The Attitude Towards Reading of Grade 7 Students Before and After Using Ebook.

THE ATTITUDES TOWARDS READING… 4
The Attitude Towards Reading of Grade 7 Students Before and After using eBook.
Remelyn C. Delit 1,3, Michelle D. Buena1,3, Johanna P. Marzan1,3, Jhustine Joi J. Monsalud1,3, and Rogielyn
R. Pagulayan 1,3 and Marilyn M. Obod 1,2,3,4
1
College of Education
2
Research Development and Innovation Center
3
Our Lady of Fatima University
4
Research Adviser
May 2021
OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

ii
THE ATTITUDES TOWARDS READING…
Endorsement
This thesis entitled: “The Attitude towards Reading Before and After using eBooks among Grade 7
Students” prepared by Remelyn C. Delit, Michelle D. Buena, Johanna P. Marzan, Jhustine Joi J.
Monsalud, Rogielyn R. Pagulayan of BSSE 3A1-1, in partial fulfillment of the requirements for the
degree of Bachelor of Science in Secondary Education Major in English has been examined and now
recommended for Oral Examination.
This is to verify that Remelyn C. Delit, Michelle D. Buena, Johanna P. Marzan, Jhustine Joi J.
Monsalud, Rogielyn R. Pagulayan are ready for oral examination.
MARILYN M. OBOD, ED.D

Adviser
This is to certify that the thesis entitled “The Attitude towards Reading Before and After using eBooks
among Grade 7 Students” prepared and submitted by Remelyn C. Delit, Michelle D. Buena, Johanna P.
Marzan, Jhustine Joi J. Monsalud, Rogielyn R. Pagulayan has successfully passed the pre-oral
examination with a grade of _____.
MAGDALENA S. DARIA, LPT, ED.D

Chair
CLARITA DJ. TANGHAL, MAED SIERALYN ENRIQUEZ, LPT, MAED
Member Member
ELMER S. HIDALGO ED.D
Dean, College of Education

iii
Certificate of Originality
We hereby declare that the thesis is our own work and that, to the best of our knowledge and
belief, it contains no material previously published or written by another person nor material to which to a
substantial extent has been accepted for award of any other degree or diploma of a university or other
institute of higher learning, except where due acknowledgment is made in the text. We also declare that
the intellectual content of this thesis is the product of our work, even though we may have received
assistance from other style, presentations, and language expressions.
Remelyn C. Delit
Principal Investigator
Michelle D. Buena
Johanna P. Marzan
Jhustine Joi J. Monsalud
Rogielyn R. Pagulayan
Marilyn M. Obod, ED.D

Adviser

iv
Table of contents
Endorsement ii
Certificate of Originality iii
Table of Contents iv
List of Tables v
List of Figures vi
List of Appendices vii
Abstract
1.0 Introduction 1
2.0 Background 2
2.1 Theoretical Framework 2
2.2 Related Literature 3
2.2.1 Towards Reading before using e-Book 3
2.2.2 Attitude Towards reading after using e-Book 3
2.3 Research Simulacrum 4
Research Questions 4
Hypotheses 5
3.0 Methodology 6
3.1 Research Design 6
3.2 Research Locale 6
3.3 Population and Sampling 6
3.4 Research Ethics 7
3.5 Research Instruments 8
3.6 Data Collection 8
3.7 Data Analysis 9
4.0 Results 12
5.0 Discussion 18
6.0 Conclusion 20
7.0 Recommendation 20
References 10
Appendices 12

v
List of Tables
Table 1: Students’ Attitude Towards Reading Before Using E-Books 12

in Terms of Love for Reading
Table 2: Students’ Attitudes Towards Reading Before Using E-Books 12
in Terms of Skills for Reading
Table 3: Attitude of the Students Towards Reading Before Using E-Books 13
in Terms of Benefits of Reading
Table 4: Summary of Students’ Attitude Towards Reading Before 13
Using E-Books
Table 5: Attitude of the Students Towards Reading After Using E-Books 14
in Terms of Love for Reading
in Terms of Skills for Reading
in Terms of Benefits of Reading
Table 8: Summary of Students’ Attitude Towards Reading After Using E-Books 16
Table 9: Test of Significant Difference Between the Attitude of the Students Towards 16
Reading Before and After Using eBook

vi
List of Figures
Figure 1: Simulacrum 4

vii
List of Appendices
Endorsement Letter 14
Letter of Permission to Conduct the Study 15
Letter of Permission to Use the Questionnaire 17
Consent Form for the Respondents 18
Statement of Consent 23
Consent Form for the Parents 24
Certification 29
Consent Form 30
Invitation Letter for the Respondents 31
Students’ Survey Questionnaires 32
Reading Attitude Survey (Pre-test) 33

Reading Materials 35
Reading Attitude Survey (Post-test) 38
Permission of the Author to Use Questionnaire 40
Recruitment Material 41
About the Researchers 44

viii
Abstract
The researchers have become more interested in children's motivation to read over the last 25 years,
because reading is one of the essential skills that the children must have. The purpose of this study was to
investigate students’ attitude towards reading before and after using eBook. The application of
quantitative method and quasi-experimental design was used to gather numerical data with the use of
questionnaire “Adult Survey of Reading Attitudes (ASRA)” adapted by Elgaran D. et al (2015) from the
developer Smith (1990) and examining the attitude of the students before and after using eBook. The
results show that the students agreed to the positive attitude towards reading. In the summary of students’
attitude towards reading before using eBook got an overall weighted mean of 3.00 indicating agree, the
category of benefits of reading has a 3.42 weighted mean (highest) indicating strongly agree while love
for reading has 2.75 weighted mean (lowest) indicating agree. In the summary of students' attitude
towards reading after using eBook got an overall weighted mean of 3.10 indicating agree, the category of
benefits of reading has the highest weighted mean of 3.52 indicating strongly agree and the love for
reading that has a 2.84 the lowest weighted mean indicating agree. However, reading eBook has nothing
to do with improving the reading attitude of Grade 7 students. This study concludes that there is no
significant difference between the attitude of the Grade 7 students towards reading before and after using
eBook.
Keywords: Attitude, eBook, Category, Quasi-experimental, Reading, Benefits, Love

1.0 Introduction
The attitude is a settled way of thinking or feeling about someone or something, typically one that
is reflected in a person's behavior. Attitude towards reading is defined as the feeling about reading that
results in adoption or avoidance of positive reading habits. There has been much research identifying
factors that affect reading attitude Martinez (2002). General reading attitude is defined as reading material
characteristic of most types of reading, which improves the self- fulfillment and reader’s personal growth.
E-books or electronic books are an electric version of printed books that can be read on computer
or any handheld devices like cell phone or tablet. It is a publication made available in digital form. And
just like traditional or printed books, it also contains text or images or both, in a flat, readable panel
displayed on various electronic devices in the 2000’s. There was a trend of printed and e-books sales over
the internet. With e-books, users can now browse through titles easily and select and download the
eBooks. By 2010, eBooks began to overtake the overall publication that some schools considered using
eBooks as their learning material rather than printed books.
Some authors argue that young people’s literacy experiences, especially from adolescence onward,
are not restricted to traditional print settings. Nevertheless, the results of these studies suggest that, as far
as academic reading is concerned, reading attitudes remain the same, whatever the medium ( McKenna et
al., 2012).
The respondents are the Grade 7 Students who are in the adolescence stage which have a different attitude
towards reading using electronic books. The purpose of this study is to know how eBooks affect the
student’s attitude towards reading as both a creational activity and academic endeavor. Also, due to the
pandemic, the use of eBook is also considered as most of the classes are done online. The students are
used having printed books as the learning material so the researchers would like to conduct this research
to know more about eBooks and how the students’ attitudes vary towards reading. The researchers will
only focus on the scores of the attitudes towards reading of the students using e-books. This study
explored the gender gap in reading enjoyment habits particularly in 50 selected students given by the
school`s vice principal.

2
2.0 Background
1.1 Theoretical Framework
There are relationships between students’ attitudes and motivations to read, the amount of attention
they devote to reading, and how well they comprehend what they read (Mathewson, 1994). The decisions
to read and what to read contribute to how well students comprehend the material they select. Students’
comprehension of the material influences how students feel about the act of reading, which contributes to
the decision of whether or not to read more, a cyclical process.
The McKenna model (1994) used ideas from several past theories and models (e.g., Ajzen, 1988;
Ajzen & Fishbein, 1980; Cothern & Collins, 1992; Fishbein & Ajzen, 1975; Mathewson, 1985, 1994;
Ruddell & Speaker, 1985) to create a new model that would consider the “the long-term development of
reading attitudes'' (McKenna, Kear, Ellsworth, 1995, p. 938). Although he gives credit to methods that
influenced him, McKenna specifically discussed how Mathewson’s work (1985, 1994) contributed to the
development of the McKenna model. McKenna’s model is guided by three principal factors: 1) the beliefs
an individual has about how desirable the outcomes of reading are; 2) the beliefs an individual has about
the expectations of others and their motivation to abide by those expectations; and 3) the outcomes of
specific incidents of reading (e.g., if the outcome is positive or negative). These three factors develop
over time, influence each other, and can change. They affect how students feel about the act of reading
and thus can contribute to the amount of time spent reading.
These models complement each other and contribute to the study in regard to students’ attitudes
toward reading and the correlation of these factors to the amount of time spent reading, which affects
students’ reading achievement (Henk & McKenna, 2004). Provided with such knowledge, these models
will guide this study to highlight a student's attitude and motivation to read. Mathewson’s models (1985,
1994) identify factors that affect student’s attitudes and motivation towards reading, which may cause
slow pace of reading comprehension and eloquence. McKenna (1994) expands on Mathewson’s work to
incorporate a student's belief, expectation, and outcome towards reading, which affects the amount of
time spent reading. In order to ensure the expected student’s attitude towards reading, one must be
involved at reading assessment with the use of e-book to encourage students to select reading tools. The
information provided can measure the reading span of students as they make decisions about what to read
and what factors influence them to continue reading.

1.2 Related Literature
1.2.1 Attitude Towards Reading before using E-book
Before the use of e-books students develop a dependent attitude towards reading since in a
classroom setting, the teacher usually reads the text first and asks the students to repeat. Thus, the use of
e-books based on project-based learning has been proved to effectively be used in financial accounting
learning because it can increase students' critical thinking. The use of e -book media based on project -
based learning proved to be a positive and effective way to help students in their learning process and to
motivate them to be more active and independent learning process (Jindal & Pant, 2013; Wu & Chen,
2011) and in turn help the teachers to act as a facilitator in learning, that is tasked with helping and
directing students should the learning material proved to be difficult for the students. Such learn
conditions are in line with the demands of the 2013 curriculum, which emphasized on the students`
development (student centered)
1.2.2 Attitude Towards reading after using e-book
Felix Librero (2017) stated that the cell phone, now the most widely used medium in Asia, has
major educational implications. Most users, however, do not realize the cell phone's potential for
education, nor even for the communication functions for which it was originally designed. Most educators
still see the computer and the cell phone as unrelated devices, and the tiny cell phone more as a personal
accessory, especially for young people. With falling prices and increasing functionality, however, it is
virtually certain that not too far in the future all of the world’s students will have a cell phone. This is
sufficient reason and motivation for educators to explore the possibility of making the cell phone an
important tool in the educational systems of developed and developing countries.
Since the Philippines is developing, it is relevant to examine some of the studies on e-learning from
the Third-world countries. A study on e-learning in developing countries presented a framework for
developing e-learning programs in universities. The authors provided some guidelines on theoretical and
practical experiences of e-learning with specific context of Iran, which is a developing country like the
Philippines. It was suggested that though e-learning can be a very effective tool and efficient framework
for learning in developing countries particularly in rural and remote areas which are not easily accessible,
a lot needs to be done to make the technology easily acceptable in developing countries. He suggests that
well-organized monitoring and control programs, support for students and lecturers in use of technology
can help in improving the quality of education in developing countries.

2.3 Simulacrum
Attitude towards Attitude towards Reading after

Reading before using eBook. using eBook.
2.4 Research Question
Research Question 1: What is the attitude of the students towards reading before using eBook?
Research Question 2: What is the attitude of the students towards reading after using eBook?
Research Question 3: Is there a significant difference between the attitude of the students towards reading
before and after using e-book?
2.5 Hypothesis
HO: There is no significant difference between the attitude of the students towards reading before and
after using e-books.
3.0 Research Method
3.1 Research Design
The researchers used the quantitative method because it includes the gathering of numerical data,
with the use of surveys and questionnaires. This implies that quantitative research collects quantifiable
information that can be used by data assessment to statistically infer on the participants. (Calderon, 2008).
This study used a quasi-experimental design. The prefix quasi means “resembling.” Thus, quasi-
experimental research is a research that resembles experimental research but is not true experimental
research. Although the independent variable is manipulated, participants are not randomly assigned to
conditions or orders of conditions (Cook & Campbell, 1979). The researchers are using quasi
experimental as they will be providing the reading materials to the students through social media
platforms.
3.2 Research Locale
The researchers conducted the study in a private school in Caloocan City. This offered the
opportunity to the researchers to study further because of the population of the Grade 7 students. Also, the
researchers got in touch with the vice-principal of the school who allowed the researchers to conduct their
study online.
3.3 Population and Sampling
The researchers have been collected samples from the population of Grade 7 students who are
enrolled in the Academic Year 2020-2021 a private school in Caloocan City. Out of 140 Grade 7 students,
the researchers had taken 32% (43 students) of the total population became part of the actual study who
completely answered both pre-test and post-test. (99 students) answered the pre-test while there are (82)
students answered the post-test. The confidence on the results is high to represent a population. The
researchers had fifty students who are available and willing to cooperated with the study. In the teenage
years, the attitude towards reading is being changed rapidly in no particular reason, that is why the
researchers came up with the Grade 7 students as their respondents. The researchers set different criteria
to selected respondents that suit to the study to gathered in-depth information: male or female;12 years
old and above; Filipino citizen; living in an urban area; literate; having the ability to read; and willing to
participated. Elementary and other levels of Junior High School (Grades 8-10) as well as the Senior High

School (Grades 11-12) students are excluded from this study, those students who are not willing to
participated and who cannot read by themselves for this study focused on the attitude of the students
towards reading using e-Book. The population is always protected and researchers always after to the
privacy and security of the respondents. This study did not include population such as persons who may
be incapable of understanding what it means participated in research and those with other chronic health
conditions, including severe mental illness. The researchers applied the Republic Act No. 10173 or Data
Privacy Act of 2012 as an act protecting individual personal information in information and
communications systems in the government and the private sector, created for this purpose a national
privacy commission, and for other purposes. The Data Privacy Act of 2012 intends to protect personal
information. A conclusion will be drawn from the gathered data. The feasible sampling approach for this
study is the Random Sampling. It is a procedure that selected a sample of units from a population by
chanced, typically to facilitate generalization from the sample to the population. Random Sampling
ensures that the results obtained from the sample should approximated what would have been obtained if
the entire population had been measured. The simplest random sampling allowed all units in the
population to have an equal chance of being selected. Often in practice researchers rely on more complex
sampling techniques. Perhaps, the most important benefit to selecting random samples is that it will
enable the researchers to rely upon assumptions of statistical theory to drew conclusions from what is
observed.
3.4 Research Ethics
The researchers complied with the Institutional Ethics Review Committee (IERC) and Research
Development and Innovation Center (RDIC). The researchers carefully followed the research ethics. With
this, the researchers made use of the Consent and Assent form to the people who participated. In
accordance with the principles of privacy, confidentiality, and anonymity were done at all times. A
permission letter to the school where the study conducted and the permission letter to the author of the
survey questionnaire were kept safe with the researchers. Served the genuine purposes of research, the
researchers were subject to ethical principles. Chosen the grade seven students as the respondents, since
the respondents are a teenager and undergoing changes of behavior because of puberty, who have a
different mood in a certain field. Researchers were engaged to the school found in Caloocan City that
provided enough number of Grade 7 students and since the said school was using an internet connection
even before the COVID-19 pandemic start. The researchers were connected to one of the school

administrators who helped, guided, and provided what the researchers needed in their study. Republic Act
No. 10173 or Data Privacy Act of 2012 is an act protecting individual personal information in information
and communications systems in the government and the private sector, creating for this purpose a national
privacy commission, and for other purposes. The Data Privacy Act of 2012 intends to protect personal
information. Researchers had the code of ethics served as reminders that must protected the subjects of
the study and maintained their integrity.
This research aimed to provide an evidence on how to improve the reading attitude of Grade 7
students. The answers of the respondents helped the school administrator, principal and educators or
teachers to understood learners needs, difficulties and challenges that respondents may had in reading and
did something to make an effective solution. The researchers are committed to protect the participants
who took part in this study. Participation in this study was entirely voluntary. The participants had the
right to refused or cancelled their participation in the study. Participants also had a chance to asked
questions even the study has started. Researchers assured that the data gathered from the participants
were kept confidential and private and was used only for the study. The researchers ensured to protect
information from disclosure outside the research setting. The research procedures were never intended to
harm the respondent, physically or psychologically. Since the researchers provided to the respondents and
their parents and guardian an inform consent and they had the rights to know the information about the
research in which they were participated included the possible risk and benefits. There were no questions
that would trigger negative emotions, for all the questions were already used in a research study. The
questions were made to know the attitude of the students towards reading eBook nothing less and nothing
more. Researchers were assured that there were no personal questions had been made. The respondents
expected that they did not feel discomfort and the study did not affect their psychological state. The
possible benefits of participation were made a way to expressed their feelings and emotions freely and it
helped them to realized their own attitude towards reading before and after using eBook. Their answers
helped the school administrator, principal, and educators/teachers to understand learners needs,
difficulties and challenges they may have in reading.
There was no inclusion of names and identifiers to prioritized the privacy of each participants.
The researchers used pseudonyms to label data instead of using real names. Researchers assured that the
data gathered from the participants were kept confidentially and only used for the study. The researchers
secured a copy of the data that has been gathered in the google drive a folder with password that only the
researchers knew about. The gathered data were stored only the same duration of the study, when the
study was finished all the data from the respondents were permanently deleted. By deleting all their
responses via online and sent them proof that their answers were already deleted in the system after the

researchers completely collected important data. Also, the researchers promised that the respondents’
identity were anonymous throughout the coding process. The principal investigator disclosed all conflicts
of interest and other potentially conflicting interest, including specific financial interest, relationship, and
affiliation relevant to the research study. Informed consent was given to parent or guardian for
publication.
The researchers were self-funded and agreed to disqualified from reviewing, editing, and
consulting organizations. The participants did receive any reimbursement for participating in this study.
Denscombe (2002) defines the informed consent principle as the fundamental to the notion of human
rights. The researchers granted informed consent and assent to the participants to complied with legal and
proper actions and to exercise free of choice, without undue inducement or any form of constraints or
coercion to participate in research.
The informed consent was given to the parents of the respondents of this study. Informed consent
contained, the purpose of the study; description of the process; selection of the participant; voluntary
participation; risks and benefits; confidentiality and feedback right to refuse or withdraw; who to contact
if the respondents have questions or problems about the study.
There were no hard copies made and no data were kept by the researchers to use for other
purposes, only for this research. Answering the survey questions were free. There were no alternatives in
participating in this study. When the respondents decided not to participate in this study, they have all the
right to withdraw anytime even without saying anything. The researchers respected their decision because
participating in the study was voluntary. The researchers followed the ethical precautions of the research
ethics. Informed consent was translated into local language. The researchers were prepared council
meeting for the research participants. And gave appreciation to their willingness to be the participants,
informed and updated the respondents in every step that the researchers done in their study. The
researchers followed the ethical precautions of the research ethics.
3.5 Research Instrument
The researcher used adapted questionnaire: “Adult Survey of Reading Attitudes (ASRA)” that was
adapted by Elgaran D. et al (2015) from the developer Smith (1990) to collected a data.

The instrument has 3 parts: Part 1 is used to collect the profile of the respondents. Part 2 is used to gather
the respondent’s attitude before reading eBook. Part 3 is used to gather the respondent’s attitude after
reading eBook. The subjects of the study are given twenty (20) item questionnaire assessed reading
attitudes. The questionnaire is a 4-point, Likert-type scale, where 4 represents strongly agree (SA), 3 for
agree (A), 2 for disagree (D), and 1 for strongly disagree (SD). The directions on how to answered the
survey are included in the instrument and the respondents are free to asked the vice principal for any
follow-up questions to be gathered and forwarded to the researchers for clarification. The translation of
the questionnaire to the local language is not necessary since respondents are capable to understand text
in English. The material is presented in e-book to measure the students’ attitude towards reading. The
reading material that will be used is entitled “The Little Prince” by Antione de Saint-Exupery that was
published in April 1943.
The researchers ask permission to the author to use the questionnaire. The requested letter for the
author and the permit to use the instrument from the author was secured in the appendices. The author
allowed the researchers to modify the questions that are intended for the eBook and permitted to use the
questionnaire: “Adult Survey of Reading Attitude (ASRA)” which uses words that are easy to understand
without translating words into Filipino and it can be utilize regardless of what age the respondents are. It
also included in the appendices.
3.6 Data Collection
The collection of data started with acknowledging the dean and head of College of Education by
asking permission for the conducting of the study. The researchers sent a permission form to their email if
they allowed the researchers to gather data outside of the campus. The researchers made a letter of
permission that indicates that they give a permission to conduct and find respondents in other private
school near at Caloocan City. And when they give their responds that is the time to find participants that
are willing to cooperate to the research study. Researchers posted a message to caught the attention of the
students of grade 7 students from a private school around Caloocan City that are interested in reading and
create a page in Facebook where the respondents are easily can communicate with the researchers.
Respondents messaged their information to the researchers via messenger.
To the procedure of recruitment, the researchers created a recruitment material for grade 7
students enrolled in the S.Y. 2020-2021 from a Private School in Caloocan City and they are allowed to

message the principal investigator Remelyn Delit in messenger, rcdelit@student.fatima.edu.ph or may

contact 09456371092 for inquiries. They can raise questions about the study and how they can participate.
The researchers found a private school in Caloocan City that has grade 7 enrolled students and interested
to join in research study. The researchers have a direct contact to the Vice Principal of the school. The
researchers made an email to get a Permission to conduct the study and will sign by him. When it is
signed, the researchers proceed in getting the information of the parents or guardian of the students to
send them the consent form and assent form that they need to read carefully and sign it. They used a
group chat in messenger to contact them especially those who have no G-mail. The principal only
disseminated information to the students after a message from the respondents that saying they will
participate, there are no personal picking of respondents. And otherwise the researchers are the one who
gives an action to select which of the respondents are qualified to answer the survey form.
The researchers used google forms for conducting the survey. There are terms and conditions of
google that the researchers are not in control, but rest assured that all that is under the control of the
researchers used and secured properly. To know if the participants are qualified base on the research
data, the vice principal asked the participants if they are interested in reading or they can read. If the
participants were not interested that is the time that they would not qualified to be part of the study. Fifty
(50) enrolled students at the school year 2020-2021 from Private School in Caloocan City were the target
participants of the researchers. When the researchers completed the fifty respondents. Researchers
distributed the survey form using a google form and by the guidance of their vice principal and also their
parents they had answered the demographical profile, read, and check the voluntary participation, risk,
and confidentiality of their answers.
The consent form, the researchers distributed an email of an Informed Consent Form to all the
respondents and to their parents also just to assured that the data gathered was for this study used only.
The researchers discussed to the parents the procedures of the study. It is all clear that the researchers sent
the survey form to all the respondents that are willing to be part of the research study. The students are
given three (3) days to read the summary of the story of “The Little Prince” we sent through email or
messenger of their respondents and also to their parents. The researchers monitored their respondents if
they already answered the test. The respondents can leave a message to the vice principal where all
respondents and the researchers can communicate with the helped them him to further understand the
survey form that are given.

Pre-test and post-test questionnaires are given in google form which will be emailed to the
parents directly via email or messenger. The schedule of the researchers administered the pre-test and
post-test given by the vice principal. The survey can be done with fifteen (15) minutes. After they have
answered all the questions they clicked submit and automatically the researchers received it.
To protect the privacy of the participants, researchers stored all the data in google drive by
creating a folder with the code to be used and known only by the researchers and all the gathered data are
used only for research purposes. To ensure the security and confidentially of data there are codes that is
assigned for the respondents to avoid including their names. This coding was done all throughout the
study. In Republic Act No. 10173 or Data Privacy Act of 2012, protect individual personal information
for the respondents. No distribution, dissemination, or disclosure of data to unauthorized person. The
researchers, panels and the adviser are the persons have the right to know about the data gathered.
For the advertisement, before conducting a survey, the researchers posted the needs of the
research study in the Facebook page of the school. The researchers called the attention of all enrolled
grade 7 students in the School Year 2020-2021 from a Private School in Caloocan City that are willing to
be the participants or willing to answer our survey form about "The Attitude Towards Reading of Grade 7
Students Before and After Using E-book.” The survey will be conducted by use of google form to make
it easier for them to access and answer. There is no video/audio recorded use in collecting the data. The
researchers proceed to the next steps where can present the data that the researchers gathered to the
adviser and also to the panelist to check the data.
For follow up inquiries about the study you can freely message:
Principal Investigator: Remelyn Delit
Email: Rcdelit@student.fatima.edu.ph
Contact: 09456371092
Messenger: Remelyn Delit
3.7 Data Analysis
The data that are collected, computed, and interpreted using the weighted mean or also called as
weighted average. Instead of each data point contributing equally to the final mean, some data points
contribute more “weight” than others. If all the weights are equal, then the weighted mean equals

the arithmetic mean. Weighted means are very common in statistics, especially when studying
populations. The weighted mean is relatively easy to find. But in some cases, the weights might not add
up to 1. In those cases, the researchers will need to use the weighted mean formula. The only difference
between the formula and the steps above is that the sum of all the weight is divided.
Lastly, the correlated samples t-test, or also called the direct difference t-test, compares scores from
two conditions in a within-subjects design or two groups in a matched-subjects design. As it will be used
in examining the attitudes towards reading of the students using eBook.
4.0 Results
5.1 Students’ Attitude Towards Reading Before Using E-Books
Table 1 presents the students’ attitude towards reading before using e-books in terms of love for
reading. It shows that it has a composite weighted mean of 2.75 indicating agree. The indicator with the
highest weighted mean of 3.37 indicating strongly agree is It is easier for me to understand what I am
reading if pictures, charts, and diagrams are included while the one with the lowest weighted mean of
1.91 indicating disagree is I get upset when I think about having to read.
Table 1 Students’ Attitude Towards Reading Before Using E-Books in Terms of Love for Reading
Weighted Verbal
Indicator Mean Description
I get upset when I think about having to read. 1.91 Disagree
When I am at home, I read a lot. 2.63 Agree
Reading is one of my favorite activities. 2.81 Agree
I read a lot. 2.60 Agree
Encountering unfamiliar words is my favorite part of reading. 2.98 Agree
I get a lot of enjoyment from reading. 3.00 Agree
It is easier for me to understand what I am reading if pictures, charts, and 3.37 Strongly
diagrams are included. Agree
Reading is one of the most interesting things which I do. 2.79 Agree
When I read, I don’t get tired and sleepy. 2.60 Agree

I’m the kind of person who enjoys a good book. 3.00 Agree
I spend a lot of my spare time reading. 2.56 Agree
Composite Weighted Mean 2.75 Agree
Legend:
1.00-1.75=Strongly Disagree; 1.76-2.50=Disagree; 2.51-3.25=Agree; 3.26-4.00=Strongly Agree
Table 2 presents the students’ attitudes towards reading before using e-books in terms of skills for
reading. It shows that it has composite weighted mean of 2.82 indicating agree and all the indicators are
also rated agree. I can read very well got the highest weighted of 2.95 while I don’t need help in reading
got the lowest 2.67 indicating agree.
Table 2 Students’ Attitudes Towards Reading Before Using E-Books in Terms of Skills for Reading
Weighted Verbal
I don’t need help in reading. 2.67 Agree
I understand what I’ve read. 2.93 Agree
I am a good reader. 2.91 Agree
I can read very well. 2.95 Agree
I can remember easily what I read. 2.65 Agree
I would rather read what to do than to have someone 2.84 Agree
tell me what to do.
I’m confident about my reading. 2.81 Agree
Legend:
Table 3 presents the students’ attitudes towards reading before using e-books in terms of benefits
of reading. It shows that it has composite weighted mean of 3.42 indicating strongly agree and all the
indicators are also rated strongly agree. I learn better when I read got the highest weighted mean of 3.47
while Reading is one of the best ways for me to learn things got the lowest 3.377 indicating strongly
agree.

Table 3 Attitude of the Students Towards Reading Before Using E-Books in Terms of Benefits of
Reading
Weighted Verbal
I learn better when I read. 3.47 Strongly
Agree
Reading is one of the best ways for me 3.37 Strongly
to learn things. Agree
Composite Weighted Mean 3.42 Strongly
Agree
Legend:
Table 4 presents the summary of students’ attitude towards reading before using e-books. It
shows that it has a composite weighted mean of 3.00 indicating agree. The category with the highest
weighted mean of 3.42 indicating strongly agree is the Benefits of Reading while the one with the lowest
weighted mean of 2.75 indicating agree is Love for Reading.
Table 4 Summary of Students’ Attitude Towards Reading Before Using E-Books
Weighte
d Verbal
Category Mean Description
Love for Reading 2.75 Agree
Skills for Reading 2.82 Agree
Benefits of Reading 3.42 Strongly Agree
Composite Weighted 3.00 Agree
Mean
Legend:

4.2 Attitude of the Students Towards Reading After Using E-Books
Table 5 presents the students’ attitude towards reading after using e-books in terms of love for
reading. It shows that it has a composite weighted mean of 2.84 indicating agree. The indicator with the
highest weighted mean of 3.37 indicating strongly agree is It is easier for me to understand what I am
reading if pictures, charts, and diagrams are included while the one with the lowest weighted mean of
1.93 indicating disagree is I get upset when I think about having to read.
Table 5 Attitude of the Students Towards Reading After Using E-Books in Terms of Love for Reading
Weighted Verbal
I get upset when I think about having to read. 1.93 Disagree
When I am at home, I read a lot. 2.70 Agree
Reading is one of my favorite activities. 2.79 Agree
I read a lot. 2.70 Agree
Encountering unfamiliar words is my favorite part of reading. 3.02 Agree
I get a lot of enjoyment from reading. 3.19 Agree
It is easier for me to understand what I am reading if pictures, charts, and 3.37 Strongly
diagrams are included. Agree
Reading is one of the most interesting things which I do. 3.02 Agree
When I read I don’t get tired and sleepy. 2.77 Agree
I’m the kind of person who enjoys a good book. 3.12 Agree
I spend a lot of my spare time reading. 2.60 Agree
Legend:
Table 6 presents the students’ attitude towards reading after using e-books in terms of skills for
reading. It shows that it has a composite weighted mean of 2.95 indicating agree. All the indicators are

also rated agree. I understand what I’ve read got the highest weighted mean of 3.07 while I don’t need
help in reading got the lowest 2.74 indicating agree.
Table 6 Attitude of the Students Towards Reading After Using E-Books in Terms of Skills for Reading
Weighted Verbal
I don’t need help in reading. 2.86 Agree
I understand what I’ve read. 3.07 Agree
I am a good reader. 3.05 Agree
I can read very well. 3.05 Agree
I can remember easily what I read. 2.74 Agree
I would rather read what to do than to have someone tell 2.93 Agree
me what to do.
I’m confident about my reading. 2.98 Agree
Legend:
Table 7 presents the students’ attitude towards reading after using e-books in terms of benefits of
reading. It shows that it has a composite weighted mean of 3.52 indicating strongly agree. All the
indicators are also rated strongly agree. I learn better when I read got the highest weighted mean of 3.58
while Reading is one of the best ways for me to learn things got the lowest. 3.47 indicating strongly
agree.
Table 7 Attitude of the Students Towards Reading After Using E-Books in Terms of Benefits of Reading
Weighted Verbal
I learn better when I read. 3.58 Strongly

Agree
Reading is one of the best ways for me to learn things. 3.47 Strongly
Agree
Composite Weighted Mean 3.52 Strongly
Agree
Legend:
Table 8 presents the summary of students’ attitude towards reading after using e-books. It shows
that it has a composite weighted mean of 3.10 indicating agree. The category with the highest weighted
mean of 3.52 indicating strongly agree is Benefits of Reading while the one with the lowest weighted
mean of 2.84 indicating agree is Love for Reading.
Table 8 Summary of Students’ Attitude Towards Reading After Using E-Books
Weighted Verbal
Category Mean Description
Love for Reading 2.84 Agree
Skills for Reading 2.95 Agree
Benefits of Reading 3.52 Strongly Agree
Legend:
4.3 Test of Significant Difference Between the Attitude of the Students Towards Reading
Before and After Using eBook
Table 9 shows the summary of t-test results to determine the significant difference between the
attitude of the students towards reading before and after using eBook. It shows that in all the categories
like love for reading, skills for reading, and benefits for reading as well as the over-all attitude, all the p-

values are greater than the set .05 level of significance. Thus, the null hypothesis that there is no
significant difference between the attitude of the students towards reading before and after using eBook is
accepted.
Table 9 Test of Significant Difference Between the Attitude of the Students Towards Reading Before and
After Using eBook
Decisio Conclusio
Mean t-Value df p-value n n
Love Befor 2.75 -1.72 42 0.09 Accept Not
for e Ho Significant
Readin After 2.84
g
Skills Befor 2.82 -1.70 42 0.10 Accept Not
for e Ho Significant
Readin After 2.95
g
Benefit Befor 3.42 -1.65 42 0.11 Accept Not
s for e Ho Significant
Readin After 3.52
g
Over- Befor 3.00 -2.34 42 0.20 Accept Not
All e Ho Significant
After 3.10
5 Discussions
In the Students’ Attitude Towards Reading Before Using eBook in terms of love for reading.
Results manifest that most of the respondents agreed that they have been interested, motivated, and
delighted when reading. Without motivation to read, students may never reach their full potential in their

learning Guthrie et al (2007.) The result is aligned to the study of Short (2010) that electronic books
motivate students. Throughout the observations it was apparent that the students viewed working on the
computers as a privilege and were always excited when presented with the opportunity to read electronic
books.
In the Students’ Attitudes Towards Reading Before Using eBook in terms of skills for reading in
which assesses students’ ability and performance when reading. The result shows the respondents’
attitude is agreed. It is corresponded to the study of Melinis (2011) demonstrates that electronic books are
valuable tools to use in the classroom to promote literacy skills as well as important twenty first century
skills to help students succeed in our technological society.
In the Students’ Attitudes Towards Reading Before Using eBook in Terms of Benefits for
Reading in which assesses students’ satisfaction and knowledge when reading. The result shows the
respondents’ attitude is strongly agreed. It is aligned to the study of Mahinay et. al (2016) that e-books are
very beneficial in the academic learning and teaching of students and teachers for the reason that they are
credible, affordable, and easy to use. Most teachers and students appreciated the use of e-books.
In the Students’ Attitude Towards Reading After Using eBook in terms of love for reading.
Results manifest that most of the respondents agreed that they have been interested, motivated, and
delighted when reading. In line with Alhamdu (2016) that interest and reading motivation has positive
relationship. It means, interest could be influence reading motivation of students, and when students have
higher interest, students also will show higher reading motivation.
In the Students’ Attitudes Towards Reading After Using eBook in terms of skills for reading in
which assesses students’ ability and performance when reading. The result shows the respondents’
attitude is agreed. It is corresponded to the study of Ingram (2020) that reading strategies can be used to
help students re-tell, predict, ask questions, visualize, make inferences, and make connections using e-
books, tablets, reading programs increase student reading engagement.
In the Students’ Attitudes Towards Reading After Using eBook in terms of benefits for reading in
which assesses students’ satisfaction and knowledge when reading. The result shows the respondents’
attitude is strongly agreed. Reading as a fundamental of learning that helping individual for getting
knowledge, because reading activity will shape the ability to think through the processes of capturing

ideas or information, comprehend, imagine, implement and expression (Aksan & Kisac, 2009). It is
aligned to the study of Mahinay et. al (2016) that e-books are very beneficial in the academic learning and
teaching of students and teachers for the reason that they are credible, affordable, and easy to use. Most
teachers and students appreciated the use of e-books.
The grade seven students have similar attitude towards reading before and after reading eBooks.
In general, they agree on the indicators stated in the research. Reading eBooks did not improve their
attitude towards reading.
The overall the Students’ Attitudes Towards Reading Before and After Using eBook manifest
that Benefits of Reading got the highest weighted mean for pre-test and post-test. However, when it
comes to Love for Reading which got the lowest rating, manifests that the school still has to provide more
engaging eBook content to meet the learners' satisfaction.
6.0 Conclusions
This study examined the attitude towards reading of Grade 7 students before and after using
eBook.
The study used a quasi-experimental design in examining the attitude towards reading before and
after using eBook and quantitative method because it includes the gathering of numerical data, with the
use of surveys and questionnaires. Researchers used an adapted questionnaire with a 4-point, Likert-type
scale and were validated by experts. Upon getting the validity and reliability of the questionnaires from
the validator, the researchers start delivering the letters online to the target respondents. The researchers
used a weighted mean formula, and the correlated samples t-test for the data analysis. The following
conclusions were drawn based on the findings of the study.
The study reveals that the respondents agreed that attitudes toward reading in general are
regardless of reading goal and the interest of the students. This study explained that there is no significant
difference between the attitude of the students towards reading before and after using e-books, but it
shows that that attitudes toward leisure reading remained more positive than attitudes toward academic
reading. This study concludes that the null hypothesis is accepted.

The implications of this study to the students are to influence them in developing their reading
skills and academic success. For the schools as it plays the vital role in the development of the students
reading skills and attitude, it should provide engaging eBook contents.
7.0 Recommendations
Based on the results that the researchers have gained in this study, the following recommendations are
being offered to the persons or group of persons:
1. Students,
- should exert effort to have a good and positive attitude towards reading using eBook.
- students can also write down questions as they read eBook to receive more explanation on a
new concept or to define a new word.
2. Educators/Teachers,
- should always provide an opportunity to the students to have a positive attitude in reading
especially the language teachers.
3. School
- are suggested to conduct a regular Informal Reading Inventory (IRI) to all students weekly.
- are suggested to conduct a regular reading assessment to students weekly.
4. Future researchers
- must ask permission to use the adopted questionnaire from the author. The data and material
properties should include typical values.
- may include the demographic profile of the respondents.

References:
Ahmet KARA1*, Ali ÜNİŞEN2 and Eyup İZCİ “Effect of book reading method upon attitudes of
students towards learning and reading habit.”
Ashley Melinis 2011,” The effects of electronic book on the reading experience of first year high
school student”
Crivilare, Heather G., "Exploring High School Students' Attitudes Towards Reading"
(2019). Masters Theses. 4407.
https://thekeep.eiu.edu/theses/4407
Kara Ahmet & Ali Unisen August 2015, Effect of book reading method upon attitudes of student
forward learning & reading habit.
Christen Shelly December 2012, A study of relationship between student attitude towards reading
& achievement in reading in fifth grade
Emilie O. Falc January 2013, An Assessment of College Students’ Attitudes towards Using an
Online E- textbook Article in Interdisciplinary Journal of E-Learning and Learning Objects
(IJELLO)
Elgaran D. et al (2015) from the developer Smith (1990) “Reading Attitudes of the Students of
Polytechnic University of the Philippines: A Principal Component Factor Analysis”
Julie Gilbert and Barbara Fister, The Perceived Impact of E-books on Student Reading Practices:
A Local Study
Laura Anne Bratanek 2013, “Case Study of E-book Use in an Academic Library: A
Communication Perspective

Nick Scullin July 2015, “Attitudes towards and use of ebooks at the University of Canterbury”
Nootens P, Morin M-F, Alamargot D, Gonçalves C, Venet M and Labrecque A-M (2019) Differences in
Attitudes Toward Reading: A Survey of Pupils in Grades 5 to 8. Front. Psychol. 9:2773. doi:
10.3389/fpsyg.2018.02773
Samuel C. Moore &Robert Lemons, Measuring reading attitudes: Three dimensions Pages 48-57 |
Published online: 28 Jan 2010
Shelley, Christen, "A Study of the Relationship Between Student Attitudes Toward Reading and
Achievement in Reading in Fifth Grade Students" (2012). Honors Theses. 65.
https://digitalcommons.coastal.edu/honors-theses/65
Silas Marques, "e-Textbooks Usage by Students at Andrews University: A Study of Attitudes,

Perceptions, and Behaviors." Proceedings of the IATUL Conferences. Paper 32.
https://docs.lib.purdue.edu/iatul/2012/papers/32

Appendices
Endorsement Letter
Quezon City
MS. TRISHA JOY O. GOTINGA MA RPm. RPsy.

Campus Coordinator
Research Development and Innovation Center
Quezon City
Dear Ms. Gotinga,
This is to endorse the student researchers from the College of Education:

1. Delit, Remelyn
2. Buena, Michelle
3. Marzan, Johanna
4. Monsalod, Jhustine Joi
5. Pagulayan, Rogielyn
For Ethics Review as a requirement for the completion of their thesis proposal “The Attitude Towards
Reading of Grade 7 Students Before and After using eBooks”.
Thank you for your consideration.
Respectfully yours,

MARILYN M. OBOD Ed.D

Research Professor
Endorsed by:
CLARITA DJ TANGHAL, MAED

Program Head, College of Education

Letter of Permission to Conduct the Study

Quezon City
Date:
CLARITA D.J TANGHAL, MaEd

College of Education Head
Quezon City
Dear Mrs. Tanghal,
Greetings! We, the Bachelor of Secondary Education students major in English of this University
presently conducting a study entitled “The Attitude towards Reading Before and After Using eBooks
among Grade 7 Students” Academic Year 2020-2021 as part of the requirements of the program.
In this regard, the undersigned request approval of your good office to conduct the data gathering
and collection at St. Joseph College of Novaliches in February 2021. We will rest assure that the data we
will gather will remain absolutely confidential and be used for academic purposes only.
If you have any questions and concerns, kindly contact Remelyn C. Delit at 09456371092 or
rcdelit@student.fatima.edu.ph
Your approval to conduct this study will be greatly appreciated. Thank you for your interest and
assistance with this study.
Respectfully yours,

REMELYN C. DELIT
Noted by:
______________________________
MARILYN M. OBOD, LPT, Ed.D
Research Professor
Endorsed by:
CLARITA DJ TANGHAL, MAED

Program Head, College of Education

Letter of Permission to Use the Questionnaire

March 12, 2021

Quezon City
Dear Dr. Diane Elgaran,

Greetings! We are 3rd year students of Our Lady of Fatima University taking up Bachelor of
Secondary Education major in English presently conducting study entitled “The Attitude towards
Reading of Grade 7 Students Before and After using eBooks.”
We would like to ask your permission to use “Adult Survey of Reading Attitudes (ASRA)” that
was adapted by Elgaran D. et al (2015) from the developer Smith (1990)” as a valid and reliable tool
for our ongoing research as part of the requirements of Language Education Research. We would like to
use and print your tool under the following conditions:
 We will use the tool only for our research study and will not sell or use it with any compensated
or curriculum development activities.
 We will include the copyright statement on all copies of instrument.
 We will send a copy of our completed research study to your attention upon completion of the
study.
If these are acceptable terms and conditions, please indicate so by replying through this email:
rcdelit@student.fatima.edu.ph
We are looking forward for your response and favorable approval about this matter. Thank you.
Very truly yours,
REMELYN C. DELIT
Noted by:

Research Adviser
Quezon City
CONSENT FORM FOR THE RESPONDENTS

PAHINTULOT PARA SA MGA RESPONDENTE
This consent is for grade 7 students, studying at private school in Caloocan City, wherein you are
inviting to participate in the study entitled “The Attitude towards Reading of Grade 7 Students Before and
After Using E-Book.”
(Ang pahintulot na ito ay para sa mga mag-aaral ng ika-pitong baitang sa pribadong paaralan
ng Lungsod ng Kalookan,, kung saan inaanyayahan kang lumahok sa isang pananaliksik ukol sa " The
Attitude towards Reading of Grade 7 Students Before and After Using E-Book.")
Name of Researcher/s: (Pangalan ng mga Mananaliksik)

Remelyn Delit
Michelle Buena
Johanna Marzan
Jhustine Joi Monsalud
Rogielyn Pagulayan
School: Our Lady of Fatima University- Quezon City Campus

(Paaralan: Our Lady of Fatima University- Quezon City Campus)
Purpose (Layunin)
The aim of this Research is to know the attitude towards reading of grade 7 students before and after
using e-Book.
(Ang pananaliksik na ito ay naglalayong suriin ang saloobin tungo sa pagbasa ng mga mag-aaral ng ika-
pitong baitang bago at pagkatapos ng paggamit ng e-Book.)
Description of the process (Paglalarawan ng Proseso)

You are going to ask: First, complete a brief demographic questionnaire that includes four questions that
will only take a minute to complete. Complete a survey (Love for Reading) that includes four (4) choices
and eleven (11) item questions that will take approximately five (5) minutes to complete. Complete a
survey (Skills in Reading) that includes four (4) choices and seven (7) item questions that will take
approximately three (3) minutes to complete. Complete a survey (Benefit of Reading) that includes four
(4) choices and 2 item questions that will take approximately a minute (1) to complete. Second, the
responses have a different degree: 4-Strongly Agree, 3-Agree, 2-Disagree, and 1-Strongly Disagree that it
will take 10-15 minutes to complete.
(Ikaw ay tatanungin ng mga sumusunod: Una, Kompletuhin ang maikling demograpikong palatanungan
na may apat na tanong na nakapaloob na tatagal lamang ng ilang minuto upang makumpleto.
Kompletuhin ang isang sarbey (Pagmamahal sa Pagbabasa) na may apat (4) na mga pagpipilian at may
labing-isang (11) katanungan na tatagal ng humigit-kumulang na limang (5) minuto upang makumpleto
Kompletuhin ang isang sarbey (Kakayahan sa Pagbabasa) na may apat (4) na mga pagpipilian at pitong
(7) katanungan na tatagal ng humigit-kumulang tatlong (3) minuto upang makumpleto. Kompletuhin ang
isang sarbey (Benepisyo sa Pagbabasa) na may apat (4) na mga pagpipilian at dalawang (2) katanungan
na tatagal ng humigit-kumulang isang (1) minuto upang makumpleto. Ikalawa, ang mga tugon ay may
iba't ibang degree tulad ng: 4-Lubos na Sumasang-ayon, 3-Sang-ayon, 2-Hindi Sumasang-ayon at 1-
Lubos na Hindi Sumasang-ayon. Aabutin ng humigit-kumulang 10-15 minuto upang makumpleto.)
Participant Selection (Pagpili sa mga kasali)

In the teenage years the attitude towards reading is being change rapidly in no particular reason,
that’s why the researchers come up with the Grade 7 students respondents. You are qualified to be part of
this study because of the changes that you are facing about your attitude towards reading using eBook as
a platform. You are the best participant to this study because of the transition from childhood to
adulthood often happens in the first year of Junior High School. As a grade 7 student you are efficient to
participate in this study. The study will not include population such as persons who may be incapable of
understanding what it means to participate in research and those with other chronic health conditions,
including severe mental illness. The researcher set a different criteria in selecting the respondents that suit
to the study to gather in depth information: male or female; 12 years old and above; Filipino citizen;
living in an urban area; literate; having the ability to read; and willing to participate.
(Sa taon ng mga kabataan ang pag-uugali sa pagbabasa ay mabilis na nagbabago nang walang
partikular na kadahilanan, iyon ang dahilan kung bakit naisip ng mga mananaliksik ang mga respondent
na mag-aaral sa ikapitong baitang. Ikaw ay kwalipikado na makilahok sa pag-aaral na ito dahil sa
pagbabago na kinahaharap mo patungkol sa pag-uugali sa pagbabasa gamit ang eBook. Ikaw ang

pinakamahusay na kalahok sa pag- aaral na ito dahil na rin sa paglipat mo mula pagkabata patungo sa
hustong gulang na kadalasang nangyayari sa ika-unang taon sa Junior High School. Bilang Grade 7 na
mag-aaral ikaw ang pinakamainam na kalahok sa pag-aaral na ito. Hindi isasama sa pag-aaral ang
populasyon tulad ng mga taong maaaring walang kakayahang maunawaan kung ano ang ibig sabihin na
lumahok sa pananaliksik at mga may iba pang malalang kondisyon sa kalusugan, kabilang ang matinding
karamdaman sa pag-iisip. Ang mananaliksik ay nagtakda ng iba't ibang pamantayan sa pagpili ng mga
respondente na angkop sa pag-aaral upang makakalap ng malalim na impormasyon: lalaki o babae; 12
taong gulang pataas; Mamamayang pilipino; nakatira sa isang lugar ng lunsod; edukado; pagkakaroon
ng kakayahang magbasa; at handang lumahok.)
Voluntary Participation (Boluntaryong Pagsali sa Pag-aaral)
Your participation in this study is voluntary, it is your decision whether to participate or not.
(Ang iyong paglahok sa pag-aaral na ito ay kusang-loob, desisyon mo kung lumahok o hindi.)
Risks (Panganib)
By participating in this research, you are not subject to any risk, physical or emotional. If you are
suffering any problem after the study, please inform the researcher. There is no risk included in this
research because there’s no question that would harm you, there are no personal questions are made. This
study promotes benefit for you to know their attitude towards reading using eBook.
(Sa pakikiisa sa pag-aaral na ito, sinusugurado ng mga mananaliksik na ang ikaw ay hindi
makararanas ng anumang panganib pisikal man o emosyonal. Walang anumang panganib ang kasama
sa pag-aaral na ito dahil walang mga katanungan na makakasama sa iyo, walang mga personal na
katanungan ang ginawa. Ang pag-aaral na ito ay naglalayon na magbigay kapakinabangan sa iyo upang
malaman ang iyong pag- uugali patungkol sa pagbabasa gamit ang eBook.)
Benefits (Benepisyo)
The possible benefits of participation are express your feelings and emotions freely and it will help you to
realize your own attitude towards reading before and after using eBook. Your answers will help the
school administrator, principal and educators/teachers to understand learners needs, difficulties and
challenges they may have in reading.
(Ang mga posibleng benepisyo ng paglahok ay malayang ipahayag ang iyong damdamin at emosyon at
makakatulong ito sa iyo na mapagtanto ang iyong sariling pag-uugali sa pagbabasa bago at pagkatapos
gumamit ng e-Book. Ang iyong mga sagot ay makakatulong sa tagapangasiwa ng paaralan, punong-guro
at tagapagturo / guro na maunawaan ang mga pangangailangan ng mga nag-aaral, mga paghihirap at
hamon na maaaring mayroon sila sa pagbabasa.)

Confidentiality and Feedback (Kasunduang Kompidensyal)

Any collected information shall be used only for the purpose of the project. All personal
information from the respondents will be treated with full security and confidentiality as the researchers
will not use any of it to other things outside the study and will not disclose the information to anyone that
is not included in the study. Your privacy and responses shall be protected at all times. The researchers
secured a copy of the data that has been gathered in the google drive a folder with password that only the
researchers know about. The gathered data will be stored only the same duration of the study, once the
study was finished all the data from the respondents will be permanently deleted. By deleting all their
responses via online and will sent them proof that their answers are already deleted in our system after we
completely collected important data. Also, the researchers will promise that the respondents’ identity will
be anonymous throughout the coding process. The principal investigator discloses all conflicts of interest
and other potentially conflicting interest, including specific financial interest, relationship, and affiliation
relevant to the research study. After the study has been finished, a copy of the manuscript will be
provided to the school and can be accessed at your leisure.
(Ang mga impormasyong makakalap ay mananatiling kompidensyal at gagamitin lamang sa
nasabing pananaliksik. Lahat ng personal na inpormasyong galing sa respondente ay trinato ng buong
seguridad at kumpidensyal ang mga mananaliksik ay hindi gagamitin ang mga impormasyong ito na
labas na sa pag-aaral at hindi ibubunyag ang kahit na anong impormasyon sa sinumang hindi kasama sa
pag-aaral. Hindi kami magbabahagi ng impormasyon tungkol sa iyo sa sinumang nasa labas ng pangkat
ng pananaliksik. Ang mga datos na nakolekta mula sa iyo ay mananatiling pribado upang pangalagaan
at proteksyunan ang iyong pagkatao, Siniguro ng mga mananaliksik ang isang kopya ng datos na natipon
sa google drive ng isang folder na may password na alam lamang ng mga mananaliksik. Ang naipon na
datos ay maiimbak lamang sa parehong tagal ng pag-aaral, sa sandaling natapos ang pag-aaral ang
lahat ng datos mula sa mga respondente ay permanenteng tatanggalin. Sa pamamagitan ng pagtanggal
ng lahat ng kanilang mga tugon sa pamamagitan ng online at magpapadala sa kanila ng patunay na ang
kanilang mga sagot ay tinanggal na sa aming system pagkatapos naming kumpletong nakolekta ang
mahalagang datos. Gayundin, mangangako ang mga mananaliksik na ang pagkakakilanlan ng mga
respondente ay magiging anonymous sa buong proseso ng pag-coding. Ibinunyag ng punong tagapag-
imbestiga ang lahat ng mga salungatan ng interes at iba pang potensyal na hindi magkasalungat na
interes, kabilang ang tiyak na interes sa pananalapi, ugnayan, at kaakibat na nauugnay sa pag-aaral ng
pananaliksik. Matapos ang pag-aaral, isang kopya ng manuskrito ay ibibigay sa paaralan at maaaring
ma-access sa iyong paglilibang)

Right to refuse or to withdraw (Karapatan sa Pagtangi o Pag-urong)

Respondents have the right to choose to participate or not. Researcher will accept your decision.
(Ang mga respondente ay may karapatang pumili upang lumahok o hindi. Tatanggapin ng mananaliksik
ang iyong pasya.)
Alternative to participation (Kahalili sa pakikilahok)

There is no alternative participation. You may stop participating in this research at any time that you wish
without saying any reasons.
(Walang alternatibong pakikilahok. Maaari mong ihinto ang pakikilahok sa pananaliksik na ito sa
anumang oras na nais mo nang hindi nagsasabi ng anumang mga kadahilanan.)
Free of undue inducements (Wala ng mga labis na pampahiwatig)

The participants will not receive any reimbursement for participating in this study.
(Ang mga kalahok ay hindi makakatanggap ng anumang bayad sa paglahok sa pag-aaral na ito.)
Reimbursement/ (Pagbabayad):
There will be no compensation for participating in this research.
Walang kabayaran para sa pakikilahok sa pananaliksik na ito.
Feedback (Puna)
You will be updated to the progress and result of the study thru email by the principal researcher. There
will be also a copy of our research in the library that you may access anytime.
(Maa-update ka sa pag-usad at resulta ng pag-aaral sa pamamagitan ng email ng punong mananaliksik.
Magkakaroon din ng isang kopya ng aming pagsasaliksik sa silid-aklatan na maaari mong ma-access
anumang oras.)
Who to Contact (Maaaring Tawagan)

If you have any questions you may ask the researcher now or later. You may contact the researcher at
rcdelit@student.fatima.edu.ph or 0945637109
(Kung mayroon kang anumang mga katanungan maaari kang magtanong sa mananaliksik ngayon o
pagkatapos. Maaari kang makipag-ugnay sa mananaliksik sa rcdelit@student.fatima.edu.ph o 094563710)

Statement of Consent
I have read the information above. I clearly understand the study well enough to decide on
my child's participation. By clicking on the link below, I understand and consent to the terms mentioned
above.
Pahayag ng pahintulot
Nabasa ko na ang mga impormasyon sa itaas. Malinaw kong naiintindihan nang maayos
ang pag-aaral upang makapagpasya tungkol sa pakikilahok ng aking anak. Sa pamamagitan ng pag-
indot sa link sa ibaba, naiintindihan ko at sumasang-ayon ako sa mga terminong inilarawan sa itaas.
Link to survey:
Print Name of Parent or Guardian __________________

Date ___________________________
Day/month/year

Parent’s Consent Form

Quezon City
CONSENT FORM FOR THE PARENTS

PAHINTULOT NG MAGULANG
This consent is for grade 7 students, studying at private school in Caloocan City, wherein your child is
inviting to participate in the study entitled “The Attitude Towards Reading of Grade 7 Students Before and
After using eBook.”
(Ang pahintulot na ito ay para sa mga mag-aaral ng ika-pitong baitang sa pribadong paaralan ng
Lungsod ng Kalookan, kung saan inaanyayahang lumahok sa isang pananaliksik ukol sa “The Attitude
Towards Reading of Grade 7 Students Before and After using eBook.”)
Name of Researcher/s: (Pangalan ng mga Mananaliksik)

Remelyn Delit
Michelle Buena
Johanna Marzan
Jhustine Joi Monsalud
Rogielyn Pagulayan
School: Our Lady of Fatima University- Quezon City Campus

(Paaralan: Our Lady of Fatima University- Quezon City Campus)
Purpose (Layunin)
The aim of this research is to know their attitude towards reading before and after using eBook. Also, to
help students to conquer their challenges and difficulties they are facing through reading.
(Ang pananaliksik na ito ay naglalayong suriin ang saloobin tungo sa pagbasa ng mga mag-aaral ng ika-
pitong baitang bago at pagkatapos ng paggamit ng e-book. Layunin din nito na tulungan ang mga mag-

aaral na mapagtagumpayan ang mga pagsubok at kahirapan na kanilang kinakaharap ayon sa

pagbabasa.)
Description of the process (Paglalarawan ng Proseso)

Your child will ask to: First, complete a brief demographic questionnaire that includes four questions that
will only take a minute to complete. Complete a survey (Love for Reading) that includes four (4) choices
and eleven (11) item questions that will take approximately five (5) minutes to complete. Complete a
survey (Skills in Reading) that includes four (4) choices and seven (7) item questions that will take
approximately three (3) minutes to complete. Complete a survey (Benefit of Reading) that includes four
(4) choices and 2 item questions that will take approximately a minute (1) to complete, Second, the
responses have a different degree: 4-Strongly Agree, 3-Agree, 2-Disagree, and 1-Strongly Disagree that it
will take 10-15 minutes to complete.
(Ang inyong anak ay maaaring gawin ang mga sumusunod: Una, Kompletuhin ang maikling
demograpikong palatanungan na may apat na tanong na nakapaloob na tatagal lamang ng ilang minuto
upang makumpleto. Kompletuhin ang isang sarbey (Pagmamahal sa Pagbabasa) na may apat (4) na mga
pagpipilian at may labing-isang (11) katanungan na tatagal ng humigit-kumulang na limang (5) minuto
upang makumpleto Kompletuhin ang isang sarbey (Kakayahan sa Pagbabasa) na may apat (4) na mga
pagpipilian at pitong (7) katanungan na tatagal ng humigit-kumulang tatlong (3) minuto upang
makumpleto. Kompletuhin ang isang sarbey (Benepisyo sa Pagbabasa) na may apat (4) na mga
pagpipilian at dalawang (2) katanungan na tatagal ng humigit-kumulang isang (1) minuto upang
makumpleto., Ikalawa,, ang mga tugon ay may iba't ibang degree tulad ng: 4-Lubos na Sumasang-ayon,
3-Sang-ayon, 2-Hindi Sumasang-ayon at 1-Lubos na Hindi Sumasang-ayon. Aabutin ng humigit-
kumulang 10-15 minuto upang makumpleto.)
Participant Selection (Pagpili sa mga kasali)

Your child is qualified to be part of this study because of the changes that they are facing about their
attitude towards reading using eBook as a platform. They are the best participant to this study because of
the transition from childhood to adulthood often happens in the first year of Junior High School. As a
grade 7 student they are efficient to participate in this study.
(Ang inyong anak ay kwalipikado na makilahok sa pag-aaral na ito dahil sa pagbabago na kinahaharap
niya patungkol sa pag-uugali sa pagbabasa gamit ang eBook. Ang iyong anak ay ang pinakamahusay na
kalahok sa pag-aaral na ito dahil na rin sa paglipat niya mula pagkabata patungo sa hustong gulang na

kadalasang nangyayari sa ika-unang taon sa Junior High School. Bilang Grade 7 na mag-aaral siya ang
pinakamainam na kalahok sa pag-aaral na ito.)
Voluntary Participation (Boluntaryong Pagsalisa Pag-aaral)

Your child’s participation in this study is voluntary, It is you and your child’s decision whether to
participate or not. Whether you choose to participate or not, all the services you receive in this school will
continue and nothing will change. Also, it will not affect the grade of your child. If your child is not going
to participate or your decision will change, researchers will fully it.
(Ang pakikilahok ng inyong anak ay boluntaryo. Nasa sa iyo at sa inyong anak ang desisyon kung nais na
makilahok o hindi. Makilahok man o hindi ang kabuuang serbisyong inyong natatanggap sa paaralang
pinapasukan ng inyong anak ay patuloy na ibibigay at walang magbabago. Hindi rin ito makaaapekto sa
marka ng inyong anak. Kung di sang-ayon o biglang magbago ang inyong desisyon ay tatanggapin pa rin
ito.
Risks (Panganib)
By participating in this research, your child is not subject to any risk, physical or emotional. If your child
is suffering any problem after the study, please inform the researcher. There is no risk included in this
research because there’s no question that would harm them, there are no personal questions are made.
This study promotes benefit for your child to know their attitude towards reading using eBook.
(Sa pakikiisa sa pag-aaral na ito, sinusugurado ng mga mananaliksik na ang iyong anak ay hindi
makararanas ng anumang panganib pisikal man o emosyonal. Kung ang iyong anak man ay makaranas
ng anumang problema matapos ang pag-aaral, maaari lamang ay ipagbigay alam ito sa mga
mananaliksik. Walang anumang panganib ang kasama sa pag-aaral na ito dahil walang mga katanungan
na makakasama sa kanila, walang mga personal na katanungan ang ginawa. Ang pag-aaral na ito ay
naglalayon na magbigay kapakinabangan sa iyong anak upang malaman ang kanilang pag- uugali
patungkol sa pagbabasa gamit ang eBook.)
Benefits (Benepisyo)
The possible benefits of participation are express their feelings and emotions freely and it will help them
to realize their own attitude towards reading before and after using eBook. Their answers will help the
school administrator, principal and educators/teachers to understand learners needs, difficulties and
challenges they may have in reading.

(Ang mga posibleng benepisyo ng paglahok ay malayang ipahayag ang kanilang damdamin at emosyon
at makakatulong ito sa kanila na mapagtanto ang kanilang sariling pag-uugali sa pagbabasa bago at
pagkatapos gumamit ng e-book. Ang kanilang mga sagot ay makakatulong sa tagapangasiwa ng
paaralan, punong-guro at tagapagturo / guro na maunawaan ang mga pangangailangan ng mga nag-
aaral, mga paghihirap at hamon na maaaring mayroon sila sa pagbabasa.)
Confidentiality and Feedback (Kasunduang Kompidensyal)

Any collected information shall be used only for the purpose of the project. We will not be sharing
information about you and your child to anyone outside of the research team. You and your child privacy
and responses shall be protected at all times. After the study has been finished, a copy of the manuscript
will be provided to the school and can be accessed at your leisure.
(Ang mga impormasyong makakalap ay mananatiling kompidensyal at gagamitin lamang sa nasabing
pananaliksik. Hindi kami magbabahagi ng impormasyon tungkol sa iyo at sa inyong anak sa sinumang
nasa labas ng pangkat ng pananaliksik. Ang mga datos na nakolekta mula sa iyo ay mananatiling
pribado upang pangalagaan at proteksyunan ang iyong pagkatao, Matapos ang pag-aaral, isang kopya
ng manuskrito ay ibibigay sa paaralan at maaaring ma-access sa iyong paglilibang.)
Right to refuse or to withdraw (Karapatan sa Pagtangi o Pag-urong)
Participation in this research is voluntary. You or your child may stop participating in this research at any
time that you wish without saying any reason. If you will cancel your child’s participation in this study,
researchers will stop collecting information from you and your child. Researchers will accept your
decision
(Ang inyong partisipasyon sa pag-aaral na ito ay kusang loob at maaari ninyong kanselahin ang inyong
pahintulot sa anumang oras at nang walang anumang dahilan. Kung gagawin niyo ito, ang inyong
partisipasyon sa pag-aaral ay magtatapos at ang tauhan ng pag-aaral ay titigil sa pagkolekta ng
impormasyon mula sa inyo. Umasang ang iyong desisyon ay igagalang.)
Reimbursement/ (Pagbabayad):
There will be no compensation for participating in this research.
Walang kabayaran para sa pakikilahok sa pananaliksik na ito.
Feedback/ (Puna):
The researchers will keep you informed and updated about this research study's progress and
outcome via email or Facebook.
Ang mga mananaliksik ay laging nakaantabay sa pag-update sa takbo ng pag-aaral at kakalabasan nito
sa pamamagitan ng email o Facebook.

Who to Contact (Maaaring Tawagan)

If you have any questions you may ask the researcher now or later, even after the study has started. If you
wish to ask questions later, you may contact the researcher at 09491223878 or via email at
Rcdelit@student.fatima.edu.ph.
(Kung may mga katanungan hinggil sa pag-aaral na ito, maaari kang tumawag ng kahit anong oras. Ang
tatawagan at kakausapin ay si Remelyn C. Delit sa numerong 09456371092 o mag email sa
Rcdelit@student.fatima.edu.ph


Quezon City
CERTIFICATION
(Sertipikasyon)
I agree to participate and involve my son/daughter in the thesis research project based in the
information I have read in the consent form. All the procedures, any risks and benefits have been
explained to me. I have had the opportunity to ask any questions and to receive any additional details I
wanted about the study. If I have any questions about the study, I can ask the researcher.
(Ako ay sumasang-ayon na ang aking anak ay lumahok at maging bahagi ng proyektong
pagsasaliksik batay sa aking impormasyong nabasa sa pahintulot. Ang kabuuang pamamaraan, ang
panganib at ang benipisyo ng nasabing pag-aaral ay naipaliwanag ng mabuti sa akin. Ako ay mayroong
pagkakataong magtanong at tumanggap nang karagdagang detalye na nais ko tungkol sa pag-aaral.
Kung ako ay mayroong katanungan tungkol sa pag-aaral, maaari akong muling sumangguni o tanungin
ang mananaliksik.)
Printed Name of the Participant’s Parent/Guardian: ______________________________

(Limbag na pangalan ng magulang/ tagapag-alaga)
Signature of the Participant’s Parent/Guardian: _______________________________
(Limbag ng magulang/ tagapag-alaga)
Date Signed: _______________________________
(Petsa kung kalian nilagdaan)
REMELYN C. DELIT
Lead Researcher
(Pangunahing Mananaliksik)


Quezon City
CONSENT FORM
I agree to participate and involve in the thesis research project based in the information I have
read in the consent form. All the procedures, any risks and benefits have been explained to me. I have had
the opportunity to ask any questions and to receive any additional details I wanted about the study. If I
have any questions about the study, I can ask the researcher.
(Sumasang-ayon ako na lumahok at kasangkot sa proyekto ng pagsasaliksik ng thesis batay sa
impormasyong nabasa ko sa form ng pahintulot. Ang lahat ng mga pamamaraan, anumang mga
panganib at benepisyo ay naipaliwanag sa akin. Nagkaroon ako ng pagkakataong magtanong ng
anumang mga katanungan at makatanggap ng anumang mga karagdagang detalye na nais ko tungkol sa
pag-aaral. Kung mayroon akong anumang mga katanungan tungkol sa pag-aaral, maaari kong tanungin
ang mananaliksik.)
Printed Name of the Participant: ______________________________

(Limbag na pangalan ng kalahok)
Signature of the Participant: _______________________________
(Limbag ng kalahok)
Date Signed: _______________________________
(Petsa kung kalian nilagdaan)
REMELYN C. DELIT
(Punong Imbestigador)
Noted by:

Research Professor
(Propesor ng Mananaliksik)

Invitation Letter for the Respondents

Quezon City
May 6, 2021
Dear Student,
We, 3rd year students, are currently working on a research entitled “The Attitude towards
Reading of Grade 7 Students Before and After using eBooks” in partial fulfilment of the requirements
for the degree Bachelor in Secondary Education major in English at Our Lady of Fatima University.
In line with this, we would like to ask permission from you to participate in answering the survey
questionnaire. Participation in the survey is entirely voluntary and there are no known or anticipated risks.
The data to be gathered will be kept confidential and be used for the said study.
If you have any questions and concerns, kindly contact Remelyn C. Delit at 09456371092 or
rcdelit@student.fatima.edu.ph.. Your participation will contribute to the success of this study. Thank you
for your support and cooperation.
Sincerely yours,
REMELYN C. DELIT
Noted by:

Research Professor

Attitude towards reading of Grade 7 students before and after using eBook
Students’ Survey Questionnaire
Dear Student,
The main goal of this study is to know the Attitude towards reading of Grade 7 students
before and after using eBook. Your answers will help administrators, principals, and educators/teachers
to understand to know the factors that influence your reading.
Reminder: You are voluntarily participating in this study that is why you can withdraw anytime.
Researchers’ top priority is your privacy, security and anonymity we will be using the data only for this
study. No personal questions were made only for the study itself. Respondents are free not to answer
some questions, but it would be much
appreciated if all questions are left answered. If you think there are embarrassing or personal questions,
feel free not to respond to it. Thank you.

Reading Attitude Survey (Pre-test)

Attitude towards Reading of Grade 7 Students Before and After using eBook.
Name (Optional):
Age:
Grade and Section:
Directions: Read each statement carefully and choose from the choices that correspond to your answer.
The questionnaire has 3 parts; (I) Love for Reading, (II) Skills in Reading and (III) Benefits of Reading.
There are no right or wrong answers just answer as honest as possible.
I. LOVE FOR READING
No. Statement SD D A S.A.
(Strongly (Disagree (Agree) (Strongl
Disagree) ) 3 y Agree)
1 2 4
1. I get upset when I think about having to
read.
2 When I am at home I read a lot.
3 Reading is one of my favorite activities.
4 I read a lot.
5 Encountering unfamiliar words is my
favorite part of reading.
6. I get a lot of enjoyment from reading.
7 It is easier for me to understand what I
am reading if pictures, charts, and
diagrams are included.
8. Reading is one of the most interesting
things which I do.
9. When I read I don’t get tired and sleepy.
10. I’m the kind of person who enjoys a
good book.
11. I spend a lot of my spare time reading.

II. SKILLS IN READING

1 2 4
1. I don’t need help in reading.
2 I understand what I’ve read.
3 I am a good reader.
4. I can read very well.
5. I can remember easily what I read.
6. I would rather read what to do than to
have someone tell me what to do.
7. I’m confident about my reading.
II. BENEFITS OF READING

1 2 4
1. I learn better when I read.
2 Reading is one of the best ways for me to
learn things.

Reading Materials
Summarization of The Little Prince

Novella by Antoine de Saint-Exupéry



Reading Attitude Survey (Post-Test)

Attitude towards Reading of Grade 7 Students Before and After using eBook.
Name (Optional):
Age:
Grade and Section:
Directions: Read each statement carefully and put a check on the column of your answer. The
questionnaire has 3 parts; (I) Love for Reading, (II) Skills in Reading and (III) Benefits of Reading. There
are no right or wrong answers, answer as honest as possible.
I. LOVE FOR READING

1 2 4
1. I get upset when I think about having to
read.
2 When I am at home I read a lot.
3 Reading is one of my favorite activities.
4 I read a lot.
5 Encountering unfamiliar words is my
favorite part of reading.
6. I get a lot of enjoyment from reading.
7 It is easier for me to understand what I
am reading if pictures, charts, and
diagrams are included.
8. Reading is one of the most interesting
things which I do.
9. When I read, I don’t get tired and sleepy.
10. I’m the kind of person who enjoys a
good book.
11. I spend a lot of my spare time reading.

II. SKILLS IN READING

1 2 4
1. I don’t need help in reading.
2 I understand what I’ve read.
3 I am a good reader.
4. I can read very well.
5. I can remember easily what I read.
6. I would rather read what to do than to
have someone tell me what to do.
7. I’m confident about my reading.
III. BENEFITS OF READING

1 2 4
1. I learn better when I read.
2 Reading is one of the best ways for me to
learn things.

Permission of the Author to Use Questionnaire

Recruitment Material

About the Researchers
REMELYN C. DELIT
#17 Mangga Street Pangarap Village Caloocan City
09456371092
Rcdelit@student.fatima.edu.ph
PERSONAL DETAILS
Age: 21 years old
Birthdate: November 13, 1999
Place of birth: Manila City
Nationality: Filipino
Civil Status: Single
EDUCATIONAL ATTAINMENT
Tertiary: Our Lady of Fatima University
Bachelor of Secondary Education, Major in English
#1 Ezperanza St. Hilltop Mansion Heights, Lagro, Quezon City
Secondary: Pangarap High School

Pangarap Village Caloocan City
2012-2016
Primary: Pangarap Elementary School

Pangarap Village Caloocan City
2006-2012

MICHELLE D. BUENA
642 Drachma Street, Corner Milenyo Street, Phase 8,
Barangay North Fairview, Quezon City
09957621232
Buenamichelle.mdb@gmail.com
PERSONAL DETAILS
Age: 21 years old
Birthday: September 27, 1999
Place of birth: Quezon City
Civil Statues: Single
EDUCATIONAL ATTAINMENT
#1 Ezperanza St. Hilltop Mansion Heights, Lagro, Quezon City
Secondary: Lagro High School

Misa de Gallo St. Barangay Greater Lagro, Quezon City
2012-2016
Primary: Delfin M. Geraldez Elementary School

12 Salvia Street, St. Dominic, Barangay Kaligayahan, Quezon City

JOHANNA P. MARZAN
Block 7 Lot 1, Greenville Subd., Phase 3, Brgy. 171,
Bagumbong Caloocan city
09954614123
merhyl.m@gmail.com
PERSONAL DETAILS
Age: 37 years old
Birthdate: December 05, 1983
Birth of Place: Caliling Cauayan, Neg. Occ
Civil Status: Married
EDUCATIONAL ATTAINTMENT
#1 Esperanza St., Hilltop Mansion Heights Lagro, Quezon City
Secondary: Pugad Lawin High School

Bahay Toro, Quezon City
(AY 2002-2003)
Primary: MRRP Elementary School

Mansalinagn, Bacolod City
(AY 1998-1999)

JHUSTINE JOI. J. MONSALUD

#431 Peacock St., Fairview Q.C
Contact No. 09309079171
jhustinemonsalud@yahoo.com
PERSONAL DETAILS
Age: 21 years old
Birthdate: January 16, 2000
Birth of Place: Quezon City
Civil Status:Single
Secondary: Lagro High School

Misa de Gallo St. Barangay Greater Lagro, Quezon City
2012-2016
Primary: Fiore Del Carmelo School

Doña Carmen Subd., Commonwealth, Quezon City

ROGIELYN R. PAGULAYAN
Ph.4, Pkg.2, Blk.118, Lot.3 Bagong Silang, Caloocan City
09771350930
rogielynpagulayan0826@gmail.com
PERSONAL DETAILS
Age: 20 years old
Birthdate: August 26, 2000
Birth of Place: Manila
Civil Status:Single
Secondary: Kalayaan National High School

Ph10-B , Bagong Silang , Caloocan City
2012-2016
Primary: Sto. Nino Elementary School
Phase1, Bagong Silang, Caloocan City
2006-2012.

The Attitude Towards Reading of Grade 7 Students Before and After Using Ebook.

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THE ATTITUDES TOWARDS READING… 4

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

MARILYN M. OBOD, ED.D

MAGDALENA S. DARIA, LPT, ED.D

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Marilyn M. Obod, ED.D

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Table 1: Students’ Attitude Towards Reading Before Using E-Books 12

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Reading Attitude Survey (Pre-test) 33

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Keywords: Attitude, eBook, Category, Quasi-experimental, Reading, Benefits, Love

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

1.1 Theoretical Framework

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

1.2 Related Literature

1.2.1 Attitude Towards Reading before using E-book

1.2.2 Attitude Towards reading after using e-book

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Attitude towards Attitude towards Reading after

2.4 Research Question

3.0 Research Method

3.1 Research Design

3.2 Research Locale

3.3 Population and Sampling

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

3.4 Research Ethics

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

3.5 Research Instrument

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

3.6 Data Collection

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

message the principal investigator Remelyn Delit in messenger, rcdelit@student.fatima.edu.ph or may

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

3.7 Data Analysis

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

5.1 Students’ Attitude Towards Reading Before Using E-Books

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Table 4 Summary of Students’ Attitude Towards Reading Before Using E-Books

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

4.2 Attitude of the Students Towards Reading After Using E-Books

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Table 8 Summary of Students’ Attitude Towards Reading After Using E-Books

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Silas Marques, "e-Textbooks Usage by Students at Andrews University: A Study of Attitudes,

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

MS. TRISHA JOY O. GOTINGA MA RPm. RPsy.

Dear Ms. Gotinga,

This is to endorse the student researchers from the College of Education:

Thank you for your consideration.

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

MARILYN M. OBOD Ed.D