Professional Documents
Culture Documents
Upgraded THESIS
Upgraded THESIS
An undergraduate thesis
College of Education
of the
Agricula, Robin R.
Manao, Claire A.
INTRODUCTION
considered the primary tool for learning in all other subject areas. As technology has
advanced and pushed society into the digital age, the delivery in which reading instruction
is given continues to change along with it. Today’s teachers feel the pressure of adding
more and more technology into their daily lessons, to enhance student learning and
develop 21st-century skills. Reading informs, socializes, and shapes an individual’s life.
Without understanding what is being read, one is not really reading (Bulut, 2015).
Although reading seems simple in terms, it is not easy to teach, learn, or practice. The
period of time by both teachers and parent who have the experience in using it in an
Dizon, et. al., (2007) said that, word processing, a computer program may result
by the students using this program. Word processing provides students the opportunity
to make substantial and meaningful revision of their text. This capability allows the
Reading is a significant skill that learners should know. Learners read texts for
various goals from gaining information to enjoyment. It helps EFL (English Foreign
Language) learners to be familiar with the subjects of their majors and improve their
language knowledge. Kim and Anderson (2011) and Salehi, Lari, and Rezanejad (2014)
expressed that reading has a key role in completing all university courses. Although EFL
learners are proficient in their language, they usually have a lot of problems in
comprehending texts. Thus, it can be stated that there are some factors that impact
The use of reading strategies in language learning has a vital role to improve
use of their reading strategies (Hong-Nam & Leavell, 2006). Based on these researchers,
readers who have high proficiency try to use global strategies for understanding a text
(Kletzien), 1991; Zhang & Wu, 2009). Readers who have low proficiency, try to utilize
particular techniques that are not beneficial to understand a text (Zhang & Wu, 2009).
Koda (2007) said that there are various variables that impact learners’ reading
expressed that there are other factors that affect learners’ reading comprehension skill.
methods, versatility, text form, and being aware of various reading comprehension
strategies.
Digital technologies are becoming essential instructional tools and are being use
in school by children of all ages. Today, there is a common focus on raising student
achievement while integrating technology as tool. Digital tools are being used widely in
classrooms as well as for assignments. The usage of e-readers, tablet computers, and
devices include books, audio and visual media, computers, interactive white boards, and
mobile devices, several in which incorporate digital text. Because of the increasing use
of technology in world, technologies in teaching and learning are essential if educator are
making a lasting impact on how students learn. Digital text can provide rich and engaging
content because of the high definition graphics, animations, interactive lessons, virtual
labs and even online assessments. The flexibility content given to students digitally is a
Information provided digitally is easily kept up to date and shows relevance with the lives
of students without having to increase the cost of reproduction or printed materials such
as textbook. Information needed can be given both online and offline anytime and
anywhere. Because of the foregoing statement, the researchers are interested to know
This study aims to determine the impact of digital text to the reading comprehension
of Grade VI pupils in Libmanan South Central School, year 2019- 2020. This will answer
1. What are the reading comprehension levels of the Grade VI pupils along with a.)
2. What is the impact of digital text to the reading comprehension of pupils along with:
a.) Vocabulary knowledge, b.) Prior knowledge, and c.) Metacognitive information
3.) Is there a significant relationship between the impact of digital text and reading
Objectives
1. Determine the reading comprehension level of the Grade VI pupils along with
a.) Noting details, b.) Vocabulary, c.) Getting the main idea
2. Identify the impact of digital text to the reading comprehension of pupils along
with a.) Vocabulary knowledge b.) Prior knowledge, and c.) Metacognitive
information
3. Determine the significant relationship between the impact of digital text and
Grade VI pupils in Libmanan South Central School, year 2019-2020. Specifically, the
reading comprehension level of the pupils and the impact of digital text to the reading
knowledge, Metacognitive information are the concern of this study. Grade VI-pupils are
the respondents of this study because this study falls into higher level of learning and
This study excludes the personal profile and academic performance of the Grade
VI pupils and the lower grade level because this study only focuses on the impact of digital
Pupils. This study may help the pupils to learn subjects in innovative way through
educational courseware and online resources. It may help the pupils to understand today
children’s need in different types of skills and technological knowledge in order to think
critically, evaluate their work and engage with a global community. And also, it helps them
to be aware in the different types of digital text were can be use as reading materials.
Parents. This study may help the parents to know the importance of the
metacognition of technologies which it will become helpful to their children when it comes
to their study. This might encourage the parents to be involve to the digital world which
which will in turn foster a story sense of digital citizenship into their pupils, this also may
help for them to guide their student in a different way of strategies which includes the use
of technology and help them improve the reading comprehension of their pupils.
Principal/School Head. The result of this study may be used to evaluate the need
of the school in terms of the different digital text as use for the improvement of every
learners or pupils and through this study, the school head or principal may propose a plan
when it comes in developing and improving their materials through the application of
digital text.
research.
CHAPTER II
The related literature of this study gives useful information and insights that guide
the researchers to determine the research gap between the previous study and the
present study.
Digital Text
Digital text encourages behaviors such as skimming and keyword seeking. One
theory is that many readers use this method as a way to manage information overload.
Even digital text characteristics such as the layout of the text on the screen and the
backlight from the device can create an environment that makes skimming easier and
more desirable than deep reading (Konnikova 2014). However, the deep reading needed
for learning requires students to ask questions and search the text to answer them and
to build connections between their previous learning and the ideas found in the text.
Digital texts are uniquely positioned to assist someone willing to dig deep into a topic
(Singer and Alexander 2017). According to the study of Weisberg, 2011 responding to
the question made through the use of digital text found that participants responded with
a mean value on 3.29 on a Likert scale ranging from 1(strongly disagree) to 5 (strongly
agree). When asked whether they would use electronic textbooks for their college classes
The nature of literacy is rapidly changing as new technologies enter people’s lives
and their environment (Coiro, Knobel, Lankshear, and Leu, 2008; disessa, 2000; Dresang
and McClelland, 1999; Spiro, Deschryver, Hagerman, Morsink, and Thompson, 2015;
Tyner, 2014). In the last ten years a variety novel text forms (e.g., Multimedia book 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 and
Fox,2004) ;that is, features of digital literacy, such as the ability to read and acquire
information from graphic representations (i.e., photovisual literacy; Eshet- Alkalai, 2004)
and the ability to navigate in the nonlinear medium of digital space successfully ( i.e.,
branching literacy; Eshet- Alkalai and Chajut, 2010) may afford new opportunities for text-
base learning. Concomitantly, such digital text may place unique demand on readers’
skillful and strategic processing not typically associated with the processing of printed text
(Afflebach and Cho, 2009; Hartman, Morsink, and Zheng, 2010; Kingsley, 2011; Kuiper,
A conceptual model that was recently described by the authors suggests that
digital literacy comprises five major digital skills: photo-visual skills(“reading “instructions
from graphical displays), reproduction skills (utilizing digital reproduction to create new,
from non-linear, hypertextual navigation), information skills (evaluating the quality and
present paper results from a performance-based pioneer study that investigated the
application of the above digital literacy skills conceptual model among different groups of
scholars. Results clearly indicate that the younger participants performed better than the
older ones, with photo-visual and branching literacy tasks, whereas the older participants
were found to be more literate in reproduction and information literacy tasks. Research
results shed light on the cognitive skills that users utilize in performing with digital
environments, and provide educators and software developers with helpful guidelines for
Whatever the processing affordances and demands, digital texts are inevitabilities
in the lives of students being educated in postindustrial societies (Gray, Thomas, and
Lewis, 2010; Purcell, Heaps, Buchanan, and Friedrich, 2013). It is also conceivable that
the very wealth of information that resides in the digital universe, combined with
increasing speed and ease of access, may overwhelm intentions to process such digital
content critically and analytically (Ophir et.al., 2009; Wallis, 2010). Alongside this
ergonomic characteristics of digital media that must also be entered into the
screen resolution, backlighting, luminance contrasts (Dillon and Emurian, 1995; Lee, Ko,
There is undoubtedly a wide range of ability and expertise in the current student
population, particularly when it comes to using technology for learning purposes (Bennett,
Maton, and Kervin 2008). It is clear, therefore, that identifying and developing ways to
encourage students’ effective use of technology for learning are important considerations
for those involved in curriculum development and educational innovation. It is clear that
many of the characteristics displayed by effective e- learners are those that are
representative of effective learning in general. However, little empirical works has been
undertaken that specifically explores that experiences of established learners (those who
have demonstrated an ability to learn effectively in other contexts) in order to identify any
barriers and drivers to maintaining and continuing the development of e- learning skills.
post 1992 university. The project investigated the role that e- learning played as part of
blended learning course. The research explored that students’ prior experiences and
provide insights into the ways in which technology can be harnessed for maximum
educational benefits. The project generated findings that contribute to debates about the
digital divide, the impact of lectures’ prior experience of technology for e- teaching and
students’ effective use of technology for learning. This paper focuses particularly on the
findings relating to the effective used of technology. It describes barriers and drivers to
There are many factors which can affect or improve the ability to read on a
computer screen which including font size, blank space, text line spacing, paragraph
styles, length of the line and words length. Prior investigational work leads to the estimate
that longer lines will be read faster, which may be moderately attributable to spending
less time in scrolling actions. Though, outcomes from the legibility of print would predict
faster reading at medium line lengths, reading text on a computer screen is really
exhausting, and text that includes extended phrase must be escaped (Gotz, 1998).
Reading from a computer screen is different from print media. Besides reading on screen
text is 30% slower than reading printed materials (Ferrari & Short, 2002). With regard to
these limits, a number of new on-screen font type have been intended specially to be
between the fonts whereas others recommend that san serif fonts are better for computer
Beyond self-reported references for digital texts, and there is some evidence that
today’s students perceive of them self as digital natives armed with the necessary skills
to manage the demands of digital reading (Palfrey and Glasser, 2013; Prensky, 2013).
Such self-efficacy judgments would also seem to bode well for students’ engagement with
and learning from digital text, and there is some evidence to support students’ judgment
(Farah and Maybury, 2009; Housand and Housand, 2012; Koh, 2013). As a case in point,
Kerr and Symons (2006) determined that the students in their study were able to navigate
digital passages more efficiently than print versions. Further, Salmerόn and Garcίa,
(2012) found that when students read digital text that included hypertext, they were able
to better integrate the material than when reading the same material in print. Yet, there
are others who question whether students’ judgments as to their online learning
capabilities are as well developed as the notion of digital native suggests (Fried, 2008;
Kolikant, 2010). According to (Child Trend Databank, 2010) access to technology and to
the connectedness of the internet is rising. Children, ages 8 to 10, spent about 45 minutes
on the computer on a typical day, whereas older children (11 to 14, and ages 15 to 18)
E- readers (Digital text) on the rise, there is a concern about how students are being
thought to use this digital resource. Reading comprehension is complex skill. Yet, another
reason for more positive views of reading digitally pertains to the transfer of reading
processes, skills, and strategies that has been not just between digital and print media
(Ackerman and Goldsmith, 2011; Norman and Furnes, 2016; Noyes and Garland, 2008;
Reinking, 1988) but also between students’ reading and listening comprehension
(Kendeou, Bohn-Gettler, White, and van den Broek, 2008; Kendeou, van den Broek,
According to the study of Julie Gilbert and Barbara Fister, (2015), Since one of
the major questions surrounding e- books involves access, we wanted to discern how
many of our students actually own e- reader devices or software. Students are not quite
evenly split in terms of whether or not they own an e -reader or tablet or have installed
software for displaying e- books to their phone or their computer. A sizable minority
(42.2% owns a e- reader or has installed e- reader software on their phone or computer.
delivered on a computer or another device to meet the need of students with sensory,
physical, or learning and disabilities. Digital text is malleable and, depending on the
technology and/or the software that is used, various features that control how the content
is presented to the user can be manipulated such as size, font, color, and contrast to
accommodate the needs of the learner. Supported reading software with text-to -speech
can provide audio and visual components either separately or simultaneously as well as
One of the skills that is needed when reading a digital text is the self-control to
manage the distraction of online reading. A physical book presents less of a distraction,
and an online text maybe filled with distractions that interact the learning process
(Konnikova 2014). One technique commonly used to help students manage a difficult text
is called SQ3R. the acronym stands for Survey, Question, Read, Recite, Review. These
critical thinking skills can be applied to both paper and electronic texts.
A reader needs to be able to construct meaning of the reading by using what ever
resources are available from both text and previous knowledge (Yazdanpanah, 2007).
Whether a student is reading printed text or on the computer, there comprehension skills
could possibly contribute to their score when answering question base on their reading
Reading Comprehension
According to Worthy (1996), it is not sufficient to provide books that are geared
solely to a student’s instructional reading levels. When reading levels is solely considered,
below level basal readers are generally used for instructing struggling readers. Reading
such “baby book” often makes struggling readers feel more defeated. Focusing on
reading success than a focus on level. It turns out that interest is far more significant than
readability. When students have strong interest in what they read, they can frequently
The study of Tongco identified the reading proficiency level of the Grade IV, V and
which requires response from the reader through summarizing the main facts based on
what was read (Zintz&Maggart,1986, in Blay et.al, 2009). Reading is not just extracting
meaning from the text but a process of connecting to the information given by the text.
Reading in this sense, is a communication between the reader and the text (Grabe, 1988
and Villanueva, 2006). Reading is essential to life. A reading with comprehension is the
chief justification why we read, understanding what the text is all about (Lastrella, 2010).
determining whether the students will understand what he is reading or not (Hirsch, E.D.
(2006); Kamhi, A, (2007). To continue to make progress in learning, as well as fuel self-
appropriate to their cognitive and maturational levels, including interesting and cognitively
Some studies have shown that the performance (reading comprehension) of the
students is affected by several factors. Rizardo & Tabuno, (1998) in Marquez (2008) in
their study on the reading comprehension of Fourth year high school students of Iligan,
made the following conclusions: 1. Parent’s monthly income and educational attainments
have contributed to the reading performance of the student. 2. The kind of materials that
the respondents read enhanced their ability to comprehend a text. 3. The respondent’s
attitude towards reading differed from each other. 4. The availability of reading materials
at home and in school and the students’ curiosity to learn enhanced their reading
2008).
In the local context, Mante (2009) in Ilustre (2011) sought to identify factors that
affected Filipino bilingual high school students reading comprehension in English. The
objective of her paper was twofold; first was to determine and measure the participants
dimensions of motivation to read, and second was to identify the relationships between
the participants motivation to read in English, their reading comprehension in their use of
meta-cognitive reading strategies when reading in the same language. Results were not
affects reading comprehension more for there was no single predictor of the reading test
scores. on the contrary, Anderson (1994) as cited in Lastrella (2010) presented that recall
comprehends a message when he is able to bring to mind a schema that gives account
of the objects and events described in the message. Moreover, Wilson (1972) in Marquez
(2008) stated that the lack of educational opportunity and reading materials among poor
attainment of the parents of the respondents also matter. Students whose parents have
higher educational background perform well than those whose parents only attained
elementary or high school education. This is because the former is able to provide more
learning experiences that are essential to the development of the student’s reading skills
how to read with understanding. He/she should be capable of understanding simple text
such as transportation documents which includes travel directions and road instructions,
bills and contracts. The effect of not being able to comprehend could be disastrous (e.g.
ability to comprehend a text, people are able not only to live safely and productively, but
very significant language skill for a student. Since they are subject to a continuous flow
of information, they need to prepare themselves for the demands that reading in school
and the bigger society places on them. Reading also has been a segment of the entrance
test in most colleges and universities. But there are cases by which students fail during
2010). Maggart and Zintz (1970) in Marquez (2008) state that comprehension is the major
of age or ability of the reader. There are levels of reading comprehension, namely: literal
level (reading the lines), inferential or interpretative level (reading between the lines) and
the critical level (reading beyond the lines (Romeo,1987 in Marquez, 2008).
“The brain process all of the sound associated with reading even though one may
be reading silently. The areas of the brain that process speech sound are active just like
they would be if the subject were listening to somebody speak. The brain is vey structured
in the way it processes information. Complex tasks such reading a passage of text are
broken down into an easier task. The easier tasks are distributed to the areas of the brain
that is specialize and those tasks. The Neocortex engage in processing the meaning of
the text being read “(fielding, Kerr, & Rosier, 2007 p. 7).
When reading to learn, efficient navigation is essential to handle the vast amount
representation of the issue while avoiding distraction and becoming lost in cyberspace.
This competence involves not only searching and scanning for goal- relevant information,
but also information, but also sequencing navigation towards relevant information through
hyperlink selection ( Cho, 2014). A study on a complex commercial website revealed that
users are faster in locating different information on the site when using the scent trail
system as compared to a non- modified version of the site (Olston & chi, 2003)
According to the content- source- integration model (Stadtler & Bromme, 2014)
presented, one can distinguish between based on the content and evaluation based on
source features (such as metadata on the text such as who wrote it, where and when it
was published, or text genre). The design of a digital text also presents information about
the text and, thus may affects readers’ evaluation. This was clearly demonstrated when
Fogg et. Al (2003) had people comment about web pages’ credibility. Data were collected
across a number of different sites on topics such as finance, health, news, and travel. The
most frequently referred evaluation categories were visual design (e.g., professional
looking) and structure of the sites’ information. The potential impact web pages’ visual
design has on readers’ evaluation was confirmed in a study by Robins and Holmes
(2008), which showed that web pages’ perceived a having a professional graphic design
were considered more credible than those without such designs. Likewise, Flanagin and
Metzger (2007) found that web pages’ genres familiarity (e.g. news organizations, e-
commerce) affected people’s evaluation of site credibility. Of course, the multitude of
genres and genre-mixes on the internet present a challenge when readers depend on
their familiarity with genres to evaluate digital texts. Result from the above studies indicate
that the design of digital text is an important factor in the readers’ decision on whether to
Result from the Robins and Holmes (2008) study showed that readers only spent
2-3 seconds on a web page before responding with a credibility judgement. Thus,
participants apparently have evaluated the digital text before they had time to engage
with the content or to reflect carefully on the adequate source features. It is interesting to
note that participants in this study were graduate students in library and information
science. This suggests that educational initiatives targeting critically reading of digital
Synthesis
The related literature of this study will give useful information and insights that
guide the researchers to determine the similarities, differences, and uniqueness between
Similarities. The previous and the present study the will use the standardized test
(Phil-IRI) to determine the reading comprehension level of the pupils and the use of
Differences. The difference between this study to the previous study is that, the
previous study determines the factor that affects the reading comprehension while this
Uniqueness. The uniqueness of this study is that, the researchers use digital text
as an aid to determine the reading comprehension of the pupils rather than other reading
materials.
THEORETICAL FRAMEWORK
This study is anchored of the following theories: (1) Metacognitive theory (2004)
(2) Dual-coding Theory (1990) (3) Multimedia theory (1990), (4) Schema Theory (2002)
thinking about what one of doing while reading. His stated that strategic reader attempt
the following while reading; (1) Identifying the purpose of the reading before reading; (2)
Identifying the form or type of the text before reading; (3) Thinking about the general
character and uses of the types or form of the text. For instance, they try to locate the
topic sentence and follow supporting details towards a conclusion; (4) Projecting the
author’s purpose for the writing the text (while reading it) (5) Choosing, scanning or
reading in detail (6) Making continuous predictions about what will occur next, base of the
information obtains earlier, prior knowledge, and conclusions obtained within the previous
stages. This theory helps the present study because it serves as one of the foundational
Dual-coding Theory; (1990) According to Paivio (1990), images and words have
different cognitive representations, therefore, the brain uses separate memory systems
for different types of information: verbal memory and image memory. Verbal memory is
related to language systems, while image memory includes graphics, sounds, tastes, and
nonverbal thoughts. Pavio indicated that when verbal information is acquired from
acquired, it moves from sensory memory to visual processors. The crucial point occurs
when information in either processor can activate the information in the other processor.
It is confusing, but think about when you see the word Shrek. People who have seen the
movie of the same name may promptly reference an image of green ogre. In this example,
the individual remembers both the text and the image because it is meaningful. In
contrast, for people who do not know Shrek, that word is less likely to trigger the image
multimedia theory is drawn on Paivio’s Dual Code Theory (1990), Sweller’s Cognitive
Load Theory (1994), and Bruner’s Constructivist Theory. Mayer and his associate Mareno
(2000) conducted a study in deriving instructional design principles from cognitive theory
in multimedia learning. They suggest that active learning occurs when a learner engages
Selection: The learner selects relevant words for verbal processing and select
relevant images for visual processing. Based on Miller’s finding stated earlier, people are
able to process chunked information. During that time, learners must select relevant
words and/or images to be stored in verbal and/or visual memory systems to overcome
Organization: The learner organizes words into coherent verbal models and
organizes images into the coherent visual models. The more we think about and organize
information in meaningful ways, the more we repeat information in our working memory,
and the more likely we are to remember it. Notice that our minds organize new information
randomly according to the nature of information, some may be organized based primarily
corresponding verbal and visual information are held together because it makes learning
more meaningful. Ideally, verbal and visual information are linked and assist each other;
therefore, when receiving verbal information and images simultaneously, the learner
How can these theories help designers create effective visuals for instruction? Lohr
(2003) proposes three principles of perception that parallel Mayer’s principles of selection:
organization, and integration of the cognitive processes. Some individuals find it difficult
to multitask because their minds have the tendency to pay attention to only one thing at
see almost nothing but the computer monitors. We ignore the keyboard itself. The monitor
is the “figure,” and the keyboard becomes irrelevant “ground.” However, when we look at
the keyboard to correct spelling, the keyboard becomes the “figure,” and the monitor turns
into the “ground.” The definition now is clear: the focus of our attention is the figure, and
whatever the mind is not focusing on is the ground. Instructional designers need to make
the most important information stand out and to reduce the amount of information that
memory needs to process. The use of big font, contrasting color, space, and shape are
acquires structures of schemes that enable him to deal with the word. An individual who
develops his reading comprehension skills has to assimilate and accommodate his ideas
and these are the stages of acquiring cognitive development. Therefore, this theory, our
background knowledge is very important in reading process. The reader brings previously
process. The reader creates meaning by relating the text to his/her background
knowledge and also to their experience. This theory helps the present study because it
serves as one of the foundational theories to discuss the implication of digital text to
reading comprehension.
Mental Model Theory; (2000) this model can be thought as of as a mind movie
created in one’s head, based on the reading content. Gunning gives a detailed description
of this process, stating that a mental model is constructed most often when mental model
of the circumstance in which the character finds minds who herself the mental model
changes, but the item important to the main character are kept in the foreground
according to Armstrong (1994). This theory helps the present study because it serves as
one of the foundational theories to discuss the implication of digital text to reading
comprehension.
digital age. The concept of connectivism is base on the idea that internet technologies
have created new opportunities to learn and share information across networks. Learners
develop knowledge through pair and peer networks and online, and this connection are
more important than our current state of knowing (Siemens, 2004). Unlike other learning
Rather, it is about how we grow or develop ourselves and our society in connected ways.
(Downes, 2012). Another perspective of connectivism is that rather than thinking about
how technology influences learning, we should think about how learning influences
technology, since social changes are greater than those occurring within technology
(Kizito, 2016).
Theory of
Connectivism Metacognitive
Theory
(Siemens,
2003) (Kiein, 2004)
Schema Multimedia
Theory
Theory
(Piaget,
(Richard
2002) Mayer, 1990)
Grade VI pupils at Libmanan South Central School S/Y 2019-2020. This impact is
Input. The input of this study is the reading comprehension level in Grade VI,
reading level as to reading speed and comprehension level, as well as the Impact of
Process. The undertaking of this research includes the preparation, making and
validation of survey questionnaire and self-made test to determine impact of digital text in
treatment, analysis and interpretation of data were also use in this study.
VI pupils.
IMPACT OF DIGITAL TEXT TO THE READING COMPREHENSION OF GRADE VI
PUPILS
FEEDBACK
For further understanding of this study, the conceptual and operational definitions
were given:
Reading Comprehension.
the text through the combination of prior knowledge and previous experiences (Laura S.
(Collantes 2006). Using digital text or materials as use for instruction, pupils can enhance
their knowledge and develop their skills in reading. In this study, it is the variables that is
being tested.
Digital text
Digital text or e-text is an electronic version of a written text. Digital text can be
found on the internet or on your computer or on a variety of hand -held electronic devices.
(Hardin, n.d.). Because of the advent of the 21st century, electronic gadgets such as E-
text become flexible in terms of improving reading styles of the reader and also it improves
readers’ way on how they comprehend the text they’ve read. In this study it is independent
Noting detail
This refers to reading comprehension skills that involves speaking out, from a
piece of text, the particular pieces or pieces of information to achieve a given purpose.
to be critical to reading success for three reasons: first, comprehension improves when
you know what the word means. By means of browsing meaning through the internet,
learners can compare their ideas of what they know and what the source define the words.
This refers to the ability to grasp the main idea and the central thought of the
Vocabulary Knowledge
This refers to the knowledge of words as well as the meaning of words. Vocabulary
Knowledge is more than just citing the definition of a word. It requires that the reader use
the word appropriately based upon a given context. (informed literacy. Com). Int his study,
it pertains to the area in reading comprehension that is affected by the digital text. Through
reading digitally, pupils may improve their comprehension by relying to the meaning and
Prior Knowledge
This refers to the knowledge that learner already has before they meet new
knowledge before dealing with the text, and developing this habit is good learner training
for them. (teaching English.org.uk). Digital text may enhance the learning of the reader
by connecting the words which they already know to the new information taken to a newly
reading resources or materials that may help improving their learning and reading skills.
Metacognition
Refers to “thinking about thinking. In reading this means the reader can think
pertains to own awareness and understanding of one’s own thought or processes wherein
he/she develop learning without any help from others in comprehending the text.
ASSUMPTION
This study is based on the premise that the digital text impact the reading
HYPOTHESIS
between the digital text and the reading comprehension of the respondents.
CHAPTER III
METHODOLOGY
Research Design
This study will use evaluative correlation method because we evaluate and identify
the levels of reading comprehension. Correlation method is use to correlate the impact of
Research Setting
This study will be conducted at Libmanan South Central School located at San
Isidro, Libmanan, Camarines Sur along Andaya Highway with a total distance of 15.2
This school is one of the cooperating schools of the university and the researcher
are interested to know the status of reading comprehension level of Grade 6 pupils in
order to give or offer help to the teachers and pupils of whatever result of the study will
have.
Respondents
The respondents of this study are the Grade VI pupils and English subject teachers
of Libmanan South Central school for the school year 2019-2020 with a total population
of 64 grade VI pupils and 6 English teachers. Grade VI-pupils are the respondents of this
study because they are more exposed and aware in using digital materials for reading
and they are able to comprehend already of what they have read and it is easy to
determine the reading comprehension level through the standardized test prepared for
them. Therefore, Grade VI pupils are advanced in level of maturity with it comes on
reading comprehension.
Instruments
In this study, the researchers will use standardized test (Phil-IRI) to determine the
reading level of the pupils, and survey questionnaire to determine the impact of the digital
text which will be distributed to the respondents are prepared. The focus of this study is
to determine the impact of digital text to the reading comprehension of grade VI pupils in
Validity
The researchers will ask for assistance and guidance from our adviser to check
and share his knowledge and expertise for the validation of the survey questionnaire. The
survey questionnaire is divided into three (3) impact: Vocabulary Knowledge, Prior
The standardized test (Phil-IRI) will be prepared to determine the reading level of the
pupils. The scale for the reading comprehension will be based on the scoring of Phil-IRI.
Data Gathering Procedure
The researchers will prepare a letter approved by the research adviser and the
school principal for getting the number of grade VI pupils and the English teacher the
respondents of this study. Upon giving the standardized test in determining the reading
comprehension level of the pupils together with the survey questionnaire that identifies
Statistical Treatment
For the analyzation of this study, the researchers will use statistical tools such as
frequency count and percentage technique that will be use to quantify and find the
frequency rate of the number of respondents in this study. Weighted mean and ranking
technique will be used to determine the impact of digital text to the reading comprehension
comprehension level and the impact of digital text to the reading comprehension of the