Difference impacts on reading comprehension between reading prints and

reading digitals among senior high school students of highway hills integrated
school as of 2019-2020

Emmanuel P. Mahinay

Menard M. Villaruel

Rico John G. Cacalda

Francis G. Francia

October 2019
 ACKNOWLEDGEMENTS

the success and final outcome of this study required a lot of help and guidance from

various individuals. Without them, we, the system analysis might not meet the

objectives in doing this study we want to give gratitude to the following people for their

invaluable help and support.

To Jesus Christ, our Lord and savior, for giving wisdom, strength, support, and

knowledge in exploring things; for the guidance helped us surpass all the trials that we

encountered and for giving determination to pursue our studies and to make this study

possible;

To our parents, for giving support and encouragement to pursue our study, for giving

love and time to us.

To Mr. eugine Alicante our kind, responsible and understanding professor, for giving us

an opportunity to do the study and giving us all support and guidance during the

process of this study by giving advice and ideas to accomplish this study .

1
 Chapter I

The Problem and Its Background

Introduction

In learning, there are macro skills that we must have in order to communicate

effectively. Macro skills refer to the privacy key, main and largest skill set relative to a

particular contact. Macro skill that we commonly use is reading. This also used to

communicate. It can make a different in your work place in social situations and

personal achievements. Learning and consistent seeking to improve this skill. According

to America organization ideas, emotion, opinion and feelings need to covered in

different manners and variety of ways, reading is the 3rd of micro skill reading is a

complex skill that is thought when still young as its essential learning and development

and vocabulary. It is also an act or activity of rendering aloud digitally or printed. We

used the skill reading to scanning information and understanding. We involved to the

reading comprehension this can be used for our problem. Reading can also significant

improve there are two ways of reading, reading printed and reading digitally. Which one

have more useful.

This research determined the effect of reading print and reading digitally whether

it is positive or negative. The two skills are both part of a group of abilities known as

executive function. They’re different but closely related. Reading digitally is common

used nowadays because we are in the technological world. When a student reads it

allows them to take in information digitally from any kind of digital or any kind device the

ability to self-monitor while reading is also to that student need to be able to recognize

when they don’t understand something also when have to research or get something

2
information we usually used computer or digital device to read information. Reading

print is a kind of skill that may use to read using books or any kind of printed books.

understanding how sentence are build might seem like a righting skill. So might

connected idea within and between sentences knowing how ideas link up at the

sentence level helps student get meaning from passages and entire text. It also leads to

something called coherence or the ability to connect ideas in overall piece. Researcher

used also picture text or visual to easily understand the printed text. We usual get

information in national library witch not digitally they. We have newspaper dictionary and

so on.

In Scholastics' 2012 , kids say that eBooks are better than print books when they

do not want their friends to know what they are reading, and when they are out and

about/travelling. Print is better for sharing with friends and reading at bedtime. Naomi

Baron (2016) compared how students read in print and on-screen, and reports that

participants 'praised digital reading on a number of counts, including the ability to read

in the dark, ease of finding material ("plenty of quick information") saving paper and

even the fact they could multitask while reading. 'In Baron's 2017 article, Reading in a

digital age, her review of related research included a 2011 study by Ackerman and

Goldsmith. This study noted that when students have a choice, they spent less time on

digital reading, and had lower comprehension scores. Schugar et al (2011) also found

that participants reading on-screen used fewer study strategies such as note-taking.

More recent research (Kaufman and Flanagan, 2016) cited by Baron found that

students reading digitally did well on answering concrete questions while those reading

in print did better on abstract questions needing inferential reasoning.

3
 The researcher noticed that reading is quite different when it comes online.

Student my skim the text quickly, looking for keywords that might relate to what they

researching rather than settling in for a long read. their often print online articles so that

they can read in hard copy because their find that easier to concentrate on. It can be

used a digital things to read any kind of book because it can be more easily to attach

when it on the digital while some students say it can more useful if they read in printed

materials because there are side effect to the eye if they used digital things to read. The

most obvious difference between reading on these two mediums is that with the print

you can feel the weight and texture of the book you are reading. This direct experience

provides you with a mental map of the entire content and makes it easier for your brain

to retain what it reads. On the other hand, reading on a screen puts a lot of strain on

your eyes and makes them work harder.

Statement of the Problem

The difference of the impacts of reading printed materials and reading digitally

among senior high school is one of the problem nowadays we conduct a research for

this problem for alternative solutions on the difference of the reading printed materials

and reading digitally.

Specifically, it aims to answer the following questions:

1.) What is the demographic profile of the respondents:

1:1.Age;

1:2. Gender and;

1:3. Strand?

4
 2.) What are the factors affecting the reading comprehension of senior high school?

3.) Is there significant difference between reading printed and reading digital in

senior high school?

Hypothesis

There is no significant difference between the reading printed materials and

reading digital in senior high school.

Theoretical Framework

This study is an attempt to understand the difference of the impacts of reading

print and reading digitally. The study uses Niche Gratification Theory as a framework for

the comparison of the usage of printed books and various formats of e-books, as well as

the needs, motivations and expectations for usage of these formats. The theory stems

from Uses and Gratifications Theory, but the two theories are different in their key

principles and practices: Niche Gratification Theory primarily explains the “ecology” of

competing media products for economic purposes, whereas Uses and Gratifications

outlines specific needs and uses as a first step toward explaining media effects on

audiences. Niche Gratification Theory should help explain the differences in book

formats and will provide some answers to the publishing industry on how to best reach

certain audiences. Gratification approach Niche Gratification Theory is informed by the

Uses and Gratifications approach, and so this approach will be discussed in a brief,

general way here. The Uses and Gratifications approach comes out of classical effects

research. The creation of Uses and Gratifications answered a need to explain

5
motivations for use, and functions of, the mass media. It was thought that media’s

limited effects on audiences could be better discerned by more thoroughly

understanding the purposes individuals had in using media (McQuail, 2011). Most

relevant to Niche Gratification Theory, the Uses and Gratifications approach suggests

that people purposefully search out certain types of media to fulfill specific needs. Uses

and Gratifications researchers also analyze what people do with different media formats

(Pietilä, 2005), and the results of studies using this approach explain how media can be

better used for public understanding. Early on, Uses and Gratifications researchers

found that the audience has an active role in selecting media for their own advantages

and that they hold the reins on usage, as opposed to the media entities themselves

(Katz, Haas, &Gurevitch, 1973). The media uses were categorized into five purposes:

(1) cognitive — the need for information, knowledge and x; (2) affective — the need to

strengthen aesthetic, pleasurable and emotional experiences; (3) personal —

strengthening credibility, confidence, stability and status; (4) social — strengthening

contact with family, friends and the world; and (5) tension release — the weakening of

contact with self and one’s social roles. The five categories highlight two broad types of

needs: personal and social. The approach is typically applied in studies that analyze

one specific media format and how it is used by the audience. A great variety of media

have been studied from publications, radio and TV to newer forms of media. One recent

study evaluated demographics of usage and motivations related to MP3 players (Zeng,

2011), and another study applied the approach and developed motivations for blog

usage, based on a survey (Kaye, 2010).

6
Operational framework

Survey between Most effective

Printed reading using materials in
and Digital printed and comprehending
Literature digital materials content

Input Process Output

Figure 1: Conceptual Framework

Figure 1 present the dynamic process of the study. Include in the conceptual

framework are the input, process, and output. For the input the researchers will present

the printed and digital examples of literature, then after the respondent read the given

literature the researcher will give the survey questionnaire and the output will be the

most effective reading materials.

Scope and Delimitation

This study is about the difference of reading printed materials and reading

digitally among 30 randomly selected of senior high school student of highway hills

integrated school year 2019-2020.This research employs experimental method as the

7
basic in determine if there is a significant difference of the reading digitally and reading

print.

Significance of the Study

The significance of the study is to know the difference of reading digital and

printed form of literatures and to help them determine the most effective way of reading

literatures.

Students- Are They will be the beneficiary of this in determining what method of

reading is the most effective for them. This study will help them to identify the impacts of

it to their academic performance.

School Administrator- They are the teachers, principal, and director who facilitates

and controls the school. The significance of the study is to know which way of reading is

most effective to their students in improving their skills.

Parents- This study will help them determine the impacts of reading printed or digital

form of literatures to their child. They can advise their children which method to use for

them to have a better.

Future Researchers- the outcome of the study is beneficial to either present

researchers or future researchers. This study will serve a basis for their study and to

help them gain or increase their knowledge about business matters.

8
DEFINITION OF TERMS

1. Digitally-By means of digital or computer technology.‘ all our TV shows are

recorded enhanced images.

2. Print-the text appearing in a book, newspaper, or other printed publication,

especially with reference to its size, form, or style.

3. Understanding-the ability to understand something; comprehension.

4. conceptual framework- represents the researcher's synthesis of literature on

how to explain a phenomenon. It maps out the actions required in the course of

the study given his previous knowledge of other researchers' point of view and

his observations on the subject of research.

5. Vocabulary-the body of words used in a particular language.

6. Information-facts provided or learned about something or someone.

7. Gratification theory- is an audience-centered approach that focuses on what

people do with media, as opposed to what media does to people.

8. Dynamic- of a system or process is the force that causes it to change or

progress. The dynamic of the market demands constant change and adjustment.

9
 CHAPTER II
REVIEW OF RELATED LITERATURE

These studies present the related literature on the Difference of the Impacts on

Reading Comprehension of Reading Print and Reading Digitally on Senior High School

in Highway Hills Integrated School.

Lauren Singer and Patricia Alexander published a piece in Conversation in

October, 2017, which ran in the Chicago Tribune, Business Insider and other popular

publications. It offers details from three studies that compared print and digital

comprehension among college students reading newspaper articles and fiction

excerpts. Digital bias could present a challenge for teachers who want to encourage

deeper reading and for administrators who want to see improved outcomes. Faculty will

either force students to purchase print textbooks for classes which could raise student

costs or they’ll aim to persuade them that slower reading is better. The latter could be

especially difficult, if not impossible. Students’ preference for fast reading stems, at least

partly, from years of experience with timed standardized tests. By virtue of design, such

tests shape the impression that speed is synonymous with skill. In-class teacher-made

assessments are often timed, too, which gives students the idea from an early age that

reading slowly is the same as reading badly. Developers of digital textbooks might offer

a solution for this bind, if they draw on recent research into the mechanics of reading

studies of the way our eyes move while ingesting lines on a screen or a page. Digital

books are typically designed to mimic the print experience: black words on a white

screen. This limits the potential virtual texts may have for improving our comprehension,

10
according to a 2016 article in the Atlantic, which cites research from Stanford and the

University of Texas at Austin.

According In Scholastics' 2012 report , kids say that eBooks are better than

print books when they do not want their friends to know what they are reading, and

when they are out and about/travelling. Print is better for sharing with friends and

reading at bedtime.

According to Naomi Baron (2016) compared how students read in print and

on-screen, and reports that participants 'praised digital reading on a number of counts,

including the ability to read in the dark, ease of finding material ("plenty of quick

information") saving paper and even the fact they could multitask while reading.'

According In Baron's 2017 article, Reading in a digital age, her review of

related research included a 2011 study by Ackerman and Goldsmith. This study noted

that when students have a choice, they spent less time on digital reading, and had lower

comprehension scores. Schugar et al (2011) also found that participants reading on-

screen used fewer study strategies such as note-taking. More recent research

(Kaufman and Flanagan, 2016) cited by Baron found that students reading digitally did

well on answering concrete questions while those reading in print did better on abstract

questions needing inferential reasoning.

In Baron’s own study, with more than 400 university students from five

countries, 86% preferred reading longer texts in print and 78% when reading for

pleasure, with 92% saying it was easiest to concentrate when reading print. 85% of the

11
US students were more likely to multitask in an online environment and only 26% when

reading print.

According In a 2005 study by Ziming Liu of San Jose State University, Liu

found that when we read digitally, we do more scanning and jumping around looking for

keywords to get as much information as possible in a short amount of time. In certain

ways, digital reading is a less immersive experience than reading printed words.

Scanning text is a nonlinear form of reading, Liu explains. When doing linear

reading, without any skipping or jumping, we're engaged in deep reading. Deep reading

allows for more immersion, as opposed to nonlinear reading. In fact, it's understandable

that nonlinear reading may have an effect on comprehension. It's the difference

between taking in the landscape from the window of a speeding car instead of taking a

slow walk along the same route.

According In a 2014 joint study, Mangen teamed up with Nice-Sophia

Antipolis University and Aix-Marseille University and had 50 adults read a 28-page

mystery story. Some read the story in print while others read it digitally. Those who read

the digital text had a more difficult time putting the plot events in chronological order, the

study found.

Further research emphasizes that point. Virginia Clinton of the University of North

Dakota, investigated 33 previous studies that looked at print vs. digital reading, and

found that paper readers were more efficient and had a better understanding of what

they had read. Interestingly, this was only true of explanatory text and didn’t apply to

12
narrative text, which appeared to even the odds of comprehension. Her 2019 meta-

analysis was published in the Journal of Research in Reading.

If the average 14-year-old is given a choice of reading an 800-word news

article in a print magazine or on an iPhone X, you can bet the digital format is going to

win out. And chances are the student will read it very quickly. So what are the

downsides? That depends, says Dr. Patricia Alexander, an educational psychologist at

the University of Maryland. If the goal is reading comprehension, then the answer is

probably more than you think. According to a research survey and their own

investigations, Alexander and graduate student Lauren Singer found that students who

read a text in print that is more than a page in length are more likely to better

comprehend the information.

While digital reading “is part and parcel of living and learning in the 21st

century,” Alexander and Singer write, educators should still give careful thought about

how and when to employ a digital device in the classroom. The rush to digital,

Alexander recently told NEA Today, is fueled by a number of factors, but improved

student learning may not be one of them.

In a review of educational research published by SAGE Journals in July,

Singer and University of Maryland professor Patricia Alexander discovered that readers

may not comprehend complex or lengthy material as well when they view it digitally as

when they read it on paper. While they concluded with a call for more research, the pair

wrote, “It is fair to say that reading digitally is part and parcel of living and learning in the

21st century … No matter how complex the question of reading across mediums may

13
be, teachers and students must understand how and when to employ a digital reading

device.”

According to English professor, Wayne Kobylinski, said his Anne Arundel

Community College students in Maryland choose for themselves. “For the most part, the

students opt to get the print versions” of novels and textbooks for his class, Kobylinski

said. “If someone says, ‘Can I use the ebook?’ I say that’s fine.”Kobylinski said his

students feel printed material “carries more of a sense of gravitas” than digital. “That

makes sense for college students.”He explained that because students spend so much

time reading online communications on social media, where writing is casual, they

figure, “If I use electronic writing for informal things, then electronic writing is inherently

informal, so it’s not as important … They can skip it.”Professor Jody Donovan, who

teaches in Colorado State University’s school of education, said her graduate students

overwhelmingly prefer “everything electronic. They don’t want a hard copy of anything,

and our faculty always wants both.”Donovan has observed that her online students tend

to refer to the digital readings more frequently than those in her face-to-face classes

refer to the print versions. “Having it online allows them to read it multiple times,

whereas I often see if it’s printed, students will read it once and be done with it.“Does

that mean comprehension is better because it’s in print and they only need to refer to it

once? I don’t know.”

In college-level courses, nothing could be further from the truth.

Comprehending a complex literary text, for instance, requires multiple levels of reading.

In many cases, it’s wise for a student to stop and think visualize what’s happening or

14
reread key passages to uncover layers of possible meaning. In my experience, many

students have been trained to believe that reading slowly and rereading means they’re

stupid. Or, they express the view that challenging materials, which can’t be easily

skimmed, are too hard. Such books should have been written “better,” they say.

15
 CHAPTER III

RESEARCH METHODOLOGY

This chapter present the methods used in this study, population frame and

sampling scheme, description of respondents, validation of instrument and data

gathering procedure

This study utilized the quantitative approach of research. According to

Shuttleworth (2008), quantitative research design is the common or usual experimental

method used in science. Quantitative experiments use a constant format to make a

hypothesis to be rejected or accepted. And the hypothesis must be in favor

mathematically and statistically and will be the basis throughout the research.

RESEARCH METHOD USED

This study used the descriptive survey method of research. This method is

a fact finding investigation utilizing a questionnaire and observation to the respondents

in gathering the needed data

POPULATION AND SAMPLING SCHEME

The researchers considered the 30 randomly selected Grade12 students

from Highway Hills Integrated School. The researcher used convenience sampling

scheme because subjects selected are the most convenient and accessible for them.

16
DESCRIPTION OF RESPONDENTS

The respondents are 30 randomly selected Grade 12 students from Highway

Hills Integrated School for the School year 2019-2020. The selected students are from

Stem-A (10), Stem-B (10), ABM- (10).

RESEARCH INSTRUMENT USED

A 20-item questionnaire answerable by strongly disagree, disagree,

undecided, agree, and strongly agree was used to gather data about On the Difference

of the Impacts on Reading Comprehension of Reading Print and Reading Digitally

Among Senior High School of the respondents.

VALIDATION OF INSTRUMENT

To establish the validity of the questionnaire, the researcher requested a pool

of experts on educational management and questionnaire construction. They rated the

items on the questionnaire and considered the questionnaire valid. The experts’

comments suggestions and recommendations were also considered in the final revision

of the questionnaire.

STATISTICAL TREATMENT

The study is a cross-sectional study using a quantitative and qualitative descriptive

survey questionnaire as an instrument to elicit the participants’ response, The

17
descriptive quantitative and qualitative survey provided the study with necessary data to

analyze the Difference of the Impacts on Reading Comprehension of Reading Print and

Reading Digitally Among Senior High School of the respondents.

Each situation was then tallied to a frequency distribution and later on used to

compute the mean of each group. An overall computation of means was done as well.

One way analysis of variance. This is a statistical treatment used to measure the

significant differences between the means of groups not lower that 3. This is to see if

there is a spread of answer among the respondents

Formula:

18
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered, together with the statistical analysis,

and its interpretation.

Table 1

The Profile of Respondents in Terms Of Age

Age frequency Percentage

16-17 18 60%
18-20 12 40%
total 30 100

Table 1.1 presents the profile of the respondents based on age. It can be seen

that, 60% or 18 out of 30 are respondents whose ages range from 16 to 17 years old

and 40% or 12 out of 30 are respondents whose ages range from 10 to 19 years old. It

can also be said that all of the respondents ages from 16 to 20 years old.

Table 2

The Profile of Respondents in Terms of Gender

Gender Frequency Percentage

Male 13 43.33%
Female 17 56.67%
Total 30 100

Table 1.2 presents the profile of the students in terms of gender. It can be seen

that 43.33 percent or 14 of the respondents are male and 56.67 percent or 17 of the

respondents are female.

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 Table 3

The Profile of Respondents in Terms of Strand

Strand Frequency Percentage

Stem A 10 33.33%
Stem B 10 33.33%
ABM 10 33.33%
total 30 100

Table 1.3 presents the profile of the students in terms of section. It can be

seen that 33.33 percent or 10 of the respondents in stem-A and 33.33 percent or 10 of

the respondents in stem-B and 33.33 percent or10 of the respondents in ABM-A. all of

respondents are grade 12 students from HIGHWAY HILLS INTEGRATED SCHOOL.

Table 4

Factors Affecting the Reading Comprehension of Senior High School

FACTORS FREQUENCY RANK

Noisy place make can 12 4
affect reading
comprehension.
Lock of vocabularies 18 1
strategies can affect
reading comprehension
Blurred eyes make student 15 3
difficult to read a text.
Stutter can affect reading 16 2
comprehension.
Sleeping in classroom can 11 5
affect reading
comprehension
Mobile games or any kind 8 7
of games my affect reading
comprehension in a
student.

20
 Can’t recognize the word 10 6
that cause effect in reading
comprehension.

Table 1.4 presents the Factors affecting the reading comprehension of senior

high school. It can be seen that the rank 1 is lock of vocabularies strategies can affect

reading comprehension that got 18 score, rank 2 is stutter can affect reading

comprehension got 16 score, rank 3 is blurred eyes make student difficult to read a text

that got 15 score, rank 4 is Noisy place make can affect reading comprehension that got

12 score, rank 5 Sleeping in classroom can affect reading comprehension that got 11

score, rank 6 is Can’t recognize the word that cause effect in reading that got 10 score,

rank 7 is Mobile games or any kind of games my affect reading comprehension in a

student that got 8 score.

Table 5

Effect of Reading Digital and Reading Printed Materials in Academic Performance

of Senior High School

Situation Weighted mean Verbal interpretation

1. Reading digitally like 4.1 Agree
reading in computer or
mobile phone having effect
on reading comprehension
2.Reading printed materials 4.3 Agree
like
books,magazine,newspaper
having effect on reading
3. It can be effective if 4.3 Agree
students read using digital
things
4.It can be effective if 4.2 Agree
students read using text

21
book or reading booklet
5.It’s effective if students 4 Agree
read using textbook like
magazine storybook or any
kind of book
Overall weighted mean 4.2 Agree

Table 1.5 present the Effect of reading digital and reading printed materials in

academic performance of senior high school. It can be seen that situation 1 is Reading

digitally like reading in computer or mobile phone having effect on reading

comprehension got 4.1 weighted mean and verbal interpretation is agree , situation 2 is

Reading printed materials like books, magazine, newspaper having effect on reading

got 4.3 weighted mean and the verbal interpretation is agree, situation 3 is It can be

effective if students read using digital things got 4.3 weighted mean and the verbal

interpretation is agree, situation 4 is It can be effective if students read using text book

or reading booklet got 4.2 weighted mean and the verbal interpretation is agree,

situation 5 is It’s effective if students read using textbook like got 4 weighted mean and

the verbal interpretation is agree. It can also be depicted that 4.2 is the overall weighted

mean for present the Effect of reading digital and reading printed materials in academic

performance of senior high school and the verbal interpretation of overall is agree.

22
 Table 6

Significant Relationship in The Profile and Reading Performance Of Senior High

School

situation Weighted mean Verbal interpretation

1. Reading with fluency 4 Agree
allowed students to
retain information
with retain
information with
accuracy, expression
and increased
speed.
2. Critical reading can 4 Agree
make students
improve on their
reading
comprehension.
3. It able the students 4 Agree
think critically and
evaluate the content
of what they read.
4. It cares about how 4.3 Agree
people comprehend,
interpret, analyzing the text.
Overall weighted mean 4.1 Agree

Table 1.6 present the Significant relationship in the profile and reading

performance of senior high school. Situation 1 is Reading with fluency allowed students

to retain information with retain information with accuracy, expression and increased

speed that got 4 weighted mean and the verbal interpretation is agree, situation 2 is

Critical reading can make students improve on their reading comprehension that got 4

weighted mean and the verbal interpretation is agree, situation 3 is It able the students

23
think critically and evaluate the content of what they read that got 4 weighted mean and

the verbal interpretation is agree, situation 4 is It cares about how people comprehend,

interpret, analyzing the text that got 4.3 weighted mean and the verbal interpretation is

agree. The overall weighted mean of Significant relationship in the profile and reading

performance of senior high school is 4.1 and the overall verbal interpretation is agreed.

Table 7

Significant Difference Between Reading Printed and Reading Digital in Senior

High School

Situation Weighted mean Verbal interpretation

1. It’s more effective if 4 Agree
teachers used digital
form to teach the
students.
2. Printed material is 3.9 Agree
the best way to use
of your teachers.
3. Having a picture in 4 Agree
textbook the more
students gain to
read.
4. Using printed 3.9 Agree
materials can help
students to read well
the texture.
Overall weighted mean 4 Agree

Table 1.7 presents the Significant difference between reading printed and

reading digital in senior high school. The situation 1 is Its more effective if teachers used

digital form to teach the students that got 4 weighted mean and the verbal interpretation

24
is agree, situation 2 is Printed material is the best way to use of your teachers that got

3.9 weighted mean and the verbal interpretation is agree, situation 3 is Having a picture

in textbook the more students gain to read that got 4 weighted mean and the verbal

interpretation is agree, situation 4 is Using printed materials can help students to read

well the texture that got 3.9 weighted mean and the verbal interpretation is agree. The

overall weighted mean of does situation in Significant difference between reading

printed and reading digital in senior high school is 4 and the overall interpretation is

agreed.

Table 8

On The Difference of Reading Digitally and Reading Materials

respondents Digitally Printed materials

1 15 15
2 15 15
3 15 15
4 15 15
5 15 15
6 15 15
7 15 15
8 15 15
9 15 15
10 15 12
11 15 14
12 15 15
13 15 15

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 14 15 15
15 12 15
16 14 15
17 15 15
18 15 15
19 13 15
20 15 15
21 15 15
22 15 15
23 15 15
24 13 15
25 15 15
26 15 15
27 15 15
28 15 15
29 15 15
30 15 15

Table 1.8 present that there’s no different if the student used the two methods.
The reading printed materials got the same total score on reading digitally.

Table 9

Result of T-Test for The Difference of Reading Printed Materials And Reading
Digitally

reading printed Computed t-value p-value interpretation

materials and 0.750404 0.45906 Not significant
reading digitally

26
 Table 10 presents the results of t-test for dependent samples (tested at 0.05

alpha level of significance) for reading printed materials and reading digitally of the

respondents to determine if there is a significant difference in the performance of the

respondents before and after the implementation of the enhancement. The table show

no significant differences in terms of computed t-value and p-value.

27
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents how the summary of findings, from the gathered and
interpreted data, conclusions from the findings and recommendations to have a better
research.

The purpose of this study is to determine the difference of reading printed

materials and reading digitally on the students in Highway Hills Integrated School. The

primary focus of this study is to know what are the most effective to use between

reading printed materials and reading digitally. This study also aims to determine the

impacts of reading printed material and reading digitally in reading comprehension of

the student in Highway Hills Integrated School

Summary of findings

The researchers find that most students in highway hills integrated school agreed

that reading printed materials and reading digitally has bot effective to use, also there’s

no impact on reading comprehension of this two way style of reading. Reading printed

materials and reading digitally, both agreed that it can be used in school or in any kind

of task. Also there are difference characteristic, When you read using print your brain is

stimulated and you can grasp complex information or really long texts in a better way.

Reading digitally is more suited for browsing and scanning shorter articles no more

difficulty. Also there are some factors that may affected the reading comprehension, the

respondents agreed for those factors that may affect reading comprehension.

Based on the result, the use of both reading way is effective as their style of

reading. Reading printed and reading digitally as our daily used. When it school we
28
already used reading digitally more that reading printed because its more easy to

operate while reading printed are most used in library or if we are more time to do. The

two methods are both agreed on the students in highway hills integrated school.

In determining if there is a significant difference in reading printed materials and

reading digitally, the researchers find that when the students read using printed

materials it can be more fast than reading digitally based on the observation of the

researchers while conduct the survey. But the researchers conclude that there’s no

significant relationship of the profile and performance if students used two methods.

Conclusion

The effect of reading print and reading digitally whether it is positive or negative.

The two skills are both part of a group of abilities known as executive function. They’re

different but closely related. Reading digitally is common used nowadays because we

are in the technological world. When a student reads it allows them to take in

information digitally from any kind of digital or any kind device the ability to self-monitor

while reading is also to that student need to be able to recognize when they don’t

understand something also when have to research or get something information we

usually used computer or digital device to read information. Reading print is a kind of

skill that may use to read using books or any kind of printed books. understanding how

sentence are build might seem like a righting skill. So might connected idea within and

between sentences knowing how ideas link up at the sentence level helps student get

meaning from passages and entire text. It also leads to something called coherence or

the ability to connect ideas in overall piece. Researcher used also picture text or visual

29
to easily understand the printed text. We usual get information in national library witch

not digitally.

The reading printed materials and reading digitally are effective to use for those

students. Given this trend, teachers, students, parents and policymakers might assume

that students' familiarity and preference for technology translates into better learning

outcomes. As researchers in learning and text comprehension, our recent work has

focused on the differences between reading print and digital media. While new forms of

classroom technology like digital textbooks are more accessible and portable, it would

be wrong to assume that students will automatically be better served by digital reading

simply because they prefer it. But the two methods are effective in use to read so there

are no conflict if students use what kind of methods they use.

In concluding that there is no significant difference to the profile and performance

of the student if they use reading printed materials and reading digitally. The two

methods are the same effective if they use it. also it become great if they use properly

and if they use it equal.

Recommendations

The recommendations of this study are for the benefits of the students who are

affected and for them to be informed of the difference of reading printed materials and

reading digitally and the effectiveness of the two methods.

30
 The researchers of the study would recommend to equalized the used of reading

printed and reading digitally. It can be more effective if they used two methods in equal.

Also its more effective if they using it properly.

The researchers of the study would recommend to the students who used digital

gadgets that they must use anti- radiation eye glass to protect their eye if they read on

gadgets an hour or more that hour. To the students who used printed materials the

researchers recommend that they should go to library or book shop to less carrying at

the school.

The researchers of the study would recommend to the teachers or administrator

of the school that they should use properly the two methods. If they use digitally form

they must accurate it. also they should use the reading digital for those who have a

good sight or good eyes while to those students who have eye sight problem or blured

eye they must use printed materials to avoid sickness on the light.

31
 BIBLIOGRAPHY

Electronics resources

Niche Gratification Theory as a framework for the comparison of the usage of printed
books and various formats of e-books, as well as the needs, motivations and
expectations for usage of these formats

https://www.learning-theories.com/uses-and-gratification-theory.html

English professor, Wayne Kobylinski, said his Anne Arundel Community College
students in Maryland choose for themselves. “For the most part, the students opt to get
the print versions

http://www.justscience.in/articles/reading-digitally-different-reading-print/2018/02/22

Lauren Singer and Patricia Alexander published a piece in Conversation in October,

2017, which ran in the Chicago Tribune, Business Insider and other popular
publications.

Baron's 2017 article, Reading in a digital age, her review of related research included a
2011 study by Ackerman and Goldsmith. This study noted that when students have a
choice, they spent less time on digital reading, and had lower comprehension scores.

Google.com

32
 On The Difference of the Impacts On Reading Comprehension Of Reading Print
And Reading Digitally Among Senior High School Of Highway Hills Integrated
School

To the Respondents,

May we ask for your time to answer the following survey questions about On The
Difference of the Impacts On Reading Comprehension Of Reading Print And Reading
Digitally. May we also request for your full honesty in answering. Thank you and god
bless you!

Respectfully yours,

The Researchers

Name: optional

Age: ____________ Strand: ________

Gender: _________

Directions: using the following scale, check the column that comes closest to how you
feel about the following situations. Answer the following questions the way it should be.

Strongly Disagree Undecided agree Strongly

Disagree agree
1 2 3 4 5
1. Reading digitally like
reading on computer or
mobile phone having
effect on reading
comprehension.
2. Reading printed
materials like books,
magazine, newspaper
having effect on reading
comprehension.
3. It can be effective if
students read using
digital things.
4. It can be effective if
student read using
textbook or reading

33
 booklet.
5. It’s effective if students
read using textbook like
magazine, storybook or
any kind of book.
6. Stutter can affect reading
comprehension.

7. Reading with fluency

allowed students to
retain information with
accuracy, expression
and increased speed.

8. Critical reading can

make students improve
on their reading
comprehension.
9. It’s more effective if
teachers used digital
form to teach the
students.
10. can’t recognized the
word that cause effect in
reading comprehension
11. It able the students think
critically and evaluate
the content of what they
read.
12. It cares about how
people comprehend,
interpret, analyzing the
text.
13. Blurred eyes make
student difficult to read a
text.
14. Lock of Vocabularies
strategies can affect
reading comprehension.
15. Sleeping in classroom
can affect reading
comprehension.
16. Noisy place make can
affect reading
comprehension.

34
17. Printed materials is the
best way to use of your
teachers.
18. Having a picture in
textbook the more
students gain to read.
19. Using printed materials
can help student to read
well the texture.
20. Mobile games or any
kind of games my affect
reading comprehension
in a student.

35
 CURRICULUM VITAE

Emmanuel P. Mahinay JR

Permanent Address: BLK 10 Northville Rizal Antipolo City

Date of Birth: August 17 2001

Place of place: Quezon city

Parents/Guardian/spouse: Analyn Pagsuguiron

Children (if applicable): NONE

Civil Status: Single

Contact Number: 09055255892

E-mail Address: emmanuelmahinay17@gmail.com

EDUCATIONAL BACKGROUND

2008-2014 Primary Calbayog St. Mandaluyong City

STA. CRUZ Elementary School
Cogeo Gate 2 Rizal Antipolo City
2014-2018 Secondary (Junior High School)
Highway Hills Integrated School
Calbayog st Mandaluyong city
2018-2020 Secondary (Senior High School)
Highway Hills Integrated School

36
 CURRICULUM VITAE

Menard Nhowel M. Villaruel

Permanent Address :836 Dr. Fernandez St. Mandaluyong City :

Date of Birth: December 13. 2001

Place of birth: Mandaluyong City

Parents/Guardian/spouse: rodel villaruel

Children (if applicable): None

Civil Status: Single

Contact Number: 092912519723

E-mail Address: nhowelvillaruel@gmail.com

EDUCATIONAL BACKGROUND

2008-2014 Primary
Highway Hills Integrated School
Calbayog st Mandaluyong city
2014-2018 Secondary (Junior High School)
Highway Hills Integrated School
Calbayog st Mandaluyong city
2018-2020 Secondary (Senior High School)
Highway Hills Integrated School

37
 CURRICULUM VITAE

Francis Jay G. Francia

Permanent Address: Mandaluyong City

Place Of Birth:

Date of Birth: February 26 2002

Parents/Guardian/spouse: Dolores Francia

Children (if applicable): NONE

Civil Status: Single

Contact Number: NONE

E-mail Address: NONE

EDUCATIONAL BACKGROUND

2008-2014 Primary Calbayog St. Mandaluyong City

2014-2018 Secondary (Junior High School)
Highway Hills Integrated School
Calbayog st Mandaluyong city
2018-2020 Secondary (Senior High School)
Highway Hills Integrated School

38
 CURRICULUM VITAE

Rico John Cacalda

Permanent Address: Dr. Fabella st. Mandaluyong City

Place of place: Mandaluyong City

Date of Birth: October 31, 2001

Parents/Guardian/spouse: Ernesto Cacalda sr.

Children (if applicable): NONE

Civil Status: Single

Contact Number: 09305518409

E-mail Address: oreocacaldaricojohn@yahoo.com

EDUCATIONAL BACKGROUND

2008-2014 Primary
Highway Hills Integrated School
Calbayog St. Mandaluyong City
2014-2018 Secondary (Junior High School)
Highway Hills Integrated School
Calbayog st Mandaluyong city
2018-2020 Secondary (Senior High School)
Highway Hills Integrated School

39
40