This study investigates the correlation between grade level and spelling proficiency among selected high school students at the Science and Technology Education Center. Using a 15-item spelling test administered to 40 students, the results indicate a significant positive correlation, suggesting that higher grade levels are associated with better spelling proficiency. The study concludes that while there is a mild direct correlation, further research is recommended to explore additional factors influencing spelling skills.

1. 1
Republic of the Philippines
Department of Education
Region VII
Division of Lapu-Lapu City
Science and Technology Education Center
Science and Technology High School
The Comparative Study between Grade Level
and Spelling Proficiency of Selected STEC High School Students
Researcher:
Reina Mariz P. Baguio
Research Adviser:
Joan M. Dungog
March 2016

2. 2
Chapter I
Rationale
Introduction
The importance of spelling words correctly has been questioned in the recent years as easy
access modern applications are equipped with instant spell checkers. A number of the population
is relying to this access and usually disregards the importance of spelling words correctly.
However, some continue to give importance to spelling because, according to research, it helps
improve reading and writing fluency and as well as vocabulary and reading comprehension.
This study mainly aims to test the differences between the means of the scores of student
from different grade level. The study seeks to find out which grade level does best in Spelling or
see if there are significant differences in the means of the scores. Secondly, it seeks to perform a
comparative study about the correlation of the spelling proficiency with the grade level a student
is currently in. Furthermore, it seeks to gain the information whether an increasing number of years
spent in school would signify high proficiency in spelling.
The results of this research will prove how related the grade level and Spelling proficiency
are to each other and also identify if there is any significant difference to the proficiency of the
students according to their grade level.
Scope and Limitation
This study focuses on the significance of the correlation of the two variables – grade level
and spelling test scores – in which both are considered interval / ratio data. Furthermore, one
method of treatment was used in this research which is the Pearson Product-Moment Correlation
method. This research was only done exclusively on Science and Technology Education Center –
High School students.
ResearchQuestion
This research seeks to answer the following:
1. Is there a significant correlation between the test scores and the grade level?
Statement of the Hypothesis
H0. There is no significant correlation between the test scores and the grade level.
ρ = 0
H1. There is a significant correlation between the test scores and the grade level.
ρ ≠ 0

3. 3
Chapter II
Methodology
Design
This study required a 15-item Spelling test conducted on a total of 40 students from
different grade levels. Words spelled were given orally and answers were written.
Subjects were asked to spell the following:
1. plagiarism
2. accommodate
3. millennium
4. occurrence
5. soliloquy
6. aggregate
7. exacerbate
8. notoriety
9. quietus
10. rescindable
11. idiosyncratic
12. grotesqueness
13. animadversion
14. irascibility
15. paroxysm
In this research, two variables were gathered – Spelling test scores and the grade level of the
participants.
Participants
The total number of participants in the research is 40 students in Science and Technology
Education Center – Science and Technology High School. 10 students were tested in each grade
level.
Instrument
This study based on the subject-completed instrument. Data gathered were scores from
the Spelling achievement/proficiency test administered by the researcher of the study. The test
score and the grade level are based on the participants themselves.
Procedure
First, the spelling test will be conducted and data will be obtained – score and grade level.
Scores were assorted according to the grade level. When raw data was obtained, tabular method
was made. Then, it was treated using Pearson Product-Moment Correlation for identifying the
correlation of the two variables.
r =
∑((X − My)(Y − Mx))
√(SSx)(SSy)

4. 4
For testing the significance of the correlation, the following statistical test was used:
𝑡 =
𝑟
√1 − 𝑟²
𝑛 − 2
This test will provide the knowledge if the null hypothesis is accepted or rejected
depending on the area where the test statistic value falls in the t-distribution.

5. 5
Gathering of Data
After the test was provided, raw data were gathered and tabulated below.
Grade Level
(x)
Test Scores
(y)
7 6
7 2
7 5
7 2
7 6
7 2
7 1
7 5
7 7
7 4
8 2
8 4
8 5
8 4
8 0
8 4
8 4
8 3
8 3
8 3
9 3
9 8
9 3
9 7
9 2
9 5
9 5
9 4
9 5
9 9
10 4
10 5
10 4
10 9
10 8
10 8
10 7
10 6
10 5
10 12
Table 2.1
Raw data of Test scores and Grade Level

6. 6
Treatment
a) Pearson Product-Moment Correlation
Details & Calculation
X Values
∑ = 340
Mean = 8.5
∑(X - Mx)2 = SSx = 50
Y Values
∑ = 191
Mean = 4.775
∑(Y - My)2 = SSy = 234.975
X and Y Combined
N = 40
∑(X - Mx)(Y - My) = 51.5
R Calculation
r =
∑((X − My)(Y − Mx))
√(SSx)(SSy)
r =
51.5
√(50)(234.975)
= 0.4751
r = 0.4751
The correlation coefficient is 0.4751. The significance of the correlation will be computed
through plotting its test statistic under the t distribution.
Key
X: X Values
Y: Y Values
Mx: Mean of X Values
My: Mean of Y Values
X - Mx & Y - My: Deviation scores
(X - Mx)2
& (Y - My)2
: Deviation Squared
(X - Mx)(Y - My): Product of Deviation Scores
Fig 2.1 Graph of Data in Table 2.1

7. 7
b) Inference about the correlation coefficient
𝑡 =
𝑟
√1 − 𝑟²
𝑛 − 2
r = 0.4751
n = 40
df = 38
a = 0.05
𝑡 =
𝑟
√1 − 𝑟²
𝑛 − 2
𝑡 =
0.4751
√1 − (0.4751)²
40 − 2
t = 3.328340969
t = 3.33
With df = 38 and alpha level of 0.05, the critical value under the t- distribution is 1.96.
Key
r = correlation coefficient
n = number of samples
df = degrees of freedom
a = alpha level
Fig 2.2 Test statistic under t distribution

8. 8
Chapter III
Interpretation and Analysis
The test statistic falls under the area of rejection. Therefore, the null hypothesis ρ = 0 is
rejected. There is a significant correlation between the test scores and the grade level. This means
that 0.4751 is significantly different from zero. The positive correlation of the two variables are
significant.
The correlation of the grade level and the spelling test scores is mildly positive and it is significant
according to the observations under the t-distribution. To further state, due to the 5% level of
confidence, there is 5% of probability of error in the conclusion.
Chapter IV
Conclusion
From the research performed and studied, it can be concluded that there is a mildly direct
correlation between the grade level and the spelling proficiency. This means that as a student
advances to the next grade level his spelling proficiency may increase. The mildly positive
correlation tells that there is a mild linear dependence of the two variables. However, the
correlation does not imply the causation. Therefore, it is recommended that further tests would be
performed at STEC and other schools as well to discover the other causes of proficiency in spelling
and prove them scientifically.
Appendix
Pearson’s Product-Moment Coefficient
Alternative Solution
=
𝒏(∑xy)−∑x∑y
√( 𝒏(∑x2)−(∑x)2 ) 𝑛(∑y²)−(∑y)2
=
𝟒𝟎(1675)−(340)(191)
√( 𝟒𝟎(2940)−115 ,600 ) (40(1147)−(36481 ))
Values
n = 40
∑xy = 1,675
∑x =340
∑y =191
∑y² =1,147
(∑y)² = 36,481
∑x² =2940
(∑x)²=115,600

9. 9
=
2060
4335 .666039
=0.475128845
=0.4751