Social Media Use and Spelling Proficiency among Third-Year Baccalaureate Students at the Huaca Educational Unit, 2025

Abstract

This study examined the relationship between social media habits and spelling proficiency among third-year high school students at the "Huaca" Educational Unit during the 2025 academic year. Adopting a quantitative approach with a non-experimental, cross-sectional design and a descriptive-correlational scope, the research evaluated a probabilistic sample of 66 participants drawn from a total population of 80 students. Data were gathered through a digital habits questionnaire alongside an objective spelling diagnostic test, and subsequently processed using Pearson’s Chi-square test and Cramer’s V coefficient. Findings revealed a statistically significant, moderate-to-strong association between overall social media use and spelling performance. Notably, dimensional analysis indicated that daily screen time had no significant bearing on spelling outcomes; rather, the frequent use of textisms and informal online writing practices directly correlated with lower proficiency with all frequent textism users scoring within the deficient range. The study concludes that spelling shortcomings stem from uncritical informal writing habits rather than screen exposure itself, underscoring the need for pedagogical targeted interventions in diglossic awareness across secondary education.