The Most Common Orthographic Errors and the English Academic Performance of Selected Grade 7 Students

Abstract

INTRODUCTION

In the day to day activity, it is seen that students have less interest in writing and unmindful of what they are writing. It is the usual observation of teachers who are teaching English. Such problem resulted in conflicts in the learning process. With this, this paper was made to determine the most common orthographic errors and the academic performance in English of the selected Grade 7 Students of Sta. Anastacia-San Rafael National High School.

METHODS

This study used the descriptive method of research. It involved the usage of quantitative method in presenting the result of the study. Respondents were randomly selected through a convenience sampling method. Through a customized sheet of paper, students were asked to make a composition which served as the instrument of the study. The percentage and frequency were computed to determine the extent of orthographic errors students have committed and through Pearson r, correlation of the orthographic errors committed and the academic performance in English of students was measured.

RESULTS

The findings revealed that the majority of students committed errors in capitalization, followed by punctuation and then, spelling errors. The results showed that all types of errors and the number of errors committed by students have high significance with their academic performance in English.

DISCUSSIONS

The findings of the study will help teachers to know where to focus on teaching students how to write compositions. In connection to this, the result revealed that there is a need of developing a writing skills development module of orthography which covers lessons and exercises about capitalization, punctuations, and spelling which will aid teachers in teaching students how to write correctly.