The Use of E - Books Among The Grade 11 Students: An Assessment

PERPETUAL HELP COLLEGE OF MANILA 124O V.
Conception St., Sampaloc, Manila BASIC EDUCATION DEPARTMENT -

SENIOR HIGH SCHOOL - JONELTA
“The use of E- Books among the Grade 11 Students: An

assessment”
Sean Ruzell Lustan,

John Hernal,
Al Jerold Pascua,
Julius De Luna,
Sebastian Kyle,
Cinderella Lopez,
Trizha Anne Navarro
SUBMITTED TO THE
PERPETUAL HELP COLLEGE OF MANILA
SENIOR HIGH SCHOOL – JONELTA
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

SENIOR HIGH SCHOOL DEPARTMENT
HEMANITIES AND SOCIAL SCIENCE (HUMSS)
NOVEMBER 2018
i
PERPETUAL HELP COLLEGE OF MANILA

1240v. Conception St., Sampaloc, Manila
Senior High School - JONELTA
Sean Ruzell Lustan, John Hernal, Al Jerold Pascua, Julius De Luna,

Sebastian Kyle, Cinderella Lopez, Trizha Anne Navarro
Perpetual Help College of Manila
Date of Submission
November 2018
Permission is given for the following people to have access to this

undergraduate thesis:
Circle one or more concerns: I, P, C
Available to the general public Yes, No
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after consultation with author/thesis adviser
Available only to those bound by confidentiality agreement Yes, No
Student’s Signature Signature of Thesis adviser
ii
“I hereby grant the Perpetual Help College of Manila non-exclusive worldwide,

royalty-free license to reproduce, publish and publicly distribute copies of this
undergraduate thesis in whatever form subject to the provisions of applicable laws,
the provisions of the Perpetual IPR policy and any contractual obligations, as well
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/institute/department and in any other databases available on the public
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c) To give open access to above-mentioned work, thus allowing “fair use” of the
work in accordance with the provisions of the Intellectual Property Code of the
Philippines (Republic Act No. 8293), especially for teaching, scholarly and
research purposes.”
Sean Ruzell Lustan, John Hernal, Al Jerold Pascua, Julius De Luna,

Sebastian Kyle, Cinderella Lopez, Trizha Anne Navarro
iii
This Senior High School undergraduate thesis titled, “The use of E- Books among
the Grade 11 Students: An assessment”, prepared and submitted by Sean Ruzell
Lustan, John Hernal, Al Jerold Pascua, Julius De Luna, Sebastian Kyle, Cinderella
Lopez, Trizha Anne Navarro in partial fulfillment of the requirements for the Basic
Education Department –Senior High School, is hereby accepted.
JENIFER LALUNA
Adviser
Accepted as partial fulfillment of the requirements for the Basic Education

Department – Senior High School.
MARIVIC TAÑEDO, MA. Ed.

Department Head, Senior High School
iv
June 04, 2018
Marivic D. Tañedo
Department Head
Senior High School
Perpetual Help College of Manila
Dear Dean Tanedo,
After having read the undergraduate thesis of Sean Lustan John Hernal, Al
Jerold Pascua, Julius De Luna, Sebastian Kyle, Cinderella Lopez, Trizha Anne
Navarro titled “The use of E- Books among the Grade 11 Students: An assessment”
and after having made the necessary suggestions for improvement which were
incorporated in the final draft, I recommend that the undergraduate thesis be
accepted in partial fulfilment of the requirements for the Basic Education
Department – Senior High School.
Sincerely yours,
JENIFER LALUNA
Adviser
v
APROVAL SHEET
Approved by the Panel of Examiners at the Oral Examination held on
______________________ with a grade of _______________________.
JENNIFER J. LALUNA, RL, M.A.Ed. –LIS

Adviser
MARIVIC D. TAÑEDO, M.A.Ed.

Department Head, Senior High School
vi
BIOGRAPHICAL DATA
Name : Sean Ruzell P. Lustan
Date of Birth : December 13, 2000
Place of Birth : Quezon City, NCR
Educational Attainment : Perpetual Help College of Manila
1240 V. Concepcion St, Sampaloc, Manila
A.Y. 2018-2019(Senior High School)
vii
Name : AL Jerrold P. Pascua
Date of Birth : June 29,2000
Place of Birth : Makati City
A.Y. 2018-2019 (Senior High School)
viii
Name : Ma. Cinderela M. Lopez
Date of Birth : August 17, 2001
Place of Birth : Lambunao, Ilolo city
A.Y. 2018-2019 (Senior High School)
ix
Name : Julius O. De Luna
Date of Birth : February 17, 2000
Place of Birth : Manila City, NCR
x
Name : Sebastian Kyle P. Garcia
Date of Birth : April 14, 2001
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Name : John Paul S. Hernal
Date of Birth : June 28 1999
Place of Birth : Quezon City, NCR
xii
Name : Trizha Anne A. Navarro
Date of Birth : June 30, 2001
xiii
ACKNOWLEDGEMENTS
The researchers wish to acknowledge with deep appreciation and gratitude,

all those who in one way or another have helped them in making this study possible.
To Jennifer J. Laluna, their adviser, who despite her busy schedule

generously giving and sharing valuable insight for the accomplishment of this
study;
To Dean Marivic Tanedo and Dr. Rosalina R. Pangilinan for the whole
support extended to the Senior High School research work.
To our panelist, Jon Paul Maligalig, May Anne Joy Romanes, Hazel V.
Lambon, who generously provided time, expertise and mentorship for the
betterment of the study.
To the colleagues, John Paul Hernal, Trizha Anne Navarro, Al Jerold

Pascua, Julius De Luna, Sebastian Kyle Garcia, Cinderela Lopez
To our beloved parents for all the financial and moral support they had given
us to finish the study
And above all to the Almighty God, for his spiritual guidance by giving the
researchers strength to accomplish the study
DEDICATION
This work is dedicated to our teacher, Ms. Laluna. also, to the ever-
supportive parents of the researchers. To our section who helped us throughout this
journey. And lastly, to the Almighty God we thanked you for guiding us, giving us
strength and support to make this research possible.
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ABSTRACT
This study aims to evaluate the use of eBooks among grade 11 students of
Perpetual Help College of Manila. The findings of this study will be beneficial to
the students and future researchers, this may will serve as a material or an
instrument in their related research or thesis. To the administration of the PHCM,
the study may use as reference of the school officials in determining the best tool
to be used. To the teachers, this study may help also the teachers to have an idea
about the negative and positive effects of eBooks. To the mobile companies and
software developers of eBooks, this study will serve as a guide for them to improve
the quality of their product. It is expected that at the end of this study, everyone
would have a conclusion on which better to use in terms of studying.
This study used a descriptive survey research method in determining the use
of E- Books among the Grade 11 Student in Perpetual Help College of Manila for
the school year 2018-2019 in which the respondents will be asked to give their
opinions through the means of survey form. This method was used to gather
information about present existing conditions and to describe the nature of the
situation as it exists and explore the cause of the phenomena.
The findings of this research revealed the following;
According to the satisfaction in using eBooks, majority of the student
respondents prefers eBooks as a reading tool, while in terms of usefulness, student
respondents find it easy to turn pages on an eBook, and in behavioral intention,
15
majority of the students are comfortable in using an eBook for their learning.
Therefore, this may conclude that majority of the respondent are
satisfied on the unique features of an eBooks. Majority are comfortable in using
eBooks and also most of them find it much easy to use rather than print books.
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TABLE OF CONTENTS
Chapter I: THE PROBLEM AND ITS SETTING

Introduction 18
Background of the Study 20
Theoretical Framework 21
Conceptual Framework/ Operational 23
Statement of the Problem/ Objective of the Study 24
Significance of the Study 25
Scope and Delamination 26
Definition of Terms 27
Chapter II: REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature 29
Learning Strategies by Design 33
Synthesis of the State of the Art 38
Chapter III: RESEARCH DESIGN AND METHODOLODY
Research Design and Sources of Data 39
Population of Study and Instrumentation and Validation 40
Chapter IV: PRESENTATION AND ANALYSIS AND INTERPRETATON
OF DATA
Table 1: Distribution of Respondents 44
Table 2 and 3: Distribution of Respondents according to gender and Age 45
Table 4: Distribution of Respondents based on the Satisfaction in using eBooks 46
Table 5: Distribution of Respondents based on the Usefulness in using eBooks 47
Table 6: Distribution of Respondents based on the Behavioral Intention in 48
using eBooks
Table 7: I recommend using e- resources as a primary source of learning 49
Table 8 and 9: I recommended using e-resources in doing assignments, 50
research, and other activities at school/ I recommend using e-resources as a
tool for discussion in class
Table 10 and 11: I recommended that the use of e-resources is essential/ I 51
recommended to explore different technologies for the betterment of e-
resources
Chapter V: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings 52
Conclusion 53
Recommendation 54
References: 56
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CHAPTER I:
THE PROBLEM AND ITS SETTING
Introduction
With the rapid progress of technology, the popularity of tablet computers
and the development of e-book applications have brought the use of e-books as a
learning tool under the spotlight. In the meantime, the aim of Perpetual Help
College of Manila Educators lies not only in providing perpetualites students with
knowledge but also in encouraging the students to construct knowledge actively.
The E-book is an electronic version of a printed book that can be read on a computer
or any gadget devices. E-books contain the same content as the printed books but
in a different format. E-book readers can find specific content more easily and more
efficiently than a print book (Shelburne, 2009). An e-book, for example, usually
has fairly short articles that can be displayed on a few screens and reading at a
computer monitor is acceptable to most users under e-library systems (Dennis et
al., 2008).
Along with the drastic changes in the technology, eBooks had been created
and became popular among the readers. But not all people became comfortable in
using eBooks, especially those students who became the first users of eBooks some
of the students found out that using eBooks can build eye fatigue for its users which
affects the comprehension of the reader. “Most students grew tired of reading on
the screen; this tiredness could have an adverse effect on both reading
18
comprehension and the perception of eBooks. In further analyzing user responses,
many of the critical remarks were found to refer to the screen/text size or clarity
rather than to the e-book itself” (Jeong, H., 2012).
Furthermore, the study of Jeong (2012) proves that reading on eBooks
affects the physical state of its users. Regarding eye fatigue, students had
significantly greater eye fatigue after reading e-books than after reading p-books.
Students were satisfied with the e-book, but they preferred print books. The
findings of the study about eBooks became the foundation of the researchers to
determine utilization of use eBooks among Grade 12 students of Senior High
School in Perpetual Help College of Manila.
Few studies had been carried out specifically among the readers to
determine the preferences of the students and the factors that affect the
comprehension of the readers of eBooks. Navigation Design, Page Layout, Content
Design, Navigation Aids, Ease of Navigation, and Orientation Clue had been
considered as a preference on an eBook (Pei Fen, C., Yan Peng, L., & Siew Woei,
L, 2009). In this study, the researchers will conduct an assessment, to determine the
other problems and help to improve not only the quality of the eBooks but also the
reading comprehension and perception of the students regarding to eBooks.
According to the Yukon Department of Education (2015), they defined the
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meaning of “assessment", which is the systematic process of gathering information
from many sources to make appropriate decisions. Knowing what assessment is,
will help the school stakeholder and other beneficiaries and sectors to understand
the researchers’ motivation of pursuing the topics about the assessment of the
usability of eBooks, thus enabling the researchers to conduct and gather data
efficiently.
The general objective of this study is to give additional information that
may help in making a solution to the current problems in using eBooks, and also to
widen the perception of people regarding on eBooks.
Background of the Study
During recent years’ various studies have been carried out which it
demonstrated the importance, the increase in usefulness and the progressive
penetration of E-books in the progression are widely known, the immediacy of
access, updating capability, storage capacity, low cost, connectivity, space saving,
and portability or the possibility to access anywhere. The E-book is beginning to
have a significant role in both classroom and in distant learning, also in research
activity.
20
The development of the internet led to adding a lot of concepts and ideas,
starting with “e” to our lines. For example, e-mail, e-shopping, e-banking, e-
commerce, e-government, and e-learning. E-books with growing users are a book
format. Most of the people heard and also used it lately, because of the long-
standing history and widespread use of technology’s information.
According to previous studies, it is proven that not all users of eBooks are
satisfied and comfortable in using it, some of them found themselves tired after
reading on eBook, and some of them have difficulties in using it. Those problems
may occur in the Perpetual Help College of Manila because the school is currently
using eBooks in their curriculum. Eye fatigue, reading comprehension difficulties,
and slow learning, are just examples of problems that may occur if we do not
become aware of and make an effective solution to the said topic.
Theoretical Framework
The study will be anchored on Diffusion of Innovations (DOI) by (Rogers,
2003) which suggest that users would choose one medium over another based on
the attributes of the new medium, namely five factors: relative advantage,
According to McCombs (1972), he believes that media adoption boils down to
21
simple economics. However, merely considering economics or the attributes of the
medium is insufficient to fully understand why anyone would pick an eBook over
a print book. It may therefore be necessary to connect the ecological model of
human information behavior to Roger’s theory of innovation diffusion in
examining the way eBooks are being adopted.
Figure 1 Model of Theoretical Framework
The diagram shows a theory that seeks to explain how, why, and at what
rate new ideas and technology spread. They are divided into five step decision
making process which are awareness, interest, evaluation, trial, and adoption.
Through five step decision making process. It occurs through a series of
communication channels over a period of time among the members of a similar
social system.
22
Conceptual Framework/ Operational Framework
Figure 2 Diagram of the Conceptual Framework
Operational Framework
The operational framework of the study will be anchored on Diffusion of
Innovation by Rogers (2003) which explains the adoption of E-books. In this
theory, it is clearly stated that they do not fully understand and have a lack of
knowledge when choosing E-books over the P- books.
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Statement of the Problem
This research study hopes to evaluate the use of e-books among the grade
11 students in Perpetual Help College of Manila for the school year 2018-2019.
Sub-problems
Specifically, this study seeks to answer the following questions;
1.What is the demographic profile of the Grade 11 students in terms of their age
and gender?
2. What are the perception of the respondents when using e –resources in terms of
satisfaction, usefulness and behavioral intention?
3. What is the recommendation suggested by the students to maximize the use of
e- resources?
Objective of the Study
This study on “The use of E- Books among the Grade 11 Students: An
assessment” seeks to attain the following objectives
1. To give additional data regarding eBooks
2. To produce a research-based data with regard to the use of eBooks in terms of
satisfaction, usefulness and behavioral intention.
3. To provide suggestions in the use eBooks among the grade 11 students.
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Significance of the Study
This study will give insight to readers that using electronic books may have
a positive and negative effect to its millennial users just like the senior high school
students of Perpetual Help College of Manila. This study will also help everybody
to embrace the use of electronic books in academic learning.
The following sectors will benefit in our study:
To the students, this may help them in studying the use of e-books, and this
may use as a material or an instrument in their research or thesis.
To the administration of the PHCM, the study may use as reference of the
school officials in determining the best tool to be used. May the findings of this
study move the officials to any decisions they made.
To the future researchers, the study may use as the foundation and also
support to their latest studies regarding the use of eBooks.
To the teachers, this study may help also the teachers to have an idea about
the negative and positive effects of eBooks and print books.
To the mobile companies, this study may help them to determine the
problems to their products which will lead to the improvement of the quality and
efficiency of their products for the better experience of their users
25
To the software developers of eBook, the study may help them to determine
the problems to their products which will lead to the improvement of the quality
and efficiency of their products for the better experience of their users
To the software developers of eBook, the study may help them to
distinguish and add more features to their software that may help the users to study
more efficiently.
The Students, this research will also help the students to know the contrast
and comparison of eBooks and print books. They can make a move or an adjustment
in using eBooks and print books to improve their academic performances.
It is expected that at the end of this study, the comparison between eBooks
and Print books would be clear in the eyes of everyone. Also, everyone will have a
conclusion on what medium should we really use in terms of studying.
Scope and Delimitation
This research study is a quantitative research. This study will only focus on
the usage of electronic books and a little bit comparison between eBooks and print
books utilization. The profile of the respondents will cover the age and gender.
Assessment in the area of respondents’ usefulness, behavioral intention satisfaction
in the usage of eBooks will be identified.
26
This study includes 90 student respondents, specifically 45 boys and 45
girls coming from different sections of grade 11 students of Perpetual Help College
of Manila. These students will be selected through random sampling.
Definition of Terms
eBooks: The term is a contraction of the phrase ‘‘electronic book.’’ From a
computer engineering perspective, digital books may be described by noting the
software that was used in making the work (Betty Sargeant, 2015).
Print/Paper Books: The p-books displayed reading passages in black and white.
The aspect ratio and size of the p-books were similar to the viewing screen of the
e-books. The participants used their ﬁngers to turn the pages of the p-books (Jeong,
H., 2012).
Usefulness: Can be defined based on its font size and typeface, ease of using the
menu, clarity of reading on the screen, and ease of ﬁnding important information
(Jeong, H., 2012).
Behavioral Intention: It is related to the future use of e-books it is based on the
increase in reading e-books, using e-books to assist learning, using e-books for
information, and preference for e-books or p-books (Jeong, H., 2012).
Satisfaction: Can be defined based on its reading tools, assisted learning tools,
function, and colors (Jeong, H., 2012).
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Assessment: In learning requires a broader focus than the feedback intervention
itself, particularly the learner’s responses to the feedback, and the learning milieu
in which the feedback operates (Wiliam, D.,2011).
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CHAPTER II:
REVIEW OF RELATED LITERATURE AND STUDIES
Related studies and literature on libraries were reviewed in order to provide
the researchers with the background in carrying out the investigation. Based on
this information, the researchers were able to form insight which were of great help
in making this study.
Foreign Literature
A book is no longer a physical thing. A book is what a book does…a
book in this definition does not have to be printed. It can be rendered in many ways,
including electronic-visual and audio (talking books). A book is not a thing. It is a
textual form, a way of communicating. A book is not a product. It is an information
architecture. (Cope, 2001) Digital books contain game design and filmic elements.
Some books contain activities that can distract child audiences from the central
narrative. When reading digital books, children may focus their attention on
interactive animated visuals and play-based features, and these may disrupt
learning and narrative comprehension (Yokata and Teale, 2014); (Sargeant, 2013).
The convergence of animated film, game design and picture book conventions can
lead to a destabilization of narrative structures within children’s digital books.
Cognitive scientists Daisy Smeets and Adriana Bus (2013; 2014) have
studied the ways in which children learn from digital picture books. They have
collected data relating to the educational outcomes that occur as a result of four
29
and five-year-old children reading interactive ‘‘storybook apps’’; this research
involves user-testing. Their findings show that animated digital books ‘‘are more
effective in attracting children’s attention than are static e-books’’ (Smeets & Bus,
2014). Interactivity in book apps children have the expectation that digital content
will be responsive enabling the children to actively participate in digital storytelling
experiences and interactivity (Katie Salen & Eric Zimmerman, 2004). Interactivity,
digital content is the process of action and outcome, with the books app content
users can physically interact with by tapping, touching, or swiping the touchscreen
or by tilting or shaking the hardware device itself. Puzzle are seen as less regulated
than formal games, yet they are more structured than play activities. According to
Selen and Zimmerman, (2004) play is considered to be “free movement within
more rigid structure”. Involves exploratory action. Games therefore are the most
structured and play is the most flexible of these activities. (Sargeant, 2013).
E-Books and Print Books
According to the study that of Jeong Hanho (2012), that there is no
relationship between positive behavioral intentions toward e-books. Most students
grew tired of reading on the screen; this tiredness could have an adverse effect on
both reading comprehension and the perception of e-books. The e-book is a new
platform for accessing digital information that capitalizes on the benefits of
electronic reading while providing many of the advantages of paper books (p-
books) (Landoni and Hanlon, 2007).
30
eBooks have some advantages over printed books, such as settings and
particular purposes. On the positive side, two of the most popular reasons for using
e-books comprises “searchability” and the fact that they are available 24 hours a
day. E-book reader can find specific content more easily and more efficiently than
in a print book (Shelburne, 2009). However, an e-book usually has fairly short
article that can be displayed on a few screens than the normal books, and reading
at a computer monitor that is pleasing for majority users under e-library systems
(Dennis et al., 2008). E-book’s time-saving benefits are clear. In additions, students
like the lightness and portability of e-book devices, as well as navigation capability,
ease of use, storage capacity, and the use of e-ink for displaying content on the
screen (Gibson and Gibb, 2011). However, despite likely improvements in e-books,
there is still a debate over the effects of this mode of reading. E-books present an
exciting but also controversial topic for users. This issue has to do with poor
legibility, intrinsic complexity, and poor design (Dillon, 1994; Nielsen, 2000).
eBook features contribute to an increase in one’s cognitive load because it
is more demanding on an individual’s attention and comprehension (Sweller,
1994). Reading on a standard computer display is more error prone and is
approximately 20 percent slower than reading on paper (Nielsen, 2000). Some
people concern about using an e-book as reading material. The difficulty of
navigating through an e-book is one of the biggest complaints from its users.
(Carlson, 2002)
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After studying 27 libraries and information science students’ use and experience
with e-books
The primary reason for not using e-books was the difficulty of moving
within an e-book. These difficulties have a negative impact on students’ perceptions
of e-books. Through previous studies, we find that users have been hampered by
poor legibility or interface difficulties while reading an e-book on screen. The
proponents of e-books have commented that the move from paper to screen is
evolutionary and inevitable. In addition, the majority of prior research has focused
on the technological development of e-book systems, such as information storage,
information retrieval, and system integration, rather than on the users’ experience,
such as user comprehension, eye fatigue, and perception with an e-book Chu
(2003).
On the negative side, prior studies have reported a loss of comprehension
when reading online and impaired information visibility on screen. Nielsen (2000),
who has been studying e-book reading habits for two decades, eBook “reading” is
not even the correct terminology because of the poor legibility, intrinsic
complexity, and inadequate design of current e-books Nielsen (2000).
eBook features contribute to an increase in one’s cognitive load because it
is more demanding on an individual’s attention and comprehension (Sweller,
1994). Reading on a standard computer display is more error prone and is
approximately 20 percent slower than reading on paper (Nielsen, 2000). Some
32
people concern about using an e-book as reading material. The difficulty of
navigating through an e-book is one of the biggest complaints from its users.
(Carlson, 2002)
The E-book Power User in Academic and Research Libraries: Deep Log Analysis
and User Customization
Time spent in reading can be unreliable indicators of engagement, if all or
most activity is generated from chaining via embedded links. A domain appropriate
concept of power use therefore needs to encompass other attributes of use more
closely identified with learning, knowledge acquisition and information literacy.
Iinformation-seeking behavior in which the act of seeking information to answer a
specific query and information searching described searcher interaction with
systems used to satisfy searcher information needs. Marchionini (2006),
Learning Strategies by Design
Early studies regarded e-books as the learning medium of instruction.
Authorized the students learn with the use of e-books material, as a result of better
learning performance. The Feature of e-books indicates well learning results.
(Worm 2013; Choi, 2007; Moody, 2010).
Learning strategies that have positive impacts on students’ learning
motivation, attitudes and achievement Lai & Hwang, (2015); Tseng & Tsai, 2007;
33
Hwang, Hung, & Chen, (2013) .Peer-feedback is also one of the learning strategies
that have positive impacts on students’ learning motivation, attitudes and
achievement (Lai & Hwang, 2015; Tseng & Tsai, 2007; Hwang, Hung, & Chen,
2013) The concept of learning by design derives from “Constructionism,” a concept
proposed by educators which emphasizes that students take part in gradually
constructing their own knowledge by themselves (Papert, 2000).
Learning by design is a well-recognized one, based on constructivism, in
which students need to think about what the important parts of the learning content
are through the design process, and how to present the key concepts fully to others.
(Jonassen & Carr, 2000). Ebooks were used three times more than print equivalent,
(summerfield, Mandel and kantor 47). Awareness of ebooks and their usefulness
for academic purposes. (Roesnita and Zainab 17).
Students need to consider learning content which information is important
and how to present it through the design process. (Jonassen & Carr, 2000).
Students will attend courses more actively since they have to gather more
information to design their output (Perkins, 1986), which at the same time makes
learning more meaningful (Bruckman & Resnick, 1995).
Books contain activities that can distract child audiences from the central
narrative (p. 581). When reading digital books, children may focus their attention
34
and these may disrupt learning and narrative comprehension (Sargeant, 2013)
Smeets and Bus detail the ways in which digital books incorporate
interactivity and ‘‘multimedia’’ features (2013, p. 176), these being central aspects
of children’s digital book design. Findings show that animated digital books ‘‘are
more effective in attracting children’s attention than are static e-books’’ (Smeets
and Bus, 2014, p. 17). Difficulties have a negative impact on students’ perceptions
of e-books.
Through previous studies, users have been hampered by poor legibility or
interface difficulties while reading an e-book on screen, one concerns about using
an e-book as reading material. Difficulty of navigating through an e-book is one of
the biggest complaints from its users Carlson (2002). E-books are now are now
used by majority of students and teaching academics (MIlloy 4) Academics avoided
recommending ebooks because of worries over reliability and technical contraints
(Carlock and Perry 251). The primary reason for not using e-books was the
difficulty of moving within an e-book.
Cognitive factors, technology competencies, functional factors and access
factors, each factor has several characteristics, corresponding to
different aspects of eBook use, functional and access factors refer to the
external environment such as flexibility, ease of use and availability of ebooks and
suitable equipment for use. Cognitive factors and technology competencies refers
35
more specifically to the individual’s internal environment: experience and attitude
towards computers and the internet. Chu (2003)
While many academic libraries are increasingly providing eBook
services, a barrier to the adoption of eBooks, however, is their unsatisfactory
design. This paper reports on a study that investigates the students’ preferences for
the eBook designs, in an attempt to review what appeals to them in an ideal eBook.
Comparison was made between three eBooks in portable document format, all of
which were nonfiction, but differed in contents and their styles of presentation.
Based on the preliminary findings, some general guidelines were suggested for the
improved design of eBooks. eBooks are gaining in popularity and significance
among libraries, and many higher education institutions around the world have
provided eBook collections in their campus libraries and adopted eBooks as
learning materials. The University of Auckland is one of such universities, which
integrates eBooks into teaching and learning. The total spending on the eBooks had
increased from 3% of the total collections budget in 2004 to 8.5% of the total
collections budget in 2007, and over 300000 eBooks were accessible via the library
catalogue in 2008. The University of Phoenix has also shifted almost completely to
eBooks (Pei-Fen, 2009).
A case study was conducted within two Faculties in the University of
Ulster during academic year 2010–11, Diffusion of innovation theory, Roesnite and
Zainab’s eBook use model, eBooks are used thirty times more that print books.
36
Ebooks are used thirty times more than print books. Ebooks cannot be considered
interchangeable with books, ebooks are considered different from print.
format choice is dependent upon study need. (Smyth, carlin,2011)
Applying Roesnita and Zainab's eBook use model was considered in the light of
local findings in university of ulster (figure 10) it is encouraging to many Roesnite
and Zainab’s criteria are satisfied by the respondents. Cognitive factors involving
awareness and attitude toward ebooks are mostly positive illustrate respondents
experience and positive attitude towards ebooks for both study and reading for
pleasure in the 76.1% previous use findings exceeds that described in the literature
where between 33% (chu 342) and 51.3 (Levine-clark 291) of respondents had used
ebooks.
Advantages listed by respondents the top six can be found on the functional
factors arm of the model, suggesting that ulster enjoys some measure of success
with ebooks (at least in terms of these respondents) due to their functionality.
Heavily diminished however by the presence of the number one disadvantage
reading electronic text. Application of the model reveals some inconsistencies,
despite being adept at using computers and internet, a number of respondents were
not ebooks users many expressed some measure of difficulty in locating them.
Constbale 5 describes how students identified practice-based learning as an
effective information discovery tool - offering a potential crossover between access
37
factors and cognitive factors. Ebooks are significantly used (walton 22; Rownalds
et al. 493; littman and connaway 261; worden and collinson 237). The desktop pc
or laptop remains favored method of access (chu 342). Users prefer print books Chu
343; Levine-clark 292; roesnita and zainab 12). Format choice is often dependent
on the purpose on the purpose of reading and study need. (walton 27; summerfield,
Mandel, and kantor 48; Rownalds et al 498).
Synthesis of the State of the Art
The researchers had gathered references that are found to be helpful to know
the if E-books is beneficial in perceptions to the respondents with the use of E-book
in Perpetual Help College of Manila.
The review of related studies and literatures give the researchers relevant
information in assessment of demographic Profile of the grade 11 students in terms
of age and gender, Perception of respondents in terms of satisfaction, usefulness
and behavioral intention. To know what are their recommendation to maximize the
use of e resources.
This research study is aimed to determine the problems and improve the
quality of eBooks. The Objective of this study is to give additional information that
may help in making solution in current problems in using ebooks and to widen the
perception of people regarding eBooks.
38
CHAPTER III:
RESEARCH DESIGN AND METHODOLODY
The chapter III contains the research design, method of this research,
population of this study, and source of data.
Research Design
This study employed descriptive survey research method in determining the
use of E- Books among the Grade 11 Student in Perpetual Help College of Manila
for the school year 2018-2019. This method was used to gather information about
present existing conditions and to describe the nature of the situation as it exists
and explore the cause of the phenomena.
Sources of Data
The primary sources of data were the grade 11 students of Perpetual Help
College of Manila. Through self-made questionnaires, the researchers obtained the
needed information required for the study. The secondary source of data was
obtained from books, magazines, internet, thesis and dissertation published and
unpublished works.
39
Population of the Study
The researchers used 30 percent of the total respondents in determining the
use of E- Books among the Grade 11 Student in Perpetual Help College of Manila
for the school year.
Table 1
Distribution of respondents
Level Population Respondents
Male 108 45
Female 174 45
Total 282 90
The table shows that there are 90 total number of students- respondents
which comprise of 45 male and 45 females coming all from grade 11 senior high
school students of Perpetual Help College of Manila.
Instrumentation and Validation
Construction of the self-made questionnaire
The instrument used to gather data for this study is of two -part self-made
survey questionnaire. The items used were taken from several concepts and
40
research literature reviewed by the researchers. This two-part self-made
questionnaire were composed of Part I Personal profile., Part II is the perception of
the respondents in which a five (5) point scale Like Scale was used. This scale was
explained to the respondents before they were asked to answer the questionnaire.
The scale used are as follows:
A. Data Gathering Procedure
The researchers obtained permission from the Principal or teacher/faculty
of Perpetual Help College of Manila to conduct the study
The researchers personally administered the survey to the respondents.
They were given questionnaires to be answered but before they answered the test
survey there was a short explanation about the study and how they are going to
answer. Retrieval of the questionnaire followed right after the respondents were in
answering. The data gathered were tallied, tabulated, and interpreted.
5 Strongly Agree (SA) 4.51 5.00

4 Agree (A) 3.51 4.51
3 Disagree (D) 2.51 3.50
2 Strongly Disagree (SD) 1.51 2.50
1 Neither Agree or Disagree (NA) 1.00 1.50
41
Validation
After the adviser approved the self-made questionnaire, the researchers
made a dry –run to a (5) Male students and (5) Female students. This (10) grade 11
students who answered the questions were excluded as respondents of this study.
After some modification, it was shown again to the adviser for final draft, and
reproduces it for the survey.
Interview
An interview was also conducted to some students to validate and to check
the consistency of responses.
Observation
In order to gather additional information, the researchers conducted
personal observation of students in the library to cross check the data revealed in
the questionnaire.
B. Sampling Procedure
The lottery random sampling procedure was used to select the sample
population from the groups of students. Names were written on slips of paper and
were placed in a box. The researchers requested the teacher to pick out the 30
percent from the population. Ninety participants served as the sample respondents
of this study.
42
C. Statistical Treatment of Data
The researcher used the following statistical tools in the treatment of data.
1. Percentage distribution was used to answer question number 1.
Formula:
Where:
P = percentage
f = means frequency
N = Total number of respondents
2. Weighted mean was used to answer question number 2 and 3.
Weighted Mean
Formula:
Where:
X = weighted mean
Σ w n = summation of weighted mean
N = total number of respondents
43
CHAPTER IV:
PRESENTATION AND ANALYSIS AND INTERPRETATON OF DATA
This chapter presents the data in tabular form, the analysis and
interpretation of data based on extrapolation of events.
Table 1
Distribution of Respondents
Level Population Respondents
Male 108 45
Female 174 45
Total 282 90
The table shows that there are 90 total number of students- respondents
which comprise of 45 males and 45 females coming all from grade 11 senior high
school students of Perpetual Help College of Manila.
44
Table 2
Distribution of Respondents according of Gender
Level Respondents Percentage (%)
Male 45 50.0
Female 45 50.0
Total 90 100
The table shows that 45 (50.0%) respondents are male and 45 (50.0%) are
female respondents.
Table 3
Distribution of Respondents according to Age
Level Respondents Percentage (%)
13-14 0 0.0
15-16
53 58.9
17-18 37 41.1
Total 90 100
This table shows that out of 90 respondents, 53(58.9%) percent belong to
the 15- 16 age bracket and 37 (41.1%) percent belong to 17- 18 age bracket
45
and 0 (0%) percent from 13- 14 age bracket.
Legend:
4 Agree (A) 3.51 4.51
3 Disagree (D) 2.51 3.50
Table 4
Distribution of Respondents based on the Satisfaction in using eBooks
STATEMENT Weighted Interpretation
Average
1) I am satisfied with the functions of the 3.66 Agree
eBooks
2) I am satisfied in using an eBook as a 3.90 Agree
learning assisted tool
3) I am satisfied using eBook as a reading 3.98 Agree
tool
4) I am satisfied that our teachers teach 3.96 Agree
us how to access eBooks
Average 3.87 Agree
The table shows the responses of the students on the Satisfaction in using
eBooks. As noted on the table, the level of agreement as perceived by the students
were homogenous and fell in the category of “agree” with weighted mean of 3.66
to 3.98. The highest weighted mean of 3.98 is described as agree, which is the
satisfaction in using an eBook as a reading tool. The lowest weighted mean of
3.66 is also described as agree, which is the satisfaction in the functions on an
eBook.
46
An overall weighted mean of 3.87 showed that the level of agreement
perceived by the students fell in the category “agree” based on the Satisfaction in
using eBooks.
Legend:
4 Agree (A) 3.51 4.51
3 Disagree (D) 2.51 3.50
Table 5
Distribution of Respondents based on the Usefulness in using eBooks
Average
5) It was convenient to scroll up/down 3.74 Agree
within the eBook
6) It was easy to turn the pages in the 4.0 Agree
eBook
7)It was easy to find important 3.91 Agree
information in the eBooks specifically
the EBSCO
8) I like it because I can easily 3.74 Agree
understand reading eBooks that print
books
9) I will use eBooks than print books 3.96 Agree
because of the features attached on it
Average 3.87 Agree
The table shows the responses of the students on the Usefulness in using
eBooks. As noted on the table, the level of agreement as perceived by the students
47
were homogenous and fell in the category of “agree” with weighted mean of 3.74
to 4.0. The highest weighted mean of 4.0 is described as agree, which is the ease of
turning pages on an eBook. The lowest weighted mean of 3.74 is also described
as agree, which is the convenience of scrolling up/down and the ease of
understanding what the users read.
perceived by the students fell in the category “agree” based on the Usefulness in
using eBooks.
Legend:
4 Agree (A) 3.51 4.51
3 Disagree (D) 2.51 3.50
Table 6
Distribution of Respondents based on the Behavioral Intention in using
eBooks
Average
10) If given a chance between an 3.74 Agree
electronic or print version of particular
book, I will choose the electronic version
11) I intended to use eBooks to assist my 4.08 Agree
learning
Average 3.91 Agree
48
The table shows the responses of the students on the Behavioral Intention
in using eBooks. As noted on the table, the level of agreement as perceived by the
students were homogenous and fell in the category of “agree” with weighted mean
of 3.74 to 4.08. The highest weighted mean of 4.08 is described as agree, which is
the intendment of using eBooks in terms of learning. The lowest weighted mean
of 3.74 is also described as agree, which is the use of electronic version of a
particular book.
perceived by the students fell in the category “agree” based on the Behavioral
Intention in using eBooks.
Recommendation of the Respondents
Table 7
I recommend using e- resources as a primary source of learning
Level Frequency Percentage (%)
Yes 53 58.9
No 37 41.1
Total 90 100
49
This table shows that 53 (59.9%) of the respondents chose Yes, while 37
(41.1%) of the respondents chose No
Table 8
I recommended using e-resources in doing assignments, research, and other
activities at school
Yes 67 74.0
No 23 26.0
Total 90 100
(26.0%) of the respondents chose No.
Table 9
I recommended using e-resources as a tool for discussion in class
Yes 65 72.0
No 25 28.0
Total 90 100
50
Table 10
I recommended that the use of e-resources is essential
Yes 63 70.0
No 27 30.0
Total 90 100
Table 11
I recommended to explore different technologies for the betterment of e-
resources
Yes 60 67.0
No 30 33.0
Total 90 100
51
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter present the summary of the study of findings, conclusions
drawn, and the recommendation s as made posited in the Statement of the Problem.
Summary of Findings
1. The Profile of the Respondents
A. There are 45 (50%) were females and 45 (50%) were males;
B. Majority of the respondents were in the bracket of 15-16 (58.9%), years
old, followed by age 17-18 (41.1%), years old and age 13-14 (0%)
2. The Satisfaction of grade 11 senior high school in using an eBook.
The grade 11 senior high school students were with an average
level (Agree) on the Satisfaction in using an eBook with a general average
of 3.87.
3. The Usefulness of grade 11 senior high school in using an eBook
level (Agree) on the Usefulness in using an eBook with a general average
of 3.87.
4. The Behavioral intention of grade 11 senior high school in using eBook
level (Agree) on the Behavioral intention in using an eBook with a general
average of 3.91.
52
5. The recommendations of the grade 11 senior high school students
The grade 11 senior high school students agreed on a statement “I
recommended using e-resources in doing assignments, research, and other
activities at school” with a highest frequency of 67 (74.0%).
Conclusions
Based on the finding of the study, the following conclusions were drawn:
1. The researchers had a balanced respondent, showing that there are no
biases in conducting the survey. Most of the respondents are on the age
of 15-16 years of age and followed by 17-18 years of age.
2. According to the findings of the study, majority of the respondents
agreed that they are satisfied in using an eBook, most of the respondents
are satisfied on its unique functions.
3. In terms of usefulness, most of the respondents agreed that an eBook is
a useful tool or an instrument that helps its users in learning. Only some
of them disagreed on that statement. Most of the respondent are
comfortable and find eBook as much easier to use rather than print
books.
4. Based on the findings, the study shows that the majority of the
respondents would rather choose an eBook instead of print books,
because of its unique features and comfortability to its user
53
5. Majority of the student respondents recommended using an eBook in
doing an assignments, projects, and other school activities, it is for the
reason that eBook is much more comfortable, reliable and entertaining
to use that helps its user easily understand the thing that they read.
Therefore, eBooks is much comfortable, reliable, and easier to use rather
than print books. For the respondents they prefer using eBooks because on its
unique features that help them to easily understand the thing that they read.
Recommendations
Based on the findings and conclusion drawn by the researchers, the
following recommendations were drawn:
Using e-resources in doing assignment, research and other activities
Majority of the respondents agreed in using e-resources in doing
assignment, research, project, and other activities. The researcher’s
recommendation for the manufacturers of eBooks is to improve the quality of their
product, for better and easy access so that its user will be able to adapt the ever-
changing progress of the technology.
E-resources as a tool for discussion in class
Most of the respondents recommend e-resources as a tool for discussion in
class, visual learning and auditory learning will make them more interested in the
subject matter. The researchers also recommend to use PowerPoint presentations
54
and video presentations to get the students attention and to improve the quality of
education.
E-Resources as an essential
Majority of the respondents agreed that e-resources is essential. Nowadays,
technology is so powerful that it takes over us, most of us are using gadgets in our
daily life routine. That is why the researchers recommend to make eBooks much
affordable so that everyone could have an opportunity to maximize the use of
technology.
Explore different technologies for betterment of e-resource
Other technologies can be helpful, most of the respondents recommend to
explore different technologies that may help them in studying and other activities.
Electronic media could also be helpful, since most of the respondents chose to
explore different technologies, studies and school activities are present in other
electronic media like Facebook, twitter and Instagram, YouTube and other social
media.
Overall, eBooks had a huge impact to the people who use and do not use
this technology. Most the users find eBooks as much comfortable and easy to use.
That is why eBooks should make an improvement in the quality of the product so
that everyone should be satisfied and comfortable in using it
55
Since the findings of the study are not conclusive and exclusive only for the
senior high school of Perpetual Help College of Manila, it is suggested with a
similar investigation be conducted with other senior high school of the other school
to further establish validity of this study.
56
References:
A. Journal; and e-journal
•Ahmad, P., Brogan, M., & Johnstone, M. N. (2014). The E-book Power User in
Academic and Research Libraries: Deep Log Analysis and User Customisation.
Australian Academic & Research Libraries, 45(1), 35-47.
doi:10.1080/00048623.2014.885374
•Bratanek, L.A. (2013). Case Study of Ebook Use in an Academic Library: A
Communication Perspective, University of Ottawa. Retrieved from
https://www.ruor.uottawa.ca/handle/10393/23914
•Duncan, R. (2011). EBOOKS AND BEYOND: UPDATE ON A SURVEY OF
LIBRARY USERS. Aplis, 24(4), 182-193.
•Duncan, R. (2010). EBOOKS AND BEYOND: THE CHALLENGE FOR
PUBLIC LIBRARIES. Aplis, 23(2), 44-55
•Ebied, M. M, A., & Rahman, S. A., (2015). The effect of interactive e-book on
students achievement at Najran University in computer in education course, Vol.6,
No.19, 2015
•Gwo-Jen, H., Nien-Ting, T., & Xiao-Ming, W. (2018). Creating Interactive E-
Books through Learning by Design: The Impacts of Guided Peer-Feedback on
Students' Learning Achievements and Project Outcomes in Science Courses.
Journal of Educational Technology & Society, 21(1), 25-36.
•Jeong, H. (2012). A comparison of the influence of electronic books and paper
books on reading comprehension, eye fatigue, and perception. The Electronic
Library, 30(3), 390-408. doi:http://dx.doi.org/10.1108/02640471211241663
•Pei Fen, C., Yan Peng, L., & Siew Woei, L. (2009). On the Design Preferences for
eBooks. IETE Technical Review, 26(3), 213-222. doi:10.4103/0256-4602.50706
•Sargeant, B. (2015). What is an ebook? What is a Book App? And Why Should
We Care? An Analysis of Contemporary Digital Picture Books. Children's
Literature In Education, 46(4), 454-466. doi:10.1007/s10583-015-9243-5
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•Smyth, S., & Carlin, A. P. (2012). Use and Perception of Ebooks in the University
of Ulster: A Case Study. New Review Of Academic Librarianship, 18(2), 176-205.
doi:10.1080/13614533.2012.719851
•Student Support Services Manual, (2015). Retrieved from
http://www.education.gov.yk.ca/pdf/schools/SSS_Manual_F_School_Based_Asse
ssment_Process
•Wiliam, D. (2011). What is assessment for learning?. Studies In Educational
Evaluation, 37(1), 3-14. doi:10.1016/j.stueduc.2011.03.001
58

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PERPETUAL HELP COLLEGE OF MANILA 124O V.

Conception St., Sampaloc, Manila BASIC EDUCATION DEPARTMENT -

“The use of E- Books among the Grade 11 Students: An

Sean Ruzell Lustan,

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

HEMANITIES AND SOCIAL SCIENCE (HUMSS)

PERPETUAL HELP COLLEGE OF MANILA

Senior High School - JONELTA

Sean Ruzell Lustan, John Hernal, Al Jerold Pascua, Julius De Luna,

Perpetual Help College of Manila

Permission is given for the following people to have access to this

Available to the general public Yes, No

Available only to those bound by confidentiality agreement Yes, No

Student’s Signature Signature of Thesis adviser

“I hereby grant the Perpetual Help College of Manila non-exclusive worldwide,

Sean Ruzell Lustan, John Hernal, Al Jerold Pascua, Julius De Luna,

Accepted as partial fulfillment of the requirements for the Basic Education

MARIVIC TAÑEDO, MA. Ed.

June 04, 2018

Dear Dean Tanedo,

Approved by the Panel of Examiners at the Oral Examination held on

______________________ with a grade of _______________________.

JENNIFER J. LALUNA, RL, M.A.Ed. –LIS

MARIVIC D. TAÑEDO, M.A.Ed.

Name : Sean Ruzell P. Lustan

Date of Birth : December 13, 2000

Place of Birth : Quezon City, NCR

Educational Attainment : Perpetual Help College of Manila

1240 V. Concepcion St, Sampaloc, Manila

A.Y. 2018-2019(Senior High School)

Name : AL Jerrold P. Pascua

Date of Birth : June 29,2000

Place of Birth : Makati City

Educational Attainment : Perpetual Help College of Manila

1240 V. Concepcion St, Sampaloc, Manila

A.Y. 2018-2019 (Senior High School)

Name : Ma. Cinderela M. Lopez

Date of Birth : August 17, 2001

Place of Birth : Lambunao, Ilolo city

Educational Attainment : Perpetual Help College of Manila

1240 V. Concepcion St, Sampaloc, Manila

A.Y. 2018-2019 (Senior High School)

Name : Julius O. De Luna

Date of Birth : February 17, 2000

Place of Birth : Manila City, NCR

Educational Attainment : Perpetual Help College of Manila

1240 V. Concepcion St, Sampaloc, Manila

A.Y. 2018-2019(Senior High School)

Name : Sebastian Kyle P. Garcia

Date of Birth : April 14, 2001

Place of Birth : Manila City, NCR

Educational Attainment : Perpetual Help College of Manila

1240 V. Concepcion St, Sampaloc, Manila

A.Y. 2018-2019(Senior High School)

Name : John Paul S. Hernal

Date of Birth : June 28 1999

Place of Birth : Quezon City, NCR

Educational Attainment : Perpetual Help College of Manila

with a grade of _.