CHAPTER 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter represents the summary of findings, conclusion that have been drawn from

the findings and the proposed recommendation.

Summary of Findings

This research study aims to compare the use of digital or printed materials in the reading

comprehension among 2nd-year students of Metro-Dagupan Colleges.

Specifically, this study sought to answer the following questions:

1. What are the scores of the respondents in the control group?

The respondents which were given digital materials recorded a grand total mean of 1.552

with a standard deviation of .427317212.

2. What are the scores of the respondents in the experimental group?

Those which were given printed materials have recorded a grand total mean of 1.784 with

a standard deviation of .522557812, both which can be interpreted as having POOR

reading comprehension.

3. Is there a significant difference between the scores of the respondents in the control and

experimental group?

Reading efficiency of 2nd year BSED majors in English using both printed and digital

materials. The study found no significant difference in reading efficiency between the

two formats. Since the computed absolute value of the T-stat = 1.61417589 is lesser than

the required value of T-crit = 2.063898562 with df = 24, this result is in line with

Villegas’s conclusion as it shows that there is also NO SIGNIFICANT DIFFERENCE

40 | P a g e
 between the use of digital and printed materials among 2nd year college students of

Metro Dagupan Colleges.

4. What can be proposed to enhance the reading comprehension of students?

As researchers that studied the reading comprehension of respondents via the use of

printed or digital reading materials, we propose the use of printed materials for deep

reading and critical analysis, and digital materials for interactive and multimedia content

that enhances understanding while also integrating digital tools such as e-books with

interactive features, annotation capabilities, and multimedia content to engage students

and support comprehension. Utilize digital platforms for formative assessments that

provide immediate feedback to students and implement regular comprehension checks

using both printed quizzes and digital assessments to monitor progress and adjust

instruction as needed and lastly, Promote active reading strategies such as summarizing,

questioning, and predicting using both printed and digital texts.

40 | P a g e
CONCLUSION

After a critical analysis of the data findings made by the researchers, the researchers

found that the reading comprehension of 2nd Year College students in the College of

Teaching Education in using digital materials or printed materials are interpreted as poor

based on the tables and results gathered. Therefore, the researchers had reached to a

conclusion that the significance of using digital or printed materials in the reading

comprehension of respondents had little to no effect in improving the skills needed to

understand properly what they read and create ideas for a proper feed-back.

RECOMMENDATION

Based on the findings and conclusions the researchers would like to recommend the

following:

1. The Teacher should engage students in reading materials, printed and digitized in

answering activities such as essay or reflection to enhance their reading comprehension.

2. The Teacher should engage students in summarizing a certain story or subject after

reading.

40 | P a g e
 3. The Teacher should engage students in role playing derived from the reading materials

whether it is printed or digital.

4. The Students should read habitually, with active mind engaging with text.

5. The Students should make strategies to improve reading comprehension such as

highlighting key words, important words, and unfamiliar words.

6. The Parents should encourage their children in story-telling after reading a certain

story.

7.

Bibliography

Abad, M. (2020, July 2). Printed materials, online classes ‘most preferred’ for distance learning
– DepEd. RAPPLER. https://www.rappler.com/nation/265411-printed-materials-online-
classes-most-preferred-distance-learning-deped/
Abid, N., Aslam, S., Alghamdi, A. A., & Kumar, T. (2023). Relationships among students’
reading habits, study skills, and academic achievement in English at the secondary level.
*Frontiers in Psychology*, 14. https://doi.org/10.3389/fpsyg.2023.1020269
Alaurin J., (2023) The-Effects-of-Digital-Reading-has-on-students-comprehension-in-Senior-
High-School - Republic of the - Studocu.
https://www.studocu.com/ph/document/casisang-senior-high-school/senior-high-school/

40 | P a g e
 the-effects-of-digital-reading-has-on-students-comprehension-in-senior-high-school/
68527456
Alieto, E., Eijansantos, A. M., Morgia, J. D. R. –., & Ricohermoso, C. (2020). Print-Based Texts
or Digitized Versions: An attitudinal investigation among senior high school students.
Social Science Research Network. https://doi.org/10.2139/ssrn.3615800
All we know is what we don’t read in print*. (2021, September 8).
https://phkule.org/article/302/all-we-know-is-what-we-dont-read-in-print.
Baron, N., 2021. Know what? How digital technologies undermine learning and remembering.
Journal of Pragmatics, 175, 7-37.
https://www.researchgate.net/publication/348900666_Know_what_How_digital_technolo
gies_undermine_learning_and_remembering
Benson, K. (n.d.). Reading on Paper Versus Screens: What’s the Difference?
https://www.brainfacts.org/neuroscience-in-society/tech-and-the-brain/2020/reading-on-
paper-versus-screens-whats-the-difference-072820#:~:text=TL%3BDR%3A%20Digital
%20Reading%20Equals%20Shallower%20Processing&text=Format%20didn’t%20affect
%20their,more%20complex%20texts%2C%20says%20Mangen.
Bresó-Grancha, Noemí, María José Jorques-Infante, and Carmen Moret-Tatay. "Reading digital-
versus print-easy texts: a study with university students who prefer digital sources."
Psicologia: Reflexão e Crítica 35 (2022).
Castles, Anne, Kathleen Rastle, and Kate Nation. "Ending the reading wars: Reading acquisition
from novice to expert." Psychological science in the public interest 19.1 (2018): 5-51.
Clinton, V. (2019) Reading from paper compared to screens: A systematic review and meta-
analysis. Journal of Research in Reading, 42: 288–325. https://doi.org/10.1111/1467-
9817.12269.
Cohn, J., 2021. Skim, Dive, Surface: Teaching Digital Reading. Morgantown: West Virginia
University Press. https://scholars.csus.edu/esploro/outputs/99257892328801671
Creamer, E. (2023, December 16). Reading print improves comprehension far more than looking
at digital text, say researchers. The Guardian.
https://www.theguardian.com/books/2023/dec/15/reading-print-improves-
comprehension-far-more-than-looking-at-digital-text-say-researchers
Dixon, T. (2023, January 29). Digital vs. Print Reading: Which one’s better? IB
Psychology. https://www.themantic-education.com/ibpsych/2023/01/30/digital-vs-print-
reading-which-ones-better/#:~:text=The%20pattern%20is%20clear
%20%E2%80%93%20print,digital%20reading
Elleman, A. M., & Oslund, E. L. (2019). Reading Comprehension Research: Implications for
Practice and Policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3-11.
https://doi.org/10.1177/2372732218816339

40 | P a g e
Estremera, N., & Estremera, P. (2018). Reading comprehension challenges in the Philippines:
Factors and solutions. *Journal of Education*, 207(1), 45-50.
https://mb.com.ph/2023/12/6/2022-pisa-results-a-clear-indication-that-ph-education-
system-is-in-worst-state-pb-ed
Fälth, L., Brković, I., Keresteš, G., Svensson, I., Hjelmquist, E., & Tjus, T. (2022). The effects of
a multimodal intervention on the reading skills of struggling students: an exploration
across countries. Reading Psychology, 44(3), 225–241.
https://doi.org/10.1080/02702711.2022.2141399
Frank, Goldhammer., Ulf, Kroehne., Carolin, Hahnel., Paul, De, Boeck. (2021). Controlling
Speed in Component Skills of Reading Improves the Explanation of Reading
Comprehension.. Journal of Educational Psychology, doi: 10.1037/EDU0000655
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic

Books.

https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/referencespapers.aspx?

referenceid=1326489

Gonzales, J. (2020). The Effect of Video Presentation and Printed Reading Materials on Pupils’
Comprehension Skills. Applied Science and Innovative Research, 4(4), 19.
https://www.academia.edu/download/64877817/Thesis_Paper.pdf
Haddock, G., Foad, C., Saul, V., Brown, W., & Thompson, R. (2020). The medium can influence
the message: Print-based versus digital reading influences how people process different
types of written information. British journal of psychology (London, England :
1953), 111(3), 443–459. https://doi.org/10.1111/bjop.12415
Kilag, O. K. T., Peras, C. C., Echavez, R. B., Suba-an, J. D., Obaner, M. K. B., & Mansueto, D.
P. (2023). Comparing learning outcomes: on-screen versus print reading.
INTERNATIONAL JOURNAL OF INCLUSIVE AND SUSTAINABLE EDUCATION,
2(5), 181-191. https://openscience.uz/index.php/sciedu/article/download/6032/5495
Klimova, B., & Zamborova, K. (2020). Use of mobile applications in developing reading
comprehension in second language acquisition—A review study. Education Sciences,
10(12), 391. https://www.mdpi.com/2227-7102/10/12/391
Pardede, P. (2019) Print vs Digital Reading Comprehension in EFL. https://eric.ed.gov/?
q=COMPARATIVE+STUDY+IN+THE+USE+OF+DIGITAL+VERSUS+PRINTED+M
ATERIALS+IN+THE+READING+COMPREHENSION+OF+SELECTED+2nd+YEAR
+STUDENTS+OF+METRO+DAGUPAN+COLLEGES&pr=on&ft=on&id=EJ1266161
Qureshi, S. (2020, October 30). Online Reading Vs Traditional Reading In Today’s World.
Daastan. https://daastan.com/blog/online-reading-vs-traditional-reading-in-todays-world/

40 | P a g e
Servallos, N. J. (2023, December 5). Student assessment: Philippines still in bottom 10.
Philstar.com. https://www.philstar.com/headlines/2023/12/06/2316752/student-
assessment-philippines-still-bottom-10#:~:text=After%20being%20ranked%20the
%20lowest,of%2081%20countries%20for%202022.
Shehzad, W. (2019). Rubric to Assess the Reading Comprehension Level. Saudi EFL learners -
Scientific Figure on ResearchGate. p19. https://www.researchgate.net/figure/Rubric-to-
Assess-the-Reading-Comprehension-Level-Based-on-Shehzad-2019-
p157_tbl2_344732304 [accessed 7 Jan, 2024]
Sidabutar, M. N. A., Sayed, B. T., Ismail, S. M., Quispe, J. T., Vicente, J. S. Y., Wekke, I. S.,
Shanan, A. J., & Nourabadi, S. (2022). Reading Digital Texts vs. Reading Printed Texts:
Which One Is More Effective in Iranian EFL Context? Education Research International,
2022, 1–9. https://doi.org/10.1155/2022/7188266
Tanner, M. J. (2014). Digital vs. Print: Reading Comprehension and the Future of the
Book. School of Information Student Research Journal,
4(2). https://doi.org/10.31979/2575-2499.040206 Retrieved from
https://scholarworks.sjsu.edu/ischoolsrj/vol4/iss2/6
Villanueva, Joey M. "Language profile, metacognitive reading strategies, and reading
comprehension performance among college students." Cogent Education 9.1 (2022):
2061683.
Villegas, G. K. E., Badilles, B. M. C., Ocay, J. C., Sabanal, D. M. D., Arcamo, F. E. S., &
Tantog, A. J. D. (2023). Describing Students’ Reading Efficiency in the Use of Printed
and Digital Materials. Reading, 7(7). https://www.researchgate.net/profile/Alfer
Tantog/publication/372787040_Describing_Students’_Reading_Efficiency_in_the_Use_
of_Printed_and_Digital_Materials/links/64c89150b7d5e40f3319444c/Describing-
Students-Reading-Efficiency-in-the-Use-of-Printed-and-Digital-Materials.pdf
Young, J. (2014). A study of print and computer-based reading to measure and compare rates of
comprehension and retention. New Library World, 115(7/8), 376-393.
https://www.emerald.com/insight/content/doi/10.1108/NLW-05-2014-0051/full/html

40 | P a g e
QUESTIONAIRES
Table of Story

Story of Hercules

Story of Hercules

Hercules is the son of Zeus and a mortal named Alcmena, but he is raised as the son of
her husband, Amphitryon. Zeus visits Alcmena disguised as her husband while Amphitryon is
away at war, so Alcmena bears Hercules, Zeus's son, and Iphicles, Amphitryon's son. Hercules's
singular strength emerges almost immediately. Two large snakes come into the crib he shares
with Iphicles, who cries and tries to flee. Hercules strangles one snake in each of his hands,

40 | P a g e
presenting the limp creatures to his parents when they come to the boys' rescue. His parents
attempt to have him educated, but Hercules doesn't like music and accidentally kills his teacher
by hitting him with a lute. He excels at physical pursuits and kills a great lion at age 18.

Hera knows who Hercules's father is, and she tortures Hercules for it throughout his life.
As a young man, Hercules conquers a tribe called the Minyans to stop them from exacting "a
burdensome tribute from the Thebans." Thebes gives him a bride, Princess Megara. They have
three sons and are happy until Hera strikes him with a madness that leads him to kill Megara and
their children. When he regains his senses, Hercules threatens to kill himself, but his friend
Theseus stops him by taking his hands, thus sharing Hercules's guilt. Although Theseus and
Amphitryon try to convince Hercules he is not responsible for his actions while insane, Hercules
cannot forgive himself. He goes to Eurystheus, King of Mycenae, who gives him a series of tasks
for purification. These 12 tasks become known as the "the Labors of Hercules."

First, Hercules kills the lion of Nemea with his hands because the lion is impervious to
weapons. Second, he kills the multiheaded Hydra, who grows two heads in the place of each one
that is cut off; Hercules burns the stumps before new heads can sprout. Third, Hercules brings
Eurystheus a sacred stag with golden horns; and fourth, he captures a wild boar in deep snow on
Mount Erymanthus. The fifth labor requires Hercules to clean the Augean stables, home to
thousands of cattle; Hercules diverts two rivers to accomplish the task. For his sixth labor,
Athena helps Hercules shoot a flock of birds that plague the people of Stymphalus. The seventh
labor takes him to Crete to tame and capture a bull Poseidon gave King Minos. For the eighth
labor, he goes to Thrace and slays King Diomedes to take his man-eating horses. While on his
way to Thrace, Hercules visits his friend Admetus whose wife has just died, but Admetus only
tells Hercules a "woman of his household" is dead. Hercules gets roaring drunk at dinner. He is
embarrassed when a servant tells him the truth and convinces Death to give back Admetus's wife
to make amends.

Hercules goes to the Amazons to complete his ninth labor, which is to fetch the girdle of
their queen Hippolyta. She assents easily, but Hera inspires the other Amazons to attack
Hercules. Without thinking, he kills Hippolyta in the fray and fights the rest to return with the
girdle. For his tenth labor, he takes the oxen that belong to a three-bodied monster called Geryon.

40 | P a g e
 The eleventh labor is tricky because Hercules has to ask Atlas to locate the Golden
Apples of the Hesperides. Atlas agrees to fetch the apples for Hercules if Hercules will take over
holding up the sky while he goes on the errand. Hercules agrees, and when Atlas returns, it
becomes clear he has no intention of taking the sky back. Hercules asks Atlas to just hold the sky
for a minute while Hercules places a pad on his shoulders to alleviate the pressure. Atlas agrees,
and Hercules makes his escape with the apples.

The twelfth labor is most difficult because Hercules must descend to the underworld and
bring back the three-headed guard dog, Cerberus. While Hercules is there, he frees his friend
Theseus from the Chair of Forgetfulness. Hercules carries Cerberus on his back to Eurystheus,
but Eurystheus decides against keeping Cerberus, so Hercules must return the dog to Hades.

Even after these labors, Hercules never feels at ease about Megara and his children and
continues to seek danger. He fights and defeats a Giant who wrestles and kills strangers, then
uses the skulls to roof his temple. Hercules fights the river-god Achelous to win the love of a
woman named Deianira, who becomes his second wife. He rescues a woman from a sea serpent
in Troy and frees Prometheus from the eagle that preys on him.

Later, Hercules accidentally kills the son of King Eurytus, and Zeus punishes Hercules by
sending him to serve Queen Omphale in Lydia. The queen often dresses Hercules as a woman
and Hercules swears revenge on Eurytus, which he takes by killing the king and taking his city.
When Hercules sends a group of captive women home, the man who brings them tells Deianira
that Hercules is in love with one of them. Deianira uses a blood charm she developed for such an
occasion and puts it on a robe she sends Hercules. The charm does not weaken or kill him but
inflicts great pain. When he comes home and finds Deianira has killed herself in guilt, he orders
a pyre built so he can die, too. When he dies, he goes to Olympus where he makes amends with
Hera and marries her daughter Hebe.

The story draws a distinction between Hercules and his contemporary friend, Theseus.
Theseus, is the great hero of Athens because he combines a strong devotion to reason and justice
with his strength and daring sense of adventure. As the quintessential Greek hero, Hercules
shows how the values of the rest of Greece differ from Athenian values. Hercules is better known
for his brawn than his brains. He is also known for supreme courage and self-confidence,
regarding himself as an equal to the gods who "needed his help to conquer the Giants." He is

40 | P a g e
often ruled by his emotions as well and shows the gods little respect, such as the occasion when
he picks a fight with Apollo when the oracle at Delphi will not answer his questions. It is
reasonable to conclude the Greeks wanted a hero not inhibited by too much thought, whose
strength and courage were so great he could hold his own against the gods. Hercules indicates a
desire among mortals to be able to shrug off the will of the gods and follow their own path as
Hercules does. Hercules isn't just the most revered hero to the Greeks, he is possibly the most
revered hero in all of Western culture as his name is actually synonymous with heroism, giving
rise to the English word, herculean, which describes any task requiring superhuman strength and
commitment.

Because of the circumstances of his birth, Hercules might as well defy the gods because
at least one of them is going to punish him no matter what he does. Because Hercules is another
of Zeus's sons with a mortal woman, relating as to that his great-grandfather is Perseus, another
son of Zeus. Hera is not kind to the women her husband seduces, nor to their children. Hera, as
always, was furiously jealous and she determined to kill Hercules. So, Hera sends the snakes for
to kill Hercules in his crib when he still an infant and things only go downhill from there. She
drives Hercules to the madness that causes him to kill his family, an incident from which he
never truly recovers despite his many acts of penance. The two are only reconciled after Hercules
is dead. His death probably means Hera has finally gotten what she wanted all along.

Hercules was destined to be as a hero, but he engages in a few minor adventures and feats
of strength before the death of his family draws him into his primary adventure, the 12 labors.
The 12 labors conform to the series of obstacles characteristic of a hero's journey. The journey
into the underworld and the return becomes a standard feature of other heroic journeys after
Hercules's story, as it represents an apex of strength and bravery, the act of literally overcoming
death. Technically, Theseus is the first of the great heroes to visit the underworld, but he is
unable to return under his own power. Hercules is the one who returns Theseus to the surface
world, which establishes his superiority over Theseus in an important respect.

Unlike the other heroes who follow Campbell's cycle, Hercules does not reap a true
reward for his efforts, at least not in life, as even after he has completed his labors, he finds no
peace or consolation. He remains haunted by the loss of Megara and his family, and ends up in a
marriage with Deianira, a woman who trusts him so little that she devises a spell to punish his

40 | P a g e
future faithlessness on the same day they are married. She uses this spell not to bring Hercules
back to her, as might be expected, but to kill him.

Hercules's labors represent acts of service to King Eurystheus of Mycenae, but Hercules
does these to atone for killing his family. In fact, Hercules departs from the heroic model set by
Perseus and Theseus, because few of his acts are driven by altruism toward individuals or
society. However, Hercules isn't self-serving in a conventional sense, either. His actions are
driven by impulse and emotion, and these traits, combined with his massive strength, lead him to
accidentally kill people with some frequency. Many of Hercules's acts, even beyond the 12
labors, are acts of penance. Even when he goes to Death to win back the wife of his friend
Admetus—his kindest and most selfless act—he does so to make amends for his thoughtless
drunkenness. In Hercules, the Greeks have created a hero uniquely human in his flaws. He
constantly makes mistakes; he is often clumsy and thoughtless in his use of force. Yet, Hercules
is also constantly engaged in the process of atoning for his flaws and mistakes, and in this sense,
he represents the most important of ideals: all humans are deeply flawed, but it is truly heroic to
attempt to overcome those flaws.

NAME:____________________________ DATE:_________________________

COURSE:__________________________ SCORE:________________________

EXERCISE QUESTIONS:

Instructions: answer in a comprehensive manner and not in fragments:

1. What makes Hercules one of the most significant Greek heroic characters?
2. What does the story reveal about the nature of reward and punishment?
3. What do the women in Hercules's demonstrate about the roles of women in ancient
Greek culture?
4. Who did Hercules saved from the 12th labor and what was Hercules’s main mission
in that place?
5. How did Hercules solve the eleventh labor?

40 | P a g e
6. Did Hercules need help to accomplish the task? If so, who helped him?
7. Explain what ideals of the human nature that are presented in the story?
8. Explain how the labor helped Hercules get closer to his overall goal?
9. How does Hercules’ story differ from other heroic model stories such as those with
Theseus and Perseus?
10. How do you describe Hercules’ deeds and motivations as a character?

40 | P a g e