GKI 1001 Penyelidikan Bebas: Student Information

BAHAGIAN HAL EHWAL PELAJAR
(STUDENT AFFAIRS DIVISION)
REFLEKSI AKTIVITI
(ACTIVITY REFLECTION)
GKI 1001
PENYELIDIKAN BEBAS
(INDEPENDENT RESEARCH)
(A) MAKLUMAT PELAJAR

STUDENT INFORMATION
Nama Jantina
: CHONG HUI EN : Female
Name Gender
No. Matrik No. Telefon
: 22004117 : 013-679 6069
Matric No. Telephone No.
Alamat Email 22004117@siswa.um.edu.m Program Bachelor of
: :
E-Mail Address y Program Accounting
Fakulti
: Faculty of Business and Economics
Faculty
Tahap Pengajian Pelajar Baharu Tahap Pertengahan

✔
(Sila Tandakan (✔) New Student Middle Level
Yang Mana Berkenaan)
Level Of Study
Tahap Awal Tahap Akhir
(Please Tick (✔) The
Early Level Final Level
Appropriate Box)
Tahap Pengajian Bilangan Kredit yang

Level of Study telah disempurnakan
Number of Credit
Completed
Pelajar Baharu/New Student -
Tahap Awal/Early Level < 35 credit
Tahap Pertengahan/Middle Level 36 to 75 credit
Tahap Akhir/Final Level > 76 credit
Nota / Notes :
(B) GARIS PANDUAN AM
GENERAL GUIDELINES
1. Bahasa: Bahasa Inggeris atau Bahasa Melayu

Language: English or Bahasa Melayu
2. Panjang laporan bertulis adalah sekurang-kurangnya 5 muka surat untuk Bahagian C

The written report should be at least 5 pages in Part C
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3. Spesifikasi Teknikal
Technical Specification
● Abstrak tidak melebihi 300 patah perkataan (Abstract should be within 300
words)
● Gunakan tulisan Arial bersaiz 11(Use Arial font size 11)
● Gunakan jarak 1.5 antara ayat (Use 1.5-line spacing)
● Laporan hendaklah di antara 30-40 halaman termasuk rujukan dan lampiran.
The report should be between 30 - 40 pages including references and appendix
● Rujukan sekurang-kurangnya 30 (Minimum of 30 references)
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(C) REFLEKSI AKTIVITI

ACTIVITY REFLECTION
1. Laporan bertulis
Written report
Hasil daripada aktiviti kajian harus dijelaskan dalam refleksi ini. Pelajar diharapkan dapat berkongsi
hasil penemuan kajian pada minggu 14 dalam laporan bertulis. Pelajar juga adalah diharapkan untuk
berfikir tentang hasil, kemahiran yang diperoleh dan sumbangan/kesan/aplikasi dari program/aktiviti
penyelidikan yang telah dilaksanakan.
The outcome of the research activities should be described in this reflection. Students are expected to
share the result of the research findings in week 14 in a written report. Students are also expected to reflect
the outcome, skills acquired and the significant contribution/impact/possible application from the completed
research activities/programs.
Laporan kajian adalah termasuklah:

The research report includes:
1. Tajuk kajian (Research Title)
The advantages and limitations of e-book: student perspective
2. Abstrak (Abstract)
With the development of science and technology, special e-book reading devices have
appeared, and e-books have gradually become popular. The popularity of electronic devices
has changed people's reading habits. E-books gain traction amid the COVID-19 pandemic,
taking hold in education as many institutions move to remote classes. Educational resources
are gradually running in the form of cloud services in cloud-based personal learning
environments and devices such as smartphones, pads, and electronic school bags. (Yang
Zhihe, 2012) Education is gradually turning to the use of e-books as teaching materials, because
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it is easy to obtain by students everywhere. This study will discuss the advantages and the
limitations of e-book in student perspective, and how e-book affect the efficiency of studying.
The main work of this study is reflected in the following three aspects: (1) Analysis about the
effect of using paper books and e-book on reading efficiency. (2) Analyse the advantages and
disadvantages of e-books and paper books for students. (3) To determine whether e-books can
eventually replace paper books. The online questionnaire was distributed to university students
who are studying in Malaysia by using google forms, and a sample of 115 university students
who are studying in Malaysia was received. The research shows that paper books are more
helpful in studying because they help us to absorb more information, make us more attentive,
and remember content more easily.
Keywords : e-Book, students, academic, learning medium, reading
3. Pengenalan/ (Introduction)
3.1 Latar belakang kajian (Background of the Study)
With the development of the times, technology is becoming more common, it contributed to the
development of e-books. Publishers start publishing e-books and libraries start specializing in
online. Due to uncertain times such as the pandemic, digital reading is favored by more and more
readers, and e-books also occupy a huge demand market with an unstoppable trend. As a result,
e-books have become an indispensable service for libraries. For example, there are 292,000
eBooks in a variety of subject areas provided in the University of Illinois Library (Wendy Allen
Shelburne, 2009).
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In recent years, e-books have begun to enter the field of education, more and more textbooks and
teaching materials are available in electronic versions. The cost of creating and distributing e-book
content will decrease, more teachers will write their own e-books to meet the needs of their courses
and students (J. K. L. Poon, 2014). Students can access their textbook online through their phone
and laptop. Therefore, the reading habits have also changed. With the popularity of electronic
products, they're moving away from paper books and switching to using electronic devices such
as laptops, mobile phones and computers. Nowadays, most of the university students will not
choose to bring the physical textbook to class and they will only bring their tablet. This is because
they found that e-books have incomparable advantages over paper books. For example, the
capacity of e-books is much larger than that of paper books. An e-book can carry the content of
thousands of paper books. E-books are small in size and easy to access, enabling efficient reading
(J. K. L. Poon, 2014). In addition, the cost is cheaper, and there is no need to waste limited forest
resources, which is conducive to environmental protection. However, there are still some university
students who still prefer to read paper books because it brings more satisfaction.
With the increasing number of e-book users, people are concerned about the negative effects of
e-book to their health and psychological health. In an article published in Time magazine,
neuroscience researcher Maya Salaviz took issue with reading on mobile phones and tablets,
arguing that people reading e-books via handheld devices may impair their memory. Therefore,
this study was identified the advantages and disadvantages of paper books and e-books, and how
far it affects reading efficiency for university students.
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3.2 Pernyataan masalah/hipotesis/kerangka konseptual

(Problem statement /hypothesis/conceptual framework)
With the development of technology and the popularization of electronic devices, everyone's
reading habits have changed. I notice that students are more accustomed to using e-books than
physical books. Many publishers are reducing print volumes of physical books in favor of e-books
to reduce costs. Some of them offer e-books as well as physical books. This has led to a gradual
change in everyone's reading habits, especially university students. E-books have become the first
choice for university students in their studies. This is because they believe that e-books are more
convenient and more conducive to improving learning efficiency. A research team led by Showa
University lecturers Motoyasu Honma and Masahiko Izumisaki published an intriguing study finding
that reading paper books is easier to remember content and has better comprehension than
reading on mobile phones. However, there is very little research on this topic in Malaysia. Most
students are unaware of the impact of e-books on their lives. This matter should not be
underestimated, because it will affect the development of students in the future
A lot of research has been done to determine why e-books are so popular among university
students compared to other learning mediums. Research report points out that e-book reading has
increased significantly since the implementation of the movement control order (MCO). This is
because people only need a mobile phone to access a lot of information. However, in addition to
the benefits, e-books also bring some side effects to people's lives. E-books can also be addictive,
and students will unknowingly reduce reading time and delay the meal time. Thus, we must take
action to reduce the harm of side effects to our lives. It is very important to find a suitable study
medium for us to improve our study. Therefore, the research has been conducted to identify the
impact of using e-book to student academics.
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3.3 Persoalan kajian (Research questions)
1. Will the growing popularity of e-books replace paper books?

2. Paper books or e-books bring a better reading experience?
3.4 Matlamat kajian (Aim of the study)
The purpose of the study is to explore the advantages and limitations of e-books and its impacts
on the reading habits of modern people.
3.5 Objektif kajian (Objective(s) of the study)
1. To determine the effect of different book types on reading efficiency

2. To determine the pros and cons of e-books and paper books
3. To evaluate whether e-books can replace paper books
3.6 Kepentingan kajian (Significance of the study)
The importance of this study was to identify the advantages and limitations of using e-book in
studying. Besides, help to find out which medium of study can improve the efficiency of reading.
3.7 Skop kajian (Scope of the study)
This study is limited to the students who are still studying in university.
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4. Kajian literasi (Literature review)
E-book
E-book is also called electronic books which are digital representations of a printed material
through media. E-books refer to publications that digitize text, pictures, audio, video and other
information content. According to the researcher (J. K. L. Poon, 2014), he found that it was a
difficult task to designing a gook e-book. It requires the design features and course contents and
depends on the implementation of an educational model. E-book can help improve students'
learning efficiency, because they can find the information by just typing the keyword. They can
minimize the time and effort in completing the tasks.
Benefit of using e-book

E-books provide a great platform for college students to tap into a wide range of classroom and
extracurricular knowledge. According to new research, the majority of students agree that
learning with e-books has had a positive impact on their studies because reading e-books can
help in learning and mood regulation (Tian Xiaqiu, 2010). According to the 2010 Horizon Report,
e-books are one of the technologies that will have a huge impact on education in the future.
Students can make learning more efficient and improve their reading experience. Most e-books
have a keyword search function, so that students can more easily find content from different
sources. E-books will make learning easier.
Reader's reading habits

As has been previously reported in the literature, e-book readers mostly scan the keyword and
focus on one-time reading. Readers are more fragmented reading, rather than immersive
reading (MacFadyen,2011). Admittedly, e-books are not suitable for long reading. In the face of
books with a large number of pages, reading also has the problem of turning pages. It is difficult
for readers to find the pages.
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E-books vs paper books

Although digital reading has disrupted the space of paper books, it still has unique and important
value, and reading paper books has a distinct charm (Cui Jianbang, 2022). The electronic
version of the book will make it easier for people without perseverance to read books
anticlimactically, but the paper version of the book is different. Unlike paper books, people are
more motivated to finish them, whether because of the price or otherwise. After all, people use
paper books more frequently and are more comfortable reading paper books.
5. Metodologi (Methodology)
5.1 Reka bentuk eksperimen (Experimental Design)
This study was done by using the qualitative and quantitative method, where the survey method
will be used based on the research topic to determine how the book type affects reading efficiency.
In surveys, the questionnaire included multiple-choice, open-ended, and Likert scale questions.
5.2 Populasi/Saiz Persampelan/Kaedah persampelan (Population/Sample Size/ Sampling Techniques)
This research was aimed to study the students who were studying in any university in Malaysia.
For this study simple random sampling is used. The sample size of student respondents was 115
students.
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5.3 Kaedah Pengumpulan data (Instrumentation for data collection)
The research was performed through questionnaire-based data collection methods by using
google forms, the questions posed to the respondents are listed in Appendix B. The questionnaire
was sent through social media such as WhatsApp, Telegram and Instagram. However, due to the
inability to obtain respondents through Telegram groups, the distribution of questionnaires was
focused on the closest contacts using the WhatsApp application.
5.4 Teknik menganalisis data (Data analysis technique)
Qualitative data from this research was analyzed by using Microsoft Excel.
6. Penemuan & Perbincangan (Findings & Discussion)
6.1 Introduction
The purpose of this study is to determine how different types of books affect study efficiency, the pros
and cons of e-books and paper books and to evaluate whether e-books can replace paper books.
There are 115 respondents who have taken part in this survey. This section will focus on data analysis
and discuss findings using graphs and table illustrations.
The survey is divided into three sections which are demographics of the respondents, efficiency in
study, and its future trends.
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6.2 Demographics of respondents
A total of 115 responses were collected from the university students that were studying in Malaysia.
Table 1 shows the demography of all respondents.
Table 1: Demography of respondents

Variable Category Frequency Percentage
Universiti Malaya (UM) 37 37.2 %
Universiti Sains Malaysia (USM) 15 13 %
Universiti Kebangsaan Malaysia (UKM) 2 1.7 %
Universiti Putra Malaysia (UPM) 6 5.2%
Universiti Utara Malaysia (UUM) 15 13 %
Universiti Pendidikan Sultan Idris (UPSI) 3 2.6 %
Universiti Malaysia Terengganu (UMT) 13 11.3 %
Universiti Malaysia Pahang (UMP) 1 0.9 %
University Universiti Sains Islam Malaysia (USIM) 1 0.9 %
Universiti Sultan Zainal Abidin (UniSZA) 1 0.9 %
Universiti Malaysia Kelantan (UMK) 3 2.6 %
Universiti Teknologi MARA (UiTM) 14 12.2 %
Sunway university 1 0.9 %
University of Nottingham Malaysia Campus 1 0.9 %
UCSI University 1 0.9 %
Tunku Abdul Rahman University of Management
1 0.9 %
and Technology (TAR UMT)
Male 40 34.8 %
Gender Female 69 60 %
Prefer not to say 6 5.2 %
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Year 1 102 88.7 %

Year of Year 2 9 7.8 %
Undergraduate Year 3 2 1.7 %
Year 4 and above 2 1.7 %
Table 1 shows the demography of 115 respondents, there is a larger percentage of students form
Universiti Malaya, which is 37.2%, followed by the respondents from Universiti Sains Malaysia and
Universiti Utara Malaysia, both are 13%. Besides, 12.2% of the respondents are from Universiti
Teknologi MARA and 11.3% respondents are from Universiti Malaysia Terengganu. The rest of the
13.3% of the respondents are from other universities in Malaysia.
For gender, more than half of the respondents are female which is 60 %, 34.8% of the respondents
are male, and 5.2% of the respondents prefer not to say. In terms of year of undergraduate, most of
the respondents are from year one, accounting 88.7% (n=102). Besides, 9 respondents are from year
two, 2 respondents are from year 3,and 2 respondents are from year four and above.
6.3 Analysis on the effect of various book types on reading efficiency
Diagram 1: Average time spent in reading per week
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The diagram depicts the results of a survey conducted among Malaysian university students. This
question was answered by every respondent (n=115) regarding the average time spent in reading per
week. Based on the survey, 5.2% of the respondents spent 72 hours and above in reading, 7% spent
48 hours to 72 hours in reading, and 17.4% of the respondents spent 24 to 48 hours in reading.
Besides, 17.4% of the respondents spent 12 to 24 hours in reading, 24.3% of the respondents spent
6 hours to 12 hours in reading, and 28.7% of the respondents spent less than 6 hours in reading.
Diagram 2: Have you used e-books before
Diagram shows the result of the survey to university students in Malaysia. This question about whether
or not they had previously used e-books was answered by all 115 respondents. Based on the result
93.9% of the respondents, which is 108 students, had used e-books before. While 6.1% of the
respondents, or 7 students, had never used an e-book before.
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Diagram 3: Which book they prefer to use in studying
The diagram depicts the findings of a survey of 115 Malaysian university students, all of whom
responded to a question about which book they prefer to use for study. According to the results, 80
students prefer to study with paper books, while 35 prefer to study with e-books.
Diagram 4: How often they use e-books in your studies
Diagram shows the results of a survey to university students in Malaysia, and all of the 115
respondents have answered this question regarding how frequently they use e-books in their studies.
Based on the results, 2.6% of respondents never used an e-book to study, 22.6% rarely used an e-
book in study, and 40.9% occasionally used an e-book in study. Besides, 21.7% of the respondents
frequently use e-book in their studies, and 12.2% of the respondents used e-books in their studies very
frequently.
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Diagram 5: E-books are of great help to their study
responded to a question of whether or not they believe e-books help them study. Respondents are
asked to rate the statement based on their opinion, with 1 being strongly disagree and 5 being strongly
agreeing. Based on the result, 1.7% of the respondents strongly disagree e-book will help them in their
studies, 5.2% disagree, and 40.9% of the respondents are neutral with the statement. While, 39.1% of
the respondents agree that e-book will help them in their studies, and 13% of the respondents strongly
agree about that statement.
Diagram 6: How beneficial is e-book in comparison to paper book
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responded to a question on how beneficial e-book compare with paper books. Respondents are asked
to rate the statement on a scale of 1 to 5 based on their opinion, with 1 being extremely unbeneficial
and 5 being extremely beneficial. Based on the results, 1.7% of respondents believe e-books are very
unbeneficial to them, 12.2% believe e-books are not beneficial, and 46.1% are neutral about the
statement. While 25.2% of respondents believe that e-books are more beneficial to them than paper
books, 14.8% believe that e-books are extremely beneficial to them.
Diagram 7: The characteristics of e-books
Diagram shows the results of a survey to university students in Malaysia. All of the respondents, which
are 115 respondents, have answered this question regarding the characteristics of e-books. The
results showed that 81 students think that e-books are easy to read, 45 students think that e-books
are rich in content, and 33 students think that reading e-book have more reading experience.
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Diagram 8: Whether e-books have negatively affected them
question was answered by every respondent (n=115) regarding whether e-books have negatively
affected them, for the respondents who answer for yes, they are required to state their reason. Based
on the survey, 60% of the respondents don’t think the e-book has negatively affected them. 26.1% of
the respondents feel that maybe the e-book has negatively affected them. While there are 13.9% of
the respondents feel that e-book have negatively affected them. For those who are answering yes,
most of them feel that e-book have affected their eyes, because it is not comfortable when reading for
a long time and it will weaken their eyesight.
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Diagram 9: The purpose of using e-book
are 115 respondents, have answered this question regarding the purpose of using e-books, and
respondents were allowed to select more than one option from the answer. Based on the result of
finding, there are 60.9% respondents used e-book to extensive knowledge, 48.7% respondents used
for entertainment purpose, 40% respondents used for grasp the latest news and 38.3% respondents
used e-book to relieve boredom. Besides, 7.8% of the respondents used e-books because they are
convenient for study.
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6.4 Analysis on the pros and cons of e-books
Diagram 10: The advantages of e-books
question was answered by every respondent (n=115) regarding the advantages of e-book, and
respondents were allowed to select more than one option from the answer. According to the findings,
79.1% of students believe that e-books are easy to obtain and download at any time, 70.4% believe
that e-books are easy to read and portable, and 67.8% believe that e-books are inexpensive or even
free. Furthermore, 57.4% believe that e-books are easy to store because they do not take up space.
14 students had gotten used to reading e-books, and 1 student thought e-books were easy to find out
the main purpose.
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Diagram 11: The disadvantages of e-books
Diagram shows the result of the survey from university students who are studying in Malaysia. All the
respondents (n=115) had answered this question regarding the disadvantages of e-book, and the
respondents were allowed to choose more than one option from the answer. Based on the results,
76.5% of the students found that e-books were not suitable for long reading, 59.1% of them think that
it will have adverse effects on vision, and 40.9% of the respondent think that pirated e-books infringe
author's copyright. 35.7% of them found that the content of e-book was incomplete, while 33.9% of
them couldn't find the book that they wanted. Besides, there was one respondent who found that the
price of the e-book was quite expensive, and one of the respondents found that it was hard to find free
resources or specific content that was only found in paper books.
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6.5 Analysis on the pros and cons of paper books
Diagram 12: The advantages of paper books
question was answered by every respondent (n=115) regarding the advantages of paper books, and
respondents were allowed to select more than one option from the answer. According to the findings,
86 respondents (74.8%) think that paper books are comfortable to read, 67 respondents (58.3%) feel
that paper books help them to develop good reading habits, and 60 respondents (52.2%) think that
paper books are good because they are collectible. Furthermore, 57 respondents (49.6%) have gotten
used to reading paper books, while 45 respondents (39.1%) feel that reading paper books was
rewarding.
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Diagram 13: The disadvantages of paper books
Diagram shows the result of the survey from university students who are studying in Malaysia. All the
respondents (n=115) had answered this question regarding the disadvantages of paper books, and
the respondents were allowed to choose more than one option from the answer. Based on the results,
71 respondents (61.7%) think that paper books are expensive, 68 respondents (59.1%) feel that paper
books are inconvenient to carry, and 60 respondents (52.2%) feel that paper books have taken up
space. Besides, 58 respondents (50.4%) think that paper books are easily damaged, and 44
respondents (38.3%) think that paper books are not environmentally friendly.
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6.6 Analysis on whether e-books can replace paper books
Diagram 14: Can them accept paid e-book
The diagram depicts the results of a survey conducted among 115 Malaysian university students, all
of whom responded to a question about the acceptance of paid e-book. According to the findings,
34.8% of respondents can accept paid e-books, which equates to 40 students, while 21.7% of
respondents cannot accept paid e-books, which equates to 25 students. Furthermore, 50 respondents
(43.5%) believe they may be willing to accept the paid e-book.
Diagram 15: How long e-books are kept after reading
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are 115 respondents, have answered this question regarding how long they keep e-books after
reading. According to the results, 11.3% will delete it after reading, 13% will keep the e-books for one
week, and 7.9% will keep the e-books for one month. Furthermore, 67.8% of respondents plan to keep
the e-book for a longer period of time.
Diagram 16: Is the current price of paper books reasonable
are 115 respondents, have answered this question regarding the reasonable of current paper book
price. There are 70 respondents (60.9%) feel that the current price of the paper book was reasonable.
While 39.1% of the respondents, which is 45 students, think that the current price of the paper books
is not reasonable.
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Diagram 17: Does the price of a paper book affect its sales
responded to the question of whether the price of a paper book affects its sales. According to the
findings, 85.2% of respondents think that the price of a paper book will affect its sales, while 14.8% of
the respondents think that the price of a paper book will not affect its sales.
Diagram 18: Is it a good sign that e-books are becoming more popular now
respondents have answered this question which indicates whether e-books are becoming more and
more popular is a good sign. 63 respondents agree that e-books becoming more and more popular is
a good sign, while 6 respondents did not agree that e-books becoming popular was a good sign.
Besides, there are 46 respondents not sure whether e-books becoming popular is a good sign or not.
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Diagram 19: Appropriate reading method for students
responded to the question of a reading method that is suitable for a student. Based on the survey, 55
respondents (47.8%) think that e-books are a better reading method that is better for students. While
60 respondents (52.2%) think that the better reading method for students is paper books.
Diagram 20: Which will dominate the market in the future
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respondents have answered this question regarding which will dominate the market in the future.
Based on the survey, 20.9% of the students think e-books will completely replace paper books in the
future. Besides, 57.4% of the students feel that e-books will coexist with paper books, but e-books will
dominate, while 15.7% of the students feel that e-books and paper books will coexist, but paper books
will dominate. And 6.1% of the students think that e-books will disappear in the future, but paper books
are still worth keeping.
Diagram 21: Will them consider buying a paper book for collection after
they reading an e-book they like
are 115 respondents, have answered this question regarding whether purchasing a physical book
collection after reading their favorite e-book. Based on the result, 53% of the respondents, which is 61
students, will choose to buy the paper book for collection, while 17.4% of the respondents, which is 20
students will not buy the paper book for collection. While there are 34 students (29.6%) feel that maybe
they will buy the paper books for collection after they read the e-books.
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Diagram 22: The method of obtaining an e-book
responded to the question of the method of obtaining an e-book, and the respondents were allowed to
choose more than one option from the answer. Based on the survey, 80% of the respondents read
online, 54.8% of the respondents buy online, and 49.6% of the respondents obtain e-books through
their friends. Besides, 48.7% of the respondents download the pirated copies of the e-books for free.
There is also one respondent who obtains the e-books from the lecture and one of the respondents
buys the e-books from the lecture.
6.7 Discussion
Based on the finding on effect of different book types on reading efficiency, I found that most of the
respondents prefer to use paper books in their studies. While most of the respondents used e-book in
study occasionally because they feel e-book are easy to read. There are also some respondents who
feel that e-books have negatively affected them.
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We can discuss that although e-books are easy for them to read, they harm their health, especially
their eyes. The survey of 429 college students found that nearly half complained of sore eyes after
reading digital books. Electronic screens can cause eye strain, which can cause blurred vision,
redness, and dryness. Besides, most respondents prefer to use paper books in study because they
are more attentive in study by using paper books. According to one survey, 67% of college students
multitask while reading digitally, compared to 41% reading paper books. This is because those who
read e-books tend to be more interrupted, and not just because the Internet is easy to navigate. Digital
readers tend to spend more time scanning for keywords than the content they are reading. It's
impossible for a paper book to be distracted by a link or a passage of text highlighted by someone
else. Furthermore, paper books help students become better readers. When the electronic storybook
contains multiple design factors (animation, music, interactivity), although it will increase the reading
interest, the reading effect is not as good as that of the paper storybook (An Jing, 2019). This is
because we were distracted by electronic devices and had a harder time concentrating on the story
itself.
Based on the results on the advantages and disadvantages of e-book and paper books, I found that
most of the respondents feel that paper books are more comfortable to read but expensive. While for
e-books, most of the respondents like to use it because it was easy to obtain and download at any
time, but it was not suitable for long reading.
We can discuss that paper books are more suitable for reading for a long time, but it was difficult to
bring them everywhere. So, paper books are more suitable to read at home. While e-books are more
suitable for short time reading or reading in fragments of time, such as waiting time for a bus or waiting
in line. This is because reading an e-book had a greater effect on tear film instability and significantly
increased burning sensation and tearing than reading a printed book (Prabhasawat P, 2019).
Therefore, people from all walks of life call for a balance between work and rest, so that the eyes have
time to rest. In comparison to reading e-books, the paper version of the book is more suitable for
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human eyes because it does not have the problem of being too bright or too dark, and there will be
less eye fatigue.
In terms of price, there are numerous online platforms where you can purchase e-books, and the price-
performance ratio is higher than when purchasing physical books in bookstores or other platforms.
Because physical books have a higher production cost than e-books, their price is significantly higher.
E-books are more appropriate for the student party with limited financial resources. Furthermore, some
e-books are free versions, so they would rather read e-books than physical books.
Besides, based on the finding on whether e-books can replace paper books, we can discuss that most
of the students will keep the e-book for a longer time after they read. Although they mostly get the e-
book online for free, they still can accept paid e-books. They think that the price of the paper book is
reasonable, and most of them are willing to buy a paper book for collection. And most of the students
agree that the price of the paper book will affect its sales. Besides, more than half of the respondents
think it is a good sign that e-books are becoming more and more popular nowadays. For a reading
method that is better for students, half of them support e-book, and half of them support paper books.
More than half of the respondents have the same opinion that e-books will coexist with paper books,
but e-books will dominate in the future.
Paper books will be weakened, but hard to replace. This is because there are still some people who
like to use paper books for study. A recent study of university students in the United States, Slovakia,
Japan, and Germany showed that 92% of participants preferred actual books, preferring to pick them
up and touch them at any time. Slovak students in particular say they like the smell of books. In fact,
scientists who analysed the chemical composition of old books found that the pages contained a vanilla
flavor. In this sense, smelling an old book is a bit like smelling perfume or flowers. Research also
shows that books can make us happier, inspire us to travel, and encourage us to make life-changing
decisions. Besides, Paper books and e-books have different usage scenarios and can complement
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each other to a greater extent. For example, the least energy can be allocated to reading while driving,
so an app is more suitable than a paper book. It takes a little longer to wait for the bus, so it is suitable
for reading e-books, while paper books are devoted to in-depth reading in spare time.
7. Kesimpulan (Conclusion)
In conclusion, it proves that e-books are more suitable for fragmented time reading, while paper
books are suitable for reading for a long time. However, paper books are more efficient in study
because it is easier to remember the content and have better comprehension when reading
paper books (Motoyasu Honma and Masahiko Izumisaki, 2022). For the pros and cons of each
type of book, paper books are comfortable to read and helping on develop a good reading habits,
but it is too expensive for a student without financial means. While e-book, it is easy to obtain
and download at any time and portable anywhere, but it was not suitable for long reading
because it has adverse effects on vision. Furthermore, e-books will dominate in the future but it
can’t fully replace the paper books. This is because each type of books have their own
characteristic, and different situations are suitable for different books to read. More often than
not, it is a matter of personal preference. But it is undeniable that paper books are more helpful
in studying because they help us to absorb more information, make us more attentive, and
remember content more easily.
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8. Batasan dan cadangan untuk penyelidikan masa depan (Limitations and suggestion for
future research)
Availability of resources
One of the limitations in this study is most of the references online require payment before we
can read the entire journal, some of them were paid journals. There are only a few full-text
sources available. For future study, Availability of resources Should not be limited to online
information only. To get more information, we need to find more references from library books
and conduct an interview with an expert in this field.
Instrumentation for data collection

Besides, there is only one method that is used in this study which is questionnaire-based data
collection methods by using google forms, most of the questions are multiple-choice. This has
limited the respondents to answer the question with their own opinion. For suggestions in future
study, I believe it would be better to increase the number of open-ended questions to validate
the qualitative responses from which conclusions could be drawn.
Finding respondents
Furthermore, the other limitation was difficulty in finding respondents. This is because I am a
year one student and most of the respondents I found were from year one, which accounted for
88.7%. This study was also limited to university students only. We have to get feedback from
people of all levels of study to increase the accuracy of this study. For future study, it is better
to increase the scope to other study levels such as primary school and secondary school.
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9. Rujukan (References)
1. Armstrong, C. (2008). Books in a virtual world: The evolution of the e-book and its
lexicon. Journal of Librarianship & Information Science, 40(3), 193-206.
doi:10.1177/0961000608092554
2. Anuradha, K. T., & Usha, H. S. (2006). Use of e-books in an academic and research
environment. Program: Electronic Library and Information Systems, 40 (1), 48–62
3. An Jing. (2018). E-book or paper book: Influencing factors of children's e-storybook

reading effect (Master's thesis, Central China Normal University).
https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201901&filename=101823
4437.nh
4. Bennett, L. and Landoni, M. (2005) E-Books in Academic Libraries. The Electronic

Library, 23, 9-16. http://dx.doi.org/10.1108/02640470510582709
5. Brown, G. J. (2001). Beyond print: Reading digitally. Library Hi Tech, 19(4), 390-399.
doi:10.1108/07378830110412456
6. Carliner, S. (2010) Possible Impacts of the New Popularity of E-Books on Higher

Education. Proceedings of the INTED, Valencia, 8-10 March 2010.
http://spectrum.library.concordia.ca/6796/
7. Carlock, D., & Perry, A. (2008). Exploring faculty experiences with ebooks: A focus
group. Library Hi Tech, 26 (2), 244–254
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8. Çetin, G., Özkaraca, O., Sakal, M., & Güvenç, E. (2017). A USABILITY ASSESSMENT
OF AN EPUB 3.0 BASED EBOOK DEVELOPED FOR ALGORITHMS AND
PROGRAMMING COURSE. Information Technologies and Learning Tools, 58(2), 129.
https://doi.org/10.33407/itlt.v58i2.1576
9. Chu, H. (2003). Electronic books: Viewpoints from users and potential users. Library Hi
Tech, 21 (3), 340–346
10. Cui Jianbang. (2021). Research on Influencing Factors of Reading Demand for Paper
Books in the Digital Publishing Era (Master's Thesis, Liaoning University).
5231.nh
11. Ebrary (2008). 2008 Global Student E-book Survey, Retrieved from:
http://www.ebrary.com/corp/collateral/en/Survey/ebrary_student_survey_2008.pdf
12. Hillesund, T. (2010). Digital reading spaces: How expert readers handle books, the
Web and electronic paper. First Monday (Online). Retrieved from
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2762/2504
13. Johnson, L., Levine, A., Smith, R. and Stone, S. (2010) The 2010 Horizon Report. The
New Media Consortium, Aus-tin
14. Lai, J. and Chang, C. (2011), "User attitudes toward dedicated e‐book readers for
reading: The effects of convenience, compatibility and media richness", Online
Information Review, Vol. 35 No. 4, pp. 558-580.
https://doi.org/10.1108/14684521111161936
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15. Larson, L. C. (2010). Digital readers: The next chapter in e-book reading and response.
Reading Teacher, 64(1), 15-22. doi:10.1598/RT.64.1.2
16. MacFadyen, H. (2011, March 15). The Reader’s Devices: The affordances of ebook
readers | MacFadyen | Dalhousie Journal of Interdisciplinary Management.
https://ojs.library.dal.ca/djim/article/view/2011vol7MacFadyen
17. Prabhasawat P, Pinitpuwadol W, Angsriprasert D, Chonpimai P, Saiman M. Tear film

change and ocular symptoms after reading printed book and electronic book: a
crossover study. Jpn J Ophthalmol. 2019 Mar;63(2):137-144. doi: 10.1007/s10384-018-
00648-1. Epub 2019 Jan 2. PMID: 30604111.
18. Pricewaterhouse Coopers (PWC) (2011) Turning the Page: The Future of ebooks.
http://www.scribd.com/doc/94166611/Turning-the-Page-The-Future-of-eBooks-A-PwC-
research-and-survey-on-eBooks-Trends-Developments
19. Poon, J.K.L. (2014) Empirical Analysis of Factors Affecting the E-Book Adoption—
Research Agenda. Open Journal of Social Sciences, 2, 51-55.
http://dx.doi.org/10.4236/jss.2014.25011
20. Pogue, D. (2009, July 17). Some E-books are more equal than others. The New York
Times.
Retrieved from http://pogue.blogs.nytimes.com/2009/07/17/some-e-books-are-more-
equal-than-others/
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21. Rao, S.S. (2004) Electronic Book Technologies: An Overview of the Present Situation.
Library Review, 53, 363-371.
http://dx.doi.org/10.1108/00242530410552304
22. Shelburne, W. A. (2009). E-book usage in an academic library: User attitudes and
behaviors. Library Collections, Acquisitions, and Technical Services, 33(2-3), 59-72.
doi:10.1016/j.lcats.2009.04.002
23. SHEN Liang. (2004). Developments and Obstacles in Chinese eBook Market. Centre
for East and South-East Asian Studies.
https://arxiv.org/ftp/arxiv/papers/1207/1207.3964.pdf
24. Tennant, R. (2000). The emerging role of e-books. Library Journal, 125(13), 38.
Retrieved from
http://www.libraryjournal.com
25. Tian Xiaqiu. (2012, June 18). The impact of e-book reading on college students.
cnki.net.
https://kns.cnki.net/KXReader/Detail?invoice=BzrQInA6PP3K+GWzW0wwrHOQsD/S+
H5NeBvfG5N5AQ/bziXIK7uVfP94FZN7IKX1yZuY5ezLvI/mOk28blao9WJVUff+ElF428
BliKdLcui3gkxNVpbCh97MKoL2WY4WA9RVRvZ+EHsTFHeFONNQ1XxmUKqQOQfJe
BQ+ULox/rM=
26. Van der Velde, W. and Ernst, O. (2009) The Future of E-books? Will Print Disappear?
An End-User Perspective. Library Hi Tech, 27, 570-583.
http://dx.doi.org/10.1108/07378830911007673
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27. Wei-Jane Lin, Hsiu-Ping Yueh. (2012). Examining College Students’ Reading
Behaviors and Needs for Ebook Readers. Journal of Library and Information Studies.
28. Wendy Allen Shelburne (2009) E-book usage in an academic library: User attitudes
and behaviors, Library Collections, Acquisitions, & Technical Services, 33:2-3, 59-72,
DOI: 10.1080/14649055.2009.10766234
29. Xiao Juan. (2011). Research on College Students' Electronic Reading Behavior in the
Mobile Network Era (Master's Dissertation, Yunnan University).
53.nh
30. Yang Zhihe. (2012). Research on Educational Resource Cloud Service Ontology and
Technical Specifications (Ph.D. Dissertation, East China Normal University).
https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CDFD1214&filename=10124397
97.nh
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10. Lampiran (jika ada) (Appendices (if any))
Appendix A: Turnitin First Page
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Appendix B: Google form
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Link to survey results:

https://docs.google.com/spreadsheets/d/1y0wSyvkSjQjL_zfSjrX9wFYWDm64LqjNRsZr_lMbu
Hg/edit?usp=sharing
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2. Kemahiran dan kecekapan yang diperoleh daripada aktiviti-aktiviti penyelidikan yang telah
dilaksanakan
Skills and competencies acquired from the completed research activities
Kenalpasti kemahiran dan kecekapan anda yang diperolehi selepas menjalankan aktiviti penyelidikan.
Nilaikan tahap penguasaan berdasarkan kepada skala mengikut sebelum dan selepas pelaksanaan
aktiviti-aktiviti penyelidikan. Contoh kemahiran dan kecekapan adalah seperti kemahiran membaca,
kemahiran menulis, pemikiran kritikal, kemahiran merancang, kemahiran teknikal, kecekapan
menganalisis dan lain-lain.
Identify your skills and competencies acquired after the research activity implementation. Evaluate the level
of mastery based on the scale according to before and after the execution of the research activities.
Example of skills and competencies such as reading skills, writing skills, critical thinking, planning skills,
technical skills, analysis competency and others.
Kemahiran dan Kecekapan Tahap Penguasaan

Skills and Competencies Level of Mastery
Sebelum Selepas 1 2 3 4 5 6 7 8 9 10
Before After
1) Research
3 8 None Moderate Expert
Sebelum Selepas 1 2 3 4 5 6 7 8 9 10
Before After
2) Conducting a survey
Sebelum Selepas 1 2 3 4 5 6 7 8 9 10
Before After
3) Analysing Data
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3. Sumbangan (Langsung/Tidak Langsung)

Contribution (Direct/Indirect)
Terangkan sumbangan anda terhadap komuniti/syarikat/hos dan pihak lain yang berkaitan daripada
segi sumbangan yang langsung dan tidak langsung daripada program/aktiviti yang telah dilaksanakan.
Describe your contribution towards communities/company/hosts and other relevant parties in terms of direct
and indirect from the completed programs/activities.
Sumbangan (Langsung) /Contribution (Direct)
1. Help student to identify which type of book are suitable for them to study.
2. Help lecturer in effective course design.
Sumbangan (Tidak Langsung) /Contribution (Indirect)
1. I hope that the limitations of this study encourage other researchers to look into the factors
mentioned in this study further.
2. The data obtained in this study can be used as reference data for others who want to study
this topic.
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4. Pencapaian hasil kursus (Sila tandakan (✔) yang mana berkenaan)

Course outcome achievement (Please tick (✔) the appropriate box)
Nilaikan hasil pencapaian kursus.

Evaluate the course outcome achievement.
Status Pencapaian
Status of achievement
Hasil kursus Tidak Separa
Course outcome tercapai tercapai Tercapai
Not Partially Achieved
achieved achieved
1. Mencadangkan cadangan penyelidikan bagi topik yang

dipilih ✔
Propose research proposal on selected topic
2. Melaksanakan projek penyelidikan dalam jangka masa dan

sumber yang ditetapkan
Perform the research project within stipulated time frame and ✔
resources
3. Melaporkan penemuan penyelidikan kepada pihak

berkepentingan terpilih ✔
Report the research finding to selected stakeholders
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(D) PENILAIAN KENDIRI (Sila tandakan (✔) bagi setiap kategori)
SELF-EVALUATION (Please tick (✔) one from each categories)
A. Tarikh penyerahan
Submission Deadline
Penyerahan dilakukan selewat-lewatnya pada hari Jumaat minggu ke-14 (5 markah)
✔ Submission done latest by Friday in the 14th Week (5 marks)
Penyerahan dilakukan pada hari Sabtu dan Ahad minggu ke-14 (4 markah)
Submission done on Saturday and Sunday in the 14th Week (4 marks)
Penyerahan dilakukan selewat-lewatnya pada hari Jumaat minggu ke-15 (3 markah)
Submission done latest by Friday in the 15th Week (3 marks)
Tiada penyerahan dilakukan (0 markah)
No submission (0 marks)
B. Kesempurnaan
Completeness
Laporan bertulis mengandungi semua perkara seperti di dalam borang templat (30 markah)
✔ The report contains all items as per template (30 marks)
2 markah ditolak bagi setiap satu perkara yang tidak disenaraikan di dalam borang templat
2 marks should be deducted for every one item not listed in the proposal
Jumlah markah yang diperolehi: ( ___30___ )

The total marks obtained
C. Pembangunan Kemahiran dan Kecekapan

Skills and Competencies Development
Lebih daripada 3 kemahiran dan kecekapan dibangunkan daripada program (6 markah)
✔
3 or more skills and competencies were developed from the program (6 marks)
Hanya 2 kemahiran dan kecekapan dibangunkan daripada program (4 markah)
Only 2 skills and competencies were developed from the program (4 marks)
Hanya 1 kemahiran dan kecekapan dibangunkan daripada program (2 markah)
Only 1 skill and competency was developed from the program (2 marks)
Tiada kemahiran dan kecekapan dibangunkan daripada program (0 markah)
There were no skills and competencies developed from the program (0 marks)
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D. Sumbangan
Contribution
Terdapat 2 sumbangan langsung/tidak langsung dikenalpasti daripada program (4 markah)
✔
There were 2 direct/indirect contribution were identified from the program (4 marks)
Hanya 1 sumbangan langsung/tidak langsung dikenalpasti daripada program (2 markah)

Only 1 direct/indirect contribution was identified from the program (2 marks)
Tiada sumbangan langsung/tidak langsung dikenalpasti daripada program (0 markah)

No direct/indirect contribution were identified from the program (0 marks)
E. Pencapaian Hasil Kursus

Course Outcome Achievement
✔
Semua hasil kursus dapat dicapai (5 markah)
All of the course outcomes were achieved (5 marks)
Tiada hasil kursus yang dapat dicapai (0 markah)
No course outcomes were achieved (0 marks)
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(E) PENGESAHAN PELAJAR

STUDENT VERIFICATION
Saya dengan ini mengesahkan bahawa maklumat yang diberikan adalah benar dan markah penilaian
kendiri adalah refleksi sebenar kerja saya.
I hereby confirm that all the information provided is true and the self-evaluation marks are a reflection of my
work.
………………………………….. …………………………………..
Tandatangan pelajar
Tandatangan Penasihat
(Student’s signature)
(Advisor’s signature)
Nama Nama
: CHONG HUI EN :
Name Name
Tarikh Tarikh
: 26.1.2023 :
Date Date
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BAHAGIAN HAL EHWAL PELAJAR

(STUDENT AFFAIRS DIVISION)

(A) MAKLUMAT PELAJAR

Tahap Pengajian Pelajar Baharu Tahap Pertengahan

Tahap Pengajian Bilangan Kredit yang

1. Bahasa: Bahasa Inggeris atau Bahasa Melayu

2. Panjang laporan bertulis adalah sekurang-kurangnya 5 muka surat untuk Bahagian C

(C) REFLEKSI AKTIVITI

Laporan kajian adalah termasuklah:

The advantages and limitations of e-book: student perspective

Keywords : e-Book, students, academic, learning medium, reading

3.1 Latar belakang kajian (Background of the Study)

3.2 Pernyataan masalah/hipotesis/kerangka konseptual

3.3 Persoalan kajian (Research questions)

1. Will the growing popularity of e-books replace paper books?

3.4 Matlamat kajian (Aim of the study)

3.5 Objektif kajian (Objective(s) of the study)

1. To determine the effect of different book types on reading efficiency

3.6 Kepentingan kajian (Significance of the study)

3.7 Skop kajian (Scope of the study)

4. Kajian literasi (Literature review)

Benefit of using e-book

Reader's reading habits

E-books vs paper books

5.1 Reka bentuk eksperimen (Experimental Design)

5.2 Populasi/Saiz Persampelan/Kaedah persampelan (Population/Sample Size/ Sampling Techniques)

5.3 Kaedah Pengumpulan data (Instrumentation for data collection)

5.4 Teknik menganalisis data (Data analysis technique)

6. Penemuan & Perbincangan (Findings & Discussion)

6.2 Demographics of respondents

Table 1: Demography of respondents

Year 1 102 88.7 %

6.3 Analysis on the effect of various book types on reading efficiency

Diagram 1: Average time spent in reading per week

Diagram 2: Have you used e-books before

Diagram 3: Which book they prefer to use in studying

Diagram 4: How often they use e-books in your studies

Diagram 5: E-books are of great help to their study

Diagram 6: How beneficial is e-book in comparison to paper book

Diagram 7: The characteristics of e-books

Diagram 8: Whether e-books have negatively affected them

Diagram 9: The purpose of using e-book

6.4 Analysis on the pros and cons of e-books

Diagram 10: The advantages of e-books

Diagram 11: The disadvantages of e-books

6.5 Analysis on the pros and cons of paper books

Diagram 12: The advantages of paper books

Diagram 13: The disadvantages of paper books

6.6 Analysis on whether e-books can replace paper books

Diagram 14: Can them accept paid e-book

Diagram 15: How long e-books are kept after reading

Diagram 16: Is the current price of paper books reasonable

Diagram 19: Appropriate reading method for students

Diagram 20: Which will dominate the market in the future

Diagram 22: The method of obtaining an e-book

Instrumentation for data collection

3. An Jing. (2018). E-book or paper book: Influencing factors of children's e-storybook

4. Bennett, L. and Landoni, M. (2005) E-Books in Academic Libraries. The Electronic

6. Carliner, S. (2010) Possible Impacts of the New Popularity of E-Books on Higher

17. Prabhasawat P, Pinitpuwadol W, Angsriprasert D, Chonpimai P, Saiman M. Tear film

10. Lampiran (jika ada) (Appendices (if any))

Appendix A: Turnitin First Page

Appendix B: Google form

Jumlah markah yang diperolehi: ( _30_ )