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The Effects of Regional Accents among the College of Education Students at the University of Rizal System - Rodriguez/ Rich Kimberly C. Descalsota, Mary Cris A. Emano [and] Charlote P. Gallegos

By: Contributor(s): Material type: TextPublication details: year 2025Description: x, 33 leaves; illustrations, 28cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s):
LOC classification:
  • LG 221.59 .D453 2025
Dissertation note: Undergraduate Thesis Bachelor of Secondary Education major in English University of Rizal System, Rodriguez, Rizal 2025 Summary: The study determined the effects of regional accents in three variables (1) Studies, (2) Peers, and (3) Employment. To achieve this, the researchers employed a quantitative research method and used purposive sampling to select thirty students from the College of Education at the University of Rizal Systern -Rodriguez for the Academic Year 2024-2025. A survey questionnaire was the primary tool used to collect data from these respondents. The rationale behind this study was to address the gaps in understanding how regional accents might influence the three variables stated above, particularly in contexts where English is used as the medium of communication. The study sought to determine whether regional accents present obstacles in these key areas. The findings of the research indicated that the respondents generally did not view their regional accents as major barriers in any of the three areas studied. On the variable one 'Studies', respondents showed only slight agreement with the idea that their regional accents affect their academic performance with a weighted mean score of 2.41. This suggests that they do not see their accents as significantly impacting their ability to perform academically. Similarly, the variable two 'Peers', respondents showed only slight agreement with the idea that their regional accents affect their academic performance on relationships with peers with a weighted mean score of 2.88. This implies that accents are not seen as a major factor affecting social interactions within the peer group. Lastly, the variable three 'Employment', in contrast to the other variables, the respondents showed disagreement with the Idea that regional accents affect their employment with a weighted mean score of 2,40. This indicates that they do not believe their accents pose significant challenges in securing or maintaining employment. Overall, the study concluded that while there are specific challenges associated with regional accents, particularly in academic and professional contexts, these accents are generally not seen as significant barriers to educational or career success. The respondents' answers reflect a high level of tolerance and adaptability towards the variability in accents, suggesting that regional accents are not a major obstacle in the three areas studied.
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Theses and dissertations Rodriguez College Library Undergraduate Theses Non-fiction LG 221.R59 .D453 2025 (Browse shelf(Opens below)) 1 Not For Loan URSROD-UGT-ENG-1508

Undergraduate Thesis
Bachelor of Secondary Education major in English

University of Rizal System, Rodriguez, Rizal
2025

The study determined the effects of regional accents in three variables (1) Studies, (2) Peers, and (3) Employment. To achieve this, the researchers employed a quantitative research method and used purposive sampling to select thirty students from the College of Education at the University of Rizal Systern -Rodriguez for the Academic Year 2024-2025. A survey questionnaire was the primary tool used to collect data from these respondents.

The rationale behind this study was to address the gaps in understanding how regional accents might influence the three variables stated above, particularly in contexts where English is used as the medium of communication. The study sought to determine whether regional accents present obstacles in these key areas. The findings of the research indicated that the respondents generally did not view their regional accents as major barriers in any of the three areas studied.

On the variable one 'Studies', respondents showed only slight agreement with the idea that their regional accents affect their academic performance with a weighted mean score of 2.41. This suggests that they do not see their accents as significantly impacting their ability to perform academically. Similarly, the variable two 'Peers', respondents showed only slight agreement with the idea that their regional accents affect their academic performance on relationships with peers with a weighted mean score of 2.88. This implies that accents are not seen as a major factor affecting social interactions within the peer group. Lastly, the variable three 'Employment', in contrast to the other variables, the respondents showed disagreement with the Idea that regional accents affect their employment with a weighted mean score of 2,40. This indicates that they do not believe their accents pose significant challenges in securing or maintaining employment.

Overall, the study concluded that while there are specific challenges associated with regional accents, particularly in academic and professional contexts, these accents are generally not seen as significant barriers to educational or career success. The respondents' answers reflect a high level of tolerance and adaptability towards the variability in accents, suggesting that regional accents are not a major obstacle in the three areas studied.

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