Ladies On The Prowl Manuscript

THE ATTITUDES TOWARDS READING… 4
The Attitude Towards Reading of Grade 7 Learners Before and After using E-Reading Material
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
1College of Education
2Research Development and Innovation Center
3Our Lady of Fatima University
4Research Adviser
May 2021
OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

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THE ATTITUDES TOWARDS READING…
Endorsement
This thesis entitled: “The Attitude towards Reading of Grade 7 Learners Before and After using E-
Reading Material” 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 of Grade 7 Learners Before and
After using E-Reading Material” 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
Certificate of Originality

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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
Table of contents
Endorsement ii

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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 Attitude 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
Acknowledgement 21
References 22
Appendices 23
List of Tables
Table 1: Learners’ Attitude Towards Reading Before Using E-Reading Material 12

in Terms of Love for Reading

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Table 2: Learners’ Attitudes Towards Reading Before Using E-Reading Material 12

in Terms of Skills for Reading
Table 3: Learners’ Attitude Towards Reading Before Using E-Reading Material 13
in Terms of Benefits of Reading
Table 4: Summary of Learners’ Attitude Towards Reading Before 13
Using E- Reading Material
Table 5: Learners’ Attitude Towards Reading After Using E-Reading Material 14
in Terms of Love for Reading
in Terms of Skills for Reading
in Terms of Benefits of Reading
Table 8: Summary of Learners’ Attitude Towards Reading After 16
Using E-Reading Material
Table 9: Test of Significant Difference Between the Learners Attitude Towards 16
Reading Before and After Using E-Reading Material
List of Figures
Figure 1: Simulacrum 4

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List of Appendices
Appendix A: Endorsement Letter 24

Appendix B: Letter of Permission to Conduct the Study 26
Appendix C: Letter of Permission to Use the Questionnaire 28
Appendix D: Consent Form for the Respondents 29
Appendix E: Statement of Consent 34

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Appendix F: Consent Form for the Parents 35

Appendix G: Certification 39
Appendix H: Consent Form 40
Appendix I: Invitation Letter for the Respondents 41
Appendix J: Students’ Survey Questionnaires 42
Appendix K: Reading Attitude Survey (Pre-test) 43
Appendix L: Reading Materials 45
Appendix M: Reading Attitude Survey (Post-test) 48
Appendix N: Permission of the Author to Use Questionnaire 50
Appendix O: Recruitment Material 51
Appendix P: Researchers’ Budget 52
Appendix Q: Timeline 53
Appendix R: Research Plates 54
Appendix S: About the Researchers 56
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 learners’ attitude towards reading before and after using e-reading material. The application of

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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 learners before and after using e-reading material.
The results show that the learners agreed to the positive attitude towards reading. In the summary of
learners’ attitude towards reading before using e-reading material 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 learner’s
attitude towards reading after using E-Reading Material 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 learners. This study concludes that there
is no significant difference between the attitude of the Grade 7 learners towards reading before and after
using e-reading material.
Keywords: Attitude, E-Reading Material, Category, Quasi-experimental, Reading, Benefits, Love

1.0 Introduction
The attitude is typically one that is mirrored in every person’s behavior. This is a settled way of
thinking or feeling about someone or something. Attitude towards reading means the feeling about reading
that results in continuing or repealing 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 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 digitalized form of publication that is made available. 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 younger generations experiences in literature, especially from adolescence onward,
are not bounded to traditional print settings alone. 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 learners 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 e-reading material affect
the learner’s attitude towards reading as both a recreational activity and academic endeavor. Also, due to
the pandemic, the use of e-reading material is also considered as most of the classes are done online. The
students are used to having printed books as the learning material so the researchers would like to conduct
this research to know more about e-reading material 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-reading
material. This study explored the reading enjoyment habits particularly in 50 selected learners given by the
school`s vice principal.
2.0 Background

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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). Deciding to
read and what to read contribute to how well students comprehend the material they select. Learners’
comprehension of the material affects 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 a combination of 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
improvement 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 complete each other and benefits this study in regard to learners’ attitudes toward reading
and the correlation of these factors to the amount of time spent reading, which affects learners reading
achievement (Henk & McKenna, 2004). Provided with such knowledge, these models will guide this study
to highlight a learner’s attitude and motivation to read. Mathewson’s models (1985, 1994) identify factors
that affect learners’ 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 learner’s attitude towards reading, one must be involved at reading assessment with
the use of e-book to encourage learners to select reading tools. The information provided can measure the
reading span of learners 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 learners develop a dependent attitude towards reading since in a
classroom setting, the teacher usually reads the text first and asks the learners to repeat. Thus, because it
may enhance learners' critical thinking, the usage of e-books based on project-based learning has been
proved to be successful in financial accounting learning. The usage of e-book media based on project-based
learning has shown to be a positive and effective means of assisting learners in their learning process and
motivating them to become more active and independent learning process (Jindal & Pant, 2013; Wu &
Chen, 2011). In turn, this will assist teachers in their role as learning facilitators, who are entrusted with
assisting and directing students if the learning content proves to be challenging for them. Such learning
conditions are consistent with the needs of the 2013 curriculum, which placed a strong emphasis on the
growth of learners (learner centered).
1.2.2 Attitude Towards reading after using e-book
According to Felix Librero (2017), the mobile phone, which is currently Asia's most frequently used
media, has significant educational implications. Most users, on the other hand, are unaware of the mobile
phone's educational potential, even though it was created for communication purposes. Most instructors
still regard the computer and cell phone as separate technologies, with the little cell phone serving primarily
as a personal accessory, particularly among young people. With dropping prices and increased
functionality, however, it is almost inevitable that all of the world's students will have a mobile phone in
the not too far future. This is ample reason and motivation for educators to explore the prospect of making
mobile phones a significant instrument in both developed and developing nations' educational systems.
Since the Philippines is still developing, it is important to look at some of the e-learning studies from Third-
World nations. A framework for developing e-learning programs in universities were presented in a study
on e-learning in developing countries. The authors offered several recommendations based on theoretical
and practical e-learning experiences in the context of Iran, which is a developing country like the
Philippines. Though e-learning may be a very useful tool and efficient framework for learning in developing
nations, particularly in rural and remote areas that are difficult to access, it was indicated that more effort
has to be done to make the technology widely accepted in developing countries. He suggests that well-
organized monitoring and control programs, support for learners and lecturers in use of technology can help
in improving the quality of education in developing countries.

2.3 Simulacrum
Attitude towards Reading before Attitude towards Reading

using E- Reading Material. after using E- Reading Material.
2.4 Research Question
Research Question 1: What is the attitude of the learners towards reading before using e-reading material?
Research Question 2: What is the attitude of the learners towards reading after using e-reading material?
Research Question 3: Is there a significant difference between the attitude of the learners towards reading
before and after using e-reading material?
2.5 Hypothesis
HO: There is no significant difference between the attitude of the learners towards reading before and
after using e-reading material.
3.0 Research Method

3.1 Research Design
The analysts utilized the quantitative strategy since it incorporates the gathering of numerical
information, with the utilize of studies and surveys. This infers that quantitative inquire about collects
quantifiable data that can be utilized by information evaluation to measurably gather on the members.
(Calderon, 2008). This consider utilized a quasi-experimental plan. The prefix semi implies “resembling.”
In this way, semi- exploratory inquire about may be a research that takes after exploratory inquire about
but isn't genuine exploratory inquire about. In spite of the fact that the autonomous variable is controlled,
members are not haphazardly relegated 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 learners. 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 learners who are
enrolled in the Academic Year 2020-2021 a private school in Caloocan City. Out of 140 Grade 7 learners,
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 learners 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 learners 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) learners are excluded from this study, those learners who are not willing to
participated and who cannot read by themselves for this study focused on the attitude of the learners towards
reading using e-Reading material. 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 is a law
that seeks to protect all forms of information, be it private, personal, or sensitive. 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 outcomes about gotten
from the sample should approximate what would have been gotten in the event that the complete population
had been measured. The simplest random sampling allowed all units in the population to have an equal
chance of being selected. Frequently practice researchers depend on more complex sampling strategies.
Maybe, the most important benefit in selecting random samples is that it will enable the researchers to count
upon speculation of statistical theory to gather 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 learners 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 learners 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
Information Security Act of 2012 is an act securing person individual data in data and communications
frameworks within the government and the private segment, making for this reason a national protection
commission, and for other purposes. The Information Protection Act of 2012 extraordinary to ensure
individual data. 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
learners. 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 learners 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 e-Reading material. 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 learners’ attitude towards reading. The E-
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 learners of
grade 7 learners 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 learners
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 learners 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 learners 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 learners 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
learners 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 learners 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 learners

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 Learners Before
and After Using E-Reading Materials.” 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. The final mean was contributed and compared to the weighted points of each data. The
outcome weights are equals means to arithmetic mean. The weighted average sets to statistics, mostly in
studying populations and it is relatively easy to find. However, the weights could not add up to one. The
researchers required to use the weighted mean as a formula. The variance between the formula and the steps
above is divided to the sum of all the weight.
Lastly, a correspond samples t-test or also known as the direct difference t-test, compares within the
state of subject’s design or two groups in a matched-subjects design. As it will be used in examining the
attitudes towards reading of the learners using e-reading material.
4.0 Results
5.1 Learners’ Attitude Towards Reading Before Using E-Reading Material
Table 1 presents the learners’ attitude towards reading before using e-reading material 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 Learners’ Attitude Towards Reading Before Using E-Reading Material 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 learners’ attitudes towards reading before using e-reading material 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 Learners’ Attitudes Towards Reading Before Using E-Reading Material 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 learners’ attitudes towards reading before using e-reading material 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 Learners’ Attitude Towards Reading Before Using E-Reading Material 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 learners’ attitude towards reading before using e-reading material.
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 Learners’ Attitude Towards Reading Before Using E-Reading Material

Weighted 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 Learners’ Attitude Towards Reading After Using E-Reading Material
Table 5 presents the learners’ attitude towards reading after using e-reading material 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 Learners’ Attitude Towards Reading Before Using E-Reading Material 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 learners’ attitude towards reading after using e-reading material 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 Learners’ Attitudes Towards Reading Before Using E-Reading Material 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 learners s’ attitude towards reading after using e-reading material 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 Learners’ Attitude Towards Reading Before Using E-Reading Material 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 learners’ attitude towards reading after using e-reading material.
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 Learners’ Attitude Towards Reading After Using E-Reading Material
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 Learners’ Attitude Towards Reading Before and
After Using E-Reading Material
Table 9 shows the summary of t-test results to determine the significant difference between the
learners’ attitude towards reading before and after using e-reading material. 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 e-reading
material is accepted.
Table 9 Test of Significant Difference Between the Learners’ Attitude Towards Reading Before and After
Using E-Reading Material
Decision Conclusion
Mean t-Value df p-value
Love Before 2.75 -1.72 42 0.09 Accept Not
for After 2.84 Ho Significant
Reading
Skills Before 2.82 -1.70 42 0.10 Accept Not
Reading
Benefits Before 3.42 -1.65 42 0.11 Accept Not
Reading
Over- Before 3.00 -2.34 42 0.20 Accept Not
All After 3.10 Ho Significant
5 Discussions
In the Learners’ Attitude Towards Reading Before Using E- Reading Material in terms of love for
reading. According to the findings, most respondents agreed that they had 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 students are motivated
by electronic books. Throughout the observations, it was clear that the students regarded working on
computers as a privilege, and that they were always ecstatic when given the chance to read electronic books.
In the Learners’ Attitudes Towards Reading Before Using E- Reading Material in terms of skills for
reading in which assesses students’ ability and performance when reading. The result shows the
respondents’ attitude is agreed. It has corresponded to the study of Melinis (2011), It indicates that

electronic books are effective educational tools for promoting literacy skills as well as essential twenty-
first-century skills that will help students succeed in our technology world.
In the Learners’ Attitudes Towards Reading Before Using E- Reading Material in Terms of Benefits
for Reading 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
extremely useful in the academic learning and teaching of students and teachers for the reason that they are
credible, inexpensive, and simple to use. The usage of e-books was appreciated by the majority of teachers
and students.
In the Learners’ Attitude Towards Reading After Using E- Reading Material in terms of love for
reading. According to the findings, most respondents agreed that they had been interested, motivated, and
delighted when reading. In line with Alhamdu (2016) that there is a link between interest and motivation to
read. It indicates that students' reading motivation may be influenced by their interest, and when students
have a higher level of interest, they will also have a higher level of reading motivation.
In the Learners’ Attitudes Towards Reading After Using E- Reading Material in terms of skills for
reading in which assesses students’ ability and performance. The result shows the respondents’ attitude is
agreed. It has corresponded to the study of Ingram (2020) that is reading techniques can be used to assist
students re-tell, predict, ask questions, visualize, make inferences, and create connections using e-books,
tablets, reading programs to increase student reading engagement.
In the Learners’ Attitudes Towards Reading After Using E- Reading Material 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 assisting individual in
the acquisition of knowledge, because the reading activity will shape the capacity 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 learners have a similar attitude towards reading before and after reading eBooks.
In general, they agree with the indicators stated in the research. Reading eBooks did not improve their
attitude towards reading.

The overall the Learners' Attitudes Towards Reading Before and After Using E- Reading Material
manifest that the 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, it is evident that the school still has to offer
more engaging eBook content to satisfy the needs of the learners.
6.0 Conclusions
This study examined the attitude towards reading of Grade 7 learners before and after using E-
Reading Material.
The study used a quasi-experimental design in examining the attitudes towards reading before and
after using e-reading material. It also used a quantitative method due to numerical data, with the aid of
surveys and questionnaires. Researchers used the application of an adapted questionnaire that has a 4 point,
Likert-type scale. Those procedure are validated by an expert. While acquiring the result of validity and
reliability of questionnaires from the validator, the researchers start distributing the letters via online to the
respondent. 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 states that the respondents agreed that attitudes toward reading in general are regardless
of reading goal and the interest of the learners. The outcome reveals that there is no significant difference
between the attitude of the learners towards reading before and after using e- reading material, 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 learners are to influence them in developing their reading skills
and academic success.
7.0 Recommendations
Based on the findings that the researchers have gained in this study, the following recommendations are
being provided to the persons or group of persons:
• Learners
- should exert effort to have a good and positive attitude towards reading using eBook.
- learners may also write questions as they read the eBook to have a better understanding of a
new topic or to define a new vocabulary.
• Educators/Teachers,

- should always provide an opportunity to the learners to have a positive attitude in reading
especially the language teachers.
• School
- are suggested to conduct a regular Informal Reading Inventory (IRI) to all learners.
- are suggested to conduct a regular reading assessment to learners.
- as it plays the vital role in the development of the learners reading skills and attitude, it should
provide engaging eBook contents.
• Future researchers
- may conduct this study with two parts questionnaires about (1) reading attitude and (2) reading
comprehension to be sure if the respondents read the provided material.
- may include the demographic profile of the respondents.

Acknowledgment
First and foremost, praise and gratitude to God, the Almighty, for showering His blessings on us
during our research work, allowing us to accomplish the study successfully.
We would like to say a special thank you to our research adviser, Dr. Marilyn Morales- Obod, who
continuously provided guidance, support, advice, and encouragement that has been invaluable throughout
this study. Her insightful comments and suggestions helped us undertake this research.
Furthermore, we are deeply grateful to the principal of a private school in Caloocan, Cristina Pico,
and to the vice principal, Reynaldo Molano, for giving us an opportunity to conduct this study and for their
kind help and cooperation throughout the data gathering period.
Many thanks to the respondents of this study for being cooperative and spending their time
answering the questionnaire. We would like to extend our gratitude to the parents for allowing us to gather
data with their children.
Lastly, we would like to extend our gratitude wholeheartedly to our beloved families and friends for
unending emotional, moral, and spiritual support.
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
McKenna M, Kear D, and Ellsworth R December 1995 “Children’s Attitudes toward Reading: A National
Survey” Page 938 http://www.jstor.org/stable/748205
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
Appendix A
Endorsement Letter
Our Lady of Fatima University

College of Education
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 learner 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 Learners Before and After using E-Reading Material”.
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
Appendix B
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 learners major in English of this University
presently conducting a study entitled “The Attitude Towards Reading of Grade 7 Learners Before and
After using E-Reading Material.” 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 a private school in Caloocan 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
Appendix C
Letter of Permission to Use the Questionnaire
March 12, 2021


Quezon City
Dear Dr. Diane Elgaran,

Greetings! We are 3rd year learners 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 Learners Before and After using E-Reading Material.”
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
Appendix D
Quezon City
CONSENT FORM FOR THE RESPONDENTS

PAHINTULOT PARA SA MGA RESPONDENTE

This consent is for grade 7 learners, studying at private school in Caloocan City, wherein you are
inviting to participate in the study entitled “The Attitude Towards Reading of Grade 7 Learners Before
and After using E-Reading Material.”
(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 Learners Before and After using E-Reading Material.")
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 study is to know how e-reading material affects the grade 7 learner’s attitude towards
reading as both a recreational activity and academic endeavor (Ang pananaliksik na ito ay naglalayong
suriin ang kung panno nakakaapekto ang ebook sa saloobin ng mga mag-aaral ng ika-pitong baiting tungo
sa pagbabasa bilang aktibidad na libangan at pang akademyang pagsisikap).
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 respondents. You are qualified to be part of this study
because of the changes that you are facing about your attitude towards reading using e-reading material.
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 learner 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 elektronikong babasahin.
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 e-reading material.
(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 electronikong babasahin..)
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 e-reading material. 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 elektronikong babasahin. 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 09456371092)
Appendix E
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
Appendix F
Parent’s Consent Form
Quezon City
CONSENT FORM FOR THE PARENTS

PAHINTULOT NG MAGULANG
This consent is for grade 7 learners, 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 E-Reading Material.”
(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 Learners Before and After using E-Reading Material.”)

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 study is to know how e-reading material affects the grade 7 learner’s attitude towards
reading as both a recreational activity and academic endeavor (Ang pananaliksik na ito ay naglalayong
suriin ang kung panno nakakaapekto ang ebook sa saloobin ng mga mag-aaral ng ika-pitong baiting tungo
sa pagbabasa bilang aktibidad na libangan at pang akademyang pagsisikap).
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 e-reading material. 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 elektronikong babasahin. 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 e-reading material..
(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 elektronikong babasahin.)
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 e-reading material. 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 elektronikong babasahin. 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
Appendix G
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)

Appendix H
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)
Appendix I

Invitation Letter for the Respondents

Quezon City
May 6, 2021
Dear Learners,
We, 3rd year learners, are currently working on a research entitled “The Attitude towards Reading
of Grade 7 Learners Before and After using E-Reading Material” 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
Appendix J

Attitude towards reading of Grade 7 learners 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 Learners Before
and After using E-Reading Material. 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.
Appendix K
Reading Attitude Survey (Pre-test)
Attitude towards Reading of Grade 7 Learners Before and After using E-Reading Material.

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) (Strongly
Disagree) 2 3 Agree)
1 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 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 4
1. I learn better when I read.
2 Reading is one of the best ways for me to
learn things.
Appendix L
Reading Material
Summarization of The Little Prince

Novella by Antoine de Saint-Exupéry



Appendix M
Reading Attitude Survey (Post-Test)
Attitude towards Reading of Grade 7 Learners Before and After using E-Reading Material.
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 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 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 4
1. I learn better when I read.
2 Reading is one of the best ways for me to
learn things.
Appendix N
Permission of the Author to Use Questionnaire

Appendix O
Recruitment Material

Appendix P
Research Budget
Fees Amount

Proposal Defense Fee P 1,500.00
Final Defense Fee P 2,400.00
Appendix Q
Timeline

ACTIVITY DATES
Title Proposal September 29, 2020
Thesis Proposal Defense December 21, 2020
Submitted Revised Manuscript March 08, 2021
Submitted the Ethical Requirement to RDIC March 08, 2021
Validation of the Questionnaire March 12, 2021
Received Ethics Certificate from RDIC May 06, 2021
Pilot Study May 07, 2021
Gathering of Data May 10, 2021
Final Defense May 27, 2021
Submitted Revised Manuscript June 01, 2021
Appendix R
Research Plates




Appendix S
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.

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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

Certificate of Originality iii

Table 1: Learners’ Attitude Towards Reading Before Using E-Reading Material 12

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Table 2: Learners’ Attitudes Towards Reading Before Using E-Reading Material 12

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Appendix A: Endorsement Letter 24

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Appendix F: Consent Form for the Parents 35

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Keywords: Attitude, E-Reading Material, 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 Reading before Attitude towards Reading

2.4 Research Question

3.0 Research Method

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

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

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

3.7 Data Analysis

5.1 Learners’ Attitude Towards Reading Before Using E-Reading Material

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

I can read very well. 2.95 Agree

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

4.2 Learners’ Attitude Towards Reading After Using E-Reading Material

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

I spend a lot of my spare time reading. 2.60 Agree

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

I learn better when I read. 3.58 Strongly

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

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

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

Dear Ms. Gotinga,

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