Professional Documents
Culture Documents
Chapters-1-2-and-3-Final Na To
Chapters-1-2-and-3-Final Na To
Across Formats
A Research Paper
Presented to:
Diffun, Quirino
Precious Bituen
Aljo Santiago
Pauline Viray
Joan Sales
December 2023
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Chapter I
Introduction
people’s lives and their learning environments (Coiro, Knobel, Lankshear, &
Leu, 2008; diSessa, 2000; Dresang & McClelland, 1999; Spiro, DeSchryver,
Hagerman, Morsink, & Thompson, 2015; Tyner, 2014). In the last 10 years, a
variety of novel text forms (e.g., multimedia books and tweets) and mediums
for presenting such texts (e.g., iPad and Kindle) have emerged, which may
present new possibilities and new challenges for readers (Alexander & Fox,
2004); that is, features of digital literacy, such as the ability to read and
such digital texts may place unique demands on readers’ skillful and strategic
(Afflerbach & Cho, 2009; Hartman, Morsink, & Zheng, 2010; Kingsley, 2011;
computers, smartphones, and the internet as part and parcel of daily living,
and even more so in Singapore, which is the most connected nation in the
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worlds and at ease with various media and technology, including reading
digitally. Yet, others have argued that this myth of the digital native has been
evidenced by retailers selling more e-books than printed books (Miller &
advances in digital media and texts (Leu, Kinzer, Coiro, & Cammack, 2004)
reduce the achievement gap between majority and minority factions (U.S.
lives; therefore, educators must bridge the gap between childhood literacy
practices in and out of school (Lenhart, Purcell, Smith, & Zickuhr, 2010). Best
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practices of reading instruction must extend beyond print and into digital
century.
not available in printed mediums (Dalton & Proctor, 2007, 2008; Dalton,
Proctor, Uccelli, Mo, & Snow, 2011; Proctor, Uccelli, Dalton, & Snow, 2009).
instruction have occurred for the last century (Morris, 2003). Investigators
purpose of this study was to examine what effect, if any, a digital reading
comprehension.
that the world is digitally at one’s fingertips. Open 24 hours a day, 365 days
a year, the digital world has become a one-stop text source, be it for news,
Although it goes without saying that the digital age has come with many
Novak, & Hofacker, 2013; Usluel, 2016), questions remain about the
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implications of such digital access and the many digital devices (e.g.,
computers, tablets, and smartphones) that allow for that access for reading
More specifically, the use of digital devices as reading tools has garnered
These paperless classrooms allow the reader to alter the size of the text,
highlight important passages, and search related terms outside of the text
with the click of a button. Not surprisingly in light of these developments, 97%
Center for Education Statistics, 2013). Moreover, even outside the classroom
context, more and more individuals are engaged in online reading. For
Purcell, Madden, and Brenner (2012) found that 43% of Americans and 48%
of those between the ages of 18 and 29 read lengthy texts, such as newspapers
2014). These figures raise the fundamental question of how the use of such
to read and the comprehension that results, for better or for worse.
In fact, such a fundamental question has been posed in years past. For
examine differences that might exist when reading from a printed source
versus an electronic source. To our knowledge, this was one of the only
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although that review can serve as a starting point in the conversation about
also because much has changed technologically since the early 1990s.
have almost unlimited access to information and books through the internet.
However, despite earlier doomsday predictions about the demise of books with
the growth of online reading and technology, the death of the book is nowhere
in sight, with book sales increasing (Cocozza, 2017) and print books still more
popular than books in digital formats (Perrin, 2016). Readers enjoy the tactile
feel of books and feel a sense of progression as they thumb their way through
a book (Evans, 2017). Readers also remember a story better when reading a
book compared with reading the same story in an ebook (Mangen, Walgermo,
& Bronnick, 2013). Readers who want to focus on the reading may feel that
(Rose, 2011).
habits are influenced by educational levels rather than age or gender: College
graduates in the United States are 4 times more likely to read e-books and
twice as likely to read print and audio books as compared with non-college
graduates. College graduates are also more likely to read books in general.
This suggests that individuals who read print books are also likely to read
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However, high- and low-proficiency students may be differently
motivated and thus need different forms of encouragement to read (Klauda &
Mangen (2014) found that boys and low-proficiency readers preferred e-books
and that avid readers preferred print. The authors suggested that the e-book
The view of reading comprehension that frames this study conveys the
(Goldman, 2015; Graesser, 2007; Kintsch & Kintsch, 2005; McNamara, 2012)
in which the reader, the text, and the activity play a central role (Alexander &
form connections between their own prior knowledge and the ideas expressed
in or inferred by the text per se. Within this theoretical framework, there is
also an acknowledgment that the medium and type of text could well translate
focus to the reading of continuously linear texts, whether in the form of fiction
(Moje, Overby, Tysvaer, & Morris, 2008). More importantly, we are interested
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academic achievement, and learning, this is because engaged readers are
motivated to read independently, spend more time reading for pleasure, and
are diversified in their reading, whether in print or online (Kirsch et al., 2002).
it aimed to:
group.
Hypothesis
1 utilized pure digital soft copies in their reading tasks. While the
method (with hardcopies); and the control group employed purely the
scores among the three groups of experimental group 1 that used purely
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digital; experimental group 2 that utilized combination of conventional
method (hard copy) and digital; and the control group that uses only method
group.
This study is beneficial not only to the researchers but also to the
following:
Students: At the end of the study, the students will be able to determine their
Teachers: By knowing the preferred format of the students, this study will
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and/or comprehension skills of the students and to give them ideas for them
for their students and their learning goals. This study will serve as one of their
Future Researchers: This study will serve as an instrument that will give them
reliable and credible data for better understanding on the topic. This research
is going to be the chief source of enlightenment that they will surely need in
The study dealt only on the preference of the students when it comes to
digital and printed format prior in grasping a certain reading material of BSED
(QSU) - Diffun Campus during the Second Semester, S.Y. 2023-2024 along
freshmen students will be divided into two groups, the control and the
experimental group.
Definition of Terms
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background of this study. Each statement explains what the study intends to
accomplish.
academic subjects. It is often measured through grades, test scores, and other
assessments.
experience.
poetry, or illustrations. Books are often organized into chapters and are
bound together, making them a common format for presenting and preserving
information.
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Learning Environment. The physical, social, and psychological context
in which learning occurs. It includes both the external surroundings and the
internal factors that can influence a learner's experience and outcomes. The
learning environment plays a crucial role in shaping the learning process and
skills effectively.
beyond basic reading and writing skills and includes the ability to
spoken material, such as novels, poems, plays, essays, and other forms of
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Preference. A personal choice or liking for one thing over another. It
and make meaning from written text. It involves various cognitive processes,
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Chapter II
Related Literature
Reading as a Process
understanding from the same text. In this process, information from the text
and the readers’ knowledge act together to produce meaning. Reading, which
is a complex interaction between the text and the reader, is shaped by the
person tends to read out loud for the benefit of other listeners. Reading aloud
communication.
have almost unlimited access to information and books through the internet.
However, despite earlier doomsday predictions about the demise of books with
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the growth of online reading and technology, the death of the book is nowhere
in sight, with book sales increasing (Cocozza, 2017) and print books still more
popular than books in digital formats (Perrin, 2016). Readers enjoy the tactile
feel of books and feel a sense of progression as they thumb their way through
a book (Evans, 2017). Readers also remember a story better when reading a
book compared with reading the same story in an e-book (Mangen, Walgermo,
& Bronnick, 2013). Readers who want to focus on the reading may feel that
(Rose, 2011).
Reading Comprehension
in the text rather than to obtain meaning from isolated words or sentences.
representations of meaning of the text ideas during the reading process. There
of what the text is perceived to be about (Kintsch 1998; van Dijk and Kintsch
1983).
situational factors (De Corte et al. 2001). Meaning is formed in the reader’s
head, that is, a person’s prior knowledge affects the kinds of meanings
constructed from the text information (Fukkink and de Glopper 1998; Lipson
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1983). From this perspective an individual’s existing knowledge is a major
Comprehension Difficulties
difficulties for many students with special needs and the underlying causes
of their reading problems may be largely unknown (Lewis and Doorlag 1999).
It has been found that the prevalence of children with reading difficulties is
often linked with the economic and social circumstances of the home. For
(Elkins 2002a, b; McNaughton et al. 2004; Rohl and Rivalland 2002). This
and the number of books in the home were consistently related to school
reading achievement (Romeo 2002). The claim is that the respect for
(Samuels 1978).
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challenge and reading comprehension, both Benedetto (2013) and
preference for print books over both digital media platforms. Even older
adults, who in Kretzschmar’s experiment read from LCDs with the greatest
read, by a factor of nearly three to one (Kretzschmar et al., fig. 2). Likewise,
the current generation of young people, the digital natives who should have
no cultural bias for the printed word, report in survey after survey that they
prefer learning from books to learning from screens; many reports that if they
do discover an important text on the internet they are likely to print it out
must be concluded that the general preference for print- over screen-reading
goes beyond optical issues and force of habit to cognition, or the way texts are
for the reading brain is the fact that there are no genetic or biological
language to the processes of letter and word recognition and the short-term
world have been adapted to accomplish the learned behavior of reading (Wolf,
2007). To the reading brain, therefore, letters and words exist as physical
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objects, and the text they compose forms a kind of thought-landscape where
meaning associated with words occupies a specific location. This is why, when
people are trying to locate a particular piece of information they have read,
they often can remember where in a printed book they came across it—high
or low on a page, verso or recto, and at a certain depth in the page stack.
searching for familiar landmarks along the way (Jabr, 2013, “Navigating,”
para. 3; Mangen, 2012, p. 65). Obviously, when trying to study from a virtual
text, the reader is deprived of this ability to associate thoughts with real-world
locations.
video, video game, web pages and websites, including social media, data and
databases, digital audio, such as MP3 and electronic books. Digital media
often contrasts with print media, such as print books, newspapers and
that are presented in digital / electronic form using devices. Kindle, mobile
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phone, tablet, lap top and desk top are common media of the academic
reading texts.
flourishing of the new media with all its adjunct services seems to mark the
reading materials that are in the conventional form using the print media.
Print media is one of the oldest and basic forms of communication. The
knowledge is remarkable. Even after the advent of electronic media, the print
media has not lost its charm or relevance. In this study, print reading texts
refer to the conventional reading materials that are provided for the readers
using print paper such as print text books, newspapers, books, etc.
Studies comparing the effect of reading digital texts versus printed texts
to reading speed, accuracy, and comprehension have been carried out since
majority of early studies showed that printed text reading tasks were superior
while the other studies reported insignificant differences. Dillon (1994), for
instance, found that reading performance on the computer screen was about
20% to 30% slower than a paper. Other studies (Creed et al., 1987; Ziefle,
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1998) showed printed texts reading tasks accuracy is higher than computer-
However, some other studies (Askwall, 1985; Gould et al., 1987; Oborne &
formats.
Related Studies
Reading is the most vital skill every English as a foreign language (EFL)
learner must master due to several reasons. First, EFL learners study English
Their lack of inputs from their daily interaction could be overcome best
Decant, 1991; Mullis et.al., 2009) have shown reading significant contribution
and career development, and the capability to meet changes. Next, reading
2003). It provides the learners with various good sentence structures so many
times that they become accustomed to them. It also develops the learners'
vocabulary by letting them get the most frequently used and useful words and
learn them in context. Also, reading improves writing skills for it enables the
learners to figure out how to express ideas through words, how to use
speaking and control over syntax" (p. 404). Mikulecky (2008) accentuated that
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reading is the instruction basis in all language learning aspects, including
results showed that many learners prefer the paper version of course
materials and even those who prefer reading from screen indicated their desire
to have the option for print version due to its portability, reliability,
out that digital libraries and traditional libraries have their unique advantages
They found that, although university students were very comfortable about
reading from the screen, they hardly had any interaction with e-books. In
another study with university students in the UAE by Alghazo (2006), it was
screen for their reading activities. Davy (2007) found that e-textbooks had
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several good qualities over their traditional print copy counterparts. He found
printing on demand, thus saving paper, and could cater to individual learning
styles. E-textbooks offer greater flexibility and accessibility than print copies,
date, space savers, accessible around the clock, convenient, and they
contrary to these advantages, the students also believed that etextbooks were
that the technology may still be somewhat in its infancy and there may also
textbooks.
Revelle, Hurst and Messner (2011) find four distinct groups of readers, all of
whom approached print and electronic texts in different ways: Book Lovers,
NELTA, Vol 24 No. 1-2, November 2019 NELTA formats; Pragmatists, who use
whatever format best suits their needs at the time; and Printers, who print
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out electronic texts to read them. Chelin, Briddon, Williams, Redman, Sleat
and Ince (2009) point out that students used e-books if they were easier to
access or if the print edition was not available, rather than because of any
preference for them. Caporn, Bryant, Foster and Ransley (2011) affirm that
the younger students in their study, who were between the ages of eighteen
and twenty-one, were more attracted to e-books than older students were.
computerbased e-books for the speed and convenience with which they can
be accessed, but many readers prefer to print out sections rather than rely on
Dawson (2010) remark students doing a simple lookup task used more
clear preference for digital texts, and students typically predicted better
students was greater when reading e-texts. Singer and Alexander (2016)
assert that although students could recall the main ideas regardless of the
text type, they were better able to recall key points linked to the main idea
and other relevant concepts when reading print.Dobler (2015), Falc (2013),
Mizrachi (2015), and Singer and Alexander (2016) affirm that students may
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declare their preference for print-based texts over etexts, but they can also
overall appear to prefer print books, but they are also satisfied with e-texts.
Dobler (2015) points out that the reason for a preference for print-
based texts is that students may feel more easily distracted when reading e-
texts. Muir and Hawes (2013) consider that students perceive e-texts’ page-
topage navigation tools as poor and the speed of page loading as slow. Falc
(2013) points out that students encounter various technical difficulties when
stating that print-based texts are considered superior for studying large
sections of text. On the contrary, for Muir and Hawes (2013), student
preferences for e-texts are centred on searchability; and for Mizrachi (2015),
cost and accessibility. Hsiao, Tang, and Lin (2015) enunciate that attitudes
whether they were enjoyable and pleasant to use. Stone and Baker-Eveleth
(2013) view that the continuation of using a certain medium of text depends
Stoop, Kreutzer and Kircz (2015) state that “enhancing the electronic
text instead of just turning it into a copy of the printed version seems to have
helped the Journal of NELTA, Vol 24 No. 1-2, November 2019 209 NELTA
students to score higher on the test”. Myrberg and Wiberg (2015) articulate
the apps for e-reading lack the ability to present essential spatial landmarks,
they give poor feedback on your progress as you read, and make it difficult for
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you to plan your reading since they do not show how much is left of the
Yoram Eden and Eshet-Alkalai (2013) and Young (2014) pinpoint that
Szapkiw, Courduff, Carter, and Bennett (2013), Stoop, Kreutzer and Kircz
(2013b); and Sun, Chich-Jen and Kai-Ping (2013) affirm that electronic
remark that many students prefer to print out academic documents. Qayyum
and Williamson (2014) consider information from the printed page to be more
available.
Daniel and Woody (2013), Durant and Horava (2015), Yoram Eden and
EshetAlkalai, (2013), Herman (2014) and Young (2014) describe that many
and Stoop et al. (2013b) write that electronic documents have the potential to
multimedia. Rose (2011) and Stoop et al. (2013a) mention that the ability to
easily markup paper documents may be one reason why students express a
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and Rockinson Szapkiw et al. (2013) assert that students liked the idea of
Tuncer and Bahadir (2014), and Martin and Platt (2001) explain that
many studies found that participants preferred to print out documents that
reading from the screen can be difficult to ascertain how far one is through a
document. Noyes and Garland (2003) and Stoop et al. (2013a) conclude that
paper.
Daniel and Woody (2013) and Qayyum and Williamson (2014) note the
Stoop et al. (2013b) and Rockinson-Szapkiw et al. (2013) find that the
engage students in learning. These results suggest that each medium may
Several factors play great roles in shaping the learners’ preference for
the medium of reading texts: familiarity with and comfort levels of the medium
or platform (Baek and Monaghan 2013; Chen et al. 2014; Weisberg 2011), the
(John 2014), the length of text (Abdullah and Gibb 2008; Baek and Monaghan
2013; Gibson and Gibb 2011; Muir and Hawes 2013) and whether the text
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(Buzzetto-More, Sweat-Guy and Elobaid 2007; Dilevko and Gottlieb 2002;
Dundar and Akcayir 2012; Jamali, Nicholas, Rowlands 2009; and Spencer
2006). These previous research studies reveal the students’ mixed preferences
for electronic and print media of reading texts. It is obvious that both
electronic and print media of academic reading media retain some merits and
some demerits.
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Conceptual Framework
- Construct pre-test
and post-test
FEEDBACK
Students’ Level of
Reading
Comprehension
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CHAPTER III
RESEARCH METHODOLOGY
format that the students will be excellent with in literature across formats;
digital, printed and the combination of the two. To garner the data necessary
for this study, the researchers will opt to obtain the view of the students in
line with this topic. Specifically, a total of 23 respondents from the first-year
test. Data gathered from this research instrument will then be computed for
interpretation.
Research Design
The descriptive method of research will be used for this study. To define
the descriptive type of research, Creswell (1994) stated that the descriptive
the degree in detail of the present situation. The aim of this type of research
to Daquiz, with this research type, it is essential that the researchers already
have a clear view or picture of the phenomena being investigated before the
data collection procedure is carried out. The researchers will utilize this type
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In this study, the descriptive research method was selected so as to
identify the significance and the role of using pre-test and post-test in
from that, the descriptive method is also advantageous to the researchers due
to its flexibility; this method can be used either qualitative or quantitative data
or both, giving the researchers greater options in selecting the instrument for
data-gathering.
The researchers will also use the quasi-experimental design. The prefix
control group, they differ from experimental methods in that they do not use
useful for estimating the impact of a program or event for which it is not
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causality between an intervention and an outcome. Quasi-experimental
With that options, the researchers will opt to integrate the quantitative
perspective. Thus, the researchers will use an objective type of pre-test and
with the study. By using this approach, the study will be discussed or
measurement.
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Research Instrument
use of an objective type of test that is divided into three parts; the first part is
about the demographic profile of the respondents which includes the name,
age, course and year. The second part of the test contains the options of their
preferred format (pure digital format, pure printed format or the combination
of the two). The last part contains the objective form of measurement that
respondents regarding the literary piece that they will be reading and/or
watching, this part includes multiple choice, matching type, and true or false.
and approval to conduct the study. Upon approval, the researchers will
retrieve the letter. In administering the objective type of test, the researchers
will use the time allotted for vacant to avoid distraction of class discussion.
The respondents will be given enough time to answer the questions. The
researchers will then collect the answered research instrument from the
respondents. After the researchers collected all the data, with the
statistician’s help, the researchers will tabulate and tally the results to
The result will be the basis for researchers to answer the following
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Statistical Treatment of Data
The following tools and treatments will be employed in this study. Part
course, and year, and they were statistically treated using descriptive
statistics such as frequency count and percentage using the form below.
P= f x 100
Where: P = Porcentage
F = Frequency
Frequency
The frequency (f) of a particular value is the number of times the value
meaning the set of all possible values and the frequencies associated with
was counted.
Percentage
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The formula is:
P= f x 100
Where: P = Percentage
F = Frequency
Weighted Mean
number of respondents.
Pearson r
between and among the variables. The results of the analyses were presented
The Statistical Package for Social Sciences (SPSS) software will be used
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