EFFECTIVENESS OF DIGITAL TEXTBOOKS TOWARDS THE MOTIVATION

IN LEARNING OF THE HIGH SCHOOL STUDENTS OF HERCOR COLLEGE

Chapter 1

INTRODUCTION

This chapter of the paper presents the problem and its

setting. It includes the background of the study,

theoretical framework, hypotheses, scope and delimitation,

conceptual framework, significance of the study and the

definition of terms used.

Background of the Study

Today, students live in a digital age. They have never

known a world without the Internet and instant digital

access to anyone, anywhere. The majority of children use

technological devices for social and recreational purposes

on a daily basis. This constant use has altered the way

children think, learn, and receive information. Text

enhancements such as interactive glossaries and background

information, as well as illustrations to accompany the text,

are included in digital textbooks (Sagor, 2018). He added

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that students can move around the page and click on links to

access additional information, such as text, data, graphics,

or videos, using hypermedia. Moreover, (Sagor, 2018) stated

that digital textbooks make it simple to access embedded

speech and assist struggling readers with a digitized

reading of text that highlights each word as it is read. The

combination of visual, tactile, and auditory options give

students the opportunity to learn in the same way they live

their daily lives outside of school.

Technology is becoming part of people's daily

lives, from home appliances, office equipment, personal

gadgets and educational devices. It is a great help for

everyone because it makes things easier and makes the

process faster. Just like in education wherein computers

and laptops really help a lot in research and learning of

students. In the present time, technology is rapidly

entering schools as one of the tools used in the learning

process (Weisberg, 2012).

In the previous years, reading newspapers,

magazines, journals, course materials and books are

rampant. But then again, technology interferes which

contribute to the development of such materials (Pardede,

2019). With the rapid advancement of technology today,

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there have been numerous developments that completely

changed the lives of many. One of these developments is

the digitization of book which is now called as an

electronic book.

An electronic book is a text- and image-based

publication in digital form produced on, published by,

and readable on computers or other digital devices.

Digital books are popular these days because of their

accessibility with just the use of internet (Gardiner and

Musto, 2012).

Philippine publishers are now offering e-books

for academic purposes. The use of technology in the field

of teaching and learning offers opportunities for

collaborative engagement, access to information, and

interaction with content; creating an engaging,

motivating learning environment; and enabling efficient

teaching and effective learning practices. Today, schools

are trying to present themselves and adapt to technological

changes on the one hand, and on the other hand to

preparing and attracting the digital generations.

As a result, teachers have an increased

responsibility for the teaching–learning process and

school provision for this “digital age generation” can be

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an important contribution to improving the quality of

education. The rapid evolution of mobile information

technology and multimedia technology results in diversified

teaching models for information education. The advance of

mobile information technology changes traditional fixed-

point teaching to a mobile learning situation (McFadden,

2012).

Mobile learning is the learning method allowing

learners to acquire information or knowledge through mobile

devices and the internet without being restricted to time

and space. It allows learners to get rid of the limits of

time, space, hardware, and platform, and the characteristics

of rapid and easy access to global information have the

integration between multimedia materials and tools present

better interactivity and mobility to further provide an open

and timely system with learner-centered and learner-

controlled learning situation (Lin et al., 2017).

Instructors teaching or inspecting students can

enhance immediate interactions and improve the concentration

of students. Multimedia technology drives e-book integrated

learning, and e-books can include multimedia audio and

visual effects, thereby enhancing information education. The

rapid development of computer technology means that “books”

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are presented in new ways. A simple key command calls up an

“e-book” with the desired information, containing not only

text and symbols but also offering the possibility of

beautiful music and rich and complex images and animation

effects. Textbooks of students have become e-books, and

future textbooks will be published electronically (Weisberg,

2012).

Domestic and international information education

follows the rapid development of electronic technology.

There is a consensus among students and teachers on the

appeal of information technology. Education-related

departments have begun cultivating professional information

knowledge of teachers, enabling teachers to work remotely

with students (Wu and Chen, 2018).

The widespread application of technology means

that modern students are accustomed to electronic

information and audiovisual stimulation and are ready to

adapt their learning styles and needs to the digital age.

The change in learning styles from static to dynamic means

that teaching models now involve information equipment. E-

books, in particular, are attractive because they offer the

advantage of multimedia audio and visual effects (Matthews,

2012).

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 Accordingly, mmotivating the learner to learn is

pertinent to curriculum implementation. This is because

motivation is an influential factor in the teaching-learning

situations. The success of learning depends on whether the

learners are motivated. Motivation drives learners in

reaching learning goals. It is important to recognize the

fact that motivating learning is a central element of good

teaching. This implies that learners’ motivation is probably

the single most important element of learning. Learning is

inherently hard work; it is pushing the brain to its limits,

and thus can only happen with motivation (Renninger, 2014).

Motivation is a psychological term where it stems from

the desire of wanting something and give fuel as a drive to

continue pursuing the desire. Rapiudin (2019) stated that

motivation is one of the factors in learning.

Teachers are the key factor in motivating students to

engage with learning activities within their specific

educational contexts (Ryan and Deci, 2017). A teacher

whose behaviours reveal a positive attitude and

enthusiasm for learning within a specific curricula

subject is more likely to have students who develop

positive affect and enthusiasm for learning and

achievement within the subject (Fredricks et al., 2018).

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 Although there is an abundance of studies which

examined the effectiveness of digital textbooks towards the

motivation in learning, current research offers a limited

understanding of the effectiveness of digital textbooks

towards the motivation in learning of high school students.

Having interesting facts regarding inconsistency effects of

digital learning towards the motivation to learn, this

caught the interest of the researchers to conduct this study

as they tackle the effectiveness of digital textbooks

towards the motivation in learning of high school students

of Hercor College.

Statement of the Problem and Hypothesis

This study aims to determine the Effectiveness of

Digital Textbooks towards the Motivation in Learning of High

School Students of Hercor College. Specifically, the study

will seeks to answer the following questions:

1. What is the level of effectiveness of digital textbooks

of the high school students?

2. What is the level of motivation of the high school

students?

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3. Is there a significant difference between the

effectiveness of the digital textbooks and the motivation in

learning of the high school students?

4. Is there a significant relationship between the

effectiveness of digital textbooks and the motivation in

learning of the high school students?

From the following statements of this study, the

researcher formulated the following hypotheses:

1. There is no significant difference between the

effectiveness of the digital textbooks and the

motivation in learning of the high school students.

2. There is no significant relationship between the

effectiveness of digital textbooks and the

motivation in learning of the high school students.

Conceptual Framework

The conceptual framework of the study as shown in the

figure 1 on the next page. As seen in the figure, it shows

the independent variable “Effectiveness of Digital

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 Textbook”, and the dependent variable “The motivation in

Learning of High School Students”.

Independent Variable Dependent Variable

Effectiveness of Digital
Motivation in Learning
Textbook

Figure 1: A schematic diagram showing the relationship

between the Effectiveness of Digital Textbooks towards the

Motivation in Learning of High School Students.

Theoretical Framework

There are some theories of motivation that can help to

further understand more about student’s motivation in

learning. Some of the theories that the researchers will

going to discuss are expectancy-value theory, attribution

theory, and self-determination theory.

Expectancy-value Theory

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 According to this theory, the two most immediate

predictors of achievement behaviors are expectancy for

success and task value beliefs (Wigfield and Eccles, 2012).

Expectancy for success refer to students’ beliefs of whether

they will do well on an upcoming task (Wigfield, 2012). The

more students expect to succeed at a task, the more

motivated they are to engage with it. Such beliefs are

closely related to but conceptually distinguished from

ability beliefs. Ability beliefs are defined as students’

evaluations of their current competence at a given task.

Ability beliefs are concerned with present ability whereas

expectancy for success is concerned with future potential.

Attribution Theory

This theory considers the source of people’s motivation

to be their perception of why they succeeded or failed. The

theory assumes that people try to understand causal

determinants of their own success and failures (Weiner,

2013). For example, people may attribute their success (or

failure) to ability, effort, luck, task difficulty, mood,

fatigue, and so on. These perceived causes of outcomes are

called attributions (Weiner, 2013). Attributions may or may

not be actual causes, and regardless of actual causes of the

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event, the perceived causes are what drive individuals’

motivation and behaviors.

Self-determination Theory

This theory of Deci and Ryan (2017) is unique in that

it differentiates the construct of extrinsic motivation. The

theory explains how to motivate students to carry out

learning tasks that are not inherently interesting. The

theory specifies three psychological needs—autonomy,

competence, and relatedness—as the basis for sustaining

intrinsic motivation and more self-determined extrinsic

motivation. To the extent that students internalize and

integrate external regulations and values, they experience

greater autonomy and demonstrate high-quality engagement in

learning activities.

Significance of the Study

This study would be greatly beneficial to the following:

Students. This study can provide knowledge in using

digital textbooks. Also, students will be motivated to used

digital textbooks to have access regarding their lessons.

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 Furthermore, students will be more proficient in using

computer or any other device.

Teachers. The study may help teachers to convey

learning through using digital textbooks in their classroom.

The outcome of this study may guide them in formulating

lessons with the help of digital textbook as well as help

them in choosing what kind of teaching strategies suited to

their learner’s motivation to learn.

Furthermore, this would guide them in formulating or

innovating strategies and come up with things that would

develop to improve students’ motivation to learn.

School Administrators. The findings of this study would

serve as an additional information to Hercor College in

terms of how effective digital textbooks are in students’

motivation to learn.

Furthermore, this would help them to formulate an idea

of distributing electronic devices during class lectures to

those who can’t afford to buy and have access in digital

textbooks for the students to have an easy access in their

lessons.

Parents. The study can provide knowledge about the

parents in terms of their children’s academic stuff. It will

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give them insights about the saved time spent by their

children when using the digital textbooks and it may let

them feel secured that their children will learn faster in

digital textbooks. In addition, this study will open their

eyes and cause them to send their children to a well-

equipped school where good education can be acquired.

Furthermore, this would help them realize that digital

books are profitable which will lead them to think that

their children can save money and can be used to invest in

additional resources.

Future researchers. This study will serve as sort of

reference to future researchers that could help them to

conduct the same case of study but different variable and

respondents.

Furthermore, the result of the study could provide

meaningful data useful for other researchers’ enthusiasts.

The study can serve as a reference for future studies and

take into any revisions.

Definition of Terms

For better understanding, the following key terms in

the study are conceptually and operationally defined.

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 Age. Refers to the interval of time between the day,

month and year of birth and the day and year of occurrence

of the event expressed in the largest completed unit of

solar time such as years for adults and children and months,

weeks, days, hours or minutes of life, as appropriate, for

infants under one year of age (Gregorian Calendar, 2018).

In this study, it referred to the age of the

respondents according to its age bracket.

Gender. Refers to the physical and behavioral

difference that distinguishes individual organism according

to their function and reproductive process (Microsoft

Encarta, 2018).

In this study, it referred to the respondents

categorized as male or female.

Location. Refers to a particular place of residence

(Oxford Dictionary, 2013).

In this study, it is referred to the particular place

of residence of the respondents such as rural or urban.

Device. Refers to a unit of physical hardware or

equipment that provides one or more computing functions

within a computer system (Technopedia, 2019)

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 In this study, it is referred to the device used by the

respondents to have access in digital textbook such as

computers, laptops, tablets, and mobile phones.

Digital Textbooks. Refers to an electronic form of

traditional, printed textbook. Teachers and students can use

them in any learning environment. It can be downloaded or

accessed online on devices like Chromebooks, iPads,

computers and mobile phones (Bixler, 2022).

In this study, it is referred to the learning materials

that can be downloaded or accessed online by the

respondents.

Motivation. Refers to the ‘want-to’ component of

individuals’ actions (King and Teo, 2012). In addition, it

is defined as the degree to which individuals commit effort

to achieve goals that they perceive as being meaningful and

worthwhile (Johnson, 2013).

In this study, it is referred to how motivated the

students are in learning in terms of using digital textbook.

Delimitation of the Study

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 This study will be conducted to determine the

Effectiveness of Digital Textbooks Towards the Motivation in

learning of the High School students of Hercor College.

The independent variable of this study is the

effectiveness of digital textbook, and the dependent

variable is the motivation in learning.

The respondents of this study will be limited to a

complete enumeration of eighty (80) grade 10 students

officially enrolled for the S.Y 2022-2023.

The instrument that will be used in gathering the

necessary data are the adapted and modified questionnaire

which will be composed of three (3) parts. Part I will be

the demographic profile of the respondents. Part II will be

the adapted survey questionnaire about digital textbook.

Part III will be the modified survey questionnaire about

motivation in learning.

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 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is organized into three parts namely, (1)

Digital Textbook, (2) Learning Motivation, and (3)

Synthesis.

Digital Textbooks

Digital textbooks are a new technology available to

students across the country. Many studies have been

undertaken to understand how digital textbooks are used

in the classroom. Few researchers have investigated how

using digital textbooks influence students’ learning

experiences and motivation to learn. The purpose of this

literature review is to compile the results of previous

studies with digital textbooks to highlight the

effectiveness of digital textbook on student learning and

motivation to learn.

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 Yoon et al. (2012) stated that digital learning (E-

Learning) was first proposed by Jay Cross in 1999. With

the advance and development of technology tools, it

appeared different explanations and terminology, such as

Internet-based training, web-based training, or on-line

learning, network learning, distance learning. Doris

Holzberger et al. (2013) regarded digital learning as

delivery with digital forms of media (e.g. texts or

pictures) through the Internet; and, the provided

learning contents and teaching methods were to enhance

learners’ learning and aimed to improve teaching

effectiveness or promote personal knowledge and skills.

Basically, computers and network technology media

were applied to learning situations, including

synchronous and asynchronous network learning, to break

through the restrictions on time, location, and schedule,

and to achieve the learner-centered individualized

learning (Kaklamanou et al., 2012). In the era when

knowledge and information flow rapidly, the application

of digital learning covers different fields and

industries.

The most representative one is the definition

proposed by American Society of Training and Education,

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2015 (ASTD). It defines e-Learning as the process

learners applying digital media to learning. Digital

media contain the Internet, corporate network, computers,

satellite broadcasting, audiotapes, videotapes,

interactive TV, and compact disks. The application

includes network-based learning, computer-based learning,

virtual classrooms, and digital cooperation. Anttila et

al. (2012) regarded digital learning as a digital tool to

acquire digital teaching materials for online or offline

learning activity through wire or wireless networks

(Hockly, 2012).

Current literature's therefore reveal different

explanations of digital learning with the use of digital

textbooks among domestic and international researchers.

By comprehensively analyzing the viewpoints of several

researchers, digital learning could be divided into four

parts (Keane, 2012).

Digital teaching materials: It emphasizes that

learners could learn by extracting some digital teaching

material contents. The so-called digital teaching

material contents refer to digital textbooks, digitalized

data, or contents presented with other digital methods.

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 Digital tools: It stresses on learners proceeding

learning activity through digital tools, such as desktop

computers, notebook computers, tablet computers, and

smart phones.

Digital delivery: It emphasizes that learners’

learning activity could be delivered through the

Internet, e.g. intranet, internet, and satellite

broadcasting.

Autonomous learning: It focuses on learners engaging

in online or offline learning activity through digital

learning by themselves. It stresses on personal

autonomous learning and requires the participation of

learners with autonomous learning to precede learning

activity.

In addition, Sebastian et al., (2012) regarded

digital learning as the learning mode the most rapidly

developed in past years as well as the learning

mainstream in the future. In addition to the time

background, it was rapidly developed because it broke

through traditional teaching modes and presented various

strengths.

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 Furthermore, Miyoshi et al., (2012) organized the

advantages of digital learning for the comparison with

traditional teaching. Digital learning allowed learners

not being restricted on time and space as traditional

learning so that learners could select the time and

location for online learning and had no pressure and

obstacle of time and space through the instructors’

online interaction mechanism (Jude et al., 2014).

The Internet covers rich and diverse information

that learners could acquire data simply by searching key

words. When a digital learning platform was able to

organize relevant resources for the use or connection of

learners, network resources would be effectively applied

through digital learning, and instructors or learners

could acquire richer information beyond teaching

materials in the curriculum to enhance the learning

effect (Im et al., 2012).

Digital learning contents and tailored learning

schedule: Learners were equally treated in traditional

teaching for same teaching schedule and contents,

regardless of learners’ level. However, the curriculum

design and the production of teaching materials for

digital learning were digital contents that learners

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could freely select different courses and teaching

materials, according to the level and preference, to

achieve the tailored learning outcome (Sun et al., 2012).

A good digital learning platform should be able to

completely record learners’ learning history so that

instructors could understand learners’ learning

conditions and learners could clearly realize the level

or learning outcome for adjustment and improvement (Yoon

et al., 2012).

Digital learning was self-learning that the

production of teaching materials should cover more media

pictures, sound, or images than traditional ones to

generate more attractive and lively teaching materials.

Moreover, digital teaching platforms would provide

interactive functions like chat room and discussion for

more two-way communication between learners and

instructors and among learners (Hockly, 2012).

The teaching material contents utilized in a digital

teaching platform were kept as digital files that the

completed teaching materials could be repeatedly

utilized. In other words, the teaching material contents

made by instructors before lessons allowed learners using

for several times and learning repeatedly. Traditional

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teaching required all learners gathering at the same time

and same place for the instruction that the teaching

costs were increased.

The digital learning mode could systematically and

completely record all online teaching materials and

learners’ learning history. For learners, it could

efficiently and step by step accumulated personal

knowledge. For instructors, the teaching material

contents could be effectively organized and accumulated

through a digital learning platform and rapidly delivered

to learners for effectively implementing knowledge

management (Jude et al., 2014).

Instruction could be more vivid and lively through

digital technology and the presentation of various media

to enhance learners’ interests, make learning more

efficient, and promote learners’ learning persistence

(Kaklamanou et al., 2012).

Digital learning stressed on learners learning

distinct knowledge and new technologies of computers and

network with digital tools to promote the ability of

using information technology (Shin et al., 2012).

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 In summary, digital learning with the use of digital

textbooks is attractive because the contents would not

change with media or standards so that learners could

easily operate to learn and break through the restriction

on time and space for thorough learning and successful

learning (Jude et al., 2014).

Digital textbooks have been helpful in monitoring

students’ learning outcomes (Sun and Flores, 2012).

Students in a post-secondary statistics class were

randomly assigned either an e- textbook or a regular

statistics textbook and then assessed on their

involvement in the course. Digital textbooks influence

the learning experiences of high school students

differently depending on how students are involved in

using e-textbooks during the instruction.

For students who used e- textbooks in class, the use

of e-textbooks improved their learning and involvement in

class. For those who did not use e-textbooks in class,

their learning depended on how helpful e-textbooks were

perceived to be. Using e-textbooks in class provided

students the opportunity to engage with the text and the

interactive format improved learning outcomes.

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 Digital Books (such as; E-Books, Electronic Books,

Dynamic-book) are defined as digital objects containing

text or other types of content, created to combine the

traditional concept of the book with features of the

electronic environment. The research literature defines

digital books as an electronic text for reading

accessible in digital coding through a computer or any

other electronic device. There are two main types of

digital books: the first is digital book related to the

printed version. The second is a flexible, independent

digital version that can be changed, with dynamic and

interactive content (Rockinson-Szapkiw et al., 2013).

Digital books combine features of the printed book

such as; table of contents, page numbers, titles, also

adds technological applications, such as; information

search, links, dynamic text, interactive tools for

working with the content, multimedia integration, and

external links that expand the learning experience in the

book. An advanced digital book may summon layers of the

information displayed in a three-dimensional space that

produces a new learning experience inaccessible to

information and learning opportunities (Tanner, 2014).

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 As mentioned, the digital book enriches the contents

of the printed book with digital strategies and

possibilities (Turel and Sanal, 2018). The informative

layers on the textbook, the audiovisual components, and

multimedia elements make the digital book different (in

comparison to the printed book) and more interactive.

Additionally, digital books usually include simulations,

videos, and other electronic features, such as embedded

hyperlinks, bookmarks, annotation, and text searching,

that could enrich the student's learning experience (Gu

et al., 2013). Robin (2014), states that these digital

features could increase attention when presenting new

ideas, which may increase students' interest,

involvement, and motivation in the learning processes.

Few researchers focused on examining the effects of

using the digital book on students' motivation even

though much research was given to investigate different

outcomes, for example, achievements, literacy

acquisition, and personalized learning, relatively. Among

the few studies on motivation, (Ilhan et al., 2017)

showed that digital books contributed to student's

enjoyment and attitudes towards learning. Yang et al.,

(2016) also showed that digital books with high

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interactivity in comparison to low interactivity highly

affected students' motivation to read and comprehend a

story.

Moreover, Leong et al. (2019) described digital

textbooks as the combination of images, sounds, storage

media, an interface, and editing software. When used as

part of a planned teaching design, digital textbooks

enlarge the learning window due to the interaction of

senses of the learners. Such interactions can help

learners to understand and can establish the concepts of

the knowledge to be taught. The effect is more efficient

than traditional teaching media and can better enhance

the motivation of learners and interests.

Also, Ali (2018) compared digital books with paper

books and indicated that e-books outperformed paper books

on presentation patterns, number of users, sensory

learning, material attributes, evaluation feedback,

costs, and search ability. Therefore, the application of

e-book integrated learning with lively and diverse

materials (images and sound effects) could enhance the

learning motivation and learning effectiveness of

students.

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 Khamis (2019) regards digital textbooks as an

interactive medium that is unlike paper as a medium. The

text, sounds, images, and video elements present specific

content in a dynamic, multimedia manner that breaks away

from traditional paper or audible books.

Saini and Kaur (2019) pointed out that the interaction

in digital textbooks is not simply the interaction between

students and digital books. It can include two-way

communication between teachers and students. In interactive

learning, teachers and students can communicate opinions

bilaterally. Teachers can easily give timely guidance,

making students more likely to pay attention than in general

teaching and enhancing the effectiveness of learning. This

is a big advantage of interactive learning.

Furthermore, Baharuddin and Hashin (2020) stated that

digital textbooks could offer students diverse learning

situations, which, in comparison with general teaching,

could better enhance self-directed learning and reading

motivation of students, provide interaction experience

between students and media, enhance logical thinking and

integration ability of students, and allow students to learn

with their senses (sight, hearing, and touch). The authors

found that e-books enhance learning comprehension, the

28
construction of learning strategies, and the promotion of

learning achievement.

Phadung and Dueramae (2018) showed that digital books,

including animation, allow students to specify abstract

concepts. Digital books offer clear and easily accessible

explanations of events and phenomena, allowing students to

understand the background to events and enhancing their

investigative abilities. The teaching content becomes rich

and diversified, allowing for closer interaction between

teachers and students, the enhancement of student

participation in the learning process, the achievement of

targeted learning through repeated practice, and the

promotion of learning effectiveness.

Yee and Zainuddin, (2018) identified a positive effect

on the learning motivation and learning effectiveness of

students. Elenein, (2019) proposed that enhancing the

learning motivation of students could significantly promote

the learning effectiveness of students. Interested students

would understand and participate in learning activities with

a positive learning attitude. Teaching plans should take the

learning motivation of students into account and optimize

factors in the learning motivation of students to enhance

learning motivation and effectiveness.

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 Moreover, Rachels and Rockinson-Szapkiw, (2018)

considered that students with high learning motivation

present more clearly defined goals and a strong desire to

learn the content well. They have higher expectations for

results and better self-effectiveness. Sritharan, (2018)

found better performance among students with high learning

motivation and better performance among students with

intrinsic motivation than among those with extrinsic

motivation.

Using digital textbooks, students are able to interact

with peers and their teachers by sharing notes and insights

(McFadden, 2012). Videos, simulations, experiments and other

embedded enhancements make digital textbooks more appealing

to students. High School students and schools with budget

concerns have found that purchasing digital textbooks is a

cheaper way to access curriculum materials (Connel and

Farmer, 2012). With a shift towards greener living, digital

textbooks have been hailed as green technology for

classrooms (Farmer et al., 2012). The convenience,

efficiency, ability to have more than one book on your

device and the online accessibility have all been found as

added benefits in the shift to digital textbooks (Rowlands

et al., 2012).

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 Since a digital text is made available in digital

devices that continuously evolve, the definition of texts

also evolve. Therefore, there is no single definition that

researchers consensual agree with (Liaw and Huang, 2014).

Some researchers (Liaw and Huang, 2014) defined a

digital text as the digital version of of printed texts read

on a digital device (e.g., smartphone, computer, tablet or

device specifically designed for reading e-texts. Other

researchers (Baki, 2012) described it as a text designed to

be read over technology devices, which unlike printed texts,

offers some extra features that allow readers to interact

with the text by using sound, visual, and links.

Still others (Vassiliou and Rowley, 2013) view it as a

digital format created with an abundance of new features

such as search and cross reference functions, multimedia

features and hypertext links. Despite all the differences in

the definitions, they agree that a digital text involves

technological tools to view and read books.

As the technology and enhancements continue to evolve

in the digital textbook world each year, student attitudes

and behaviors towards digital textbooks are becoming more

receptive and accepting (Weisberg, 2012). Recent studies

show students are more willing to learn with, and are more

31
excited and motivated to interact with, digital textbooks to

learn new skills. In a pilot study with undergraduate

students in an educational history class, researchers

compared digital textbooks to traditional textbooks in their

impact on students’ motivation to learn (Dunn et al., 2012).

Digital textbooks are continually being adopted in

classrooms across the country. Several studies have been

conducted with high school students and have found that as

the technology improves, students’ attitudes and behaviors

towards digital textbooks have also improved (Sun and

Flores, 2012). Some drawbacks of digital textbook use exist,

namely screen lighting and internet distractions, but

students have reported many favorable qualities of digital

textbooks that make these textbooks more appealing than

traditional textbooks. Some advantages include decreased

cost, interactive tools for sharing and simulations,

convenience and portability.

In addition, digital textbooks improved reading

comprehension and helped students decode unfamiliar words

so students could focus on the meaning of the story

(Grimshaw et al., 2012). Finally, results of a pilot study

suggest digital textbooks have assisted in motivating

learners (Dunn et al., 2012).

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 Furthermore, (Harandi, 2015) investigated the strength

of the relationship between digital textbook and motivation

among a sample of students and concluded that students’

motivation is broadly impacted by digital books. Other

studies have considered the different ways in which

accessing online learning can be delivered and assessed the

role of each component in boosting motivation.

Maulana et al. (2019) proposed using the three-pillar

approach; social media, technology, and society to increase

enthusiasm for independent learning, with results

indicating that such an approach can improve self-learning

motivation. Another medium that can be used to improve

students’ motivation to learn is via technology, which has

been proved to leverage vocational students’ motivation to

learn (Irawan et al., 2019). Recent developments in ICT,

such as mobile phones, can also motivate students to learn.

Imansari et al. (2018) indicated that e-books as a learning

medium can improve such motivation in the case of studying.

On the other hand, Librero (2017) stated that the

digital tools, now the most widely used medium in Asia,

has major educational implications. Most users, however,

do not realize the digital tools' potential for

33
education, nor even for the communication functions for

which it was originally designed.

In the digital age, universities are progressively

adapting to e-teaching and e-learning; integrating

technology as part of the learning process by offering

computer labs in the campus. As cited by Mohammad (2012),

the use of technology in the field of teaching and

learning offers opportunities for collaborative

engagement, access to information, and interaction with

content; creating an engaging, motivating learning

environment; and enabling efficient teaching and

effective learning practices.

Moreover, Oigara and Keengwe (2013) shared that

students who used digital textbooks for class participation

believed the digital empowered them to learn and motivated

them to engage in class. While traditional methods were used

in the classroom setting, the students enjoyed the digital

textbook more because they were fun, encouraged

participation, and provided immediate feedback.

Oigara and Keenwe (2013) found when the digital

textbooks were used in class, students felt more engaged to

the topic and there was an increase in active student

learning.

34
 Research conducted in e-learning rich classroom

environments has suggested that students who learn through

technology are more engaged and invested in their learning.

E-learning generates an environment that supports synergy,

collaboration, and dynamic, hands-on learning. Compared to

classrooms where traditional instructional methods were

used, e-learning rich classrooms supported student sharing

and developed an awareness of self-motivated learning (Li et

al., 2012). Schools who have integrated laptop initiatives

have also experienced the benefits of increased student

learning motivation through digital learning integration.

Keengwe et al., (2012) report that schools who have

integrated laptop programs experience an increase in student

learning, motivation, and self-directed work. Keengwe et

al., (2012) shared that students from who are labeled as

traditional, at-risk, or high achieving, all experienced

positive learning experiences because of technology.

Their research suggested that schools need to develop

and prepare policies and practices that will help teachers

seamlessly integrate technology while minimizing the

detracting components of technology use in the classroom.

Ciampa (2014) conducted comprehensive research that

addressed learning in a mobile age and student

35
motivation. His research identified intrinsic motivations

for learning like challenge, curiosity, and control. The

research also identified extrinsic motivators for

learning like cooperation, competition, and recognition.

The encompassing research found technology, carefully and

selectively included into the lesson plans, positively

impacts the intrinsic and extrinsic motivators for

learning.

Ciampa’s conclusion identified a distinct connection

between technology and motivation for student learning.

The study correctly determines that tasks assigned to

students must be meaningful, take into account student

interest, emphasize mastery, and focus on learning. These

factors will help to motivate learners (Ciampa, 2014).

Learning motivation

In most countries, motivation for school clearly

declines throughout school time (Scherrer and Preckel, 2019)

with individual heterogeneity in changes depending on

specific motivation constructs across academic domains

(Gaspard et al., 2020). Given this undesirable decline and

the fact that motivation can be targeted by interventions,

36
motivation has long been a central focus of educational

psychology. The influence of motivation on achievement is

well-documented (Burnette et al., 2013).

Yet the reverse relation is also often found, as

achievement can affect motivation through experiences of

success or failure (Garon-Carrier et al., 2016). A common

view is that both the “motivation → achievement” and

“achievement → motivation” links exist, and that motivation

and achievement influence each other in a reciprocal manner

over time (Möller et al., 2014).

Motivation plays a major role in students academic work

and in their achievement. It reflects in students’ choices

of learning tasks, in the time and effort they devote to

them, in their persistence on learning tasks, in their

coping with the obstacles they encounter in the learning

process. Okoye, (2012) noted that because of poor motivation

due to inadequate remuneration, poor teaching environment as

a result of lack of basic teaching materials, listless and

unmotivated learners in the classroom, among others, the

teachers have become the endangered species in their own

profession. They no longer teach and the students in turn no

longer learn. He suggested that students should be

academically motivated as this will go a long way to solving

37
most of the problems faced in education system and also

increase students’ academic performance.

He further remarked that motivating students will help

them to be more responsible and have more interest in

studies. He also holds that motivation of pupils will

reduce, if not completely eliminate, high school dropout

rates, low enrolment rates, truancy, etc. In the view of

Wentzel, (2015), every educator needs to be concerned about

motivation. It is a quality that pupils, teachers, parents,

school administrators and other members of the community

must have if our educational system is to prepare young

people adequately for the challenges and demands of the

coming century.

As an innate phenomenon, motivation is influenced by

four factors of context (environment and external stimuli),

temper (the internal condition of an organism), goal (goal

of behavior, purpose and inclination) and instruments

(instruments for achieving the goal). In order to achieve

their goals, needs and instincts, human beings acquire the

sufficient motivation. Particularly with respect to

students, motivation for academic achievement is of great

importance. By such motivation people are stimulated to

successfully complete an assignment, achieving a goal or a

38
degree of qualification in their professions (Mohamadi,

2013).

Accordingly, motivation defines the reasons behind

people’s behavior and determines why they behave in a

particular way. Motivated behaviors are energetic, oriented

and permanent (Omidiyan, 2006).

In educational perspective, motivation has a multi-

dimensional structure which is correlated with learning and

academic motivation (Mohamadi, 2013). There are different

interpretations of motivation. In the discipline of

education motivation is a tridimensional phenomenon

consisting of individual’s beliefs in ability in carrying

out a specific task, reasons and goals of the individual in

doing the task and the emotional response concerning

carrying out the task (Hassanzadeh and Amuee, 2012).

Experts have divided motivation into two major groups

of internal motivation and external motivation. While the

individual influenced by the external motivation with an

independent goal undertakes a specific activity, the

internal motivation provides the sufficient incentive for

doing a task (Mohamadi, 2013).

39
 Psychologists have noted that motivation should be

taken into account in education because of its effective

relationship with new learning, abilities, strategies and

behaviors (Shahraray, 2012), and they have presented

motivation for academic achievement as one of the

preliminary constructs for defining such type of motivation.

Motivation for academic achievement is attributed to

behaviors which lead to learning and achievement (Masaali,

2017). In other words, motivation for academic achievement

is such a pervasive inclination towards doing a task

successfully in a particular context and assessing the

performance spontaneously. The bulk of behaviors indicating

the academic motivation involves insisting on doing

difficult assignments, hardworking or effort into learning

to reach mastery and choosing assignments which need great

effort (Abedi, 2018).

In addition, motivation is distinguishable from general

cognitive functioning and helps to explain gains in

achievement independent of scores on intelligence tests

(Murayama et al., 2013). It is also distinguishable from

states related to it, such as engagement, interest, goal

orientation, grit, and tenacity, all of which have different

40
antecedents and different implications for learning and

achievement (Järvelä and Renninger, 2014).

Furthermore, motivation for academic achievement, or

internal motivation, is a psycho-cognitive condition which

is acquired once the individual perceive him/herself to have

autonomy (Abedi, 2018).

Block et al., (2013) mentioned that the beginning and

bottleneck stages of learning could be guided by extrinsic

motivation. Once it became autonomous, extrinsic incentives

would be unnecessary, but turned to autonomous learning.

Both intrinsic and extrinsic motivation would complement one

another.

On the other hand, learning also requires some driving

force and extrinsic motivation as it is common to learn for

parent expectation, added objectives, and acquisition of

some incentives. Learning motivation is a mediator between

stimulation and reaction. In other words, learning

motivation is a learner’s individual opinions about affairs,

and learners would present different knowledge acquisition

needs because of distinct opinions.

Karim (2012) regarded learning motivation as the

inherent belief to guide individual learning goal, induce

41
learning behaviors to make continuous efforts, reinforce

cognition history, and strengthen and improve the learning

outcome.

Moreover, Gruzd et al., (2012) argued that students

would expect to receive incentives from others for the

behaviors; in this case, learning was purposive, but could

possibly be transformed from extrinsic into intrinsic

motivation.

Although students might not be autonomous, the

acquisition of some achievement motivation or the

transformation into the needs for self-growth in the

learning process would be a good motivation internalization

process. Ones with intrinsic learning motivation did not

need incentives, could independently make decisions, and

acquired fun and sense of achievement in the process.

Extrinsic motivation, on the other hand, was the learning

motivation induced by others’ rewards or punishment and

identity to certain behavioral value. Intrinsic motivation

might be more autonomous and persistent with high value, but

environmental factors could also influence motivation that

incentives and external support were necessary (Im et al.,

2012).

42
 Koff and Mullis (2012) regarded learning motivation as

student intention or desire to participate in and make

efforts on learning, which was performed on student choice

of specific learning activity and the efforts on such

activity. In addition, Chou et al., (2012) also proved that

students preferred independently solving problems on certain

work (the behaviors were driven by intrinsic motivation) but

would be helped by teachers to solve some learning problems

(the behaviors are promoted by external stimulation). In

learning, students’ intrinsic interests and teachers’ or

parents’ extrinsic rewards could be cooperated to form the

learning motivation.

As defined by Luthans (2012), motivation is the process

that begins with mental or physical need that trigger a

behavior which aimed to achieve the goal or incentive. As

stated on Asian Journal of Education and Social Studies,

(Filgona, 2020), for teachers view, lacking of motivation

has long been one of the most frustrating obstacles to

students’ learning performance. Teachers play a crucial role

in motivating students to engage in learning activities

within their specific educational contexts (Wood, 2019).

Motivation is an important component in learning

successfully. (Durlak et al., 2012) stated that motivation

43
is what causes a person eager to know, act, understand,

believe, or gain particular knowledge, skills, attitude, or

values. He also stated that motivation is a concept related

to the behaviour of ind individuals and is thought to be the

sum of efforts that direct individuals to reach the goals.

Consequently, motivation is a fundamental recipe for

academic success. It involves internal and external factors

that stimulate desire and energy in people to be continually

interested and committed to job, role, or subject, or to

make an effort to attain a goal (Dornyei, 2013). He also

argued that motivation explains why people decide to do

something, how hard they are going to pursue it, and how

long they are willing to sustain the activity. In order

words, “motivation is what gets you going, keeps you going,

and determines where you’re trying to go”.

Motivation is defined as ‘a theorical construct to

explain the initiation, direction, intensity, persistence,

and quality of behaviour, especially goal-directed

behaviour’ (Brophy, 2013). It is associated with individual

cognitive and affective processes on situated and

interactive interaction between learners and their learning

environment in accordance to the contextual and social

factors as enablers or barriers (Schuck et al.,

44
2014).

Furthermore, motivation which is described as an

‘engine of learning’ (Paris and Turner, 2014) affects in

what, how, and when of learners’ learning (Schunk and Usher,

2012). In their studies, Ryan and Deci (2012) argued that

motivated learners are able to do challenging learning

activities which engage them actively in finding out

appropriate strategies to facilitate their learning,

enjoying them and indicating better, persistence, and

creative learning.

There are also some scholars that also believe the

expectation of rewards or pleasant consequence that might

happen due to their hard work have caused the students to do

something or a motivation to do it (Brown, 2016). With

regards to psychological perspective, motivation refers to

an internal process that activates, guides, and maintains

individuals’ behaviour over time (Anderman et al., 2013;

Slavin, 2019). In a simple language, motivation can be

considered as an eager or attraction that gets you acting,

keeps you acting, and determines where you want to go. It is

notable to say that motivation can vary in both intensity

and direction (Ryan and Deci, 2017; Slavin, 2019).

45
 Moreover, motivation is a condition that activates and

sustains behavior toward a goal. It is critical to learning

and achievement across the life span in both informal

settings and formal learning environments. For example,

children who are motivated tend to be engaged, persist

longer, have better learning outcomes, and perform better

than other children on standardized achievement tests

(Pintrich, 2013).

Motivation is a complex part of human psychology

and behavior that influences how individuals choose to

invest their time, how much energy they exert in any

given task, how they think and feel about the task,

and how long they persist in the task (Bakar, 2012). Also,

he added that motivation reflects in students’ choices

of learning tasks, the time and effort they devote to

them, their persistence on learning tasks, and in coping

with the obstacles they encounter in the learning

process.

According to (Luthans, 2012), motivation is a process

which starts with physiological or psychological deficiency

or need that activates a behavior or drive which is

aimed at a goal or incentives. This is why motivation is

refer to as “the reasons underlying behavior” (Guay et al.,

46
2013). Learners assign various meanings and attitudes to

academic activities—personal meanings and attitudes that

arouse and direct their energies in different ways. These

associated energizing and directing effects are referred to

as motivation or sometimes motivation to learn.

Motivation is the key to success in the teaching-

learning process. Motivation, as the name suggests, is what

‘moves’ us. It is the reason we do anything at all

(Broussard, 2014). (Gredler and Garrison, 2015) defined

motivation as “the attribute that moves us to do or not

to do something”. It is an internal impetus or drive to do a

specific action or behavior (Ryan and Deci, 2015).Motivation

is a critical component of teaching and learning. For

teachers, a lack of motivation has long been one of the most

frustrating obstacles to students’ learning.

Schunk et al (2014) argued that the success of the

students’ learning was related to their motivation.

Furthermore, Nayakama et al (2014) also argued that the

students were differently affected by their extrinsic

motivation like learning environment and intrinsic one such

as personalities.

Motivation in learning is one of the things that need

to be highlighted in the education system as stated by

47
(Harackiewicz et al., 2014). Furthermore, there is the

importance of learning motivation as listed by (Filgona et

al., 2020) as motivation can stimulate learners to think,

concentrate, and learn effectively; motivation helps to

increase the speed of work that a learner is putting to

achieve a goal; motivation helps the learner to concentrate

on what a learner is doing, and thereby gain satisfaction,

and motivation increases the initiation and persistence of

learning activities and cognitive processing.

Thus, educators need to have an instrument to measure

students learning motivation simultaneously to intensify

student’s attention, confidence and satisfaction in their

studies. It should be the aim of teachers to enable students

to learn and to maintain the interest in what students

learn. Motivation is an important factor for learning and

success and for learning to take place at the desired level

(Filgona et al., 2020).

In conclusion, the digital learning has caused lack

motivation for some students to learn whereas others were

highly motivated (Cahyani et al., 2020). However, (Rachmat

and Simamora 2020) stated in their study report that

students with lack motivation were greatly affected by

external factors like learning environment, learning time,

48
and instrumental supports which in turn affected the

achievement.

On the contrary, (Fitriyani et al., 2020) argued that

intrinsic factors highly motivated high school students in

digital learning. The enthusiasm and ambition to understand

and add new knowledge have driven them to study hard even

via digital textbooks.

(Alderman 2015), indicates that those students who have

optimum motivation have an edge because they have adaptive

attitudes and strategies, such as maintaining intrinsic

interest, goal setting, and self-monitoring. Besides,

motivational variables interact with cognitive, behavioral,

and contextual factors to upset self-regulation.

In summary, motivation is important so that students

can continue to engage in learning. Students who are

motivated to learn will understand more about their academic

performance and continue to improve themselves.

Synthesis

49
 Digital tools in the classroom can be used to

motivate learners in all content categories and grade

levels. Not all research conducted has yielded the same

results in regard to digital textbooks and learning

motivation. (Li et al., 2012) shared results from their

research in a seventh-grade social studies classroom. Their

findings indicated that not all students are motivated to

learn using technology, and students who chose to complete

projects using technology scored better than students who

were forced to use technology. Again, this identifies a

significant factor in technology integration. Technology

used for digital learning will not necessarily motivate

students to learn or encourage them to be actively involved

in the learning process. Technology integration must be

carefully planned and the digital tools skillfully

integrated.

One possible way to increase students’ motivation to

learn is by incorporating the use of digital textbooks.

Growing up with technology should make contemporary students

more likely to be confident in their ability and skills to

navigate technological devices. Consequently, students

should be more motivated to learn when digital textbooks are

available. The current research focuses on the effectiveness

50
of digital textbooks, and it is expected that the use of

information technology in digital textbook learning could

enable students to access information and that creatively

and learning motivation will be enhanced.

CHAPTER III

Research Design and Methodology

Chapter III will present and describes the place and

respondents of the study, the data-gathering instrument, the

research design and the methods used in data gathering and

statistical analysis.

Place of the Study

The study will be conducted at Hercor College, High

School Department, School Year 2022-2023.

Purpose of the Study

51
 The study will be conducted to determine the

effectiveness of digital textbooks towards the motivation in

learning of High School students of Hercor College.

Research Design

This study will use a survey correlation method of

research to determine the effectiveness of digital textbooks

towards the motivation in learning of the high school

students of Hercor Collge.

According to Fraenkel & Wallen (2005) as cited in Fuego

(2019), survey is used as a descriptive method to further

analyze the quality and accuracy of the study objectives.

Survey can be useful when a researcher wants to collect data

on phenomena that cannot be directly observed.

Moreover, Gall et al. (2013) explained, correlational

research refers to studies in which the purpose is to

discover relationships between variables and subjecting the

variables to correlational and multiple regression analysis.

This research design will be appropriate for this study

because the survey will be used to gather data regarding the

effectiveness of digital textbooks towards the motivation in

learning of the High School Students of Hercor College.

52
 The independent variable in the study is the

effectiveness of digital textbooks. The dependent variable

is the motivation in learning of the High School Students of

Hercor College.

Data gathered will be computer-processed using the

Statistical Package for the Social Science (SPSS) Software.

Descriptive statistical tools such as frequency count,

mean, and standard deviation will be employed. On the other

hand, t-test, one-way ANOVA and Pearson r will be used as

inferential tests. All inferential tests will be set at 0.05

levels of significance.

Respondent of the Study

The participants of this study will be limited to a

complete enumeration of eighty (80) grade 10 High School

Students officially enrolled for the S.Y 2022-2023.

Data Gathering Procedure

Permission to conduct this study in High School

Students of Hercor College will be obtained from the office

of the School Principal. After the approval, the researchers

53
will distribute the questionnaire to the chosen

participants, then they will be instructed on how to

accomplish them and let them start answering it. When the

entire questionnaire has already been accomplished, the

researchers will retrieve these immediately. The gathered

data will be tallied, tabulated, analyzed and interpreted.

Research Instrument

The data needed for the study will be gathered using an

adapted and modified survey questionnaire. The

questionnaires for the respondents will be made up of three

(3) parts. Part I will be the socio-demographic profile of

the respondents and Part II will be the Digital Textbooks

Survey Questionnaire Adapted from (Manalu, 2019). Part III

will be the Motivation in Learning Questionnaire Modified

from (Smith and Onencan, 2020).

Validity and Reliability of the Questionnaires

To ensure the validity of the questionnaire, it will be

subjected to face validation zeroing on its content. The

validators are members of the panel of the faculty of the

College of Education Hercor College.

54
 To test the reliability of the questionnaires, it will

be subjected to a pilot testing. It will be administered to

the grade 9 High School Students of Hercor College. Only

forty (40) respondents will be used in the reliability

testing because according to Garret (1978), it was enough

number.

An instrument is said to be reliable if it has the

ability to elicit a correct, consistent and dependent data

from the respondents. The pilot-test also eliminates vague

instructions, confusing statements, and questions, unclear

wording, leading questions and faulty sequencing of

questions (Belargo, 2014).

The questionnaire will be submitted to a reliablity

testing using Cronbach Alpha of the Statistical Package for

Social Sciences (SPSS). According to Smith, as cited by

Perra (2014), if the reliability coefficient of a

questionnaire is 0.80 or more but not more than 1.0, then

the questionnaire is considered reliable. The reliability

test result of the statements was 0.90. In this aspect, the

questionnaire used was reliable.

Data Analysis and Interpretation Procedure

55
 To determine the level of Effectiveness of Digital

Textbooks towards of high school students in Hercor College,

the scale will be used, and it will be responded as follows:

Scale Description

4.21 - 5.00 Very High

3. 41 - 4.20 High

2.61 - 3.40 Moderate

1.81 - 2.60 Low

1.00 - 1.80 Very Low

To describe the Motivation in Learning of High School

Students of Hercor College, the scale below will be used:

Scale: Description

4.21 - 5.00 Highly Motivated

3.41 -4.20 Motivated

2.61 - 3.40 Neutral

1.81 - 2.60 Slightly Motivated

56
 1.00 - 1.80 Not Motivated at all

Statistical Data Analysis and Procedure

The data gathered will be subjective to descriptive and

inferential analysis.

Frequency distribution and Percentage. This will be

used to determine the number of respondents in every year

level.

Mean. This test will be used to ascertain the level of

effectiveness of digital textbook towards the motivation in

learning of High School Students of Hercor College.

Pearson r. Set at 0.05 level of effectiveness, this

test will be used to determine the level of effectiveness

towards the motivation in learning of High School students

of Hercor College.

57
 Republic of the Philippines
HERCOR COLLEGE
Riverside Campus
Roxas Avenue, Roxas City, Capiz

College of Education

Survey Questionnaire on the Effectiveness of Digital Textbooks towards the

Motivation in Learning of the High School Students of Hercor College.

Dear Respondents:
This questionnaire is intended to gather data from the Effectiveness of
Digital Textbooks towards the Motivation in Learning of the High School
Students of Hercor College.

I. Socio-Demographic Profile
Directions: Kindly supply and check the needed data and answer the
questions as sincerely as you can. Please do not leave any item unanswered.
Name (optional):
Gender:
Male
Female
Age:
14-16 years old
17-19 years old
20 years old and above
Location:
Rural Area
Urban Area

What kind of device do you often use? (Check the box of your preference).

58
 Mobile phone
Tablet
Laptop/Computer
Others (Kindly specify):

II. Effectiveness of Digital Textbooks adapted survey questionnaires.

Direction: Kindly supply and check the needed data and answer the questions
as sincerely as you can. Please do not leave any item unanswered.
Legend: 5 - Strongly Agree
4 - Agree
3 - Moderately Agree
2 - Disagree
1 - Strongly Disagree

Survey Questionnaires 5 4 3 2 1

1. Reading digital textbook is motivating.

2. I am more interested to read or study in

digital textbooks than printed texts.

3. I feel more comfortable when reading or

studying using digital textbooks.

4. I often learn and do my assignments using

digital media.

5. The feature of digital textbook makes me

excited to read.

6. I enjoy reading in digital textbooks.

7. I use digital textbooks because it is easy

to access.

8. If I hear about something interesting, I

might use the internet and access to digital
textbooks to read about it.

9. I spent long hours reading in digital

textbooks.

59
10. I use digital textbooks in finding
information.

11. Digital Textbook is more useful than

printed text.

12. I believe that learning with digital text

is effective.

13. Digital Reading is easy in improving my

comprehension.

14. Learning through digital media increase

my achievement.

15. I understand most of the information that

I read in digital textbooks.

16. I get problem to get information when

reading through digital media.

17. Technical disruption from computer or any

device decrease my reading’s motivation and
comprehension.

18. The light of the screen hurts my eyes

while reading digital text.

19. I need more help in understanding the

lessons that I have read in digital textbook.

20. Reading or studying in digital textbook

is really confusing.

21. I love browsing or searching the internet

for relevant additional texts to study.

I like keeping required digital texts in my

gadget or device so I can read them anytime
and anywhere when I want to.

22. I believe I have the technical skills to

access and use digital textbooks effectively.

23. I believe I can adopt my study habits in

using digital textbooks

24. I am more motivated to use digital

textbooks rather than printed text.

25. Digital textbook encouraged me to do all

the homework.

60
 26. Digital textbook encouraged me to come to
class everyday.

27. Digital Textbook make the subject more

interesting to me.

28. Digital Textbook encouraged me to

participate in class activities.

29. I have the desire to learn the material

when using Digital Textbook.

III. Motivation towards learning modified survey questionnaires.

Direction: Kindly supply and check the needed data and answer the questions
as sincerely as you can. Please do not leave any item unanswered.
Legend: 5 - Strongly Agree
4 – Agree
3 - Moderately Agree
2 - Disagree
1 - Strongly Disagree

Survey Questionnaires 5 4 3 2 1

I am motivated to learn when:

1. I want to learn everything I need to
learn.

2. I have high expectations to myself.

3. I enjoy learning about various subject.

4. I set high goals for myself.

5. I enjoy doing challenging task.

6. I become confused about something I am

reading.

7. I experienced satisfaction while learning

new things.

61
8. I keep on trying to learn things that
interest me.

9. I am very much interested to improve

myself.

10. I have enough sleep.

11. I am with my friends and classmates.

12. I get a low grade on an exam.

13. I’m inspired with the motivational quotes

and videos on Youtube to keep going.

14. I received complement from others.

15.I want to get high grades at the end of

the semester.

16.I realized our lecturer had only given us

a limited amount of time to do our task.

17.My classmates remind me of our school

assignments.

18. My classmates motivate me to do well in

class.

19. My instructor points up the mistakes in

my past work.

20. My teachers and classmates have made me

feel connected.

21. My teacher responds to my questions in a

clear, complete, and timely manner.

22. My parents’ supports are always there at

my back.

23. My friends and classmates invite me to

have a group study with them.

24. I have good bonds with my classmates in

this class.

25. I start prioritizing the most important

tasks and avoid multitasking.

26. I focus on the outcome rather than the

struggle.

27. I do first the hardest tasks.

62
28. I realize that I have more time to myself
after doing all the tasks.

29. The instructor makes relevant self-

learning materials.

30. The instructor’s expectations for me were

clear.

63