Most Common Punctuation Marks Inaccurately Used by Junior

High School Students in Lyceum of the Philippines

University Cavite – International School

Buenconsejo, Irylle T.

Kwon, Ben

De Lara, Deniella Albert C.

Sinsay, Jasmine V.

April 20, 2018

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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

“Let’s eat, baby brother!” or “let’s eat baby brother!”

In these sentences, the distinguishable differences between the two can be easily seen at

first glance. The first sentence that was presented evokes an innocent and sweet imagery in the

mind of the reader, wherein an older sibling shows concern to his/her baby brother by calling

him to dine. On the other hand, the second sentence that was mentioned conveys a sinister

meaning in which an older sibling invites another person to consume the baby brother. By

analyzing the aforementioned sentences, one can notice that the presence or absence of just a

single punctuation mark, which in this case is a comma, could easily alter the message or

information that someone wishes to express.

Punctuation marks are one of the most important aspects of the English language, yet it

is the one which is taken most lightly. The act of taking this essential part of grammar lightly

may consequently result to enormous problems. In addition to that, Bermejo (2017) stated that “a

single missing dot or a tiny misplaced squiggle can cost millions of dollars, break someone’s

heart, or even kill a life.”

Punctuation is defined as “the marks, such as full stop, comma, and brackets, used in

writing to separate sentences and their elements and to clarify meaning” (Punctuation, n.d).

There are fourteen punctuation marks in the English language; they are the period, comma,

semicolon, colon, question mark, exclamation mark, apostrophe, quotation marks, dash, hyphen,
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parentheses, brackets, braces, and ellipsis. Each punctuation mark has obviously its own different

and distinct use. Punctuation marks help to clarify the intended meaning of a message, and also

they act as signals as to when to pause, stress, change the tone of the voice, and the likes.

According to Bayraktar, Say, and Akman (1998), they have made mention that “recently,

it has been realized that a true understanding of written language will be impossible if

punctuation marks are not taken into account.” Undoubtedly, this statement is true since

punctuation marks play a big role in grammar, especially comma, which is dubbed as ‘the most

significant punctuation mark’ (Bayraktar et al.,1998). Punctuation marks serve a great purpose in

delivering information as accurate as possible and making it easy for readers to understand a text.

Nowadays, especially in the 21st century, people frequently commit mistakes in using

punctuation marks just like in the example given. It can be said that it is alarming because

incorrect usage of these could result to miscommunication of information, which in turn could

cause conflicts between masses. There are numerous cases of things or projects that failed

because of this miscommunication brought by the faulty utilization of English punctuation marks.

Therefore, the researchers believe that learning proper English punctuation mark usage is

an important aspect of having good English grammar because it can prevent information being

communicated incorrectly, in a way that it could help better the junior high school students of

LPU-CIS.
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Conceptual Framework

PROCESS OUTPUT
Input
- Quantitative survey Most Common
Independent Variable
- Exam tool to Punctuation Marks
- Punctuation marks
measure and correct Inaccurately Used by the
used by the LPU-CIS
the wrong usage of Junior High School
JHS Students
punctuation marks Students in Lyceum of the
Dependent Variable
- Collecting and Philippines University –
- Inaccuracy of the
analyzing of data that Cavite International
students
were gathered School

Figure 1.0

As shown in (Figure 1.0), the ‘punctuation marks used by the LPU-CIS JHS students’ is

the independent variable and the ‘inaccuracy of the students’ is the dependent variable. The

punctuation marks that are used by the students are affected by their inaccuracy in using it. It

shows that the punctuation marks used by the LPU-CIS JHS students could possibly affect the

communication in school, because of the inaccuracy of the students. Surveys and exams were

conducted for the gathering of data. The data gathered were collected and analyzed by the

researchers for them to see the most common punctuation marks that students inaccurately use,

and if there is a correlation whether a higher grade level equates to a better understanding and

knowledge regarding punctuation marks.

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Statement of the Problem

The researchers chose the Most Common Punctuation Marks Inaccurately Used by the

Junior High School Students in LPU-CIS as their topic because there are a lot of students who

always make mistakes in putting punctuation in writing. In this study, in order to deliver the right

information that they wanted to give to their readers, a proper usage of punctuation is extremely

important because this is what a person needs. A miscommunication of information occurs by

using incorrect punctuations. The researchers examined where the students usually fall behind

when using punctuation marks.In addition, the study focused on this topic because there are

specific questions that the researchers aim to answer. The mentioned questions are the following:

1. What percentage of the respondents has sufficient knowledge regarding the proper

usage of punctuation marks?

2. What are the common punctuation marks inaccurately used by the JHS students in

writing?

3. Which punctuation mark is the most confusing for students to use that it leads to

improper usage?

4. Is there a certain correlation of a higher grade level and a better understanding of

punctuation marks?

Significance of the Study

This research hopes to establish a new understanding regarding the inaccuracy in usage

of punctuation marks by the JHS students of LPU-CIS, and how this problem can slowly be

remedied. The incorrect use of punctuation marks is common with some students especially
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when writing an essay or story. And it may become a complication for another student or on the

other hand a teacher to understand. Moreover, this research impacted the following groups:

Students. The students may be affected by this research by knowing the most common

and misused punctuation. They will be increasingly more aware with learning the do’s and

don’ts of the usage of punctuation marks. Moreover, from being self-aware, they may further

self-study or review the proper use of punctuation.

Teachers. The findings of this research may affect English teachers in a way of changing

their perspective in teaching the proper usage of punctuation marks. They can bring more focus

on correcting the most common punctuations faults committed by their pupils. Hopefully, this

research can help the teachers lessen the errors committed by students when using punctuation

marks in the future.

School Administration. The information in this research may have an effect to the

school administration by a way of them gaining an idea to produce and promote a remedial

session for the students to openly join for free.

Future Researchers. This research is beneficial to those future researchers who will

conduct a similar research. This may also become a contribution to their studies to be used as a

related literature that they could reference or they can use this research for a basis.

Scope and Delimitation

The study “Most Common Punctuation Marks Inaccurately Used by Junior High School

Students in Lyceum of the Philippines University Cavite – International School” focalized on the

inaccuracy of JHS students when it comes to the utilization of English punctuation marks.
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Moreover, the researchers asked help and cooperated with English teachers regarding this

issue. The researchers’ respondents for the study were only limited to the Junior High School

students, from grade 7 up until to grade 10—regardless of their gender. This functioned as a lead

for the researchers, in order for their actions concerning data collection to be relevant.

Definition of Terms

Punctuation - the marks, such as full stop, comma, and brackets, used in writing to

separate sentences and their elements and to clarify meaning

Distinguishable - capable of being perceived as different or distinct

Miscommunication - an interaction between two parties in which information was not

communicated correctly

Ambiguity - the quality of being open to more than one interpretation

Scrutinize - examine or inspect closely and thoroughly

Aforementioned - denoting a thing or person previously mentioned.

Misconstrued - interpret wrongly

Phenomenon - a fact or situation that is observed to exist or happen, especially one whose

cause or explanation is in question.

Accumulate - gather together or acquire an increasing number or quantity of

Equate - consider to be the same as or equivalent to another

Sufficient - enough to meet the needs of a situation or a proposed end

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Garnered - gather or collect

Distinguished - successful, authoritative, and commanding great respect

Question Mark - used to express doubt or uncertainty about something

Ellipsis - the omission from speech or writing of a word or words that are superfluous or

able to be understood from contextual clues

Apostrophe - used to indicate either possession or the omission of letters or numbers

Dash - used to set off a word or phrase after an independent clause or to set off a

parenthetical remark

En Dash - a short dash used in punctuation

Em Dash -a long dash used in punctuation

Exclamation Point - to indicate forceful utterance or strong feeling

Quotation Mark - each of a set of punctuation marks, single or double, used either to

mark the beginning and end of a title or quoted passage or to indicate that a word or phrase is

regarded as slang or jargon or is being discussed rather than used within the sentence

Semicolon -a punctuation mark indicating a pause, typically between two main clauses,

that is more pronounced than that indicated by a comma

Hyphen - used to join words to indicate that they have a combined meaning or that they

are linked in the grammar of a sentence

Period - used at the end of a sentence or an abbreviation

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Colon - used to precede a list of items, a quotation, or an expansion or explanation

Comma - indicating a pause between parts of a sentence

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the researchers have reviewed various types of literature and studies,

which wer related and had relevance to the research conducted by the researchers. The topic of

the researchers’ study is regarding the most common punctuation mark that the junior high

school students inaccurately use. The different journals, books, and articles that have been cited

contain factual information that supported and served as basis for this study.

Related Foreign

According to Bradshaw (2013), grammar acts like a groundwork for communication;

regardless of the country and the language. The messages being exchanged in each

communication will be clearer if the grammar is better. As a result, the intent and meaning are

more likely to be understood to a greater extent. “English is the primary grammatical standard

for the world today — in all venues of life: business, government, medicine, education, and so

forth” (Bradshaw, 2013).

Punctuation marks not only distinctly elaborates what the writer wants the reader or

listener to know, but it also contributes on how they would read it if they would orally vocalize

the literature. With that said, as stated by Markwardt (1942), “Punctuation is in large part a

system of conventions the function of which is to assist the written language in indicating those

elements of speech which cannot be conveniently set down on paper: chiefly pause, pitch and

stress”.
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Moreover, in a blog post by Munday (2015), he stated that punctuation marks contribute

proper structure required for communication. It is the part that helps make the literary work

understandable. When a written work lacks punctuation, the message of it can be easily

misconstrued. She also argued that punctuation is the key to conserving credibility. Proper

punctuation is just as crucial as words used to create an article or a story because it adds intensity

to the expression of certain words and phrases.

Furthermore, in vocal communication, people use pauses and gestures in order to clarify

the meaning of our words. While in written communication, punctuation like commas, dashes,

colons, and semicolons, deliver most of these interpretation clues. They indications to the reader

if they need to pause, give emphasis, alter the function or display the interconnection between

the elements of the text. Any misplaced or inadequate punctuation may alter the definition

unknowingly and can create ambiguity. On the other hand, properly utilized punctuation will

boost the clarity of the written work (Punctuation, n.d.).

In a study conducted by Saaristo (2015), Finnish university students perceive grammar as

the heart of language, and that its role is essential. Same outcomes have also been reported in

Schulz’s (2001) discussion of Colombian and American students. He said that these results are

most likely an “expression of the fact that grammar has been such a self-evident part of language

teaching” (Saaristo, 2015). He also argues that for learning and using language, the majority still

sincerely feels that grammar provides genuine benefits in that aspect.

On the other hand, as written by Murshidi (2014), their study stated that punctuation

errors are considered as the most common errors in English grammar. And by analyzing the data

gathered from their research, they concluded that the most common errors are the use of

capitalization, commas, periods, semicolons, and quotation marks.

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Furthermore, according to a study conducted by Awad (2011), they concluded that the

most common errors committed by English and TEFL majors were: the overuse of comma, the

informal use of the capital letter, the incorrect usage of the quotation mark and the misuse of

semicolon respectively. As a result, the researchers suggested to all faculty members to focus on

lecturing about the importance of all punctuation marks in oral and written communication

courses.

In some studies, researchers stated that punctuation mark errors committed by students of

all ages can be the result of a faulty teaching method used by their language teacher. In addition,

Mayo (2000) stated that the punctuation mark rules are necessary to be taught and explained with

corresponding examples. Furthermore, he stated that the examples provided to the students

should be a selection of short pieces that are unpunctuated. The students then answered them by

applying what they have learned from their discussions.

Moreover, Robinson (2002) agreed with Mayo (2000) and his statement regarding

teaching the rules of punctuation marks and how they too are important and necessary to the

discussions. But he then argued that the rules discussed alone are not sufficient to the learning

experience of the students. Unless the students are thoroughly knowledgeable regarding the

functions and explanation of the rules, they can be easily forgotten.

Related Local

Learning a language that is not the mother tongue of a person will be difficult for the

person to make the listener understand what they are saying. If a speaker delivers his lines in a

different accent, intonation, or term, the listener would not comprehend as to what he is saying.
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There is a big difference between Philippines and in other country (Dionisio, Ferma & Sanchez,

2015).

All-inclusive, the different related literature and studies that the researchers cited have

shown the importance of grammar, importance of punctuation marks, and also the common

punctuation errors. The researchers gathered this knowledge in order to discover whether the

result of their study will be identical to the studies that have a similar topic to them. The gathered

data and information assisted the researchers in a way that it served as a blueprint and support for

their study by comparing and contrasting their study with the aforementioned literature and

studies, and detecting on how it may differ to other researches in the similar field.
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CHAPTER III

METHDOLOGY

This chapter presents the selection of research design, description of population,

instrumentation, data gathering procedure, and sampling design used in this research.

Research Design

In order to get the general picture of how Junior High School students of Lyceum of the

Philippines University - Cavite International School execute inaccuracy in the usage of

punctuation marks, the quantitative approach was used. The phenomena are explained using

numerical data and analyzed using numerical based methods as a quantitative study. Unlike the

qualitative method, the quantitative methods use measurable data to formulate facts and uncover

patterns in research and it is more structured. Correspondingly, in order to identify the number of

students who execute errors in the usage of punctuation marks, surveys have been conducted for

the respondents, and these surveys are included in the quantitative methods. The researchers

were able to know how many of the students execute inaccuracy using statistics method in this.

Population

The respondents were chosen from the Junior High School students from LPU-CIS. The

reason that they were drawn as the respondents was that the students constantly use punctuation

marks daily. Due to the subjects Language Arts, Research, and Campus Journalism, the students

have to learn effective use of punctuation marks. Furthermore, it gave the research more

qualified respondents. The study was held in Lyceum of the Philippines University - Cavite,
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particularly in the Junior High School Program of the International School Department.

Moreover, the school is situated in the General Trias, Cavite.

Instrumentation

Two questionnaires were used for the purpose of data gathering. The first questionnaire

was an exam, and the second one was a survey.

The researchers formulated an exam questionnaire that has multiple choices per question

with punctuation marks variating in wrong and right usages. The respondents then had to identify

and scrutinize the multiple choices in order to select the one right answer. In addition to that, a

20-items survey questionnaire that is composed of variating questions that are related to

punctuation marks were given to the respondents. Based on what comes to their mind or what

they think is right, the students were asked to respond to the statements seriously, and whether

the respondents do or do not know what to answer in the questions, problems, or essays, they

were still asked to answer the items with the best of their knowledge.

Data Gathering Procedure

The researchers handled out the research instruments by themselves. There were two

phases in the study: the first phase was an assessment exam, and the second phase included the

administration of survey questionnaires.

Phase 1

The first phase made use of the aforementioned exam questionnaire. The respondents

were given an assessment exam based from the exams of University of Bristol - Faculty of Arts,

and the respondents were asked to answer the multiple choice test. This phase was simply an
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assessment exam to know the respondents’ background knowledge regarding the correct usage of

punctuation marks.

Phase 2

The second phase utilized the survey questionnaire formed by the researchers. This was

done to acquire further information regarding their background with the usage of punctuation

marks.

Moreover, the respondents were not given a time limit in answering the questionnaires

given out by the researchers in order to avoid impulsive responses due to time pressure. The

respondents were also requested to answer the given instruments with all honesty so as to

provide accurate information for the study.

Sampling Technique

Total population sampling was used in order to help find sufficient information from the

Junior High School population. It also must have sufficient size to warrant statistical analysis.

Total population sampling is a technique that involves population of all the Junior High School

students in Lyceum of the Philippines University - Cavite International School, which includes

the sections from Grade 7 up to Grade 10. This technique helps the researcher to easily know

that all of the population was capable of doing the test in order to get the information that the

researchers need. Since the researchers have 2 phases in their data gathering procedure, the first

one being an assessment exam and the second being a survey, it was more preferable to choose

total population sampling technique rather than any other sampling technique.
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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter involved the presentation, analysis, and interpretation of data that has been

accumulated through the data gathering process of the study, which includes survey

questionnaires and assessment exams answered by the respondents. In addition, this chapter dealt

with the demographic profile of the chosen respondents of the study as well as the results of the

interpretation and analysis of data gathered from the participants. The data accumulated was

shown and presented by the use of graphical forms.

Number of Participants According to Grade Level

Chart 1

64, 24%
75, 28%

Grade 7
Grade 8
Grade 9
Grade 10

55, 20%

76, 28%
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Chart 1.1 shows that the total number of respondents is 270. Accordingly, Grade 10 and

Grade 9 have the largest population of 75 and 76 respectively, which both constitute 28%,

followed by Grade 7 wherein there are 64 respondents which makes up 24%; and Grade 8 with

the least number of respondents of 55 which comprises 20% of the total number of respondents.

The table shows that the numbers of students per grade level are almost equally divided,

knowing that the gaps between the numbers are not too far from each other. This infers that the

researchers were able to fairly conduct their study. This does not necessarily mean that a higher

grade level will equate to a more proper usage of punctuation marks, given that punctuation

marks have been taught since the lower years of education.

Knowledge on the Proper Usage of Commonly Used Punctuation Marks

Chart 2.1

Response of Students Regarding the Importance of Punctuation Marks

3%0% 0%

22%
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

75%
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According to Chart 1.1, the most or 75% of the students strongly agree that punctuation

marks are important. This is followed by 22% who agree and 3% who were neutral about this

statement. However, 0% of the total population have neither disagreed nor strongly disagreed.

This means that the importance of punctuation is truly undeniable, since it is an important tool to

make one communicate clearly not just in writing, but also orally.

Chart 2.2

Response of Students Regarding on Their Use of Proper Punctuation Mark When Writing

2% 1%

33%
31% Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

33%

As can be seen in Chart 2.2, most of the feedback is positive that the students use proper

punctuation mark when writing, given that the percentage of the population who agreed and

strongly agreed combined is majority. Adding to this, both strongly agree and agree have the

same percentage which is 33%. Next to this, 31% of the students were neutral regarding this

statement. Lastly, only 2% disagreed, while 1% has strongly disagreed. This means that majority
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of the students do use proper punctuation mark when writing in order to make their written

works clearly understandable.

Chart 2.3

Response of Students Regarding Their Sufficient Knowledge on the Functions of Each

Common Punctuation Mark

3%0%

27%

29% Strongly Agree

Agree
Neutral
Disagree
Strongly Disagree

41%

As shown in Chart 2.3, most of the feedback is positive as well because 41% of the

respondents have voted agree and 27% voted strongly agree that they have adequate knowledge

regarding the function of each common punctuation mark. Following this, 29% of the population

are neutral regarding this matter. Only 3% disagreed, and no one strongly disagreed. This infers

that majority of the students are confidently acquainted with the roles of common punctuation

marks, however some are still neutral with this.

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Chart 2.4

Response of Students Regarding on Their Forgetfulness in Using Punctuation Marks

4%
9% 14%

Strongly Agree
Agree
Neutral
29% Disagree
Strongly Disagree
44%

As it can be seen in Chart 2.4, the statement regarding forgetfulness in using punctuation

marks also received mostly positive results. The most voted option was agree with 44% of the

population who chose it, followed by neutral with 29%, and agree with 14%. On the other hand,

9% of the students disagreed and 4% strongly disagreed. This means that most of the students

usually forget to utilize punctuation marks. Some are neutral, but the minority often use

punctuation marks.
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Chart 2.5

Response of Students Regarding Their Confusion Regarding Punctuation Marks

8% 8%

19% Strongly Agree

23%
Agree
Neutral
Disagree
Strongly Disagree

42%

As can be seen in Chart 2.5, most of the students are neutral that they are confused

regarding punctuation marks because the option with the most votes is neutral which garnered

42%. Following this is 23% of the population that agreed, then 19% that disagreed. Additionally,

both strongly agree and strongly disagree got the same percentage which is 8%. The results are

quite varying and give off mixed signals. Positive and negative feedback has or almost has the

same percentage of people voting for it. Still, most of the students are neutral about this matter.
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Chart 2.6

Response of Students Regarding Their Confusion between the Difference of Comma and

Period

4%
9%

Strongly Agree

44% 18% Agree

Neutral
Disagree
Strongly Disagree

25%

As shown in Chart 2.6, most of the students are not confused with the difference of a

comma and a period since 44% have strongly disagreed and 25% have disagreed regarding this

matter. Next to this, 18% of the students were neutral. Lastly, minority of the students agreed

with 9% and strongly agreed with 4% that they are confused with the difference of the said

punctuation marks. This means that majority of the students know how to differentiate a comma

and a period, along with its distinct usages.

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Chart 2.7

Response of Students Regarding Their Forgetfulness in Using Comma

5%
15%

24%
Strongly Agree
Agree
20% Neutral
Disagree
Strongly Disagree

36%

As presented in Chart 2.7, there is mixed feedback as well; however, most or 36% of the

population have voted neutral that they sometimes forget using commas. The option with the

next highest percentage is agree with 24%, then disagree with 20%, strongly disagree with 15%,

and strongly agree with 5%. There are also varying results in this. It can be said that most are

neutral, and next to this is negative feedback.

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Chart 2.8

Response of Students Regarding Their Sufficient Knowledge on the Role of Question

Marks

7% 1% 1%

16%
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

75%

As shown in Chart 2.8, it is clearly seen that majority strongly agreed that they have

sufficient knowledge regarding the function of question marks, for 75% of the respondents have

voted strongly agree. Seconding this, about 16% of the respondents have agreed. On the other

hand, 7% of the students were neutral. Options disagree and strongly disagree both only got 1%.

This infers that only a minority of the students do not have sufficient knowledge with question

marks.
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Chart 2.9

Response of Students Regarding Their Improper Usage of Exclamation Points

10%

10% 29%
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
29%

22%

As seen in Chart 2.9, the most voted options regarding the improper usage of exclamation

points are strongly agree and also neutral with both having 29% of the respondents choosing it.

Following this is agree with 22%. This infers that most of the respondents improperly use

exclamation marks. On the other hand, disagree and strongly disagree both got 10%. However,

29% are neutral regarding this matter, and just about 20% of the population correctly use it.
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Chart 2.10

Response of Students Regarding Their Improper Usage of Quotation Marks

7% 2%

33%
Strongly Agree
25% Agree
Neutral
Disagree
Strongly Disagree

33%

As can be seen in Chart 2.10, majority improperly use quotation marks because options

strongly agree and agree both got 33% of the respondents positively reacting that they

improperly use this punctuation mark. Next to this, 25% of the respondents were just neutral

regarding this matter. On the other hand, only 7% disagreed and 2% strongly disagreed. It can be

said that a lot of the respondents improperly use quotation marks, and only a minority utilize

correctly.
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Chart 2.11

Response of Students Regarding Their Improper Usage of Semicolon

4%
15%
16%

Strongly Agree
Agree
Neutral
25%
Disagree
Strongly Disagree

40%

As shown in Chart 2.11, it shows that the largest cut of the chart has neutral answers from

the respondents. While the rest of the chart is varied with the other categories, 40% of the

respondents answered to being unsure if they are confused whether to use a semicolon or comma

in a sentence. 25% of the respondents answered that they are confused whether to use a

semicolon or comma. 16% of the respondents disagreed, and this suggests that they understand

when to use either punctuation mark in a sentence. Whereas, 15% of the respondents answered

that they strongly agree that they have a hard time distinguishing which punctuation mark to use.

Additionally, the last 4% of the population answered that they strongly disagree. Strongly

disagree means that they are fully knowledgeable whether to use a semicolon or a comma.
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Chart 2.12

Response of Students Regarding Their Confusion between the Difference of Semicolon and

Comma

6%
13%
12%

Strongly Agree
Agree
Neutral

31% Disagree
Strongly Disagree

38%

As shown in Chart 2.12, the answers of the respondents are quite varied. The majority of

the mix is between both neutral and a positive response. Whereas on the other side of the chart,

there is almost an equal amount of percentage of both negative and positive answers. To further

explain the whole chart, 38% of the respondents answered neutral to being confused between the

difference of a semicolon and a comma. 31% agreed that they are quite confused between their

differences. 13% strongly agree that they are genuinely confused while 12% disagree, which

states that they are not confused between the difference of a semicolon and comma. Additionally,

the last remaining 6% of respondents are not baffled between their differences.
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Chart 2.13

Response of Students Regarding Their Improper Usage of Ellipses

6% 11%

20%
Strongly Agree

23% Agree
Neutral
Disagree
Strongly Disagree

40%

Based on Chart 2.13, it shows that a larger amount of the respondents have a neutral

answer regarding the improper usage of ellipses in a sentence while the rest of the categories

varied. 40% of the respondents answered that they are uncertain if they use either an ellipses or

dash to indicate a pause. 23% of the population agreed that they use ellipses in replacement of a

dash for a pause. Whereas 20% of the respondents answered that they do not substitute ellipses

for a dash. 11% of the respondents answered that they strongly agree with using an ellipses for a

dash replacement. Lastly, 6% of the population strongly disagrees on using ellipses for the dash

substitute. To further explain the chart, by observing the answers, it is clearly seen that only a

minority of the students know the correct use for neither punctuation mark nor are they familiar

with these. Only a fraction of respondents seem to be knowledgeable about the ellipses and dash.
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Chart 2.14

Response of Students Regarding Their Knowledge on the Proper Placement of

Apostrophes

4% 1%

25% 35% Strongly Agree

Agree
Neutral
Disagree
Strongly Disagree

35%

As shown in Chart 2.14, the majority of the respondents answered positively stating that

they are knowledgeable on where and when to properly place an apostrophe when writing.

Furthermore, both answers, strongly agree and agree have a percentage of 35%, while 25% of the

respondents answered being neutral with the topic. This is stating that they are unsure if they are

fully knowledgeable with the proper placement of apostrophes. 4% of the population disagreed

stating that they do not know where to properly place apostrophes. And finally, the remaining

1% strongly disagreed stating that they have little to no knowledge on proper placement of

apostrophes. Based on the chart, it can be clearly seen that the majority of the respondents know

where to properly place apostrophes, whereas the other remaining percentage is either not sure or

has no knowledge with properly placing apostrophes.

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Chart 2.15

Response of Students Regarding Their Confusion Regarding Hyphens

4% 10%
10%

Strongly Agree
22% Agree
Neutral
Disagree
Strongly Disagree

54%

As seen in Chart 2.15, the majority of the respondents answered neutrally stating that

they are uncertain if they are confused regarding hyphens. The large group of 54% of the

respondents answered that they are neutral in reference to hyphens and their use. 22% of the

respondents agreed that they are experiencing difficulties when understanding the use of the

hyphen, while 10% of the respondents have little to no knowledge on how hyphens work or used

in a sentence. Whereas another 10% of the respondents answered otherwise, this percentage of

respondents are not confused with using hyphens in a sentence. Lastly, 4% of the respondents

strongly disagreed, in which it states that they have little to no problems with applying hyphens

to their own sentences. To further explain the chart, it is clearly shown that the vast majority is

not knowledgeable about the hyphen and its use in sentences.

 32

Chart 2.16

Response of Students Regarding Their Sufficient Knowledge on Distinct Usages of Hyphen

and Dash

4%
16%
15%

Strongly Agree
Agree
Neutral
Disagree
27%
Strongly Disagree

38%

As shown in Chart 2.16, the chart is regarding the sufficient knowledge of the

respondents on distinct usages of hyphen and dash. The option with the highest percentage is

neutral with 38%. Next to this is positive feedback because the second highest percentage is

agree with 27%, and strongly agree with 16%. On the other hand, 15% have disagreed and 4%

strongly agreed. It could be said that neutral has the highest percentage, but the majority had a

positive feedback that they have sufficient knowledge regarding the said punctuation marks.
 33

Chart 2.17

Response of Students Regarding Their Sufficient Knowledge on Distinct Usages of En Dash

and Em Dash

4% 11%

18% Strongly Agree

Agree
21%
Neutral

Disagree

Strongly Disagree

46%

In Chart 2.17, most of the results are varying as well. The option with the highest

percentage of 46% is neutral. Following this is agree with 21%, disagree with 18%, strongly

agree with 11%, and strongly disagree with 4%. The results in this statement are quite

contrasting; however, if analyzed, then neutral is seconded by positive feedback. This means that

majority of the respondents are neutral with this matter, but some are confident that they have

sufficient knowledge on the distinct usages of en dash and em dash.

 34

Chart 2.18

Response of Students Regarding Having Difficulties in Identifying Punctuation Mark

Mistakes

5% 10%

18%
Strongly Agree
Agree
25%
Neutral
Disagree
Strongly Disagree

42%

As can be seen in Chart 2.18, the feedback is mixed on this statement regarding if they

have difficulties in identifying mistakes in punctuation mark uasge; however, the option with the

highest percentage of students who chose it is neutral with 42%. Next to this is agree with 25%,

disagree with 18%, strongly agree with 10%, and strongly disagree as the option with the lowest

percentage of only 5%. As mentioned, the results are quite varying. Majority are neutral,

however positive options are the second most chosen in this statement.
 35

Chart 2.19

Response of Students Regarding Properly Used Punctuation Marks Provide Better

Understanding

2% 0%
17%

Strongly Agree
Agree
Neutral
52%
Disagree
Strongly Disagree
29%

As shown in Chart 2.19, most of the respondents responded positively because 52% of

the students strongly agreed and 20% agreed that properly used punctuation marks provide better

understanding. In addition to this, 17% have chosen to be neutral about this matter. On the other

hand, 2% have disagreed and 0% strongly disagreed. This means that the role of properly used

punctuation marks in understanding and communicating is truly undeniable.

 36

Chart 2.20

Response of Students Regarding Their Inaccuracy in Using Punctuation Marks

3%
14%
16%

Strongly Agree
Agree
Neutral

30% Disagree
Strongly Disagree

37%

Based on Chart 2.20, the option with the highest percentage of 37% respondents choosing

it is neutral that they are inaccurate in using punctuation marks. However, most of the feedback

is positive because 30% chose agree and 14% strongly agreed. In contrast to this, 16% of the

students have disagreed and only 3% have strongly disagreed to this statement. It can be said that

majority of the students commit mistakes in punctuation marks, despite having neutral as the

option with the highest percentage.

 37

Table 1

Number of Correct Students in Exam Questions per Section

Year
7 7 8 8 9 9 10 10 10
and
Mulberry Oak Aspen Poplar Redwood Cedar Narra Acacia Molave
Section
No. Of
33 32 25 30 37 37 24 27 25
Students
Q1 9 6 3 3 6 7 15 8 4
Q2 14 16 9 5 10 12 20 14 2
Q3 26 28 23 23 31 32 21 18 19
Q4 16 20 15 18 16 27 21 22 8
Q5 9 6 4 9 16 16 15 17 8
Q6 26 28 20 23 28 25 20 21 19
Q7 15 23 16 19 23 19 16 18 9
Q8 18 25 17 16 20 23 19 18 15
Q9 14 26 15 13 26 19 16 14 12
Q10 12 20 12 10 11 16 19 10 9
Q11 21 27 18 21 29 28 19 21 11
Q12 16 28 22 18 24 23 18 21 12
Q13 12 19 19 14 13 20 17 15 20
Q14 13 23 18 13 12 18 18 20 10
Q15 18 19 14 12 18 24 14 13 14
Q16 10 16 10 13 23 15 12 8 15
Q17 22 26 19 20 31 28 22 22 19
Q18 21 26 18 20 29 24 19 22 18
Q19 21 25 16 15 24 29 18 16 17
Q20 21 24 16 14 27 24 15 13 16
Q21 17 17 16 17 22 28 18 19 15
Q22 13 11 16 19 16 18 14 15 6
Q23 16 17 14 14 17 21 17 15 13
Q24 14 8 11 10 17 16 16 11 13
Q25 7 5 7 5 8 10 8 5 8
 38

As shown in Table 1, the number of students that got the correct answer per section in the

exam can be seen. In 7-Mulberry, there are a total of 33 respondents gathered; in 7-Oak, there are

32 respondents; in 8-Aspen, there are 25 respondents; in 8-Poplar, there are 30 respondents; in 9-

Redwood and 9-Cedar, there are 37 respondents for each section; in 10-Narra there are 24

respondents; in 10-Acacia, there are 27 respondents; and in 10-Molave there are about 25

respondents. These all total to 270 respondents who answered the assessment examination about

punctuation marks. In the assessment examination about punctuation marks, different questions

correspond to some punctuation marks.

Questions 1, 2, and 5 are all about proper usage of semicolon and apostrophe. It could be

seen that in total, 10-Narra had the most number of correct students in this combination of

punctuation marks, but 10-Molave had the least.

Questions 3, 6, 17, 18, and 19 correspond to the usage of commas. It is evident that the

section with the most number of correct students hail from 9-Redwood; however 10-Molave got

the least number of correct students in the said questions.

Questions 4, 7, 8, 9, and 10 are all about the usage of combining commas and apostrophe

in a sentence. The section with the highest number of correct students in the said questions is 7-

Oak. On the other hand, 10-Molave also had the lowest number of correct students.

Questions 11, 12, and 13 are about the proper usage of colons. It can be said that the

section who had the most number of respondents that got the correct answers is from 7-Oak as

well, and 10-Molave still has the least number of correct respondents in these questions.
 39

Questions 14, 15, and 16 pertain to the correct usage of apostrophes. The section with the

highest number of correct students are also hailing from 7-Oak. In contrast, 10-Molave has the

lowest number of correct students in these questions about apostrophes.

Questions 20, 21, and 22 are regarding the right usage of semicolon. It can be said that

the section with the most number of correct students in the said questions is 9-Cedar. The least

number of students who got the right answers are from 10-Molave.

Questions 23, 24, and 25 are about the proper usage of hyphen. The majority of the

correct students in these questions are also from 9-Cedar. In contrast to this, 10-Acacia has the

minority of the students who got the correct answers about the said punctuation mark.

With these results, the researchers can say that a higher grade level does not necessarily

mean of getting a better or more adequate knowledge of using the common punctuation marks

correctly.
 40

Table 2.1

Exam Scores of Grade 7 Students

Score Frequency Cumulative Frequency

20-21 3 65

18-19 10 62

16-17 9 52

14-15 14 43

12-13 13 29

10-11 6 16

8-9 6 10

6-7 3 4

4-5 1 1

As shown on Table 2.1, the total number of respondents in Grade 7 is 65. It is evident that

only 3 students out of the 65 respondents have scored the highest of 20 or 21. The highest

frequency of respondents is 14, meaning that majority of the respondents have scored a 14 or 15.

Furthermore, it is clearly shown in the column of frequencies that only 1 respondent scored the

lowest, which is 4 to 5. To briefly summarize the table, 75% of the respondents scored a 17 and

below while 25% of the respondents managed to score a 18 and above.

 41

Table 2.2

Exam Scores of Grade 8 Students

Score Frequency Cumulative Frequency

24-25 2 55

22-23 1 53

20-21 3 52

18-19 5 49

16-17 7 44

14-15 8 37

12-13 7 29

10-11 8 22

8-9 7 14

6-7 7 7

As shown on Table 2.2, it shows that the total number of respondents in the 8th grade is

55. It is evident that the highest frequency of the table is 8. Both scored 10 to 11 and 14 to 15 got

a frequency of 8. This means that majority of the students have scored either 10 to 11 or 14 to 15.

In addition, only 2 students achieved a score of perfect or almost perfect which is 25 to 25.

Meanwhile, 7 students have scored the lowest in this grade level. Nobody scored below 5 in

comparison to the other grade levels. Furthermore, it is also clearly seen that the frequencies of

the grade 8 are more distributed if compared to the other grade levels. To briefly summarize the

table, 75% of the respondents scored a 17 and below while the rest of the 25% managed to score

18 and above.
 42

Table 2.3

Exam Scores of Grade 9 Students

Score Frequency Cumulative Frequency

22-23 4 74

20-21 6 70

18-19 10 64

16-17 7 54

14-15 13 47

12-13 11 34

10-11 6 23

8-9 8 17

6-7 6 9

4-5 3 3

As seen on Table 2.3, it shows that the total number of respondents in the 9th grade is 74.

The highest frequency the table is 13 respondents; those 13 respondents have scored a 14 to 15.

This means that majority scored 14 to 15 in the exam. As observed in the table, scores of 22 - 23

were only achieved by 4 students. On the other hand, only 3 students have scored the lowest

which is 4 to 5. None of the students have perfected the punctuation mark exam. To briefly

summarize the table, 75% of the respondents scored 17 and below while the rest of the 25%

scored an 18 and above.

 43

Table 2.4

Exam Scores of Grade 10 Students

Score Frequency Cumulative Frequency

24-25 3 76

22-23 5 73

20-21 11 68

18-19 8 57

16-17 13 49

14-15 7 36

12-13 7 29

10-11 11 22

8-9 3 11

6-7 6 8

4-5 1 2

2-3 1 1

As seen on Table 2.4, it shows that the total number of respondents in the 10th grade is 76.

Out of the 76 respondents, it is evident that only 3 students, which is the second lowest

frequency, got the highest scores. The scores of 16 to 17 have the largest number of frequency

which has a total of 13 respondents. This means that majority of the grade 10 students scored

about 16 to 17 on the exam. The lowest scores of 2 to 3 were only gotten by 1 student, which is

actually the lowest frequency. This means that only a minority scored the lowest on the exam. To

briefly summarize the table, 75% of the respondents have scored a 20 and below, while the rest

of the 25% managed to score a 21 and above.

 44

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter shows the presentation of the various and different results gathered by the

researchers. This contains the summary of the findings, conclusions that are based from the

results gotten, and also recommendations for future studies of other researchers.

Summary of Findings

Based on the data and results from the previous chapter, the researchers have found out

the following:

1. Most of the students of LPU-CIS have sufficient knowledge regarding punctuation

marks. However, majority of them occasionally forget to utilize these.

2. Only a minority of the respondents are confused in the usage of punctuation marks.

3. Majority of the respondents is either unsure or agreeing that they are having difficulties

in identifying punctuation mark mistakes.

4. A vast majority of the respondents from Grades 7 to 10 agree that properly used

punctuation marks help in better understanding.

5. About below half of the respondents inaccurately use punctuation marks in general.

6. For period, comma, question marks, ellipses, apostrophes, dash, en dash, and em dash,

colons, most of the students are quite acquainted and sufficiently knowledgeable with these

punctuation marks.
 45

7. For exclamation marks, 51% of the students improperly use it in a way that they use

excessive amounts of this punctuation mark.

8. For quotation marks, 66% of the population improperly uses it by excessive usage of

these as well.

9. For semicolon, the students either improperly use it or they are just neutral with a tie

percentage of both 40%.

10. For distinct usages of semicolon and comma, 44% of the students are confused

between the differences of the two.

11. For hyphens, 54% of the students are neutral and 32% are confused with it.

12. In Grades 7 to 10, only 1 student, which is from Grade 10, has perfected the

assessment examination.

13. For the proper usages of punctuation marks, 7 - Oak had the most number of correct

students per specific punctuation marks while 10 - Molave had the least.

14. Majority of Grade 10 students scored higher with 16 to 17 compared to the Grade 7,

Grade 8, and Grade 9 students, who almost all scored the same of 14 to 15.

Conclusions

Based on the findings, the researchers made conclusions that directly answer the

statement of the problem as well as the research questions regarding the topic of Most Common

Punctuation Marks Inaccurately Used by the Junior High School students from LPU-CIS. It is

concluded by the researchers that above half or specifically, 68% of the respondents from Grades
 46

7 to 10 have sufficient knowledge regarding the proper usage of punctuation marks. In addition

to this, the common punctuation marks which are inaccurately used by the JHS students of LPU-

CIS are exclamation marks, quotation marks, semicolons, and hyphens. In this list of

inaccurately used punctuation marks, the most confusing one for the students are the quotation

marks. Furthermore, a higher grade level does not necessarily mean a better understanding about

punctuation marks.

Recommendations

Based on the findings and conclusions of the research, the recommendation for future

studies the following:

1. Future researchers that will cover the same field of topic can expand to a more diverse

selection of punctuation marks such as slashes and guillemets.

2. Other possible topic may include the coverage of importance, usages, and roles of

punctuation marks in verbal presentation.

3. The researchers suggested a study with the subject of discovering the specific common

punctuation inaccuracies by JHS students of LPU-CIS, such as too many periods or exclamation

points.

Reference List

Al Murshidi, G. (2014). Subject-Verb Agreement Grammatical Errors And Punctuation Errors In

Submissions Of Male Uae University Students. European Journal of Business and

Innovation Research, 2(5), 44-47.

 47

Awad, A. (2012). The most common punctuation errors made by the English and the TEFL

majors at An- Najah National University. An-Najah University. J. Res

(Humanities), 26(1), 211-233.

Bayraktar, M., Say, B., &Akman, V. (1998). An analysis of english punctuation: The special

case of comma. International Journal of Corpus Linguistics, 3(1), 33-57.

Bermejo, L. (2017, July 25) Punctuate it right: 3 ways how punctuation affects meaning [Blog

post]. Retrieved from http://blog.lexcode.com.ph/punctuate-it-right-ways-how-

punctuation-affects-meaning/.

Bradshaw, W. B. (2013, October 19). Why Grammar is Important [Web log post]. Retrieved

November 20, 2017, from https://www.huffingtonpost.com/william-b-bradshaw/why-

grammar-is-important_b_4128521.html

Dionisio, S. A., Ferma, F. S., & Sanchez, T. (2015). Don't English Me I'm Panic: LPU Cavite

Students and the English Speaking Policy as Basis for a Proposed Communication

Campaign.

Markwardt, A. H. (1942). Introduction to the English Language, Oxford University Press, New

York.

Mayo, M. Mitrovic, A. & Makenz, J (2000). “Intelligent Tutoring System for Capitalization and

Punctuation: Dissertation Abstract”. Retrieved from:

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.100.3976&rep=rep1&type=pdf
 48

Munday, J. (2015, March 17). The Importance of Correct Punctuation [Web log post]. Retrieved

November 20, 2017, from http://trio-solutions.com/the-importance-of-correct-

punctuation/

Punctuation.(n.d.)In Oxford Dictionaries’ dictionary. Retrieved from

https://en.oxforddictionaries.com/definition/punctuation.

Punctuation.(n.d.). Retrieved November 20, 2017, from

http://services.unimelb.edu.au/__data/assets/pdf_file/0009/471285/Punctuation_Update_

051112.pdf

Saaristo, P. (2015). Grammar is the heart of language: grammar and its role in language learning

among Finnish university students. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds.), Voices

of pedagogical development – Expanding, enhancing and exploring higher education

language learning (pp. 279-318).

 49

Appendices

Figure 1.0

PROCESS OUTPUT
Input
- Quantitative survey Most Common
Independent Variable
- Exam tool to Punctuation Marks
- Punctuation marks
measure and correct Inaccurately Used by the
used by the LPU-CIS
the wrong usage of Junior High School
JHS Students
punctuation marks Students in Lyceum of the
Dependent Variable
- Collecting and Philippines University –
- Inaccuracy of the
analyzing of data that Cavite International
students
were gathered School

Number of Participants According to Grade Level

Chart 1

64, 24%
75, 28%

Grade 7
Grade 8
Grade 9
Grade 10

55, 20%

76, 28%
 50

Chart 2.1

Response of Students Regarding the Importance of Punctuation Marks

3%0% 0%

22%
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

75%

Chart 2.2

Response of Students Regarding on Their Use of Proper Punctuation Mark When Writing

2% 1%

33%
31% Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

33%
 51

Chart 2.3

Response of Students Regarding Their Sufficient Knowledge on the Functions of Each

Common Punctuation Mark

3%0%

27%

29% Strongly Agree

Agree
Neutral
Disagree
Strongly Disagree

41%

Chart 2.4

Response of Students Regarding on Their Forgetfulness in Using Punctuation Marks

4%
9% 14%

Strongly Agree
Agree
Neutral
29% Disagree
Strongly Disagree
44%
 52

Chart 2.5

Response of Students Regarding Their Confusion Regarding Punctuation Marks

8% 8%

19% Strongly Agree

23%
Agree
Neutral
Disagree
Strongly Disagree

42%

Chart 2.6

Response of Students Regarding Their Confusion between the Difference of Comma and

Period

4%
9%

Strongly Agree

44% 18% Agree

Neutral
Disagree
Strongly Disagree

25%
 53

Chart 2.7

Response of Students Regarding Their Forgetfulness in Using Comma

5%
15%

24%
Strongly Agree
Agree
20% Neutral
Disagree
Strongly Disagree

36%
 54

Chart 2.8

Response of Students Regarding Their Sufficient Knowledge on the Role of Question

Marks

7% 1% 1%

16%
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

75%
 55

Chart 2.9

Response of Students Regarding Their Improper Usage of Exclamation Points

10%

10% 29%
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
29%

22%

Chart 2.10

Response of Students Regarding Their Improper Usage of Quotation Marks

7% 2%

33%
Strongly Agree
25% Agree
Neutral
Disagree
Strongly Disagree

33%
 56

Chart 2.11

Response of Students Regarding Their Improper Usage of Semicolon

4%
15%
16%

Strongly Agree
Agree
Neutral
25%
Disagree
Strongly Disagree

40%

Chart 2.12

Response of Students Regarding Their Confusion between the Difference of Semicolon and

Comma

6%
13%
12%

Strongly Agree
Agree
Neutral

31% Disagree
Strongly Disagree

38%
 57

Chart 2.13

Response of Students Regarding Their Improper Usage of Ellipses

6% 11%

20%
Strongly Agree

23% Agree
Neutral
Disagree
Strongly Disagree

40%

Chart 2.14

Response of Students Regarding Their Knowledge on the Proper Placement of

Apostrophes

4% 1%

25% 35% Strongly Agree

Agree
Neutral
Disagree
Strongly Disagree

35%
 58

Chart 2.15

Response of Students Regarding Their Confusion Regarding Hyphens

4% 10%
10%

Strongly Agree
22% Agree
Neutral
Disagree
Strongly Disagree

54%

Chart 2.16

Response of Students Regarding Their Sufficient Knowledge on Distinct Usages of Hyphen

and Dash

4%
16%
15%

Strongly Agree
Agree
Neutral
Disagree
27%
Strongly Disagree

38%
 59

Chart 2.17

Response of Students Regarding Their Sufficient Knowledge on Distinct Usages of En Dash

and Em Dash

4% 11%
18% Strongly Agree

Agree
21%
Neutral

Disagree

Strongly Disagree

46%

Chart 2.18

Response of Students Regarding Having Difficulties in Identifying Punctuation Mark

Mistakes

5% 10%

18%
Strongly Agree
Agree
25%
Neutral
Disagree
Strongly Disagree

42%
 60

Chart 2.19

Response of Students Regarding Properly Used Punctuation Marks Provide Better

Understanding

2% 0%
17%

Strongly Agree
Agree
Neutral
52%
Disagree
Strongly Disagree
29%

Chart 2.20

Response of Students Regarding Their Inaccuracy in Using Punctuation Marks

3%
14%
16%

Strongly Agree
Agree
Neutral

30% Disagree
Strongly Disagree

37%
 61

Table 1

Number of Correct Students in Exam Questions per Section

Year
7 7 8 8 9 9 10 10 10
and
Mulberry Oak Aspen Poplar Redwood Cedar Narra Acacia Molave
Section
No. Of
33 32 25 30 37 37 24 27 25
Students
Q1 9 6 3 3 6 7 15 8 4
Q2 14 16 9 5 10 12 20 14 2
Q3 26 28 23 23 31 32 21 18 19
Q4 16 20 15 18 16 27 21 22 8
Q5 9 6 4 9 16 16 15 17 8
Q6 26 28 20 23 28 25 20 21 19
Q7 15 23 16 19 23 19 16 18 9
Q8 18 25 17 16 20 23 19 18 15
Q9 14 26 15 13 26 19 16 14 12
Q10 12 20 12 10 11 16 19 10 9
Q11 21 27 18 21 29 28 19 21 11
Q12 16 28 22 18 24 23 18 21 12
Q13 12 19 19 14 13 20 17 15 20
Q14 13 23 18 13 12 18 18 20 10
Q15 18 19 14 12 18 24 14 13 14
Q16 10 16 10 13 23 15 12 8 15
Q17 22 26 19 20 31 28 22 22 19
Q18 21 26 18 20 29 24 19 22 18
Q19 21 25 16 15 24 29 18 16 17
Q20 21 24 16 14 27 24 15 13 16
Q21 17 17 16 17 22 28 18 19 15
Q22 13 11 16 19 16 18 14 15 6
Q23 16 17 14 14 17 21 17 15 13
Q24 14 8 11 10 17 16 16 11 13
Q25 7 5 7 5 8 10 8 5 8
 62

Table 2.1

Exam Scores of Grade 7 Students

Score Frequency Cumulative Frequency

20-21 3 65

18-19 10 62

16-17 9 52

14-15 14 43

12-13 13 29

10-11 6 16

8-9 6 10

6-7 3 4

4-5 1 1
 63

Table 2.2

Exam Scores of Grade 8 Students

Score Frequency Cumulative Frequency

24-25 2 55

22-23 1 53

20-21 3 52

18-19 5 49

16-17 7 44

14-15 8 37

12-13 7 29

10-11 8 22

8-9 7 14

6-7 7 7
 64

Table 2.3

Exam Scores of Grade 9 Students

Score Frequency Cumulative Frequency

22-23 4 74

20-21 6 70

18-19 10 64

16-17 7 54

14-15 13 47

12-13 11 34

10-11 6 23

8-9 8 17

6-7 6 9

4-5 3 3
 65

Table 2.4

Exam Scores of Grade 10 Students

Score Frequency Cumulative Frequency

24-25 3 76

22-23 5 73

20-21 11 68

18-19 8 57

16-17 13 49

14-15 7 36

12-13 7 29

10-11 11 22

8-9 3 11

6-7 6 8

4-5 1 2

2-3 1 1
 66

Name: __________________________ Date: ______________

Section: _________________________ Age: _______

Punctuation Marks Assessment Exam

This assessment exam is a part of the data gathering procedure regarding the topic of
“Most Common Punctuation Marks Inaccurately Used by Junior High School Students in
Lyceum of the Philippines University Cavite – International School.”
Please answer truthfully and as best as you can.
Identify which of the following choices are correct in terms of the placement of the
punctuation marks. Encircle the letter of the BEST ANSWER.
Part I.
1)
a) Spain is a beautiful country; the beache's are warm, sandy and spotlessly clean.
b) Spain is a beautiful country: the beaches are warm, sandy and spotlessly clean.
c) Spain is a beautiful country, the beaches are warm, sandy and spotlessly clean.
d) Spain is a beautiful country; the beaches are warm, sandy and spotlessly clean.
2)
a) The children's books were all left in the following places: Mrs Smith's room, Mr
Powell's office and the caretaker's cupboard.
b) The children's books were all left in the following places; Mrs Smith's room, Mr
Powell's office and the caretaker's cupboard.
c) The childrens books were all left in the following places: Mrs Smiths room, Mr
Powells office and the caretakers cupboard.
d) The children's books were all left in the following places, Mrs Smith's room, Mr
Powell's office and the caretaker's cupboard.
3)
a) She always enjoyed sweets, chocolate, marshmallows and toffee apples.
b) She always enjoyed: sweets, chocolate, marshmallows and toffee apples.
c) She always enjoyed sweets chocolate marshmallows and toffee apples.
d) She always enjoyed sweet's, chocolate, marshmallow's and toffee apple's.
 67

4)
a) Sarah's uncle's car was found without its wheels in that old derelict warehouse.
b) Sarah's uncle's car was found without its wheels in that old, derelict warehouse.
c) Sarahs uncles car was found without its wheels in that old, derelict warehouse.
d) Sarah's uncle's car was found without it's wheels in that old, derelict warehouse.
5)
a) I can't see Tim's car, there must have been an accident.
b) I cant see Tim's car; there must have been an accident.
c) I can't see Tim's car there must have been an accident.
d) I can't see Tim's car; there must have been an accident.
6)
a) Paul's neighbours were terrible; so his brother's friends went round to have a word.
b) Paul's neighbours were terrible: so his brother's friends went round to have a word.
c) Paul's neighbours were terrible, so his brother's friends went round to have a word.
d) Paul's neighbours were terrible so his brother's friends went round to have a word.
7)
a) Tims gran, a formidable woman, always bought him chocolate, cakes, sweets and
a nice fresh apple.
b) Tim's gran a formidable woman always bought him chocolate, cakes, sweets and
a nice fresh apple.
c) Tim's gran, a formidable woman, always bought him chocolate cakes sweets and
a nice fresh apple.
d) Tim's gran, a formidable woman, always bought him chocolate, cakes, sweets and
a nice fresh apple.
 68

8)
a) After stealing Tims car, the thief lost his way and ended up the chief constable's
garage.
b) After stealing Tim's car the thief lost his way and ended up the chief constable's
garage.
c) After stealing Tim's car, the thief lost his way and ended up the chief constable's
garage.
d) After stealing Tim's car, the thief lost his' way and ended up the chief constable's
garage.
9)
a) We decided to visit: Spain, Greece, Portugal and Italy's mountains.
b) We decided to visit Spain, Greece, Portugal and Italys mountains.
c) We decided to visit Spain, Greece, Portugal and Italy's mountains.
d) We decided to visit Spain Greece Portugal and Italy's mountains.
10)
a) That tall man, Paul's grandad, is this month's winner.
b) That tall man Paul's grandad is this month's winner.
c) That tall man, Paul's grandad, is this months winner.
d) That tall man, Pauls grandad, is this month's winner.

Part II.
11)
a) The potion contained: fruit, biscuits and glue.
b) The potion contained fruit, biscuits and glue.
c) The potion: contained fruit, biscuits and glue.
12)
a) You have only one choice: leave now while you can.
b) You have only one choice leave now while you can.
c) You have only: one choice leave now while you can.
 69

13)
a) I can see only one thing: the old lighthouse.
b) I can see only one thing the old lighthouse.
c) I can see: only one thing the old lighthouse.
14)
a) Bristol's harbour is one of the countrys most beautiful.
b) Bristols harbour is one of the country's most beautiful.
c) Bristol's harbour is one of the country's most beautiful.
d) Bristols' harbour is one of the countrys' most beautiful.
15)
a) The two boy's bags were lying at the river's edge.
b) The two boys bag's were lying at the rivers' edge.
c) The two boys' bags were lying at the river's edge.
d) The two boys' bags' were lying at the rivers edge.
16)
a) My parent's flat is in one of the city's finest areas.
b) My parents' flat is in one of the citys finest areas'.
c) My parents' flat is in one of the citys' finest areas.
d) My parents' flat is in one of the city's finest areas.
17)
a) My favourite countries are, Spain, Greece, India, and Hungary.
b) My favourite countries are Spain, Greece, India and Hungary.
c) My favourite countries are, Spain Greece India and Hungary.
18)
a) I really don't like blancmange, so I never eat the stuff.
b) I really don't like blancmange so, I never eat the stuff.
c) I really don't like blancmange so I never eat the stuff.
 70

19)
a) Once, the storm was over we were able to set sail for the lost island.
b) Once the storm was over, we were able to set sail for the lost island.
c) Once the storm was over we were able to set sail for the lost island.
20)
a) Gran hates going to bed early; there are too many good shows on the television.
b) Gran hates doing DIY; too much like hard work.
c) Gran hates going to bed early; the wallpaper in her house is peeling.
21)
a) Understanding grammar is very important; despite its complexity.
b) Understanding grammar is very important; clear communication is an essential
skill.
c) Understanding grammar is very important; although it is not always the most
fascinating subject on the planet.
22)
a) I'm not going on holiday this year; I am very short of money.
b) I'm not going on holiday this year; no time!
c) I'm not going on holiday this year; too expensive!
23)
a) 'Hands up!! This is a hold-up.'
b) He decided to hold-up the bank.
c) Could you hold-up the picture for me.
24)
a) I prefer off-the-peg suits.
b) Could you take my coat off-the-peg?
c) I was made-to-measure the length of the classroom.
 71

25)
a) He lived in the eighteenth-century.
b) He had always been interested in the eighteenth-century.
c) He was fascinated by eighteenth-century history.

Approved by:

Ms. Cryzel Nicole Legaspi

Research Adviser

Prepared by:

Irylle Buenconsejo

Jasmine Sinsay

Deniella De Lara

Ben Kwon
 72

Survey
Fields with an asterisk (*) are REQUIRED and NOT OPTIONAL.

*Name: _______________________________ Date:

___________

Age: ______
*Section: _________

This survey focuses on the topic of “Most Common Punctuation Marks Inaccurately
Used by Junior High School Students in LPU-CIS”. It aims to gather data and provide insight
on the students’ knowledge regarding the proper usage of punctuation marks.

Please spare a few minutes to answer this survey truthfully. Check the box that best describes
your opinion.

Strongly Agree Neutral Disagree Strongly

Agree Disagree

(5) (4) (3) (2) (1)

No. Question/Statement 5 4 3 2 1

Punctuation marks are important.

1)

I use proper punctuation when writing.

2)

I know the function of each punctuation mark.

3)

I sometimes forget to use punctuation marks.

4)

Punctuation marks are confusing.

5)

When writing, I am confused between the difference of comma (,) and

6) period (.).

When writing, I often forget to use commas.

7)
 73

I know the use or role of question mark (?) in sentences.

8)

I use multiple exclamation points (!) when writing a sentence that needs
9) the use of an exclamation point.

I often use quotation marks (“) to emphasize a word.

10)

I often use colon (:) after the phrases “for example”, “such as”, and
11) “including.”

I am confused whether the sentence calls for a semicolon (;) or a comma.

12)

When writing, I use ellipses (. . .) in replacement of a dash (—) as a

13) pause.

I know where to properly place apostrophes (‘).

14)

I am confused how to properly use hyphens when writing.

15)

I know the difference between using a hyphen (-) and a dash (—).
16)

I am aware of the distinct usages of en dash (–) and em dash (—).

17)
I have a hard time identify mistakes regarding the usage of punctuation
18) marks in a sentence.

Properly used punctuation marks help me understand a question/sentence

19) better.

I often commit mistakes when using punctuation marks.

20)