the answers were retrieved. With the help

of the statistician, the data was be tallied, interpreted and evaluated.

Statistical Treatment of Data

32
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

In determining the relationship between the level of usage of Facebook

to the writing difficulties of the selected first year digital natives of the

College of Teacher Education at the Pamantasan ng Lungsod ng

Muntinlupa Academic Year 2016-2017, the researchers utilized Descriptive

Statistics for data analysis.

The Following descriptive statistics wasused:

1. Frequency and Percentage. Frequencies-Percentage wasused in

determining the profiles of the respondents in terms of demographic

variables (age, sex, socio-economic status). Percentage was used to

describe data on how a portion relates to its whole and assisted a frequency

distribution to sort out important results. It follows the formula:

P = f/ n x 100

Where:

f = frequency

n= the sample size

100 = constant

33
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

2. Weighted mean. Since the options of the items of the questionnaire were

assigned points, the weighted mean will be chosen to be the measure of

a point estimate. It is solved by:

Where:

= the weighted mean

f = the frequency

x = the variable

3. Pearsons R correlation coefficient. It is a statistical method will be used

to examine the relationship, correspondence, or influence of one variable to

the other. This statistical tool will be used to determine the relationship of

the level of usage the social networking site Facebook to the writing

difficulties of the selected first year digital natives. It is solved by:

34
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

4. T-value. It is a test statistic for t-tests that measures the difference

between an observed sample statistic and its hypothesized population

parameter in units of standard error. A t-test compares the observed t-value

to a critical value on the t-distribution with degrees of freedom to determine

whether the difference between the estimated and hypothesized values of

the population parameter is statistically significant. It is solved by:

Ssx1= (x2) [(x1)2/N]

Ssx2=(y2) [(y)2/N]

35
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

CHAPTER IV

THE PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data that are made in textual and graphical

form. The tables and the graphs contain the data shall further be presented

in textual discussion and analysis from which logical interpretation are

drawn followed by an interpretation of data of meaning, values, implications,

and conclusion of the study. The findings relate to the research questions

guided by the study.

1. What is the demographic profile of the respondents in terms of age,

gender, socio-economic status and student status?

Table 1.1
Frequency and Percentage Distribution of the Demographic
Profile of the Students in Terms of Age

36
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Age Frequency Percentage (%) Rank

15-20 66 53.22% 1

21-25 41 33.06% 2

26-30 10 8.06% 3

31-35 3 2.41% 4

36-40 1 0.80% 5

41-45 1 0.80% 5

46-50 1 0.80% 5

56-60 1 0.80% 5

Total 124 100%

Figure 1

Demographic Profile of the Students in terms of Age

37
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

70%

60%

50%

40%

30%

20%

10%

0%
15-20 21-25 26-30 31-35 36-40 41-45 46-50 56-60

Age

Table 1.1 shows the frequency and percentage distribution of the

respondents (Digital Natives First Year Students of College of Teacher

Education) in terms of age. The highest age frequency of 53.22% belong to

the age that ranges from 15-20 years old, 33.06% belongs to the age that

ranges from 21-25 years old, 8.06% belongs to the age that ranges from

26-30 years old, 2.41% belongs to the age that ranges from 31-35 years

old, 0.80 belongs to the age that ranges from 36-40, 41-45, 46-50, and 56-

60. Therefore, most of the first year digital natives are 15-20 years old.

This implies that at the Pamantasan ng Lungsod ng Muntinlupa

particularly in the College of Teacher Education, most first year students

whom are in the bracket of 15-20 years of age started going to college, since

they were also the last batch of first year students that have undergone the

38
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

previous curriculum. They were not under the new curriculum which is the

K-12 so they are younger. Also, according to the Commission on Higher

Education (CHED) ruling, on SY. 2016-2017 no student will be allowed to

enroll in college without finishing the 2-year Senior High Scholl (Grades 11

and 12). In effect, there will be no First Year College Students. Therefore,

some of them that at the age of 16 started going to college. On the contrary,

according to the study Yesterdays Non-traditional Student is Todays

Traditional Student,todays typical college student is no longer an 18-year-

old recent high-school graduate who enrols full-time and has limited work

and family obligations. Students today are older and more diverse.

Table 1.2

Frequency and Distribution of the Respondents in terms of Gender

Gender Frequency Percentage (%) Rank

Female 88 70.96% 1

Male 36 29.032% 2

39
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Total 124 100%

Figure 2

Demographic Profile of the Students in terms of Gender

40
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Male
29%

Female
71%

Female Male

Table 1.3 shows the frequency and percentage distribution of the

respondents of the first year student in the College of teacher Education in

terms of gender. The highest Gender frequency belongs to female students

with the percentage of 71% and male students with the percentage of 29%

with the total of 88 for female and 36 for male. Which states that mostly of

the first year digital natives students are female.

According to study concluded by Women and the Teaching

profession both male and female teacher have the similar reason for why

women tend to choose teaching as their profession. On the other hand, we

have this perception that women were confined to teaching because the

result they obtained in college entrance exam that would not allow them to

further their studies in the field of their choice.

41
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Table 1.3

Frequency of the Respondents in terms of Socio-economic Status

Socio-economic Frequency Percentage% Rank

Status

10,000-below 60 48.38% 1

11,000-20,000 49 39.51% 2

21,000-30,000 12 9.67% 3

31,000-above 3 2.41% 4

Total 124 99.99%

Figure 3

Demographic Profile of the Students in terms of

42
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Socio-economic Status

50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
10,000-below 11,000-20,000 21,000-30,000 31,000-above

Socio-economic Status

Table 1.3 shows the frequency and percentage distribution of the

respondents according to their economic status. The respondents whose

family income ranges 10,000-below got the highest frequency of 60 or

48.38%, followed by 11,000-20,000 with the frequency of 49 or 39.51%,

next is 21,000-30,000 with the frequency of 12 or 9.67%, and lastly, 31,000-

above with the lowest frequency of 3 or 2.41%. Therefore, most of the

respondents families earn 10,000-below per month.

Table 1.4

Distribution of the Respondent in terms of Students Status

43
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Students Status Frequency Percentage (%) Rank

Regular 95 76.61% 1

Irregular 29 23.38% 2

Total 124 100%

Figure 4

Demographic Profile of the Students in terms of

Student Status

Table 1.4 shows the frequency and percentage distribution of the

respondents in terms of students status. The highest students status

frequency of 76.61% belongs to the regular students, and 23.38% belongs

Students' Status

23.38%

76.61%

Regular Irregular

44
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

to the irregular students. Therefore, mostly of the first year digital natives

are regular students.

The data indicates that most of the students belongs to the regular

section. According to the study conducted, regular is for something to be

normal, usual or customary. Also, it stated there that a regular student is

also a full-time student. Moreover, in the Philippines, it is normal for college

students to be working while continuing their studies because of some

financial needs that results on having irregular students.

2. What is the level of usage of Facebook of the digital natives?

Table 2.1

Level of Usage of Facebook of the Digital Natives

Weighted Likert Scale

Level of Usage of Facebook Rank
Mean Interpretation

1. I spend 5 to 6 hours or
more per day scrolling
3.08 Occasionally 7
on my Facebooks
newsfeed.

2. I spend most of my time 3.14 Occasionally

during weekends 6
scrolling on my
Facebooks news feed.

45
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

3. I check my Facebook
account on my phone 2.88 Occasionally 8
more than 17 times per
day.

4. I scroll down on my 3.54 Often 1

Facebooks newsfeed
actively even at night.

5. I use shortened words

when I update my
Facebook status (e.g. 2.22 Seldom 13
L8 for late, cuz for
because, 4U for for
you).

6. I spell the words on how

I hear it in the dictionary
(e.g. definately for
definitely). 2.85 Occasionally 9

7. I rely on spellchecker to
correct my spelling 3.42 Occasionally 3
mistakes.

8. I cant write my notes

without using shortened 2.80 Occasionally 10
words.

46
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

9. I prefer using shortcuts

in writing because it 2.57 Occasionally 12
saves more time.

10. I know how to use

punctuations like the
3.52 Often 2
use of apostrophe on
its.

11. I overly punctuate my

sentences to emphasize
thought (e.g. How are 3.14 Occasionally 6
you??? or I cant wait
to see you!!!!)

12. I rely on auto-correct to

correct my grammar 3.33 Occasionally 5
mistakes.

13. I often think about how

to use the English
3.36 Occasionally 4
language while chatting
with friends.

14. I try to convey as much

information as possible 3.33 Occasionally 5
in each word or phrase
when I write on my wall,
send messages or chat
with my friends.

47
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

15. I become less careful of

grammar when writing on
Facebook. 2.76 Occasionally 11

Categorical Mean 3.06 Occasionally

Table 2.1 presents the different items in the Level of Usage of

Facebook of the selected first year digital native students, its weighted

mean equivalence, Likert Scale interpretation and its rank. The highest

weighted mean of 3.54 interpreted as Often belongs to the item number

4 followed by 3.52 interpreted also as Often belongs to the item number

10 followed by 3.42 interpreted also as Occasionally belongs to the item

number 7 followed by 3.36 interpreted also as Occasionally belongs to

the item number 13 followed by 3.33 interpreted also as Occasionally

belongs to the item number 12 and 14 followed by 3.14 interpreted also

as Occasionally belongs to the item number 2 and 11 followed by 3.08

interpreted also as Occasionally belongs to the item number 1 followed

by 2.88 interpreted also as Occasionally belongs to the item number 3

followed by 2.85 interpreted also as Occasionally belongs to the item

number 6 and 2.80 interpreted as Occasionally belongs to the item

48
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

number 8 followed by 2.76 interpreted as Occasionally followed by 2.57

interpreted also as Occasionally followed by 2.22 interpreted also as

Occasionally. But all in all the level of usage of Facebook of the first year

digital natives students got the categorical mean of 3.59 generally

interpreted as agree.

3. What are the writing difficulties of the selected digital natives in terms

of:

3.1 spelling?

Table 3.1

Level of Competency of the Selected Digital Natives in terms of

Spelling

Section Mean Ranking Interpretation

1A (19 Digital 14.67 2 Proficient

Natives
Students)

1B (19 Digital 14.42 3 Developing

Natives
Students)

49
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

1C (19 Digital 13.95 5 Emerging

Natives
Students)

1D (19 Digital 12.47 7 Experimenting

Natives
Students)

1E (19 Digital 13.84 6 Emerging

Natives
Students)

1F (19 Digital 14.84 1 Proficient

Natives
Students)

1G (10 Digital 14.10 4 Developing

Natives
Students)

50
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Table 3.1 shows the weighted mean, ranking and interpretation of

the respondents (First year digital natives students) in terms of Level of

Competency in Spelling. The highest weighted mean 14.84 interpreted as

Proficient belongs to the section 1F followed by 14.67 interpreted as

Proficient belongs to the section 1A followed by 14.42 interpreted as

Developing belongs to the section 1B followed by 14.10 interpreted as

Developing belongs to the section 1G followed by 13.95 interpreted as

Emerging belongs to the section 1C followed by 13.84 interpreted as

Emerging belongs to the section 1E followed by 12.47 interpreted as

Experimenting belongs to the section 1D. Which states that Proficient

belongs to section 1F with the highest weighted men of 14.84.

3.What are the writing difficulties of the selected digital natives in terms of:

3.2 Punctuation, Capitalization, and Subject-verb agreement?

Table 3.2

51
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Level of Competency of the Selected Digital Natives in terms of

Punctuation, Capitalization and Subject-verb Agreement

Section Mean Ranking Interpretation

1A (19 Digital 1.95 6 Experimenting

Natives
Students)

1B (19 Digital 2.00 5 Emerging

Natives
Students)

1C (19 Digital 2.84 1 Effective

Natives
Students)

1D (19 Digital 2.58 2 Developing

Natives
Students)

2.05 4 Emerging

52
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

1E (19 Digital
Natives
Students)

1F (19 Digital 2.21 3 Developing

Natives
Students)

1G (10 Digital 1.90 7 Experimenting

Natives
Students)

Table 3.2 shows the weighted mean, ranking and interpretation of

the respondents (First year digital natives students) in terms of Level of

Competency in Punctuation, Capitalization and Subject-Verb Agreement.

The highest weighted mean 2.84 interpreted as Effective belongs to the

section 1C followed by 2.58 interpreted as Developing belongs to the

section 1D followed by 2.21 interpreted as Developing belongs to the

section 1F followed by 2.05 interpreted as Emerging belongs to the section

1E followed by 2.00 interpreted as Emerging belongs to the section 1B

followed by 1.95 interpreted as Experimenting belongs to the section 1A

followed by 1.90 interpreted as Experimenting belongs to the section 1G.

53
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Which states that Effective belongs to section 1C with the highest weighted

men of 2.84.

4.What is the relationship between the level of usage of Facebook in the

digital natives writing difficulties?

Table 4.1

Spelling and Level of Facebook Usage

Pearson Degree Computed Tabulated Decision Interpretation

R Value of T-value T-Value
Freedom

0.982 122 0.14 1.65 Accept There is no

Ho significant
relationship
between the
level of
Facebook
usage to the
level of
spelling of
digital
natives.

Table 4.1 shows the Spelling and Level of Facebook Usage with

Pearson R value of 0.982, Degree of Freedom of 122, Computed T-value

of 0.14 and Tabulated T-value of 1.65 statingthat there is no significant

relationship between the level of Facebook usage to the level of spelling of

digital natives. Therefore, the Null Hypothesis is accepted.

54
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Table 4.2

Punctuation, Capitalization, Subject-verb Agreement and Level of

Facebook Usage

Pearson Degree Computed Tabulated Decision Interpretation

R Value of T-value T-Value
Freedom

0.982 122 0.95 1.6599 Accept There is no

Ho significant
relationship
between the
level of
Facebook
usage to the
level of
punctuation,
capitalization
and subject-
verb
agreement of
digital
natives.

The table 4.2 shows that there is no significant relationship between

the level of Facebook usage to the level of spelling of digital natives. Table

3.2 shows the Punctuation, Capitalization, Subject-verb Agreement and

Level of Facebook Usage with Pearson R value of 0.982, Degree of

Freedom of 122, Computed T-value of 0.95 and Tabulated T-value of

1.6599 statingthat there is no significant relationship between the level of

55
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Facebook usage to the level of spelling of digital natives. Therefore, the Null

Hypothesis is accepted.

5. Based on the findings, what Strategic Intervention Material can be

proposed?

Title: Strategic Intervention Material: #WritingStarterPack

56
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes a brief summary, findings, conclusions and

recommendations of the study.

Summary of Findings

The study yielded the following findings:

1. What is the demographic profile of the respondents in terms of age,

gender, socio-economic status and student status?

1.1 As to the respondents age, it was found out that most of the

selected first year digital natives students were in the age of 15-20 years

old having a frequency of 66 or 53.22%. In the age of 21-25 years old

got a frequency of 41 or 33.06%. In the age of 26-30 years old got a

frequency of 10 or 8.06%. In the age of 31-35 years old got a frequency

of 3 or 2.41% and a frequency of 1 or 0.80% in the age bracket of 36-

40, 41-45, 46-50 and 56-60 years old.

57
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

1.2 As to respondents gender, it was found out that most of

selected first year digital natives students 88 or 70.96%of the

respondents are female and 36 or 29.05% are male.

1.3 As to respondents socio-economic status, it was found out

that most of selected first year digital natives studentswhose family

income ranges 10,000-below got the highest frequency of 60 or 48.38%,

followed by 11,000-20,000 with the frequency of 49 or 39.51%, next is

21,000-30,000 with the frequency of 12 or 9.67%, and lastly, 31,000-

above with the lowest frequency of 3 or 2.41%. Therefore, most of the

respondents families earn 10,000-below per month.

1.4 As to respondents status of selected digital natives students

it was found out the highest frequency of 76.61% belongs to the regular

students, and 23.38% belongs to the irregular students.

2. What is the level of usage of Facebook of the digital natives?

As to respondents level of usage of Facebook got an average

mean of 3.06 which generally interprets as occasionally.

58
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

3.What are the writing difficulties of the selected digital natives in terms of

spelling and ability to write basic sentence with basic grammar mechanics

(punctuation, capitalization and subject-verb agreement)?

2.1 Spelling. It revealed the highest mean of 14.84 belongs to the section

1A which interprets as Proficient. The lowest mean of 12.47 belongs to

the section 1A which interpreted as Experimenting.

2.2 Ability to write basic sentence with basic grammar mechanics. It

revealed the highest mean of 2.84 belongs to the section 1C which

interprets as Effective. The lowest mean of 1.90 belongs to the section

1G interpreted as Experimenting.

4. What is the relationship between the level of usage of Facebook in the

digital natives writing diffculties?

4.1 There is no significant relationship between the level of Facebook

usage to the level of spelling of digital natives.

4.2 There is no significant relationship between the level of Facebook

usage to the level of punctuation, capitalization and subject-verb agreement

of digital natives.

5. Strategic Intervention Material: #WritingStarterPack

59
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Conclusions

Based on the aforementioned summary of findings, the given

conclusions were drawn:

1. The most dominant age inthe first year digital natives of College of

Teacher Education ranges between 15-20 years. The most dominant

gender is female. It was found out that most of selected first year

digital natives students whose family income ranges 10,000-

below.The student status of selected digital natives students are

mostly regular.

2. The level of usage of the social networking site Facebook of the

selected first year digital natives students is rated as often.

3. In the digital natives writing difficulty in spelling, it revealed the

highest mean of 14.84 belongs to the section 1A which interprets as

Proficient. The lowest mean of 12.47 belongs to the section 1D which

interpreted as Experimenting. In the digital natives writing difficulties

in ability to write basic sentence with basic grammar mechanics, it

60
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

revealed the highest mean of 2.84 belongs to the section 1C which

interprets as Effective. The lowest mean of 1.90 belongs to the

section 1G interpreted as Experimenting.

3. There is no significant relationship between the level of Facebook

usage to the level of spelling of digital natives.There is no significant

relationship between the level of Facebook usage to the level of

punctuation, capitalization and subject-verb agreement of digital natives.

4. Strategic Intervention Material: #WritingStarterPack

Recommendations

The following are highly recommended based on the conclusions as

forms of intervention for the section 1D for Spelling and the section 1G for

Grammar Mechanics:

1. The researchers have come up with a Strategic Intervention

Material. The first page of the Strategic Intervention Material is a map of the

city of Muntinlupa. The students who will answer this SIM are to tour the

said city with the help of cartoon guide called, Notif. Notif will give the

directions for the activities. There are several stops that are represented by

the Muntinlupa Citys Barangays. Each activity for the Spelling, Punctuation,

Capitalization and Subject-verb agreement has its own 3 Levels of Difficulty.

61
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

After each 3 Levels, an icebreaker activity will be presented by Notif. The

students will finish the SIM with an essay.

2. Students must be given a duty to assess the strengths and

weaknesses of their writing difficulties. However, they should have an

initiative to improve their weaknesses in learning the English language and

express their concerns and seek help from their college professors.

Moreover, the following are also recommended in order to improve the

study:

1. Future researchers can use standardize test to assess the digital natives

to ensure a more reliable source.

2. Future researchers can also include Digital Immigrants as their

respondents.

3. Future researchers can study about the relationship of level of usage of

Facebook between the five macro skills (Listening, Speaking, Reading,

Writing and Viewing).

4. Future researchers can include the topics such as mood and tenses of

verbs, etc.

5. Future researchers can ask respondents to spell commonly misspelled

words not only from the collegiate level, but also from the primary level up

to tertiary level.

62
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

6. Future researchers can include digital natives who have developmental

delays or learning disabilities.

BIBLIOGRAPHY

Published:

Barrow, B. (2013). Facebook and Twitter harm Pupils Literacy. Retrieved

http://www.dailymail.co.uk/news/article-2507642/Facebook-Twitter-harm-

pupils-literacy-claim-headmasters.html

Bullen et. al. (2011). The Net generation in higher education: Rhetoric and

reality. International Journal of Excellence in eLearning. Retrieved

https://pdfs.semanticscholar.org/9f80/1c9fa87db2f686e260938e4fdd96a72

da3c6.pdf

Dela Rosa, Vital. 2016. The use of Facebook in argumentative writing:

towards an Instructional Design Model. Retrieved

http://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/306

eMarketer (2015). Retrieved

https://www.emarketer.com/Article/College-Students-Still-Spend-Most-

Social-Time-with-Facebook/1012955

63
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Kelly, S. (2012). Texting and Twitter is Contributing to Students poor

Grammar Skills. Retrieved

http://www.theglobeandmail.com/technology/texting-twitter-contributing-to-

students-poor-grammar-skills-profs-say/article4304193/

Miller (2012). 11 Most Common Grammar Gaffes. Retrieved

http://www.networkcomputing.com/networking/11-most-common-

grammar-gaffes-social-med

Meyer, K. (2016). Millennials as Digital Natives: Myths and Realities.

Retrieved https://www.nngroup.com/articles/millennials-digital-natives/

Parnala, A. (2012) "How do Social Networking Sites Affect Students?"

Retrieved from http://www.noypigeeks.com/featured/how-do-social-

networking-sites-affect-students

Patel, J. (2013) Usage of Facebook and its Effect on English Language

Learning. Retrieved

http://eltweekly.com/2013/05/usage-of-facebook-and-its-effect-on-english-

language-learning-by-jinali-patel/

http://pages.uoregon.edu/koopman/courses_readings/phil123-

net/identity/palfrey-gasser_born-digital.pdf

64
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Poonam (2016). Deterioration of writing skills because of social media

sites. Retrieved http://www.biyanicolleges.org/deterioration-of-writing-

skills-because-of-social-media-sites/.

Prensky, M. (2001). Digital Natives, Digital Immigrants. Retrieved

http://www.marcprensky.com/writing/Prensky%20-

%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Journal:

Cadiao, L.V. (2011). Reflective analysis on Facebook as Social Capital: Its

role in transforming the Filipino college students. International Peer

Reviewed Journal, 2 , 4-7.

Common Sense Media (2012). Retrieved

https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1

&ved=0ahUKEwi95bbgabTAhVELpQKHa0HDI0QFgggMAA&url=https%3

A%2F%2Fwww.commonsensemedia.org%2Ffile%2Fview-from-the-

classroom-final-reportpdf

0%2Fdownload&usg=AFQjCNFMWF5glg4HaEne13JbJlprt80o2g

Books:

65
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Arnold, N., & Paulus, T. (2010). Using a social networking site for

experiential learning: Appropriating, lurking, modeling and community

building. Internet and Higher Education, 13, 188-196.

Kennedy et al. (2011). Born Digital: Understanding the First Generation of

Digital Natives. Retrieved

http://pages.uoregon.edu/koopman/courses_readings/phil123-

net/identity/palfrey-gasser_born-digital.pdf

Palfrey and Gasser (2016). Born Digital: Understanding the First

Generation of Digital Natives. Retrieved

http://pages.uoregon.edu/koopman/courses_readings/phil123-

net/identity/palfrey-gasser_born-digital.pdf

Sylvester, Ruth, and Wendy-Lou Greenidge. 2009. Digital storytelling:

Extending the potential for struggling writers. Reading Teacher 63, no. 4:

284-295.

Yunus, M., Salehi, H., &Chenzi, C. (2012). Integrating social networking

tools into ESL writing classroom: Strengths and weaknesses. English

Language Teaching, 5(8), 42-48.

66
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Shih (2011). Retrieved

https://books.google.com.ph/books?id=IYkfCgAAQBAJ&printsec=frontcov

er&dq=social+media+and+networking+concepts+methodologies+tools+an

d+applications&hl=en&sa=X&ved=0ahUKEwjGwt_hhKbTAhVLU7wKHZ0o

C0sQ6AEIIDAA#v=onepage&q=shih&f=false

Undergraduate Thesis:

Suthiwartnarueput (2012). A study in the National University of Singapore.

Retrieved

http://e-flt.nus.edu.sg/v9n22012/suthiwartnarueput.pdf

Saunders, P., &Scialfa, C. (2003). The effects of pre-exam instruction on

students performance on an effective writing exam. Written

Communication, 20(2), 195-212.

Social Media Network Participation and Academic Performance In Senior

High Schools in Ghana (2015). Retrieved

http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=3446&context=li

bphilprac

67
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

White, J. (2009). The use of Facebook to improve motivation and

academic writing. Proceedings of the Third International Wireless Ready

Symposium, 28-32.

Masters Thesis:

Annetta, et.al. (2009). Effects of Student Engagement with Social Media

on Student Learning: A Review of Literature. The College of

William and Mary, Virginia, United States.

Roelofse, L. (2013). Investigating the Impact of Facebook-speak on the

written academic work of learners in a Western Cape high school.

Retrieved

https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2

&ved=0ahUKEwj1iOWJ_6XTAhVCjJQKHXyeAZkQFggmMAE&url=https%

3A%2F%2Fscholar.sun.ac.za%2Fbitstream%2Fhandle%2F10019.1%2F8

5849%2Froelofse_investigating_2013.pdf%3Fsequence%3D2&usg=AFQj

CNFdbFiaIa_IqMVQFVZ64My45b5OjA

Dixon (2012). Facebook engagement offered clear advantages to writing

for EFL learners or non-native speakers (NNS). Retrieved

https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1

&cad=rja&uact=8&ved=0ahUKEwi5j4CdgqbTAhXHGJQKHe1MApEQFgg

68
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

gMAA&url=http%3A%2F%2Fscholarship.shu.edu%2Fcgi%2Fviewcontent.

cgi%3Farticle%3D3075%26context%3Ddissertations&usg=AFQjCNEi1HD

1B7SUdam-hhgq2g2mPlrLKw

Unpublished:

Dulatre(2014). Impact of Social Networking Site Facebook in Learning

Written English Language among 3rd Year Major in English of the College

of Teacher Education at the Pamantasan Ng Lungsod ng Muntinlupa A.Y.

2013-2014.

69
Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

APPENDICES

70
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

DIGITAL NATIVES CHECKLIST

I. Digital Natives Determinants

Directions: Please fill up the following questions accurately and

factual as possible for research purposes. Your
information will be kept strictly confidential.

Name:

Gender:

Age:

Put a check ( ) in the space provided.

Legend:
5 Always
4 Often
3 Occasionally
2 Seldom
1 Never

Statement 5 4 3 2 1

1. Technology helps me learn more.

2. Technology helps me to find

exiciting ways to learn.
3. Technology helps me to find true
and good information.

71
Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

4. Technology blocks me to ehance

your basic skills? (like listening,
speaking, reading and writing)

5. I agree that technology only

causes distraction in studying.
6. I prefer using e-book rather than
printed materials.
7. Facebook encourages me to
express my creativity and share
ideas.
8. I use technology more for
personal use rather than
educational.
9. I think that social media and
technology make life too easy
and making us dumb.
10. I update myself with the latest
apps (applications) available
online.
11. often use the internet for my
assignment/research.
12. I work best when I communicate
with people online.
13. I think the internet answers all of
my questions.
14. I like instant rewards for my
hardwork.
15. I express myself more on social
media than in person.
16. I feel more alive joining online
discussions on social media.
17. I do many things in online
activities like listening to music on
Youtube while doing my
assignment and scrolling on your
Facebooks newsfeed.
18. I find myself more outgoing while
online than in person.
19. I like to take information really
fast.
20. I check my social media accounts
right after I wake up

72
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

QUESTIONNAIRE

I. Demographic Profile

Directions: Please fill up the following question accurately and factual as

possible for research purposes. Your information will be kept strictly
confidential.

Name:

Age: Gender:

Socio-economic Status: Monthly Family Income

( ) P31, 000.00 Above

( ) P21, 000.00 30, 000.00

( ) P11, 000.00 20,000.00

( ) P10, 000.00 Below

Students Status: ( ) Regular ( ) Irregular

II. Competencies of Digital Natives

Directions: Check the corresponding box of your choice of answers.

Legend:
5 - Always
4 Often
3 Occasionally
2 Seldom
1 Never

73
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

Level of Usage of Facebook 5 4 3 2 1

1. I spend 5 to 6 hours or more per day

scrolling on my Facebooks newsfeed.
2. I spend most of my time during
weekends scrolling on my Facebooks
news feed.
3. I check my Facebook account on my
phone more than 17 times per day.
4. I scroll down on my Facebooks
newsfeed actively even at night.
5. I use shortened words when I update
my Facebook status (e.g. L8 for late,
cuz for because, 4U for for you).
6. I spell the words on how I hear it in
the dictionary (e.g. definately for
definitely).
7. I rely on spellchecker to correct my
spelling mistakes.
8. I cant write my notes without using
shortened words.
9. I prefer using shortcuts in writing
because it saves more time.
10. I know how to use punctuations like
the use of apostrophe on its.
11. I overly punctuate my sentences to
emphasize thought (e.g. How are
you??? or I cant wait to see you!!!!)
12. I rely on auto-correct to correct my
grammar mistakes.
13. I often think about how to use the
English language while chatting with
friends
14. I try to convey as much information as
possible in each word or phrase when
I write on my wall, send messages or
chat with my friends.

74
 Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

15. I become less careful of

grammar when writing on Facebook.

Rubric for Essay

75
Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

76
Pamantasan ng Lungsod ng Muntinlupa
College of Teacher Education

77