Chapter 1

A. INTRODUCTION

From printed resources to electronic resources, from habits related to traditional

materials like newspaper, book reading and magazines to e-books, it is clearly evident

that these material preferences have undergone changes in a digital world and has

affected the ways on accessing and archiving resources. Students nowadays, as digital

natives, access resources from course notes to research papers technologically.

(Comaoglu, Sacici, Torun, 2013). They are already adapted to digital changes and have

easy access to almost any online resource. Little patience is what they have when

waiting for accessing anything. E-books and E-readers like Kindle and Nook made

academic and leisure reading selections accessible and extensive . But does digital age

really changed the millennials’ preferences between digital texts or printed texts?

According to some recent researches, all readers of any age tend to prefer text to online

reading sources (Bruneau, 2016).

In 2012 University Horizon Report (Johnson, Adams, & Cummins, 2012),

students prefer to learn anytime and anywhere and access information freely regardless

where they are. They prefer a versatile digital media - an interactive, socially based,

integrated and low-cost one. However, according to Woody et. Al (2010) , students still

prefer reading printed books even though they can access the internet anytime and

anywhere. According to Khalid (2014), a large number of students and faculty members
are not aware of the availability of e-books for their courses. Majority of the students still

prefer to use printed books due to its price, portability and accessibility. However,

throughout the years, the researchers have observed that students bring a lot of books

to school and not all of those books are used effectively. It was also observed that these

books were not just many but were also thick. With these situations present in the

school campus. The researchers also observed the frequency of students using books

in different subjects. The researcher would like to study the book preferences of

students, either e-book or printed book. With the evolving technological advancement in

the society today, e-books should be accessible for students so that it can help in the

improvement of education.

Statement of the Problem

1. What are the factors that affects students' preference between digital book and

printed books?
2. How does digital or printed books affect students?
3. What are the recommendations for the effective use of these sources?

Theoretical Framework

Rogers's theory of technological innovation (2003) has already been referred to

as relating to the pace at which the take-up of the e-book may have been affected by

the adoption of devices upon which they can be read and, as that varies from country to

country, so early adoption may take place much later in one country than in another.
The technology acceptance model (Davis, 1989), which integrates the usefulness and

ease of use of technology is also relevant and these concepts may be explored in our

study of the users (and non-users) of e-books.

An extension of the this model, the unified theory of acceptance and use of

technology (Venkatesh, Morris, Davis and Davis, 2003), brings into play ideas such as

the social influences on the adopter and, although the theory was developed for

technology use in organizations, aspects such as social influence may also be relevant

in the world of the 'ordinary reader'. We anticipate that by being hospitable to various

theories of technology adoption and use, we may be able to contribute further to these

theories.

In relation to the study, technology was being used in various countries. Technology

acceptance in which integrates the usefulness of digital devices to students’ reference in

school related activities.

It may therefore be necessary to connect the ecological model of human information

behavior to Rogers’ theory of innovation diffusion in examining the way ebooks are

being adopted. The ecological model for human information behavior states that a

person’s “context” influences every stage of the information-interaction behavioral

process.

In addition, media are also chosen based on the function they fulfill in a person’s life and
how efficiently they fulfill that function. Function can also be considered a contextual

variable, as individuals may use the same medium differently. Thus, a

thorough/comprehensive examination is needed to understand the functions of each

medium.

Conceptual Framework

Factors towards students’

preference to printed or Students' Preference
digital books
Independent Variable Dependent Variable

Figure 1. Conceptual Framework

Figure 1. shows the conceptual framework of the study. The independent

variable is the factors towards students’ preference to printed or digital books. The

dependent variable is the students’ preference.

Significance of the Study

Students, teachers and the school can benefit to what the researchers study is

aiming. Students can both use digital and printed books depending on their choice

preferred. On the other hand, teachers can also use both books to gather information

for them to produce more substantial lesson that they can tackle during class. The

school has the authority what the students prefer for them to have more complex

options in terms of learning.this study is to help both teachers and students to access
their learnings in school on their own preferred books to make it much easier for them to

learn and educate.

Scope and Delimitations of the Study

The study focused on the book preferences of Senior High School students of

Stella Maris Academy of Davao between digital books and printed books. The

researchers conducted the study inside the campus particularly at the senior high

school building. The study is limited to the objectives of the study since the researchers

only want to find out the factors why students prefer digital books or printed books and

its effects to their quality of learning in school. The fulfillment of this study is dependent

to the feedback of the respondents. The study was conducted in the first semester in

this school year 2018-2019 in a span of 2-3 months. This study was intended to lay the

groundwork for a more complete research study in the future.

CHAPTER 2

Review of Literature

This chapter details the definition and the uses of printed and digital books. It

also handles the review of literature and some studies about the factors on why
students/people prefer digital or printed books. Also, studies about the preference and

effects of the said materials to the students.

As explained by Jeong, Vassilou & Rowley, and Chesser, E-books are identified

in many ways. Most are defined as digital texts using electronic screens with two

formats. These are page fidelity and reflowable e- textbooks. Page fidelity e-textbooks

are the picture version of a printed book. Like for example, a PDF file with no pictures or

media, no active internet links, and is not able to change the text or media. It may be

bulky and are not easily accessed on mobile devices. Reflowable e- textbooks use a

wide range of format system that also involves dynamic media and making the user

able to change the layout and interactive features of the e- textbooks or suit the display

medium.

According to Woody et. Al (2010) stated that students still prefer reading printed

books even though they can access the internet anytime and anywhere. Noordhidwati

and Gibb (2008) stated that students’ opinion and attitude are not positive because of

technological deficiencies and not having enough knowledge and skills to read e-books.

Agreeable to an article written by Robb, most of American adults own a reading

device. By 2017, Obama has set a goal to replace normal textbook into e-books. Florida

law-makers also submitted legislation that requires public schools to replace their

textbooks into digital books/versions, although many people are slowly converting into

e-books remains an issue. Some people just don’t like the idea of it, the reasons are; it
runs out of battery and it hurts your eyes which is similar to Baron’s study which also

states that reading e-books causes eye strain and they are much prone to distraction. A

study conducted in 2014, stated that 65% of 6-17 year old children said they prefer to

read books in print. (Robb, 2015)

Naomi Baron, a professor of linguistics at an American University and her

colleagues conducted a survey among university students in the U.S, Japan, Germany

and Slovakia. They found out that almost all prefer print, especially for serious reading.

When students were asked to choose various media; hard copy, cellphones, tablet, e-

reader and laptop, 92 percent said they concentrate best when reading in hard copy.

Students also said that they like how a printed book can tell them if they have read an

inch worth or they still have an inch left to read. One student also said that “ I have a

sense of accomplishment when I finish a book and I want to see it on the shelf”. They

mostly care about the smell of the book and concluded that there is really a physical

and tactile component to reading. Also, those who are in favor of e-books argued that

using e-books is saving the environment and that e-books are much cheaper.

(Baron,2015)

In Carrs article, he stated the research of four researchers at Ryerson University

in Toronto. They surveyed and conducted a focus group discussions with students who

have used both printed books and e-books in their classes. They discovered that the

students believed that “that the paper textbook remains the superior technology for

studying and achieving academic success.” They said that paper textbooks help them
get less distracted and helps them avoid the distractions of using the computer or

basically the internet since there are a lot of temptations with checking their social

media. Students also said that printed books promotes deeper study: “Students believe

they learn more using the paper textbook versus the e- textbook in part because they

are able to study longer with less physical and mental fatigue.” Students also feel that

highlighting and marking texts can be done effectively in printed books. Researchers

also found out that “students consider learning and studying to be a personal activity

and therefore the decision about which tools to use for learning and studying is

unaffected by the opinions of friends.” The researchers concluded that printed books will

make students have less distractions, deeper study, better comprehension and a much

better study habits. Also, e-books will surely develop and have advantages of their own,

but they can’t duplicate the advantages present in the printed book (Carr, 2013).

The results stated that a large number of students and faculty members are not

aware of the availability of e-books for their courses. Majority of the students still prefer

to use printed books. The reason is availability, it is easier to take notes by highlighting

and finding particular pages/sections. Some said they prefer e-books because of its low

price, portability and accessibility. The researchers also observed that the administration

does not really promote the use of e-books and some older faculty members hesitate to

use it because they are not really exposed to technology and learning it will be time

consuming (Khalid, 2014).

 A study by (Byars, 2015) found out that majority of the participants chose the

printed book over e-book. There were some who chose e-books, but only 18% of the

participants had completed an e-book in the past year. 66.7% of people agreed that the

price was definitely a factor in buying an e-book over a printed book. 83.1% of people

who chose printed books told that price was not a factor. They concluded that those

who chose printed books over e-books are dedicated in choosing printed books while

those who chose e-books are easily tempted between both printed and e-books based

on the price.

In a study by Kang et. Al (2009), the reading accuracies for both printed and e-

book were almost the same, but the reading efficiency of printed book readers are

higher compared to e-book readers. They also conducted a study to measure students,

eye fatigue and found out that those who are reading a printed book causes less eye

fatigue compared to reading an e-book. They concluded that this is mainly because of

low display contrast and the resolution of the text on the screen. A study by Carusi

(2006) states that the readers concentration becomes increasingly low when reading e-

books and were easily distracted by the features. Macedo-Rouet et. Al (2003) noted that

students feel more tired when reading on screen and this may be because of the display

features of an e-book.

(Jeong, 2010) found out even though Korean students have higher exposure to

technology, they did not have a positive intentions using e-books. In their study, most

students said that they get tired when reading off the screen. This can have negative
effect on students’ reading comprehension and perception of e-books. The remarks

were found to be caused by screen/text size or clarity rather than the e-book itself.

Everett Rogers, author of the well-known theory of Diffusion of Innovations (DOI),

suggests that users would choose one medium over another based on the attributes of

the new medium, namely five factors:relative advantage, compatibility, complexity,

trialability, and observability (Rogers, 2003).

The researchers see the supervening social necessity as the key concept in

Winston’s theory, since this factor is proposed to determine the accepted innovation. By

supervening social necessity Winston means the coalescing of various social and

technological forces that turn the innovation into a practical reality. We can perhaps see

this in the emergence of those early e-book readers: here, the technology was at a

stage when various prototypes could be produced and publishers, alert (as companies

need to be) to threats and opportunities were instrumental in fostering thate new

technology. However, there was no immediate uptake of the devices–at this point it

seems that only the early adopters (Rogers, 2003) were inclined to buy e-readers and

read e-books. Gemstar, the company that bought both Rocket and SoftBook (and went

on to produce more) went out of business in 2006. However, the concept of

supervening social necessity is rather vaguely defined by Winston and, as a result of

the research, we may be able to identify more clearly the kind of factors that constitute

the concept for different sectoral interests.

 Method

The researchers acquired information from senior high school students and teachers of

Stella Maris Academy of Davao. The data collected were summarized accordingly. A

content analysis was conducted to resolve research problem.

Research Design

The study employed the qualitative research design specifically descriptive case
study. A descriptive research attempts to describe, explain and interpret the conditions

of the present problem. The purpose of descriptive research is to examine a

phenomenon that is occurring at a specific time and place. A descriptive research is

concerned with conditions, practices, structures, differences or relationships that exist,

opinions held, process that are going on or trends that are evident.

In this study, the researchers aimed to find out whether the independent variable,

factors towards students’ preference to printed or digital books when compared to the

dependent variable, students' preference will be able to provide a significant effect or

impact.

Research Environment

The study was conducted inside Stella Maris Academy of Davao, a school in which

students are taught not only academically but also values that they can pass to future

generations. This community makes sure that students are well-disciplined. The SMAD

community produces some of the respected professionals in today's time. The school's

goal is to make good professionals who have carried all the values that they have

learned for the past years.

Respondents of the Study

The respondents or source population chosen for this study were taken from the senior

high school students of Stella Maris Academy of Davao who are in Grades 11-12. The

gender, ethnicity, and socioeconomic status of the students were not taken into

consideration. Moreover, academic achievement was not considered in choosing

samples from the population. From this source population of junior high school

students, 31% was chosen by the researchers using the fish bowl technique. With this

technique, the researchers will draw the desired number of sample from a container

with the complete list of the source population.

Research Instruments

Questionnaires were the instruments that were used in this research. It was a

written questionnaire that was given to the selected respondents. In this way, it was

easier for the researchers to get information from its respondents. The respondents

chose one from the given alternatives in the questionnaires. Specifically, the so-called

close-ended questions were multiple questions wherein the researchers offered more

than one choice for the respondents. They also answered a likert scale wherein the

researchers required them to indicate the extent to which they agree or disagree with a

series of statements. Also, some questions asked the respondents about their thoughts

about the topic. In developing the questionnaire, the researchers ensured that every
item will be related to the topic under study. The researchers searched for

questionnaires that were related to the study. They used the site, SurveyMonkey, and

made it their guide in order to make their questionnaire. Consultation with and approval

of the teacher was sought in order that her comments and suggestions would further

help in polishing the questionnaire.

Data Gathering Procedures

The following procedure was followed in gathering data for research.

Seeking permission to conduct the study. The researchers sent informed

consents to the selected Grade 11 and 12 students and teachers of Stella Maris

Academy of Davao to seek permission for them to conduct the study.

Conducting of interviews. The researchers conducted a survey questionnaire

with the randomly selected participants of Stella Maris Academy of Davao.

Transcribing of the data gathered. After finishing all of the interviews, the results

were checked and encoded as the basis of data for this study.

Analysis of data. The responses of the participants were organized using

frequency distribution tables. Percentages were computed for each variable and

recorded in tables as well. A content analysis will be used to determine the factors

related to material preference of senior high school students and teachers.

 IV. DATA PRESENTATION AND DISCUSSION

This chapter presents the findings, analysis and interpretation of the data

gathered from the participants of which the purpose of this study is to have an in-depth

understanding of material preference. This study seeks to know the factors that affect

students' material preference, how it affects the students, and the recommendations for

effective use of these sources.

Table 1. Frequency of Reading for Academic Purposes

N Percent

0 - 1 hours 18 36%

1 - 3 hours 20 40%

over 3 hours 6 12%

I do not read 6 12%

Total 50 100%

Table 1 shows the how often the students/teachers read for academic purposes.
From the table 40% of the respondents read for at least 1 per week while 36% read for
at least 1 hour per week. Also, 12% of the respondents read for more than 3 hours and
12% do not read at all.

Table 2.

N Percent

Yes 47 94%

No 3 6%

Total 50 100%

Table 2 shows if the respondents have read printed academic books within this school
year. Almost all (94%) have read printed academic books while only 6% of the
respondents have not read printed academic books.

Table 3.

N Percent

Yes 31 62%

No 19 38%

Total 50 100%

Table 3 shows if the respondents have read electronic academic books within this
school year. From the table, 62% of the respondents have read an electronic academic
book while 38% have not read an electronic within this school year.

Table 4. The Material Preference of Senior High School Students and Teachers to

Digital Books and Its Effects

DIGITAL BOOKS

Median(stude Results
nts and
teachers)
1.) I can read for extended periods of time. 3 Neutral

2.) Reading is healthier and safer for my eyes. 3 Neutral

3.) I can highlight and underline important points. 3 Neutral

4.) I can write or type in the side bars. 3 Neutral

5.) I can easily flip through the pages. 4 Agree

6.) Maintenance (taking care) of my book is simple & 4 Agree

uncomplicated.

7.) My books are budget friendly. 4 Agree

8.) I can easily access information. 5 Strongly

Agree

9.) I can read conveniently. 4 Agree

10) I can read more with my senses especially touch 3 Neutral

and smell.

11) I understand difficult concepts easily especially 4 Agree

when encountered with difficult words.

12) I can retain more information from what I read. 4 Agree

13) I can connect read concepts to real-life 4 Agree

experience or events.

Table 1 shows that the respondents strongly agree that when using digital books,

they can easily access information.They also agreed that when using digital books, it is

easily maintained, budget friendly, and convenient.They also neither agree or disagree
that when using digital books, they can read for extended periods of time and that digital

books is healthier for their eyes. In terms of highlighting certain words and writing side

notes, the respondents also neither agree or disagree.

Similar to a study by (Byars, 2015) that 66.7% of people agreed that the price

was definitely a factor in buying an e-book over a printed book. Also, those who are in

favor of e-books argued that using e-books is saving the environment and that e-books

are much cheaper. (Baron,2015).

Table 5. The Material Preference of Senior High School Students and Teachers to

Print Books and Its Effects

PRINT BOOKS

Median(students Results
and teachers)

1.) I can read for extended periods of time. 4 Agree

2.) Reading is healthier and safer for my eyes. 4 Agree

3.) I can highlight and underline important points. 4 Agree

4.) I can write or type in the side bars. 4 Agree

5.) I can easily flip through the pages. 4 Agree

6.) Maintenance (taking care) of my book is simple & 3 Neutral

uncomplicated.

7.) My books are budget friendly. 3 Neutral

8.) I can easily access information. 3 Neutral

9.) I can read conveniently. 4 Agree

10) I can read more with my senses especially touch 4 Agree

and smell.

11) I understand difficult concepts easily especially 3 Neutral

when encountered with difficult words.

12) I can retain more information from what I read. 4 Agree

13) I can connect read concepts to real-life 4 Agree

experience or events.

Table 5 shows that the respondents agree that reading printed books makes them

read for extended periods of time,safer for their eyes, can be easily highlighted and take

side notes. They also agreed that reading a printed book is convenient,can retain more

information and can read more with their senses especially touch and smell. In terms of

budget, accessibility and understanding difficult words, they neither agree or disagree.

Similar to a study by Baron(2015), they found out that almost all prefer print, especially

for serious reading. When students were asked to choose various media; hard copy, cell
phones, tablet, e-reader and laptop, 92 percent said they concentrate best when

reading in hard copy. . They mostly care about the smell of the book and concluded that

there is really a physical and tactile component to reading. In a study by Kang et. Al

(2009)stated that the reading efficiency of printed book readers are higher compared to

e-book readers. those who are reading a printed book causes less eye fatigue

compared to reading an e-book.

Table 6. Recommendations to Promote the Usage of Digital and Printed Books

Adding more books inside the library 15

13

Accessibility to the library and computer 8

lab

Having free wifi 9

Integration of printed and digital books to 8

the curriculum of teachers

Having events to promote the use of 10

printed and digital books

V. CONCLUSIONS AND RECOMMENDATIONS

 Conclusion
Based on the findings of the study, the following conclusions have been drawn

1. Accessibility is the main factor that affect the students' preference between digital

and printed books.

2. Digital and Printed books have a positive effect on the students
3. Adding more books inside the library is an effective recommendation for the

effective use of print and digital materials.

Recommendation

Based on the findings and conclusions, the following recommendations are forwarded:

1. The researchers suggest that they

2. H
3.

CURRICULUM VITAE

Name: Norvin

Address: San Pedro ext., Kamya Ally St.,

Davao City
Age: 18

Gender: Female

Birthday: May 6, 2000

Birthplace: Davao City

Cell. +639260079036

Number:
EDUCATIONAL BACKGROUND
Grade School

School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2006 – 2012

Awards:

Preschool
School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2004 – 2006

Name and Signature: NECEE MAYLEE D. CHUA

CURRICULUM VITAE

Name: Julianne Samantha H. Alvarez

Address: 611 Filipinas Avenue, West Insular

Village, Lanang, Davao City
Age: 18
Gender: Female

Birthday: October 12, 2000

Birthplace: Davao City

Cell. +639338188425

Number:
EDUCATIONAL BACKGROUND
Grade School

School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2006 – 2012

Awards:

Preschool
School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2004 – 2006

Name and Signature: JULIANNE SAMANTHA H. ALVAREZ

CURRICULUM VITAE

Name: Kezia

Address: San Pedro ext., Kamya Ally St.,

Davao City
Age: 18

Gender: Female

Birthday: May 6, 2000

Birthplace: Davao City

Cell. +639260079036

Number:
EDUCATIONAL BACKGROUND
Grade School

School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2006 – 2012

Awards:

Preschool
School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2004 – 2006

Name and Signature: NECEE MAYLEE D. CHUA

 CURRICULUM VITAE

Name: Necee Maylee D. Chua

Address: San Pedro ext., Kamya Ally St.,

Davao City
Age: 18

Gender: Female

Birthday: May 6, 2000

Birthplace: Davao City

Cell. +639260079036

Number:
EDUCATIONAL BACKGROUND
Grade School

School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2006 – 2012

Awards:

Preschool
School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2004 – 2006

Name and Signature: NECEE MAYLEE D. CHUA

CURRICULUM VITAE

Name: Samantha Nicole M. Pabaonon

Address: 516 Sapphire St. Sison Subd. Sand

Village, Buhangin Davao City
Age: 18

Gender: Female
Birthday: October 21, 2000
Birthplace: Davao City
Cell. 09324658878

Number:
EDUCATIONAL BACKGROUND
Grade School

School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2006 – 2012

Awards:
Preschool
School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2004 – 2006

Name and Signature: SAMANTHA NICOLE M. PABAONON

CURRICULUM VITAE
Name: Janna Rizza S. Wong

Address: Blk. 2 Lot 5 Emerald St. RGA

Village, Dacudao, Davao City
Age: 18

Gender: Female

Birthday: July 04 2000

Birthplace: Davao City

Cell. 09324658878

Number:
EDUCATIONAL BACKGROUND
Grade School

School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2006 – 2012

Awards:

· Communication Arts Club vice president (2011 - 2012)

Preschool
School: Stella Maris Academy of Davao

Address: Nicasio Torres Street, Barrio Obrero, Davao City

School Year: 2004 – 2006

Name and Signature: JANNA RIZZA S. WONG

Baron, N. (2015). Words Onscreen: The Fate of Reading in a Digital World. Oxford
University Press.

Byars, M. N. (2015, June). Retrieved from Printed Books versus Digital Books:
https://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?
referer=&httpsredir=1&article=1147&context=grcsp
Carr, N. (2013, February 20). Students to e-textbooks: No Thanks. Retrieved from
Rough Type: http://www.roughtype.com/?p=2922

Jeong, H. (2010, December). Retrieved from A comparison of the influence of electronic

books and paper books on reading comprehension, eye fatigue, and perception:
https://pdfs.semanticscholar.org/0b37/74bff20110c30a87cf0b1372912f3afd2c3a.pdf

Khalid, A. (2014, June). Text Books: ebook Vs. Print. Retrieved from
http://jehdnet.com/journals/jehd/Vol_3_No_2_June_2014/13.pdf

Robb, A. (2015, January 15). 92 Percent of College Students Prefer Reading Print
Books to E-Readers. Retrieved August 24, 2018, from The New Republic:
https://newrepublic.com/article/120765/naomi-barons-words-onscreen-fate-reading-
digital-world

Research Team #4
Alvarez, Julianne
Balon, Kezia
Chua, Necee
Pabaonon, Samantha
Pilvera, Norvin
Wong, Janna