THESIS!!

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.
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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.
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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
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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.
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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
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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
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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;
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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.
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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.
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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.
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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
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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
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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
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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.
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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
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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.
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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
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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
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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.
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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
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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
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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
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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
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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.
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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.
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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
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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
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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
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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
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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
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
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
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
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
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
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
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
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
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
Total 124 100%
Figure 2
Demographic Profile of the Students in terms of Gender
40
Male
29%
Female
71%
Female Male
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
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
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
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
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
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
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.
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
As to respondents level of usage of Facebook got an average
mean of 3.06 which generally interprets as occasionally.
58
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
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
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
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
6. Future researchers can include digital natives who have developmental
delays or learning disabilities.
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&cad=rja&uact=8&ved=0ahUKEwi5j4CdgqbTAhXHGJQKHe1MApEQFgg
68
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
APPENDICES
70
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
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
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
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
15. I become less careful of

grammar when writing on Facebook.
Rubric for Essay
75
76
77

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Pamantasan ng Lungsod ng Muntinlupa

College of Teacher Education

THE PROBLEM AND ITS BACKGROUND

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

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

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.

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

acceptable considering the formal ways or appropriate manner in writing.

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

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

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

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

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

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

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

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

informal writing considered inappropriate in a writing class that have been

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

Academic writing is believed to be cognitively complicated.

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

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

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

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

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

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

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

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

natives and provide a solution to the writing difficulty itself.

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

Sociolinguistic theory also tends to examine the effects and influence

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

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