THE EFFECT OF TEXTING AND SHORTCUT SPELLING ON SECONDARY SCHOOL STUDENT’S ACADEMIC ACHIEVEMENTS
TITLE PAGE
Certification
Dedication
Acknowledgment
List of Contents
Catalog of Tables
ABSTRACT
FIRST SECTION: INTRODUCTION
1.1 Historical context of the study
1.2 Description of the issue
1.3 The purpose of the study
1.4 Research question
1.5 Importance of the research
1.6 Extent of the study
1.7 Restrictions of the research
1.8 Terminology Definitions
Chapter Two: Literature Review
2.1 Conceptual structure’
2.2 Theoretical Structure
Third Chapter: Research Methodology
3.1 Introductory Material
3.2 Research Methodology
3.3 Population of the research
3.4 Sample size determination
3.5 Sample size selection technique and procedure
3.6 Research Methodology and Administration
3.7 Methodology for data gathering
3.8 Methodology for data analysis
3.9 Validity of the Research
3.10 Reliability of the investigation
3.11 Ethical Implications
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Data Presentation
4.2 Investigation Hypothesis
Five: CONCLUSION, RECOMMENDATION, AND SUMMARY
5.1 Executive Summary
5.2 Conclusiveness
5.3 Recommendation
References
Appendix
Abstract
This study examined the impact of texting and abbreviated spelling on the academic achievement of high school pupils. There were three stated objectives: to characterize the consequences of texting on formal academic, to investigate the numerous elements that influence pupils, and to find various solutions to this problem. Seventy-seven responses were collected and validated from the enrolled participants, all of whom were taken from a particular Uyo secondary school. Chi-Square statistical method was used to test the hypothesis (SPSS).
Introduction
Introduction
1.1Context of the study
The current technological revolutions are nothing short of a marvel. Today, individuals inhabit a modern society in which technology permeates every aspect of life. People are able to communicate over great distances in a secure and dependable manner because of the rapid development of modern technology. Text messaging (TM) frequently exhibits irregular and divergent shortening and abbreviation of words, phrases, and sometimes entire sentences.
It demonstrates the brief language of texting in everyday life, such as short messaging service (SMS) and instant communications (IM). In this type of communication, the language does not adhere to a certain pattern, standard form, right spelling, or correct grammatical structure. People who use SMS, IM, and TM frequently have therefore been influenced by technology in their daily lives.
Text message service is regarded as one of the smartest, cheapest, and simplest forms of communication in a world filled with technologically advanced smart devices. Texting’s most crucial characteristics are its ability to save money, time, and text space. The assumed language of computer-mediated communication (CMC). SMS is the primary method of informing people about current events in the present.
It plays a significant part in business and other disciplines as well. Teenagers used SMS as a chatting medium to communicate their opinions with classmates, family, colleagues, etc., which increases their knowledge and keeps them abreast of world events. SMS language has harmed the writing skills of students significantly. It has a significant impact on the sentence structure, vocabulary, and spelling of kids.
People are substituting SMS lingo for normal formal writing in their professional e-mails, letters, speeches, and examinations, causing a significant problem. In formal situations, these truncated and abbreviated terms can be difficult to interpret. SMS language affects students’ capacity to memorize proper and actual spelling forms. It promotes misunderstanding and confusion in pupils’ communication by corrupting spelling and grammar. It lacks the capacity to utilize words effectively and accurately in context, which is the primary reason why people cannot express themselves meaningfully through writing.
SMS messaging utilizes a language that is distinct from the usual language for communication. SMS language incorporates lexeme transformation. The author alters the lexical items of the language by shortening them through contractions, cutting, and abbreviations. It is noted that the majority of short textisms are employed in SMS language compared to other forms of communication such as CMC or IM (Crystal, 2008).
For instance:
SWYP is an acronym that stands for So what’s your problem?
LOL is an acronym for laugh out loud
Oh My God stands for OMG.
“How are you?” is abbreviated as “hw r u” in SMS language. However, these abbreviations vary from user to user and place to place.
For instance:
Wait can be abbreviated as W8 or wa8.
Thanks can be abbreviated as ‘thnks,’ ‘thnkz,’ and ‘tnx.’
“Hate” can be abbreviated as “Ha8” or “h8.”
Anyone can be abbreviated as ‘any1’ or ‘no one’
Description of the problem
Text Messaging System or Short Message System (SMS) enables users to send and receive short messages via portable, digital mobile phones or from a computer to a mobile phone, providing near-immediate access to others and the ability to connect to the same service. Particularly young people have embraced SMS technology and are changing and inventing language to meet the 160-character constraint of brief messages, which has ramifications for communications and language use. This is because they care less about precise spelling, grammar, and punctuation and are more concerned with conveying their messages.
Carlson (2004) stated that language shortcuts and colloquial language “reinforce poor writing practices” (p.1) Students appear to have become more reliant on language shorthand (SMS), which may have negative effects on their formal writing skills.
The issue is that texting has replaced speaking among adolescents. Their primary mode of communication in the classroom, according to Lindley (2008), is oral communication and formal writing. Texting is often criticized for diminishing pupils’ formal writing skills. This worry is based on anecdotes and recorded cases of text language in schoolwork, according to Plester, Wood, and Bell (2008). (2010) added that Rosen, Chang, Erwin, Carrier, and Cheever
“educators and the media have criticized the use of these shortcuts, claiming that they are causing kids to lose their ability to write decent English prose.”
Vosloo (2009) concurred that “teachers and parents have blamed texting for two ills: the pollution of language and the decline in spelling of youngsters’ writing” for a lot of years.
Few studies have been conducted on the effects of high levels of text messaging on adolescents, and even fewer studies have been conducted on the effects of texting on formal writing in an educational setting. Simply put, additional research is required to determine the influence of high amounts of text messaging on the formal writing skills of adolescents and young adults in high school and college classrooms.
Thus, the purpose of this study is to assess the effect of SMS language on the written essays of secondary school pupils. It will evaluate the substance, organization, mechanical correctness, and expression of the students’ essays.
Objectives of Study
To discuss the impact of texting on academic
To investigate the numerous elements that influence the students
To identify multiple solutions to this challenge.
Theoretical theories
Texting has no influence on formal academic settings.
H1: texting has implications on academic formality.
There are no elements that influence the students, as stated by H02.
There are factors that influence the students, as stated in Hypothesis 2.
Importance of the Investigation
This research has both scholarly and practical ramifications. In this study, it is advantageous for academics, particularly teachers, so that it can be used to overcome the deficiencies observed in students’ formal writing. It would be beneficial to raise awareness of this issue and the solutions available to combat it.
Limitations of the Research
In this research study, the researcher focuses on the consequences of text messaging on students’ spelling in academic writing.
THE IMPORTANCE OF THE STUDY
The relevance of the study addresses the need for the study as well as its potential applications and uses.
This research is relevant to the topic in the following ways:
It answers the question that so many instructors, parents, and students have about the potential relationship between SMS technology and students’ formal writing skills.
The study may provide instructors and students with a better knowledge of how text Messaging may affect a teen’s writing development and ability to properly express themselves via writing.
The study may also provide administrative insight regarding how text messaging should be regulated by the school, such as whether it should be encouraged or prohibited in the classroom.
The study is expected to provide curriculum planners with a grasp of how SMS language influences students’ writing, allowing them to determine if adjustments to the curriculum are necessary to account for technological advancements that may enhance students’ inadequate writing skills.
This study provides authors with an understanding of SMS language and its influence on written English. This endeavor motivates them to develop additional papers on the impact of SMS language on student writing. The study also acts as a reference for those who wish to conduct research in a similar sector.
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THE EFFECT OF TEXTING AND SHORTCUT SPELLING ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENTS