DATAMEX COLLEGE OF SAINT ADELINE - VALENZUELA

Gotaco Bldg 2, 32 MacArthur Hwy, Valenzuela, 1440 Metro Manila

“ASSESSMENT IN EBOOK READING AND ITS EFFECT ON THE

ACADEMIC STATUS OF GRADE 11 STUDENTS IN DATAMEX
COLLEGE OF SAINT ADELINE. VALENZUELA BRANCH SCHOOL
YEAR. 2023-2024”

In Partial Fulfillment of the Requirements of the Subject Inquiries, Investigation, and

Immersion

Submitted by

Abad, Dave C.
Claveria, John Laurence C.
Medina, Precious Nicole A.
Ramos, Josephine M.
Ramos, Wesley Aaron J.

Humanities and Social Sciences

June 2024
 APPROVAL SHEET

This thesis entitled ASSESSMENT IN EBOOK READING AND ITS EFFECT ON

THE ACADEMIC STATUS OF GRADE 11 STUDENTS IN DATAMEX COLLEGE

OF SAINT ADELINE VALENZUELA BRANCH SCHOOL YEAR. 2023-2024 is

prepared and submitted by DAVE C. ABAD, JOHN LAURENCE C. CLAVERIA,

PRECIOUS NICOLE A. MEDINA, WESLEY AARON J. RAMOS, and JOSEPHINE

M. RAMOS has been approved by the Committee on Oral Examination with a grade of ___

on __________________

Accepted in partial fulfillment of the requirements of the Subject Inquiries,

Investigation and Immersion.

 CERTIFICATE OF ORIGINALITY

We hereby certify that this thesis entitled ASSESSMENT IN E-BOOK

READING AND ITS EFFECT ON THE ACADEMIC STATUS OF GRADE 11

STUDENTS AT DATAMEX COLLEGE OF SAINT ADELINE SCHOOL YEAR.

2023-2024 is our work and that, to the best of our knowledge and belief, it contains no

material previously written or published by another person or organization nor any material

that has been accepted for the award and any other degree or diploma from a university or

institution of higher learning, except where due acknowledgment is made thereof.

Furthermore, we declare that the intellectual content of this thesis is the product of

our work although we have received assistance from others on the manner of organization,

presentation, language, and style.

DAVE ABAD

JOHN LAURENCE C.

CLAVERIA

PRECIOUS NICOLE A.

MEDINA

WESLEY AARON J. RAMOS

JOSEPHINE M. RAMOS

Researchers

Date: Febuarary 14,2024

 ACKNOWLEDGEMENTS

This study is from the labors and pains of the researchers in the institution. At last, for

the awaited time of every bachelor, they finally step into completion.

The researchers wholeheartedly express their sincerest gratitude to those hands and

minds that help them in pursuing this study and in realizing to finish such work.

In particular, the researchers would like to extend their deepest admiration to the

following:

To their Parents, for being supportive in terms of financial and moral. For

understanding when there are some sleepless nights that need to be overcome. For every

coffee that they made just for them to survive the night doing this work.

To their Professors, who became their partners and counselors that poured out their

teachings just to finish this work with love for learning and discovering another new things.

To the Colleagues, who joined their struggles just to finish this treasurable work that

might also help them for the future research.

To their Adviser, Mr. Jomar B. Baldoza, who motivates, appreciates, helps and

pushes them to finish the aforementioned research. As well as, for being an efficient and

effective instructor of this subject.

 ABSTRACT

Title : ASSESSMENT IN E-BOOK READING AND ITS EFFECT ON

THE ACADEMIC STATUS OF GRADE 11 STUDENTS AT DATAMEX COLLEGE

OF SAINT ADELINE SCHOOL YEAR. 2023-2024

Researchers DAVE C. ABAD, JOHN LAURENCE C. CLAVERIA, PRECIOUS

NICOLE A. MEDINA, WESLEY AARON J. RAMOS, and JOSEPHINE M. RAMOS

School : DATAMEX COLLEGE OF SAINT ADELINE

Year : 2024

___________________________________________________________________

This study focused on the ASSESSMENT IN E-BOOK READING AND ITS

EFFECT ON THE ACADEMIC STATUS OF GRADE 11 STUDENTS AT DATAMEX

COLLEGE OF SAINT ADELINE SCHOOL YEAR. 2023-2024

 TABLE OF CONTENTS

I. Title Page

II. Table of Contents

Chapter 1: The Problem and Its Background

1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.2 Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.3 Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.4 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.5 Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.6 Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.7 Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.8 Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.9 Scope and Limitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 2: Review of Related Literature

2.1 Local Literature and Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.2 Foreign Literature and Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 3: Research Methodology

3.1 Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.2 Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.3 Sampling Technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.4 Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

 3.5 Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.6 Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 4: Presentation, Analysis, and Interpretation of Data

4.1 Result and Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 5: Summary of Findings, Conclusions, and Recommendations

5.1 Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5.2 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5.3 Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

III. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

 CHAPTER II

REVIEW RELATED OF LITERATURE AND STUDIES

This chapter contains existing literature and studies about the Assessment in E-book

reading and its effect on the academic performance of senior highschool students in DCSA.

With the help of this chapter, researchers will gain a broad understanding of the topic and

support the relevance of the study.

2.1 LOCAL STUDY

2.1.1 ACCEPTABILITY OF E-BOOKS FOR ACADEMIC USE AMONG STUDENTS

AND TEACHER
As stated by Dado, teacher in department of Technology Communication Management
Mindanao University of science and technology. E-books are credible, affordable and easy to
use which can be very helpful tools in academic learning and teaching, especially in the
digital age where various technologies are created and developed to promote education. E-
books also have functions that allow readers to have full access and availability use various.
Though e-book features may vary, they still offer a pleasant reading experience that is easier
and more enjoyable. E-books are gradually being integrated as a helpful tool for easy and
innovative learning. Wong et al. (2011) mentioned that besides serving as tools for leisure-
reading and self- learning, e-books can be effective in the facilitation of teaching and
learning. As a result, e-books have become increasingly accepted among academic
communities. Philippine publishers are now offering e-books for academic purposes.

2.1.2 THE USE OF E-BOOK AS AN INSTRUCTIONAL TOOL

According to Alfonso, master of arts in education major in administration and
supervision, the use of E-book as an instructional tool which includes the knowledge, skills,
and attitudes of teachers, parents and students, as well as their practices, problems
encountered and suggestions. The adoption of E-Books in the teaching-learning process
enhances student engagement. The students exhibit better performance because of the highly
visual and multimedia content that the eBooks provide them. The use of eBooks boosts the
learning process not only of students but also the teaching process. It offers advantages like
portability, 24-hour access, text search, annotation, linking, and multimedia and self
publishing possibilities.

2.1.3 THE PERCEIVED IMPACT OF E-BOOKS ON STUDENT READING

PRACTICES (studies)
As stated by Gilbert, J. a professor and librarian in the Folk Bernadotte Memorial
Library at Gustavus Adolphs College (2015) quarter of undergraduates at a large urban
institution had experience reading e-books, though only a small percentage owned dedicated
e-reading devices, which they used primarily for leisure reading. In actual practice, students
were satisfied and expressed strong preference when using e-books for academic tasks than
printed text. Many respondents expressed a preference for having access to both print and
electronic formats for books because each medium offers benefits. Gilbert, J. found out that
found business students embraced e-books because they typically are in search of factual
information rather than extended arguments, essentially treating all books as if they are
reference books.

2.1.4 E-BOOK READING AND ITS IMPACT ON ACADEMIC STATUS

According to Biranvand, A., and Khasseh, A., a researcher in Payame Noor University
(2014) they believed that electronic textbooks are counted as educational tools prepared in an
electronic way, which assist in teaching methods and learning. In fact, electronic learning
provides easier and wider access to information for education as it makes coordination and
collaboration between experts and students and shows more rate of success compared to the
conventional method as well. Readers of electronic books are able to search for their
favorable topics more easily and rapidly compared to those of printed ones (Shelburne,
2009). The possibility of accessing to desired content as well as the lack of need for physical
presence in library, time- and energy-saving and, sometimes, users' costs-savings are popular
among readers of electronic book. In addition, students like advantages such as possibility of
moving through the text, flexibility, possibility of saving a lot of resources in cell phone hard
disk as well as the possibility of using electronic ink for recording subject matters and notes
and prefer them to printed books (Gibson & Gibb,2011).

2.1.5 SIMPLIFYING AND ENHANCING THE OVERALL EXPERIENCE BY USING

EBOOK
As stated by Harman, a blogger of Digital Publishing in Education Technology (2022)
Ebooks aim to simplify and enhance the overall learning experience. It makes the learning
process more interactive and engaging. With E-Books entering the educational domain, one
device is enough to include the entire year’s syllabus. These E-books can be introduced to
students at a very young age, right from kindergarten to university level, ensuring that
learning never becomes boring for them. The portability of an eBook allows students to refer
to their notes and course materials anytime they want. Instead of carrying multiple books,
students can now have everything in one place.eBook reading devices have a lot of
interactive features. eBooks have brought about an educational reform which helps students
to learn better and faster.
2.1.6 Influence of usage of e-books, online educational materials, and other
programming books and students’ profiles on adoption of printed programming
textbooks

According to Rex Perez Bringula (2022),The purpose of this paper is to determine the
influence of students’ profiles and the usage of e-books, online educational materials, and
other programming books on the adoption of printed programming textbooks for computing
students. It was hypothesized that the predictor variable set could not explain any of the
variance of the dependent variables.Design/methodology/approach This descriptive study
utilized a content-validated questionnaire. The study involved 190 student participants.
Canonical correlation analysis was employed to determine whether students’ profiles and
use, perceived usefulness, and preference of e-books, online educational materials, and other
programming books explained any variance in printed programming textbook
adoption.Printed programming textbook adoption could be explained by two functions. The
first function revealed that the use and the perceived usefulness of textbooks were positively
influenced by the use of e-books and other programming books and by the perceived
usefulness of e-books, fora/blogs, other programming books, and YouTube. The second
function revealed that the use of printed programming textbooks alone was positively
influenced by the use of e-books and other programming books but was negatively
influenced by the perceived usefulness of programming websites and YouTube and by the
preference of programming websites over textbooks.

2.1.7 Using Interactive E-books to Improve Students’ Academic Achievement in

Mathematics

According to Lordson Q Siano, Joel D Potane (2015),The study explored the

effectiveness of ebooks in teaching Mathematics to improve students’ academic
achievement. Kotobee author and kotobee reader were used in the conduct of the study in
one of the secondary schools in the Division of Cagayan de Oro City. The study used a one-
group pretest-posttest design, involving quantitative and qualitative analyses. The kotobee
author and reader, achievement test, and interviews were employed. Findings indicated that
students achieved satisfactory level when exposed to the interactive e-book. There was a
statistically significant difference in how well students did on their tests before and after.
Students are motivated to learn when using an interactive e-book to enhance their
knowledge. Students had a remarkable learning experience with the interactive e-book.

2.1.8 The interaction of affect and learning preference on EBOOK reading

comprehension:
 a comparison of electronic and paper textbooks Alicia Joy Miller Student learning
preferences are key to successful SLA teaching and learning. Many SLA theorists (e.g.,
Tomlinson, 2011) support socio-cultural approaches in language acquisition, which
encompasses student affect and preferences. The use of electronic textbooks (ebooks) can
possibly increase student engagement through affect, and boost student reading
comprehension through accessing student preference, such as utilizing the built-in dictionary
as a strategy to build reading comprehension and manipulating the text features to optimally
meet the learner’s visual preferences (Nation, 2013, Loucky, 2010). Two groups of 22 ESL
university students each, from a variety of language backgrounds, performed a reading pre-
test before being given a short reading passage. The control group received the reading
passage in paper textbook format, and the experimental group received the reading passage
in ebook format.

2.1.9 The Effectiveness and Efficiency of the Library Services of a Catholic University
in the Philippines

As stated by David A Cabonero(2022),The study aimed to determine the efficiency

and effectiveness of the services of Saint Mary's University Learning Resource Center.
Specifically, it aimed to answer the following questions: 1. What is the extent of
effectiveness and efficiency of the services offered in the different sections of the University
Learning Resource Center?; 2. What is the extent of effectiveness and efficiency of the
University Learning Resource Center in the following library services: a) bibliographic
services, b) circulation services, c) current awareness services, d) e-library services, e)
information retrieval services, f) reference services, and g) instruction services?; and 3) What
recommendations can be proposed to improve the ULRC services? This study utilized a
descriptive method of research using a researcher-made survey questionnaire based on the
readings relevant to the study. The questionnaire underwent face and content validation
through a library, information science, and research experts. Data were gathered from 94
faculty and students using the library onsite and enrolled during the SY 2022-2023 at Saint
Mary's University, Bayombong, Nueva Vizcaya, Philippines. The study found that the
effectiveness and efficiency of the different sections of the ULRC were moderately effective
and moderately efficient. Some sections' ineffectiveness and inefficiency were attributed to
location issues, lack of publicities, and the intended audience or readers of collections in
each section. On the other hand, the services of Saint Mary's University Learning Resource
Center, such as bibliographic, circulation, current awareness, elibrary, information retrieval,
reference, and instruction services, were effective and efficient. The findings imply that the
library provides the necessary services to realize the University's vision, mission, goals, and
objectives.

2.1.10 The effect of using interactive e-books on students’ mastery of learning

competencies in science
 According to Sharon M Ananayo Journal of Science and Education Even in the midst
of the COVID-19 pandemic( 2015), learning has to continue. With this, different learning
modalities were employed, and different teaching strategies were explored. This research
investigated the effect of using interactive e-books on students’ mastery of learning
competencies in science 9. Explanatory Sequential Mixed Methods Research Design was
used wherein the quantitative data were gathered and analyzed first then followed by the
collection and analysis of qualitative data. The participants were 17 students from the control
group and another 17 from the experimental group, who were selected through purposive
sampling. The control group was employed with two-way radio-guided modular distance
learning modality while the experimental group utilized the developed interactive e-books.
Findings revealed that the utilization of e-books has significantly improved the mastery level
of the students. In addition, e-book utilization does not present any learning differences when
compared to the two-way radio-guided modular distance learning modality indicating that
this strategy is as effective as the two-way radio-guided instruction. The improvement in the
mastery level of the students could be attributed to the positive feedback of the users on the
interactive e-books, which include user satisfaction, clarity of multimedia, playability of e-
books, and benefits of using e-books. However, some students have experienced minor
difficulty with the installation of e-books.

2.2 FOREIGN STUDY

2.2.1 Effects of eBook Reading and Tablet Computers on Reading Comprehension.

According to Caroline bayliss (2015) Digital reading devices are increasingly popular
among university students; however, their effect on reading time and text comprehension has
not been examined in depth. The present study compared the Kindle 3 eBook reader and
Apple's iPad tablet computer to a printed document to determine if text presentation format
had a significant effect on reading time and text comprehension. Results indicated that those
reading printed materials had faster reading times than those reading from eBook readers and
tablets. Participants found the tablet the most usable, followed by the eBook reader, and the
printed material was considered the least usable. There was no effect of text presentation
format on reading comprehension, supporting the use of eBook readers and tablet computers
in academic environments.

2.2.2 Evaluating the Impact of Ebook on reading motivation of students of higher

learning in Nigerian University

As stated by Vera Nkiruka (2016) Reading among students is a vital aspect of their
learning process and should be encouraged, any effort or innovation that improves the
reading motivation of students is worth sustaining. This study was carried out to evaluate the
impact of ebooks on reading motivation of students in Nigerian Higher institution based on
observations that the rate of reading has been dwindling and majority of youths prefer to
while away time on frivolities rather than reading to widen their intelligence. The study
adopted descriptive survey research method the population consist of students from
University of Nigeria and University of Jos. The findings of the study showed that majority
of the students studied were aware of ebooks, and they normally access them through Google
books. The materials often used were textbooks and reference materials; the use them mainly
for study and research. The students were motivated to use ebooks because they could read
them at the comfort of their homes, it saved a lot of time for them and these books were so
easy to search and had created a lot of impact as many of them agreed that it had improved
their reading habits, increase the volumes of books they read and helps them to understand
the text. The study therefore concluded that to encourage good reading habits among
students, the universities should provide broadband Internet access and enough facilities to
accommodate all the students. Librarians should intensify in their effort to create more
awareness among the students.

2.2.3 The Impact of eBooks on the Reading Motivation and Reading Skills of Children
and Young People

A Rapid Literature Review. According to Irene Picton (2014) ebooks have been around
for many years, recent rapid improvements in the versatility and affordability of e-readers and
tablets, along with increased access to broadband internet, have lead to a dramatic rise in
household ownership of these devices. Electronic publishing has also developed during this
time, allowing readers access to an ever-growing range and quality of ebooks, whenever and
wherever they happen to have their portable device to hand. Academic and media interest in
the difference between reading in print and reading on screen has grown as devices and
software facilitating reading on screen become a greater part of everyday life, leading to a
growing field of observation exploring the relationship between children's reading on screen
and their reading skills and behaviour. While, until recently, the quality and quantity of
ebooks for children has not been sufficient to provide material for large-scale longitudinal
studies, many aspects of reading on screen have been explored in a range of international and
national research. This rapid review draws together findings from studies related to children's
screen reading behaviour, enjoyment and skills, both from secondary sources and in (as yet
unpublished) findings from the National Literacy Trust's annual literacy survey 2012, which
included questions examining the interplay between children's use of technology and their
reading habits.
2.2.4 The impact of e-book reading on young students emergent literacy skills

An analytical review As stated by, Carmen López-Escribano, Susana Valverde-

Montesino, Verónica García-Ortega International Journal of Environmental Research and
Public Health 18, (2021)young students use of digital devices is increasing as we progress
through the 21st century and handheld and mobile devices, such as smartphones and tablets,
have become increasingly available. While older students using tablets to read has been more
broadly investigated, less is known about the impacts of digital reading on students at the
stage of literacy acquisition.
2.2.5 The impact of E-book distribution on print sales: analysis of a natural experiment

As stated by Hailiang Chen, Yu Jeffrey Hu, Michael D Smith a researcher in

Management Science (2019),Digital distribution introduces many new strategic questions for
the creative industries—notably, how the use of new digital channels will impact sales in
established channels. We analyze this question in the context of e-book and hardcover sales
by exploiting a natural experiment that exogenously delayed the release of a publisher’s new
Kindle e-books in April and May 2010. Using new books released simultaneously in e-book
and print formats in March and June 2010 as the control group, we find that delaying e-book
availability results a decrease in e-book sales but no increase in print book sales on
Amazon.com or among other online or offline retailers. We also find that the decrease in e-
book sales is greater for books with less prerelease buzz. Together, we find no evidence of
strong cannibalization between print books and e-books in the short term and no support for
the sequential distribution of books in print versions followed by e-book versions.

2.2.6 Investigating the Effects of Interactive E-Book towards Academic Achievement

According to Foasberg, an author of Asian Journal of University Education (2011) There
were signs that e-books can become a promising resource in education. Higher education
institutions around the world are beginning to explore the application of e-books and e-book
readers in online learning environments. Foasberg (2011) explored the use of electronic
textbooks in university settings and found that students preferred additional features offered
by e-books than printed textbooks because e-book contain search abilities, text highlighting,
and the ability to make notations and to bookmark pages. According to Foasberg (2011) this
was one of the reasons why there was a growing number of e-books in university libraries in
the United Kingdom. The article also indicated that also indicated that both universities and
publishers realized that the digital content of e-books was a factor, which has contributed to
a growing market of users in higher education but the delivery formats and presentation
styles preferred by students remained undetermined.

2.2.7 The Impact of ebooks on the Reading Motivation and Reading Skills of Children
and Young People (literature)

As stated by Picton, I. a researcher in National Literacy Trust (2014), Ebooks, unlike

other forms of screen reading, have the advantage of being able to recreate many of the best
features of printed books, such as the ability to see whole pages, and (with some devices and
software) to ‘turn’ pages with the flick of a finger. As technology finds better alternatives to
eye-straining backlit screens, many popular devices are providing an ever-more 'paper-like’
reading experience. To be able to more closely replicate these features while providing other
useful features that print cannot, such as text resizing, instant dictionary look up and text-to-
speech options, alongside instant access to new titles, portability, privacy and for some young
people, the ‘cool’ factor that paper books may not have, is surely an advantage.
2.2.8 The Effects of Electronic Books on the Reading Experience of Students
According to Melinis, A. a researcher in School of Arts and Sciences St. John Fisher
College (2011), Electronic Books text and illustrations are similar to traditional print books,
but electronic books may also incorporate hypermedia such as sounds, animations,
highlighted text, music, and narration. Electronic books are multi sensory in that readers are
presented with visual images, sounds, and buttons to touch to navigate through the pages. It
can help bridge the gap between home and school literacies when teachers integrate
technology such as electronic books into the literacy classroom. Students who enjoy
technology in their daily lives may be more likely to read and remain engaged in books that
are presented in an interactive digital format. Introducing children to electronic books at a
young age will also help them become familiar with technology and gain valuable twenty-
first century skills that will help them throughout their lives. Electronic Books can be used to
get young reluctant readers interested in books, it could foster a lifetime love of learning.

2.2.9 A comparison of the influence of electronic books and paper books on reading
comprehension, eye fatigue, and perception

As stated by Jeong, H. a teacher in Department of Education, Chongshin University,

Seoul, South Korea. An e-book comprises a digital body primarily of text with a defined
scope. The term “e-book” is used to describe a text analogous to a book that is digitally
displayed on the screen of a computer, a personal digital assistant, or a specifically designed
reader. The e-book is a new platform for accessing digital information that capitalizes on the
benefits of electronic reading while providing many of the advantages of paper books
(Landoni and Hanlon, 2007). E-books have some advantages over printed books, such as
settings and particular purposes. E-book readers can find specific content more easily and
more efficiently than in a p-book g. E-books present an exciting but also controversial topic
for users. E-books present an exciting but also controversial topic for users. This issue has to
do with poor legibility, intrinsic complexity, and poor design e-book systems, such as
information storage, information retrieval, and system integration, rather than on the users
experience, such as user comprehension, eye fatigue, and perception with an e-book. There
have been some recent studies related to users, but the user experience continues to receive
less attention, and comprehension, eye fatigue, and perception have only been investigated
separately. In this work, we attempt to assess the usability of e-books and p-books with
objective measures including user comprehension, eye fatigue, and perception. In this paper,
our ultimate goal is to suggest improvements for e-books.

2.2.10 Engagement and Relevance of E-Book Reading in Adolescence Today

According to Merga, an author of english in informit, E-book reading technologies is

intuitively appealing. It offers many possibilities, including great potential for interactivity
around books, portability of whole libraries in one small reading unit, and almost instant
satisfaction of demand for a particular. Digital books are more attractive to this demographic,
and that transitioning to a purely digital format is progressive.Results indicated that those
reading printed materials had faster reading times than those reading from eBook readers and
tablets. Participants found the tablet the most usable, followed by the eBook reader, and the
printed material was considered the least usable. E-Books are textual documents that have
been converted and “published” in an electronic format and are displayed on eBook readers,
devices, or computers using eBook software programs. This new form of book is a relatively
recent addition to book styles and offers students, teachers, and schools an additional tool for
the teaching of reading and the integration of reading into content areas. Using the
technology resources of computers and Internet access that are already present in homes,
classrooms, and libraries, parents, educators, and students can begin using eBooks with little
or no cost.

CHAPTER III

RESEARCH METHODOLOGY

Research design

The Descriptive Correlational research method was used in the study. This study is intended
to offer a glimpse of the present situation. Quantitative research seeks to find correlations
between variables and to forecast future occurrences based on current information. Bhandari
(2021) defined quantitative research as the process of gathering and analyzing numerical
data. Furthermore, the study employed the descriptive correlational method, which is a study
designed to discover relationships between variables and to allow the prediction of future
events based on current knowledge, which can be accomplished through surveys and
observation or an observational instrument. The descriptive correlational method employed
the normative survey methodology and assessment, which is often utilized to elicit opinions
from respondents who can reflect the aforementioned Grade 11 students of Datamex College
of Saint Adeline. In general, the researcher employed a descriptive correlation study strategy
to assess the effect of E-book reading to the academic status of the said respondents.The
usefulness of a mixed learning environment is investigated in this research by examining the
link between student characteristics/background, design aspects, and learning results. It seeks
to identify the key determinants of blended learning efficacy, with student
characteristics/background and design elements serving as independent factors and learning
outcomes serving as dependent variables.

Respondents of the study

In this study, the researchers used purposive sampling. According to Arikunto (2010: 183),
purposive sampling is the process of selecting sample by taking subject that is not based on
the level or area, but it is taken based on the specific purpose. The proponents conducted a
survey to determine who among the Grade 11 Students use E-Book. The study was evaluated
with twenty one (21) Grade 11 Students who are E-book Readers out of one hundred
seventeen (117) Grade 11 Students of Datamex College of Saint Adeline.
 Researchers selected the respondents by purposive sampling by using the Slovin's
Formula. The twenty one (21) respondents is the primary sources from which the
researchers sought useful information to achieve this objective study.

Data gathering procedures

First, the instrument was validated and reliability was tested, a set of questionnaires was
given to the respondents detailing the objective of the research and a copy of drafted
questionnaire.Following that, concerns raised in the letter regarding how the questionnaire
would be given to a subset of research participants were addressed. Also the questionnaire
we’re distributed personally to the respondents. Finally the gathered data were tallied,
tabulated, analyzed and statistically treated.

Research instrument

In our research we will use survey as our research instrument. We will used this to gather all
of the responds of the participants by giving them paper, that has a questions that is
connected to our research. The researchers prepared a questionnaire containing a set of
questions that would answer the research problem. The said data collection instrument is
through surveys. The questionnaire is a set of orderly, closed-ended questions that includes
yes-or-no questions and Likest scale questionnaires. The survey questionnaire also contains
the respondents' personal information, such as name, gender, and strand. By this survey we
will gather all of the answers of grade 11 senior high school students of Datamex College of
Saint Adeline.

Statistics to be used

The researchers will analyze the data to be gathered using descriptive analysis. The
researcher will be using mean, standard deviation, frequency and percentage. The mean,
which is also known as the average, is the total sum of values in a sample divided by the
number of values in your sample (H. Tenny, 2022). The standard deviation (SD) measures
the extent of scattering in a set of values, typically compared to the mean value of the set (S.
El Omda & S. Sergen, 2022). A frequency distribution describes the number of
observations for each possible value of a variable (S. Turney, 2022). Percentage is
calculated by taking the frequency in the category divided by the total number of
participants and multiplying by 100% (K. Korb, 2013). These ways will help the
researchers to provide a clear summary of data that will be obtained.

Formulas :
Mean

The mean, which is also known as the average, is the total sum of values in a sample
divided by the number of values in your sample (H. Tenny, 2022). The researchers will use
mean to determine the average of the total values in every questions that will be provided. It
will help the researchers to know the typical response across all participants.

x
̄=(Σ
xi ) / n
x̄ -
sample
mean
Σ - summation notation,
which means “add up” xi - all
of the x-values n - number of
items in the sample

Standard Deviation

It is used to determine if a set of data is normally distributed by measuring how closely the
data set surrounds the mean, or average. It tells us about the shape of our distribution, how
close the individual data values are from the mean value tells us how close our sample mean
is to the true mean of the overall population. The researchers will use this to determine how
close the responses to the mean of the overall population.

σ = √(∑x−µ)² /N)

σ-
population
standard deviation
N - the size of the
population xi -
each value from
the population µ -
the population
mean
Percentage

It is calculated by taking the frequency in the category divided by the total number of
participants and multiplying by 100% (K. Korb, 2013). The researchers will use percentage
to present the data and compare the percentage of a factor to other factors.

P = (value/total value)×100
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS