1

THEMATIC ANALYSIS OF CHAT MESSAGES OF IN AND OUT OF SCHOOL

YOUTHS
SERVICES IN SY 2013-2014

ROMELO V. MULDEZ
MABEL U. LABASA
RHEA MAE T. BAUTISTA
MARY JANE A. GERMANO
FATIMA GANA

Submitted in Partial Fulfillment of the Requirement for the Subject

PRED 303-BF (Introduction to Educational Research) to
The Professional Educational Department of
Southern Leyte State University- Tomas Oppus
San Isidro, Tomas Oppus Southern Leyte

November 2013
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ACKNOWLEDGEMENTS

The researchers wish to express their appreciation and heartfelt gratitude to the

following persons who in a way or another extended their cooperation and support for

the realization of this research work.

Dr. Ariel B. Lunzaga, the researchers adviser for the constructive criticisms,

valuable assistance encouragement in improving this research paper;

The researchers parents for the moral and financial support during the conduct

of the study; and,

Above all, to the Almighty God for giving them wisdom, knowledge, strength and

graces everyday. Without Him, this study would not been made possible. To Him all

praises and gratitude.

THE RESEARCHERS
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DEDICATION

This piece of work is humbly dedicated

Our beloved Ones

To the Almighty God, and

Most especially to our Parents

Who gave us inspiration and encouragement

To finish this research

To all the people who take part of our lives

We all dedicate this achievement

THE AUTHORS
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TABLE OF CONTENTS

Chapter Title Page

Title page
Approval Sheet
Acknowledgement
Dedication
Abstract
Table of Contents
List of Figures

I INTRODUCTION
Background of the Study
Statement of the Problem
Significance of the Study
Scope of the Delimitation of the Study

II REVIEW OF LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature
Related Studies
Conceptual Framework
Hypothesis of the Study
Operational Definition of Terms

III METHODOLOGY
Research Design
Research Environment
Research Respondent
Sampling Procedure
Research Instrument
Data Gathering Procedure
Data Analysis Procedure
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Chapter 1

INTRODUCTION

Background of the Study

With the commercial advent of the internet and cellphones in the late 1990's,

technologies such as instant messages (IM) and text messages(TM) have achieved

increasing prevalence in our society. These types of messaging are widely used among

adolescents today.

Instant messaging is form of computer "chat" that allows one to have a real time,

typed "conversation" with one or more "buddies" while connected to the internet. It is an

extremely fast growing communications medium, especially among adolescents.

according to pew report from 2001, 74% of online teens use instant messaging

(LenhartRainie,& Lewis,2001 p.3) and 69% of teen instant message users use IM at

least several times a week. Given this high rate of use, which has only been increasing

since the pew report was published; IM is clearly an extremely influential element in

many young people's lives.

Internet use involves both pros and cons for adolescents, according to Special

Issue of Developmental Psychology, published by the American Psychological

Association (APA). Researchers from Johns Hopkins University and University of

Ghana looked at the benefits of teens for health information in the developing words,

where access to health information is scarce. The study surveyed 778, 15-18 years old

living in Accra Ghana, who were either in school or out of school on their internet usage

and knowledge of health information. Two-thirds (66%) of the youth who were in school
 2

and around half (54%) of the youth who were out of school had gone online previously.

(Special Section of Development Psychology, vol-42 no. 3). Furthermore, the internet is

invaluable for adolescents who want to find out more about personal, sensitive, and

embarrassing issues related to their bodies, relationship and health.

Chatting can be a simple tool in education since it doesnt need complicated

analyses. You simply use a web browser, log in to a website that offers chatting and

click away your messages to the person or people intended. It is as simple as that and it

can also be instructed easily. This would also help the youth on improving his

exploration since it needs independent work. This way, education is broadened

efficiently. It doesnt consume so many and varieties of resources and it is also time

friendly.

The aim of this research is to find out more ways on integrating learning through

chat messages online. The results of this study will help on somehow capturing the

interests of youths to make the process of learning more authentic and hands-on.

Through this approach, the involvement of the youths is expected to be high basing on

the fact that nowadays they do keep up on updates on technology and trends and also

since most of them have the means to engage in this particular activity especially that

most schools have access to computers and we are in the age that computer literacy is

essential.

In this context, the researchers were interested identify the themes contain in

chat messages of in and out of school youths. This study is hoping to be of aid to the

youths as well as the teachers and schools for giving better ways in the teaching-

learning process at present and for the future.

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Statement of the Problem

The primary purpose of this study was to determine the themes of chat

messages of in and out of school youths of San Isidro, Tomas Oppus, Southern Leyte.

Specifically, the study attempted to answer the following questions:

1. What is the socio-demographic profile of in and out of school youths of San

Isidro, Tomas Oppus, Southern Leyte in terms of;

1.1 Age;
1.2 Sex;
1.3 Civil status;
1.4 Religion;
1.5 Educational attainment
2. What are the common themes contained in chat messages of in-school and out

of school youths?
3. Is there a significant difference between themes of chat messages of those in

and out of school youths?

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Significance of the Study

The findings, conclusions and recommendations of this will benefit the following:

Community. This study would make the community aware of the used themes in

chat messages of in and out of school youths.

Parents.This study is important to the parents because they play an important

role in their childrens social interactions.

Youths. This study would help them to be aware of their social interactions within

the setting of online chat messaging.

Students. This study could help when it comes to introducing complex concepts

into simpler ways since it is under a free setting. It diminishes learners inhibitions and

can focus more of what is at hand.

Scope and the Delimitation of the Study

The study is to be conducted only to the in and out of school youth of SLSU-

Tomas Oppus. This focused on the themes contain in the chat messages of the

respondents. The duration of this study was five months,from June to November, 2013.
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Chapter II

REVIEW OF LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature and Studies

Learning is not exclusive to the education system, and is not the sole domain of

schools or universities this was cited by S. E. Pasfield-Neofitous online research on

Intercultural Internet Chat and Language Learning: A Socio-cultural Theory

Perspective on 2007. As what we all know chatting is just for pastimes for youths in the

growth of globalization and technology today. But we can use this trend to our

advantage and put some of the knowledge we acquire in school to this innovation or it

can be vice versa, where we use this to enhance our learning experience and show that

acquiring knowledge is not limited in the margins of schools and universities.

There have been previous theories raised that back up this research and can

help more on understanding this study. For example are the sociocultural theories which

need to be related to the current research since it is based upon interaction of people.

This study relationships of people in a particular setting and make sense of the

interaction within the context.

On Jose A. Scheinkman study of social interactions it refers to particular forms

of externalities, in which the actions of a reference group aect, an individuals

preferences. The reference group depends on the context and is typically an individuals

family, neighbors, friends or peers. Social interactions are sometimes called non-market

interactions to emphasize the fact that these interactions are not regulated by the price

mechanism.
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According to the Dictionary of Sociology (Marshall, 1998: pp. 97-98), the use of

the term community most often refers to a place-oriented concept. The two most

common elements are: (1) a gathering of people within a singular social structure, (2) a

sense of belonging to a social structure.

Jeremiah Owyang of SF, Silicon Valley defined that, Online communities are

bodies of people joined together by a common interest.

Social networking websites allow users to be part of a virtual community. The two

most popular sites are currently Facebook and MySpace. These websites provide users

with simple tools to create a custom profile with text and pictures. A typical profile

includes basic information about the user, at least one photo, and possibly a blog or

other comments published by the user. Advanced profiles may include videos, photo

albums, online applications (in Facebook), or custom layouts (in MySpace). After

creating a profile, users can add friends, send messages to other users, and leave

comments directly on friends' profiles. These features provide the building blocks for

creating online communities.

Sladjana V. Nrskov& Morten Rask cited that online observation allows a high

degree of anonymity for all observer roles, when needed. MARKHAM (2004) notes that

the anonymity granted by certain types of CMC allows individuals to create alternate

identities online and the ability to disappear from interaction at any time. Hence, online

settings enable participants to form their identities detached from their "real-world

bodies" (TURKLE, 1995). MARKHAM (2004) furthermore argues that this leads to a

feeling of increased control, e.g. control over the content and form of the message, over
 7

the presentation of oneself and over others' perceptions of the self. Identity thus seems

to become a more controllable element in virtual rather than physical settings. This

indicates that researchers can vary and adapt their observation roles more online than

offline. Certain characteristics, which are found to disturb the observed interaction or to

keep the researcher from accessing the setting, can remain unknown to the observed

subjects. For instance, characteristics such as age, gender and race are invisible online,

unless the researcher chooses to reveal them (MANN & STEWART, 2000).

Online observation of mailing lists and forums is generally easier and involves

less complicated access (for covert or overt observation) than many offline settings, the

findings discussed above suggest that the aspects of anonymity and identity differ

between online and offline observation, which has implications for credibility,

transferability, dependability and confirmability. This section will elaborate on the

implications of these dimensions with respect to the four observation roles in an online

setting only.

Conceptual Framework of the Study

Symbolic interactionism is a theoretical approach to understanding the

relationship between humans and society. The basic notion of symbolic interactionism is

that human action and interaction are understandable only through the exchange of

meaningful communication or symbols. In this approach, humans are portrayed as

acting, as opposed to being acted upon. The main principles of symbolic interactionism

are:
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Human beings act toward things on the basis of the meanings that things have

for them
These meanings arise out of social interaction
Social action results from a fitting together of individual lines of action

This perspective is also rooted in phenomenological thought. According to symbolic

interactionism, the objective world has no reality for humans; only subjectively defined

objects have meaning. Meanings are not entities that are bestowed on humans and

learned by habituation; instead, meanings can be altered through the creative

capabilities of humans, and individuals may influence the many meanings that form their

society. Human society, therefore, is a social product.

The study bases or anchors upon this theory where an individual can be found

within the setting of chat messaging where they can discuss different topics depending

on their interests. Through these interactions, it would affect the society since every

individual belongs to one. Taking this aspect, the researchers also believe that the in

and out of school youths may have different preferences or interests.

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Figure 1. Schematic Diagram of the Conceptual Framework

Socie
ty

Interaction on chat
messaging

In and
out of
school
youth
(Individ
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Hypothesis of the study

The conduct of the study was guided by the following hypothesis:

1. The themes contained between the two different cases (in and out of the

school youth) vary.

Operational Definition of Terms

For better understanding of the concepts of this study, some terms are

operationally defined as follows:

In-school youth. Refers to an individual who is currently studying or who is an

official students of SLSU- Tomas Oppus.

Out of school youth. Refers to an individual who is currently not attending formal

schooling in San Isidro, Tomas Oppus, Southern Leyte.

Chat messages. Refers to those messages contained on online chatting.

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Chapter III

METHODOLOGY

Research Design

This study utilized the descriptive survey method using the research

questionnaire as a tool in gathering data needed in the study. It aimed to secure

adequate data on information about the thematical analysis on online chat messages of

in-school and out of school youths of San Isidro, Tomas Oppus, Southern Leyte.

Research Environment

This study was conducted in the Southern Leyte State University- Tomas Oppus

campus and the local barangay of San Isidro, Tomas Oppus, Southern Leyte. The

location is reflected in the map provided in Figure 2.

The Tomas Oppus Normal College (TONC) was formerly known as Tomas Oppus

Community College (TOCC). It became a state college under P.D. 2024 on February 1,

1986 with the first appointed President Dr. Federico R. Flores. The conversion was

made possible through the incessant appeal of the residents of barangay San Isidro and

other adjoining barangays within the municipality of Tomas Oppus to the House

Speaker Nicanor R. Yniguez.

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CAMPUS MAP
SLSU-TOMAS OPPUS

49.30 m
20.00 m
15
32 30 25
32 20

98.20 m
32
30

M
32

L
25
U
J 30 15
32 25 20
10

20 30

15
25

20

15

10
10

5
5
5

CONTOUR LINES 5

H - 32 m.
L - 5m.
Interval - 5m.
BARANGAY SAN ISID
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Figure 2. Location Map of the Study

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Due to lack of facilities, the college was allowed to offer degrees up to third year

only until 1986, the permit to offer four year degree in BA and BSED was granted by the

DECS Regional Office only in 1987. Thus it started producing graduates in the following

school year 1988-1989.

By virtue of Republic Act 9261, Tomas Oppus Normal College (TONC) and

Southern Leyte State College of Science and Technology (SLSCST) in Sogod, Southern

Leyte was integrated into a State University to become the Southern Leyte State

University (SLSU) in March 9, 2004.

The conversion of the college into its present status has widened its educational

horizon in terms of its field of specialization guided by its mission and vision.

Research Respondent

The respondents of this study were the in and out of school youth of San Isidro

Tomas Oppus. Ten percent (10%) were taken from each of the in-school and out of

school youths population. Below is a tabular presentation showing the distribution of

research respondents.

Table 1
Distribution of Respondents
Category Frequency Percent %
In- school youths 50 10
Out of school youths 50 10
Total 100 20
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Sampling Procedure

In the selection of the respondents of the study, pure random sampling without

replacement was applied. Names of the in and out of school youths of San Isidro Tomas

Oppus were secured and the researchers made a lottery type of sampling. Out of 100

percent in and out of school youths, the researchers picked only 10 percent as

respondents.

Research Instruments

The instrument of the study was the questionnaire. There were three parts of the

questionnaire. The first part intended to evaluate the socio-demographic profile of in and

out of school youths.

The second part intended to find out the topics of chatting of in and out of school

youths.

Data Gathering Procedure

The researchers asked permission first from the Office of Campus Administrator

and the barangay of the said institution that we were going to conduct to the in and out

of school youth. Upon approval, the researchers then personally gave the

questionnaires to be respondents. Collection of questionnaires was made after they had

answered.
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Data Analysis Procedure

In analyzing the data gathered from the respondents, the following statistical

procedures were employed:

Non-probability sampling is used on this study more specifically Purposive or

Deliberate sampling. Frequency counts, percentages and averages were used to

analyze data on socio-demographic profile of the respondents and also for the common

topics in chatting about the perceived data on the thematic analysis of chat messages.
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Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

As can be seen in the Table 2, 32 or 32% of the respondents of in of school

belonged to the age 19, 17 or 17% belonged to the age 18, 15 or 15% belonged to the

age 17, 13 or 13% belonged to the age 13, 10 or 10% belonged to the age 21, 9 or 9%

belonged to the age 22, 6 or 6% belonged to the age 23, 5 or 5% belonged to the age

16 and 3 or 3% belonged to the age 25.

In terms of sex, 58 or 58% of the respondents were female and another 42 or

42% were male.

Table 2
Age and Sex Profile of In of School Youth
Category Frequency Percent (%)
N=100
Age
14 0 0%
15 0 0%
16 5 5%
17 15 15%
18 17 17%
19 32 32%
20 13 13%
21 10 10%
22 9 9%
23 6 6%
24 0 0%
25 3 3%
Total: 100 100%

Sex
Male 42 42%
Female 58 58%
Total: 100 100%
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The civil status of the respondents is presented in Table 3. It is shown that 100%

of the respondents were single. So, they could have lots of time in spending different

activities like chatting.

In terms of types of respondents, 100 or 83.33% were In of School Youth and 20

or 16. 67% were Out of School Youth.

Table 3
Civil Status and Types of Respondents
Category Frequency Percent (%)
N=120
Civil Status
Single 120 120%
Married 0 0%
Total: 120 120%

Youth
In of School Youth 100 83.33%
Out of School Youth 20 16.67%
Total: 120 120%

As can be seen in the table 4, 103 or 85.83% belonged to the College

Undergraduate category, 5 or 4.67% belonged to the High School Graduate category, 4

or 3.33% belonged to the Elementary Graduate and High School Undergraduate

respectively, 3 or 2.5% belonged to the College Graduate category, 1 or 0.83%

belonged to the Elementary Undergraduate category.

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In terms of Religion, 98 or 81.67% were Roman Catholic, 12 or 10 % were Iglesia

Filipina Independiente, 4.or 3.33% were Protestant/UCCP, 3 or 2.5% were Born Again,

2 or 1.67% were Seventh Day Adventist and 1 or 0.83% were Baptist. The result shows

that most of the respondents were Roman Catholic.

Table 4
Educational Attainment and Religion Profile of the Respondents
Category Frequency Percent (%)
N=120
Educational Attainment
None 0 0%
Elementary Undergrad 1 0.83%
Elementary Grad 4 3.33%
High School Undergrad 4 3.33%
High School Grad 5 4.67%
College Undergrad 103 85.83%
College Grad 3 2.5%
Total: 120 100%

Religion
Roman Catholic 98 81.67%
I.F.I 12 10%
Protestant/UCCP 4 3.33%
Born Again 3 2.5%
Seventh Day Adventist 2 1.67%
Baptist 1 0.83%
Total: 120 100%

In Table 5, for the In School Youth, Family Relationship ranks first having 34 0r

34% on Always, 35 or 35% on Almost Always, 28 or 28% on Sometimes and 3 or 3%

for Never. Second in rank to this theme is Entertainment having 34 or 34% also in

Always but it has only a frequency and percentage of 33 which is 2% less than the first
 20

theme. It has also 1% less percentage on Sometimes which is 27% and 3% more on

Never which is 6%. Following to this theme is Peer Relationship which has the following

percentages: 31 or 31% on Always, 38 or 38% on Almost Always, 29 or 29% for

Sometimes and 2 or 2% for Never. Fourth is School Related, Gaining 30 or 30% for

Always, 49 or 49%for Almost Always, 16 or 16% for Sometimes and 5 or 5% for Never.

Next is News which has 22 or 22% on Always, 44 or 44% on Almost Always, 26 or 26%

on Sometimes and also 8 or 8% or Never. The sixth is Courting which has 15 or 15% on

Always, 7 or 7% on almost always, 39 or 39% on Sometimes and 39 or 39% also for

Never. Then it is followed by Heath which has 10 or 10% on Always, 30 or 30% on

Almost Always, 49 or 49% on Sometimes and 11 or 11% on Never. Next is Games

which only has 2 or 2% on Always and also the rest is 0 or 0%. Second to the last is

Love which only has 1 or 1% on Always and on Never. The last is Sex which has only 1

or 1% on Always.

In Table 6, Family Relationship also ranks first having 11 or 55% on Always, 2 or

10% on Almost Always, 5 or 25% on Sometimes and 2 or 10% on Never. Second is

Peer Relationship which has 9 or 45% on Always, 6 or 30% on Almost Always, 4 or 20%

on Sometimes and 1 or 5% on Never. Next is News having 6 or 30% on Always, 5 or

25% in Almost Always, 5 or 25% also on Sometimes and 4 or 20% on Never. Fourth is

Entertainment having 6 or 30% also in Always, 3 or 15% in Almost Always, 5 or 25% in

Sometimes and 6 or 30% on Never. Next is Health which has 5 or 25% on Always, 4 or

20% on Almost Always, 6 or 30%on Sometimes and 5 or 25% on Never. Then the

School Related theme Follows with 4 or 20% on Always , 1 or 5% on Almost Always, 8

or 40% on Sometimes and 7 or 35% on Never. The last is Courting which has 3 or 15%
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only in Always, 2 or 10% in Almost Always, 5 or 25% on Sometimes and 10 or 50% on

Never while the themes Love, Sex and Games has 0 or 0% all in all.

Table 5
Themes Generated From Chat Messages
Themes- In N=100 Ran
School k
Always Almost Sometimes Never
Always
Fre Percen Fre Precen Fre Percen Fre Precen
q t q t q t q t
Family 34 34 35 35 28 28 3 3 1st
Relationship
Entertainmen 34 34 33 33 27 27 6 6 2nd
t
Peer 31 31 38 38 29 29 2 2 3rd
Relationship
School 30 30 49 49 16 16 5 5 4th
Related
News 22 22 44 44 26 26 8 8 5th
Courting 15 15 7 7 39 39 39 39 6th
Health 10 10 30 30 49 49 11 11 7th
Games 2 2 0 0 0 0 0 0 8th
Love 1 1 0 0 0 0 1 1 9th
Sex 1 1 0 0 0 0 0 0 10th

In table 7, Family Relationship also ranks first having 11 or 55% on always, 2 or

10% on Almost Always, 5 or 25% on Sometimes and 2 or 10% on Never. Second is

Peer Relationship which has 9 or 45% on Always, 6 or 30% on Almost Always, 4 or 20%

on Sometimes and 1 or 5% on Never. Next is news having 6 or 30% in Always, 5 or

25% in Almost Always, 5bor 25% also on Sometimes and 4 or 20% on Never. Fourth is

Entertainment having 6 or 30% also in Always, 3 or 5% in Almost Always, 5 or 25% in

Sometimes and 6 or 30% on Never. Next is health which has 5 or 25% on Always, 4 or

20% on Almost Always, 6 or 30% on Sometimes and 5 or 25% on Never. Then the
 22

School Related theme follows with 4 or 20% on Always, 1 or 5% on Almost Always, 8 or

40% on Sometimes and 7 or 35% on Never. The last is Courting which has 3 or 15%

only in Always, 2 or 10% in Almost Always, 5 or 25% on Sometimes and 10 or 50% on

Never while the themes Love, Sex and Games has 0 or 0% all in all.

Table 6
Themes Generated from Chat Messages

Themes Out N=20 Ran

of School Youth
k

Always Almost Always Sometimes Never

Fre Percen Fre Percent Freq Percent Fre Percen

q t q q t
Family 11 55 2 10 5 25 2 10 1st
relationship
Peer 9 45 6 30 4 20 1 5 2nd
relationship
News 6 30 5 25 5 25 4 20 3rd
Entertainment 6 30 3 15 5 25 6 30 4th

Health 5 25 4 20 6 30 5 25 5th

School related 4 20 1 5 8 40 7 35 6th

Courting 3 15 2 10 5 25 10 50 7th

Sex 0 0 0 0 0 0 0 0 0

Games 0 0 0 0 0 0 0 0 0

Love 0 0 0 0 0 0 0 0 0
 23

Table 7 shows that there is no significant difference between the themes of

Family Relationship, Peer Relationship and Health and Corting of the In and Out of

School Youths but there is a significant difference on entertainment, News and School

Related theme.

Table 7
Significant Difference of Themes of In and Out of School Youth
Themes In Out at 1% Level of Significance

Family Relationship 3 3.2 No significant difference Reject

Peer Relationship 2.99 3.2 No significant difference Reject

Health 2.41 2.4 No significant difference Reject

Entertainment 2.95 2.3 There is a significant difference Accept

News 2.85 3.05 There is a significant difference Accept

School Related 3.05 2 There is a significant difference Accept

Courting 2.07 2 No significant difference Reject

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Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

The primary purpose of this study was to determine the theme contain in chat

messages of In and Out of school youth for the year 2013-2014. Specifically, the study

tried to find out the demographic profile of the said respondents in terms of age, sex,

civil status, religion, educational attainment and the significant difference between

themes of chat messages of those in and out of school youth.

This study used descriptive survey method using self-made questionnaire. It was

conducted in San Isidro, Tomas Oppus, Southern Leyte. The respondents of this study

were chosen using the pure random sampling procedure.

In gathering the data, the researchers asked permission first from the Dean of

Higher Education of the said campus before administered the questionnaire to the

respondents. Before the respondents answered the questions, the researchers made

them understand the importance of the study in relation to its project output.
 25

In analyzing the socio-demographic profile of the respondents, the frequency

counts, percentage and average were computed. Weighted mean were used in

analyzing the themes of chat messages of in and out of school youth.

The findings of the study are the following:

1. More than half of the In of School Youth are females and 12 out of 20 of the Out of

School Youth are males;

2. Most of the respondents are Roman Catholics;

3. Most of the respondents are College Undergraduates;

4. Furthermore, the result shows no significant difference between the In and Out of

School Youth when it comes to the themes of Family Relationship, Peer Relationship,

Health, News and Courting;

5. Finally, the result shows a significant difference on Entertainment and School Related

themes between the In and Out of School Youth.

Conclusion

Based on the findings of the study, the researchers have concluded that:

1. In of School Youth talk more about school related topics than the Out of School

Youths;

2. Family Relationship is the most common theme between the two types of

respondents.
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Recommendations

Based on the finding and conclusion of the study, the researchers wish to

advance the following recommendations:

1. The community must encourage the youths to use online chat messaging

more on themes that can benefit them;

2. The parents must at least know the common topics that their children talk

about on online chat messaging;

3. The youths themselves must be aware o the social interaction within online

chat messaging;

4. The teachers should somehow integrate online chat messaging in instruction

since it is prominent to the youth nowadays.

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Bibliography

References:

Associated Press. (2003, July 13). N.C educators say instant messaging helps students write. The
Charlotte Observer. Retrieved March 14, 2004.

Brown-Owens, A., Eason, M., & Lader, A. (2003). What effect does Computer-Mediated
Communication, specifically Instant Messaging, have on 8th grade writing competencies?
Retrieved March 14, 2004.

Dillon, S. (2004, December 7). What Corporate America Can't Build: A Sentence. New York
Times. Retrieved December 7, 2004 from the World Wide Web:
http://www.nytimes.com/2004/12/07/business/07write.html?oref=login.

Lenhart, A., Rainie, L., & Lewis, O. (2001). Teenage life online: The rise of the instant-message
generation and the Internet's impact on friendships and family relationships. Retrieved December
13, 2004.

Friess, S. (2003, April 1). 'Yo, can u plz help me write English?': Parents fear online chatting
ruins kids' language skills. USA Today, p.D.08.

Helderman, R.S. (2003, May 20). Click by Click, Teens Polish Writing; Instant Messaging
Teaches More Than TTYL and ROFL. The Washington Post, p. B.01.

Lee, J. (2002, September 19). I Think, Therefore IM. New York Times, p.G.1.

Dina Borzekowski, EdD, Johns Hopkins Bloomberg School of Public Health; "Youth Using the
Internet for Health Information in Ghana"; phone: 301-523-2386; email

Justine Cassel, PhD, Northwestern University; "Internet and Youth Leadership"; phone: 617-
818-3400; email

Linda Jackson, PhD, Michigan State University; "Home Internet and Reading Gains in Low-
Income Children"; phone: 517 353-7207; email

Kaveri Subrahmanyam, PhD, California State University, Los Angeles and Children's Digital
Media Center, UCLA; "Identity and Sexuality in Teen Chat Rooms"; email

Zheng Yan, EdD, University of Albany, SUNY; "Children's Understanding of the Internet";
phone: 518-442-5060; email

Janis Whitlock, PhD, Cornell University; "Self-Injury Bulletin Boards"; phone: 607-254-2894;
email
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Appendix A
Letter of Request

Republic of the Philippines

Southern Leyte State University- Tomas Oppus
San Isidro, Tomas Oppus, Southern Leyte

October 21, 2013

DR. LILIBETH S. TINDUGAN

Campus Administrator
SLSU- Tomas Oppus

Dear Dr. Tindugan:

The undersigned represent English group enrolled in EDUC 302 (Language
Research). As a requirement, we are to conduct educational research to allow us to
enhance the importance of research in educational development.

In relation to this, we select college students to be our respondents of our study

entitled THEMATIC ANALYSIS OF CHAT MESSAGES OF IN-AND OUT-OF-SCHOOL
YOUTHS.

In this way, the findings of our study would be realistic. Rest assured that your
help gives us success on this study. Thank you very much.

Respectfully yours,

ROMELO V. MULDEZ

MABEL U. LABASA

RHEA MAE T. BAUTISTA

MARY JANE A. GERMANO

FATIMA B. GANA

Noted by:

Dr. Ariel B. Lunzaga

 29

Adviser

Appendix B
Letter of Request

Republic of the Philippines

Southern Leyte State University- Tomas Oppus
San Isidro, Tomas Oppus, Southern Leyte

October 21, 2013

BRGY. CAPTAIN
Campus Administrator
SLSU- Tomas Oppus

Dear Dr. Tindugan:

The undersigned represent English group enrolled in EDUC 302 (Language
Research). As a requirement, we are to conduct educational research to allow us to
enhance the importance of research in educational development.

In relation to this, we select college students to be our respondents of our study

entitled THEMATIC ANALYSIS OF CHAT MESSAGES OF IN-AND OUT-OF-SCHOOL
YOUTHS.

In this way, the findings of our study would be realistic. Rest assured that your
help gives us success on this study. Thank you very much.

Respectfully yours,

ROMELO V. MULDEZ

MABEL U. LABASA

RHEA MAE T. BAUTISTA

MARY JANE A. GERMANO

FATIMA B. GANA

Noted by:

Dr. Ariel B. Lunzaga

 30

Adviser

Appendix c
Questionnaire for In-and-Out-of-School-Youths

Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY- TOMAS OPPUS
San Isidro, Tomas Oppus Southern Leyte
6605

THEMATIC ANALYSIS OF CHAT MESSAGES OF IN AND OUT OF SCHOOL

YOUTHS
SERVICES IN SY 2013-2014

Dear Respondent:

You were chosen as one of our respondents for the study stated above. Please
fill up the space provided for each number that corresponds to your sincere and honest
response. Your cooperation and understanding will be highly appreciated.

Thank you.

The Researchers

Part I. Profile of the Respondents

Direction: Please provide the information being asked in the items below.

1. Name : ________________________________ (optional)

2. Address : ________________________________
3. Age : ________________________________
4. Sex:
[ ] Male [ ] Female
5. Civil Status: ___________________________________
6. Religion: ___________________________________
7. Educational Attainment: ______________________
8. Major (if any) : ______________________
 31

Part II. Common topics in chatting

Direction: the following are the common topics in chatting. Please check the number that
corresponds to your answer using the following scale:

4 = Always 2 = Sometimes
3 = Almost always 1 = Never

Common topics 4 3 2 1
1 .Family Relationships
2. Peer Relationship
3. Health
4. Entertainment
5. News
6. School related
7. Courting
8. Others (Specify)
a.
b.
 32

Appendix D
Curriculum Vitae

Personal Data

Name: Romelo V. Muldez

Home Address: Flordeliz, Macrohon, Southern Leyte

Age: 27 Years Old

Date of Birth: March 01, 1996

Place of Birth: Flordeliz, Macrohon, Southern Leyte

Parents

Father: Mr. Rodolfo GuarteMuldez

Mother: Mrs. EdithaValmoridaMuldez

Educational Background

Elementary: Flordeliz Elementary School S.Y. 1993-1999

Secondary: Villa Jacinta National Vocational High School S.Y. 1999-2003

Tertiary: Southern Leyte State University- Tomas Oppus S.Y.-present

 33

Personal Data

Name: Rhea Mae T. Bautista

Home Address: Zone 1, Sogod, Southern Leyte

Age: 19 Years Old

Date of Birth: May 03, 1994

Place of Birth: Sogod, Southern Leyte

Parents

Father: Mr. Rey Leyes Bautista

Mother: Mrs. MabethTindugan Bautista

Educational Background

Elementary: Sogod Central Pilot SPED Center S.Y. 2005-2006

Secondary: Sogod National High School S.Y. 2010-2011

Tertiary: Southern Leyte State University- Tomas OppusS.Y.-present

 34

Personal Data

Name: Mabel U. Labasa

Home Address: Zone 5, Sogod, Southern Leyte

Age: 19 Years Old

Date of Birth: October 17, 1994

Place of Birth: Sogod, Southern Leyte

Parents

Father: Mr. Matias B. Labasa

Mother: Mrs. Rosalina U. Labasa

Educational Background

Elementary: Sogod Central Pilot SPED Center S.Y. 2005-2006

Secondary: Saint Thomas Aquinas College Sogod Southern Leyte S.Y. 2010-

2011

Tertiary: Southern Leyte State University- Tomas Oppus S.Y.-present

 35

Personal Data

Name: Mary Jane A. Germano

Home Address: Brgy. Alejos, Bato Leyte

Age: 19 Years Old

Date of Birth: May 13, 1994

Place of Birth: Bato, Leyte

Parents

Father: Mr. Felix Germano

Mother: Mrs. Paterna A. Germano

Educational Background

Elementary: Alejos Elementary School Bato Leyte S.Y. 2006-2007

Secondary: Bato National High School S.Y. 2010-2011

Tertiary: Southern Leyte State University- Tomas OppusS.Y.-present

 36

Personal Data

Name: Fatima B. Gaa

Home Address: Pres. Quezon, Liloan, Southern Leyte

Age: 21 Years Old

Date of Birth: February 12, 1992

Place of Birth: Pres. Quezon, Liloan, Southern Leyte

Parentss

Father: Mr. Patrocenio C. Gaa

Mother: Mrs. Fortunate B. Gaa

Educational Background

Elementary: Pres. Quezon Elementary School Liloan Southern Leyte S.Y. 2003-

2004

Secondary: Saint Ignatius Loyola Academy Poblacion, Liloan Southern Leyte

Tertiary: Southern Leyte State University- Tomas Oppus S.Y.-present