The English Spelling Proficiency of Grade Five Pupils in the Pola District: A Basis for an English Enhancement Plan

Abstract

The study determined the spelling proficiency of Grade Five pupils in Pola District, specifically from the Tagbakin and Matulatula Elementary Schools. Test scores on a standardized test on phonology, morphology, and orthography were used to identify the pupils’ level of English Spelling Proficiency. The mean scores regulated the factors affecting pupils’ English Spelling Proficiency. Pearson Product Moment Coefficient of Correlation (Pearson’s r) determined the relationship between the variables. It revealed that pupils’ level of proficiency in spelling was low in phonology, high in morphology and moderate in orthography. The pupils’ engagement in multimedia materials, reading, and writing activities have a positive effect on their spelling proficiency. A significant relationship existed between the following:

(1) engagement to multimedia and the pupils’ level of English Spelling Proficiency in phonology, and orthography;

(2) reading activity and phonology, morphology, and orthography;

(3) writing activity and phonology, morphology, and orthography.

These findings mean that all the hypotheses are rejected. No significant relationship existed between engagement to multimedia and the level of English Spelling Proficiency in morphology, confirming the hypothesis. The pupils’ spelling proficiency in phonology, morphology, and orthography varies due to their engagement in multimedia, reading, and writing activities. The pupils’ spelling proficiency does not depend much on multimedia or gadgets. Constant practice and exercises in spelling, reading, and writing should be provided to pupils using multimedia and printed materials. Syntax, semantics, and pragmatics should also be developed among the pupils to explore other fields of language. Further research should be conducted considering other components of English instruction.