Assessing Comprehension Outcomes in using

TITLE Bionic Reading in Print and Digital Texts

Versus Conventional Reading
in Print and Digital Texts
BACKGROUND OF THE STUDY
In the 2018, Programme for International Student Assessment (PISA),
Philippines ranked lowest in reading comprehension with 79
participating countries and economies. The figures revealed to us how
alarming the situation is not just from the neighboring countries but
also in the Philippines.
BACKGROUND OF THE STUDY
• According to Alisaari et. al (2018), recent studies have claimed
that reading comprehension is influenced by the medium used in
reading a text.
• In the study of Mangen et. al (2013), it is concluded that the
students who read printed texts scored higher in reading
comprehension than those who read using digital texts.
• In the study conducted by Fard and Nabifar (2011), involving 40
EFL female students in Iran in intermediate level, revealed that
participants who used digital reading obtained a higher reading
comprehension than those engaged in printed reading.
RESEARCH GAP
the researchers were compelled to undertake the study due to the
inconsistency of the results shown in the data. The different studies
from various countries have undertaken the same process of
comparing the effectivity of digital and printed text in reading
comprehension however, there were really no interventions
introduced- it just aims to compare the results of the two different text
formats.
OBJECTIVE OF THE STUDY
This study aims to compare the reading comprehension of the
students using Bionic reading across digital and printed texts and
plain digital and printed text. Specifically, the research aims to:
1. Assess the effect of Bionic reading interventions on students’
reading comprehension skills in the context of digital texts.
2. Investigate the efficacy of Bionic reading comprehension when
applied to printed texts.
3. Determine any differences in the effectiveness of bionic reading
between digital and printed texts.
STATEMENT OF THE PROPLEM
1. Is there a significant difference in the reading comprehension of the
students between plain printed text and printed text utilizing bionic
reading?
2. Is there a significant difference in the reading comprehension level
of the students between plain digital text and digital text utilizing bionic
reading?
3. Is there a significant difference between students' reading
comprehension using Bionic Reading in printed and digital text?
SIGNIFICANCE OF THE STUDY
1. Advancing Pedagogical Strategies - By assessing the
effectiveness of Bionic reading, the research contributes to the
continual evolution of pedagogical strategies and make innovations in
teaching method, ensuring that they provide students with effective
and engaging learning experiences.
2. Technology Integration - Understanding the impact of Bionic
reading provides valuable insights for shaping and using innovative
tools to improve reading comprehension and it could add information
to the existing body of knowledge.
SIGNIFICANCE OF THE STUDY
3. Meeting Diverse Learning Needs - In recognizing possible
variations in the effectiveness of bionic reading, it may cater varying
learning preference and ensuring inclusivity in educational practices.
4. Academic Success - Employing effective method in enhancing
one’s reading comprehension bridges them to success in all academic
discipline. By implementing effective bionic reading strategies,
educational institutions can contribute to improve educational
outcomes.
THEORETICAL FRAMEWORK
This study is anchored on the Spotlight Model by Posner (1980) and
Zoom Lens Model of Attention by Eriksen and St. James (1986).
• The Spotlight model states that attention functions like a beam or
a moving spotlight, which means that stimuli under the spotlight's
focus are selected and are the priority in processing over the
stimuli outside the spotlight.
• The Zoom Lens Model of Visual Attention, which supports the
Spotlight Model, states that humans increase and decrease the
portion of attention that they provide to certain stimuli just like how
a camera is zoomed in or out. This model also states that when
we “zoom in” and focus our attention to a smaller area, the
THEORETICAL FRAMEWORK
This study is anchored on the Spotlight Model by Posner (1980) and
Zoom Lens Model of Attention by Eriksen and St. James (1986).

• This model also states that when we “zoom in” and focus our
attention to a smaller area, the processing of information is more
effective; whereas when we “zoom out” and increase the area of
our focus, the processing efficacy decreases (Klatt & Memmert,
2021).
CONCEPTUAL FRAMEWORK

CONTROL
GROUP
79 students

155 READING
HUMSS COMPREHENSION
STUDENT RESULT
TREATMENT
GROUP
78 students

Figure 1. shows the conceptual framework of the study. The study is divided into two (2) groups:
The Control group with 79 students will use plain printed and digital text; Treatment group with 78
students will use Bionic reading in digital and printed text. The study aims to compare the result of
the two groups.
 RESEARCH DESIGN
• This study will utilize the Comparative Method or Quasi-
Experimental, specifically the non-equivalent group design.
Comparative Method or Quasi-Experimental aims to describe what
METHOD is similar and different between the variables in two or more
groups (Sacramento State, 2022).

• This research design is appropriate since the researchers want to

compare the reading comprehension of the students using plain
digital text and digital text with Bionic Reading, and plain printed
text and printed text with Bionic Reading.
 RESEARCH PARTICIPANTS
The researchers will utilize the cluster sampling method, specifically,
the multistage sampling. Using this method, the population will be
METHOD divided into small groups (clusters). Then, the researchers will form a
sample by randomly selecting among the clusters. Finally, from the
identified sample of clusters, the researchers will randomly select the
respondents (Thomas, L. 2023b).
 RESEARCH PARTICIPANTS

The respondents will be the Grade 11 students of one of the private

METHOD schools in Davao City. The population is already divided into 6
sections. From the given sections, the researchers will randomly
select 4 sections. Then the researchers will randomly select the
respondents from the randomly selected sections.
 RESEARCH INSTRUMENT

This study will utilize the reading comprehension tests adapted from
Ereading Worksheets (2021). This site contains various reading texts,
METHOD
suited for students from grades 7 to 12 to help them practice their
reading comprehension. The researchers will create 2 reading
comprehension tests, one for printed text and another one for digital
text by adopting 4 reading materials with assessment suited for Grade
11. The researchers will use two reading texts for the printed text and
the other two reading texts for the digital text.
 DATA PROCEDURE

• Request permission for the conduct of the study. Pilot Testing of

the reading comprehension test.
METHOD
• Administration of the reading comprehension test.
• Checking and tallying of the questionnaire.
 DATA ANALYSIS
Mean and T-Test will be utilized to analyze the data in this research.
• Mean will measure the average level of students’ reading
METHOD comprehension utilizing plain printed text, plain digital text, printed
text utilizing the Bionic Reading, and digital text utilizing the Bionic
Reading.
• T-Test will be used to compare the difference between students’
comprehension level utilizing plain printed text and printed text
utilizing Bionic Reading, plain digital text and digital text utilizing
Bionic Reading, and printed and digital text utilizing Bionic
Reading.
 ETHICAL CONSIDERATION
1.Informed Consent:
Obtain informed consent from all participants before their
METHOD
involvement in the study. Participants should be provided with
clear information about the purpose of the research, procedures,
potential risks, benefits, and their right to withdraw at any time.
2.Voluntary Participation:
Participation in research should be voluntary, and participants
should not be coerced or unduly influenced to take part. They
should have the freedom to withdraw from the study without facing
negative consequences.
REFERENCE
Agrawal, A. (2023). Bionic Reading and Artificial Fixation Points: A
New Era of reading.

Medium. https://teckdebate.medium.com/bionic-reading-and-artificial-
fixation-points-a-new-era-of-reading-32c20ba15543. Retrieved
on 11/25/2023.

Alisaari, J., Turunen, T., Kajamies, A., Korpela, M., & Hurme, T. R.
(2018). Reading comprehension in digital and printed texts.
L1-Educational Studies in language
and literature, 18, 1-18.