Education Students' Reading Preferences
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Monica serene EscoteEducation Students' Reading Preferences
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Monica serene Escote“READING PREFERENCE OF EDUCATION STUDENTS AND ITS
PERCEIVED EFFECTIVENESS IN LEARNING ENGLISH AS SECOND
LANGUAGE”
By
MONICA D. ESCOTE
ALMIE ROSE C. MATOS
JANICE P. RENDAJE
A RESEARCH PRESENTED TO THE COLLEGE OF EDUCATION IN
FULFILLMENT OF THE REQUIREMENTS IN LANGUAGE
EDUCATION RESEARCH
NOTRE DAME OF MIDSAYAP COLLEGE
COLLEGE OF EDUCATION
AUGUST 2022
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Approval Sheet
The department of College of Education of Notre Dame of Midsayap
College accept and approve the thesis entitled:
“READING PREFERENCE OF EDUCATION STUDENTS AND ITS
PERCEIVED EFFECTIVENESS IN LEARNING ENGLISH AS SECOND
LANGUAGE”
submitted by Monica D. Escote, Almie Rose C. Matos, and Janice P.
Rendaje in fulfillment of the requirements in Language Education Research.
Ivy N. Macagba Dr. Honeylyn M. Mahinay, LPT
Instructress, Language Education Research Dean, College of Education
Approved by the Panel of Examiners during the Oral Examination on June
13, 2022 with a rating of PASSED.
Melchor S. Arcenas, Jr., LPT Maricar S. Camacho, LPT
Statistician Grammarian
Dr. Librado V. Lopez
Adviser
Sergio D. Mahinay, Jr., MPA Jolai R. Garcia- Bolaños, LPT, MATCC
Panelist Panelist
Jan Lincoln C. Rivas, LPT, MAEd
Panelist
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Certificate of Authentic Authorship
We hereby declare to the best of our knowledge, that this is our own work
and that it contains no materials previously published or written by another
person, nor a material which to a substantial extent has been accepted for the
award of any degree or diploma at Notre Dame of Midsayap College or any
educational institution except where due acknowledgement is made. Any
contribution made to the researchers by others, with whom we have worked at
NDMC or elsewhere, is explicitly mentioned in the paper.
We declare that the intellectual content of this paper is the product of our
own words, except to the extent that the assistance from others in the design or
style, and conception of the study, presentation and linguistic expression is
acknowledged.
Researchers:
Monica D. Escote
Almie Rose C. Matos
Janice P. Rendaje
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ABSTRACT
This study focused on determining the reading preferences of the
second-year College of Education students of Notre Dame of Midsayap College in
learning English as a second language. The study made use of descriptive-causal
comparative and correlational research design. It described the reading preference,
reasons, the extent of utilization, and the effectiveness of the preferred reading
materials of the respondents in learning English as a second language. The findings
of this study are the following. In terms of the respondents’ reading preference,
most of the respondents preferred printed materials. They preferred printed
materials because they could write the details and their notes directly highlighted
on the printed material. The effectiveness of the preferred reading material, the
preferred reading material is effective since it improves their vocabulary and
enhances their grammar structure in terms of learning English as a second language
through reading. There is no significant difference between printed and digital
reading material and the extent of the utilization of the respondents. Lastly, it is
highly significant, and there is a strong correlation between the extent of utilization
and the perceived effectiveness. The respondents utilized printed and digital
reading material that helped them learn English as a second language. The
researchers concluded that printed reading material is the preferred reading material
by the students. The students utilize it because it helps them to improve their
grammar structure and enrich their vocabulary.
Keywords: Reading preference, Printed reading material, Digital reading material
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Acknowledgement
The researchers sincerely thank everyone who made their dearest vision
come to life and owe them a debt of gratitude. While some may not be
acknowledged, their contributions are much appreciated.
First and foremost, we want to sincerely thank Dr. Librado V. Lopez,
our adviser, for his encouragement, inspiration, and vast expertise. Our thesis
writing was aided by his advice.
We really appreciate Ms. Maricar S. Camacho, LPT, who worked
diligently and made a significant effort to complement our study's gaps. We could
not have imagined having a better grammarian.
To our parents, words cannot adequately explain how grateful we are
for their ongoing assistance with doing this research.
Additionally, we would like to thank Mr. Melchor S. Arcenas, Jr., LPT.
, our statistician, or handling our data statistically.
Without the direction of the Almighty God, who provided us the
knowledge and wisdom to complete what we needed to accomplish, this research
would not have been feasible in the least.
-The Researchers
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Dedication
We dedicate this effort to our cherished family in appreciation of their love,
support, and fervent prayers for our project's accomplishment. Words cannot
adequately describe our thanks for all the support you have provided us to our
friends who never left us and have been there for us in both good times and bad.
You are all without a doubt our greatest supporters. Our sincere appreciation and
compliments go out to our thesis advisor, reader, and statistician. All they have
done will always be appreciated.
Monica
Almie
Janice
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TABLE OF CONTENTS
Page
Title Page…………………………….………………………………………… 1
Approval Sheet……………….……………………………………………..…. 2
Certificate of Authentic Authorship…………………………………………… 3
Abstract……………………………………………………………………...… 4
Acknowledgement…………………………………………………………….. 5
Dedication……………………………………………………………………... 6
Table of Contents……………………………………………………………… 7
List of Figures ………………………………………………………...…….… 10
List of Appendices…………………………………………………...……. …. 11
CHAPTER
1 INTRODUCTION……………………………….……………..……. 12
Statement of the Problem…………………………………….... 14
Significance of the Study…………………...……..................... 14
Scope and Limitation......………………………………….…... 15
Definition of Terms…………………………………………… 15
Related Literature.………………………………………….…. 16
Theoretical Framework…………………….……………….… 31
Conceptual Framework………………………………….……. 32
Hypotheses …………………………………………………… 35
2 METHODS……………………………………….……………. .… 36
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Research Design……………………………...……………….. 36
Locale and Respondents………………………………………. 36
Sampling Technique……………………………………….….. 37
Research Instrument………………………………….………... 37
Validity and Reliability of Instrument………………..………... 38
Data Gathering Procedure…………………...…………….…… 38
Statistical Tools and Treatment of Data……..…………….…… 39
3 RESULTS……………………………………………..…..….….…… 41
Findings………………………………………………………… 41
4 DISCUSSIONS……………………………………..……..…….….... 49
Reading Preference……………………………………………… 49
Reasons for their Preferred Reading Materials………………….. 49
Extent of Utilization of the Preferred Reading Materials……….. 53
The Perceived Effectiveness of the Preferred Reading Materials in
Learning English as Second Language Learning………………... 55
The Difference between Printed and Digital Reading Material and
the Extent of Utilization…………………………………………. 56
The Relationship between the Extent of Utilization of the Preferred
Reading Material and their Perceived Effectiveness……………. 57
Summary of Findings…………………………………………… 57
Conclusion………...…………………………………………….. 59
Recommendations……………………………………….…….... 59
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REFERENCES………………………………………………....………...…... ... 61
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Tables
Table Page
1 Reading Preference……………………………………...……………….. 41
2 Reasons for the Preferred Reading Material. …………..………………... 41
3 The Extent of Utilization of the Preferred Reading Materials….…………. 43
4 The Perceived Effectiveness of the Preferred Reading Materials in Learning
Second Language……………………………………………..…………….... 45
5 The Difference between Printed and Digital Reading Material and the Extent of
Utilization………………………………………..……………...…………..... 46
6 The Relationship between the Extent of Utilization of the Preferred Reading
Material and their Perceived Effectiveness ……………..………………….… 47
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Appendices
Appendix Page
A Questionnaire………………………………………………….. 70
B Letters…………………………………………………………. 75
C Curriculum Vitae……………………………………………… 78
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CHAPTER 1
Introduction
It is said that reading is the path to success in school and life. One who is
not able to read will not be able to succeed (U. S. Department of Education, 2005).
A language can be learned in a variety of ways. Reading is one method that many
individuals find appealing. It is crucial to realize that nothing can substitute
speaking if one wants to communicate. One might be able to speed up the study of
speaking by learning to make better use of reading time.
It is noted that reading nowadays is no longer constrained to reading print-
based texts alone as there is apparent popularity of e-books (Foasberg, 2014), the
pervasiveness of technologies has to be considered (Stephens, 2014), and there
appears to be an observation of the growth of reading electronically (Rainie et al.,
2012). Some researchers have reported the preference of students to read in print
(Revelle et al., 2011) and the choice of others to read digitized reading materials
(Wu et al., 2011).
Regarding academic purposes, several studies in Saudi Arabia have found
that printed reading materials are preferred over digital reading resources. Students
favored reading printed materials (72 %) over digital texts, according to the data (7
%). Students also stated that printed texts were more accessible to remember (60.8
%) than digital texts. If students were offered a choice of text type, they would
select printed materials (71.7 %). As a result, instead of reading materials online,
students preferred to print them out.
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The number of electronic readers in the Philippines is increasing (e-
readers). There are a variety of reasons why people choose electronic reading. It
provides archiving convenience (Maden, 2018). The lack of physical manifestation
of books, magazines, and other printed materials eliminates one problem that
readers must consider: the requirement for a safe storage location. E-materials take
up no physical space at home, school, or anywhere else. Electronic reading
materials could be saved in one convenient device. Another is the absence of paper
costs because digital reading prevents the use of paper (Latini et al., 2019),
eventually leading to environmental benefits (Dundar et al., 2012). Previous studies
focused on the transition from print to digital reading materials; other research also
focused on the superiority of printed over the digital text and vice versa. This study
then focused on the effectiveness of printed and digital reading materials in learning
English as a second language.
The surge of the Global Pandemic has affected the life of every student.
Thus, the students at Notre Dame of Midsayap College are provided with two types
of Reading materials— Digital and Printed. The researchers aimed to determine the
preferred reading materials of the respondents and how their preferred reading
materials helped them learn English as a second language. As a result, this study
aimed to know the reading preference of Second Year College students from the
College of Education at Notre Dame of Midsayap College.
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Statement of the Problem
This study aimed to determine the reading preference of the respondents'
preferred reading material and how their reading preferences help them in learning.
Specifically, it sought to answer the following questions:
1. What is the preferred reading material of the respondents in learning
English as a second language?
2. What are the reasons for the respondents' preferred reading material?
3. To what extent do the respondents utilize the preferred reading material?
4. How effective is the preferred reading material in learning English as a
second language as perceived by the respondents?
5. Is there a significant difference between the extent of utilization of the
printed and digital reading material?
6. Is there a significant relationship between the extent of utilization and the
perceived effectiveness?
Significance of the Study
The results of the study may be beneficial to the following individuals and
institutions:
Students. The result of the study may serve as the basis for the students to
identify the reading preferences that they may prefer.
Teachers. The results of this study may serve as the basis for teachers to be
fully aware of what the learners prefer in terms of reading preferences.
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NDMC Administrators. The result of this study may provide baseline data
to the administrators’ and give them insights into the reading preferences of the
students enrolled in this institution.
Future researchers. The result of this study may serve as a reference for
future researchers to pursue another study, particularly on the students' reading
preferences.
Scope and Limitation
This study was limited to the reading preferences of the respondents, such
as print and digital reading material and the effectiveness of learning English as a
second language. In line with the effectiveness of each reading material, it would
only focus on cognitive and affective aspects. The study was conducted at Notre
Dame of Midsayap College. This study was limited to second-year students only,
expressly, the students who are currently enrolled in the College of Education
Department second semester for the A.Y 2021-2022.
Definition of Terms
For clarity and understanding, the following are defined operationally:
Effectiveness. It refers to a successful result in the English language
learning of the respondents using their preferred reading material.
Digital Reading Materials. These refer to the reading materials read or
accessed online or offline on different digital platforms.
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Printed Reading Materials. These refer to the reading materials read or
purchased in printed or physical form.
Reading Preference. It refers to selecting respondents on the reading
materials that they feel would help them understand and learn successfully.
Related Literature
Types of Reading Materials
University students are now required to adapt to the new normal of learning.
This has affected how they spend time between following their online classes and
doing their assignments in the confinement of their homes or universities.
The major and elective selections will determine the reading students
undertake in college. Knowing what kind of source they will read in each lesson
will help. That way, they will know why they are reading it, what they will learn
from it, and how to read it efficiently.
With the emergence of electronic media, books, research periodicals,
journals, magazines, newspapers, and many other reading materials were
transformed into electronic text. The expenses of paper and allied materials used
in printing books and other reading materials were considered a wastage of
materials, money, and human energy. That is why in the United States of America,
the purchase of e-books has surpassed the printed books and magazines today
(Jones et al., 2011).
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With the popularity of tablet computers and more advanced mobile devices,
publishers are increasingly making digital versions of books that have traditionally
been available in paper format. The sales of these digital books, also known as e-
books, increased by 117% in 2011, generating just under $970 million, according
to the American Association of Publishers (AAP Estimates, 2012).
According to Jones et al. (2011), electronic books are available through two
primary sources: online websites and personal electronic devices. The importance
of such devices cannot be underestimated. There are several factors influencing the
transition from print to electronic format. First, online resources provide instant
access to reading materials at the point of need.
The growing number of e-reading devices on the market and writers'
embrace of e-books suggest that the technology is not just a mere trend. Students
in the 21st century are encouraged to utilize personal gadgets to have instant access
to information and connect with their classmates. For most K-12 learners, reading
from a computer screen is comfortable and familiar. The "read-write" web has
created a generation of readers eager to interact with their peers and established
authors.
Most publishers of introductory level textbooks in higher education now
provide e-book versions of their publications. Although not always feasible, e-
books have many advocates, at least in theory.
The emergence of e-books in American culture is part of a broader trend
toward digital content. In a December 2011 survey, 43 percent of Americans aged
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16 and older said they had read an e-book in the previous year or had read other
long-form content such as magazines, journals, and news articles in digital format
on an e-book reader, tablet, computer, regular computer, or cell phone, using a
broader definition of e-content.
Printed texts have traditionally been the primary means of teaching children
to read and learn to read. However, because of the widespread use of technology,
digital texts have evolved, necessitating new comprehension abilities and tactics.
Reading Preference
Erdem (2015) researched the sorts of reading material consumed by
university students. It was discovered that the respondents spent their free time
reading novels, newspapers, and periodicals. Due to their hectic schedules between
attending school and spending time with loved ones, they could not devote much
time to reading activities.
If their status as students influences their reading needs, college students'
reading may differ from most other adults. Many of their classes demand extensive
reading through specially prescribed literature or library research. Students may
read for enjoyment, employment, or to improve their skills. Mainly if the internet
mediates their socializing, informed, or as part of their social lives, readers will be
presented with various forms, including those described above, in each case.
According to some studies, many people do not confine themselves to print or
electronic media but rather utilize both (Foasberg, 2014).
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A study on the effects of printed vs. digital texts on reading comprehension and
reading attitudes discovered that participants in their study preferred paper-based
books, and at the same time conventional approach was used for all reading tasks
without any differentiation (Hassaskhah et al., 2014). Hussain et al. (2015)
measured the impact of e-reading and printed document reading. According to their
findings, participants who read from printed materials retained more information
and had a better knowledge of the text than those who read from a computer screen
or electronic reading.
Print-based reading was formerly supposed to be on the decrease, and it was
predicted that it would finally die due to the introduction of technology, which gave
rise to digital reading (Eijansantos et al., 2020).
Nishimura et al. (2015) stated that using a highlighter pen to make notes
might help students enhance their academic achievement. This can help learners
achieve one of their main goals, and marking with a highlighter pen can help them
learn more effectively in areas including memory, attention, cognitive capacity, and
computational ability.
In their study of undergraduate students, Woody et al. (2010) found that
students preferred textbooks over e-books for learning when purchasing an e-book
or a more expensive textbook. There is an assumption that the current generation
of students embraces technology unequivocally, but the research suggests that
students prefer to read paper-based texts for academic purposes.
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According to research published in Italy in 2014, readers of print books
absorb and recall more of the narrative than readers of e-books. In previous
research, print readers scored higher in other categories, including empathy,
concentration in the book, and narrative understanding. According to scientists, this
impact is thought to be connected to the physical sense of having a book in the
hands.
Previous studies have shown that reading an e-book is different from
reading a traditional book. Even though the current student generation is the most
technologically savvy ever to join colleges, students, regardless of gender,
computer use, or familiarity with computers, do not prefer e-books to textbooks.
Print texts have been selected for learning by participants who had previously used
an e-book. Students were more likely to use distinct aspects in print books than in
e-books, despite readily accessing supplemental content through hyperlinks and
other e-books (Woody et al., 2010).
In some cases, learners will only print out the texts they need to concentrate
on more and just read the remaining text in digital form. These learners will only
understand the things they read when they put their full attention on reading and be
engaged in each word they encounter, either in digital or printed form (Woody et
al., 2010).
The level to which young adults in all the nations we questioned indicated
a passion for traditional print characteristics was one of the most startling findings
from the open-ended questions. Students loved the capacity to search (for words,
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for information) when reading onscreen and stated that it was "genuine reading"
and claimed that they could not do so with print. Online access may be incredibly
beneficial in some reading tasks, such as checking word definitions or obtaining
information when conducting research (Baron et al., 2017).
An e-book is a collection of books that may be made available for electronic
books without worrying about the number of stored books. As a result, anyone can
carry a digital device containing hundreds or even thousands of books. Finally,
eBooks may be purchased and read at any time and in any location without the use
of batteries (Ph.D. Essay, 2017)
The higher classes used the internet more often and had less time for leisure and
enjoyment. The learners thought that knowledge obtained from the internet was
valuable and reliable. This is in line with the findings of Alshahrani et al. (2017),
who showed that internet use significantly influenced students' academic self-
confidence, self-reliance, and student lecturer connectivity. People who read e-
books are more likely to become distracted, and it is not simply because they have
access to the internet. Readers who use digital devices spend more time looking for
keywords than reading. There is also no risk of being sidetracked by links or falling
down an online rabbit hole, hunting up the collective phrase for a bunch of ferrets
if reading a physical book (Bushak, 2015).
Text that has been digitized is more likely to be fractured, full of
interruptions and connections that can take a reader anywhere on the internet.
Reading on an iPad while simultaneously checking Facebook allows for many
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"breaks." Furthermore, in order to remember knowledge, you must read for long
periods without interruption.
Baron et al. (2017) stated that University students are typically concerned
about saving money. "Cash dominates everything around me," one participant said
in one pilot research, while of all "like least" replies regarding reading in hardcopy
were concerns about the price of print in the present research. College textbooks
are undeniably pricey. He also stated that more than nine out of ten respondents
said reading in print made it easier to focus.
Those who had read none or only a few books in the previous year stated
their hurdle to reading was a lack of time, which they attributed to work and other
obligations, with others saying they preferred alternative media such as television
and podcasts. On the other hand, those who took up a book claimed it gave them
pleasure and helped them unwind after a long day.
Effects of Reading
Reading is the cheapest way of acquiring knowledge and thus improving
lifestyles. It is a mentally stimulating activity and aids in the relaxation and
calmness of children, as well as the introduction of new information that will enrich
their minds. Reading improves cognitive abilities in children. Moreover, everyone
could benefit from reading, not just children and young adults.
According to Palani (2012), "effective reading is the most significant route
of effective learning," and "excellent reading is required for academic success."
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Moreover, reading is a beautiful habit that has the potential to alter people's lives
significantly. It can enlighten, entertain, and educate us. It aids in stress reduction,
tension relief, and energy enhancement. It transports us to a world of fantasy and
fun, far apart from the actual world's complexity. Through imagination, one could
be able to travel from different palaces and will be able to feel and experience
different emotions even if they are sitting or lying on their beds reading their
favorite book.
Many teachers feel that pupils should read challenging books and that they
should be pushed when learning to read. Perhaps they believe that challenging
literature prepares them for reading stuff published in their language (Day, 2017).
Additionally, reading is a skill all students should possess to live up to the
standards of the educational process, to learn a good deal of roughly anything of
novel value or traditional significance, or even to flourish as a learner in general. In
other words, one must exude a fair amount of adroit maneuvering of this skill to be
an effective and efficient learner in various disciplines. Several matters must be
considered seriously, especially education and reading.
Computer vision syndrome (CVS) is a collection of vision and ocular
disorders caused by computer usage. Computers are virtually universally used in
modern western civilization for professional and recreational purposes. CVS, on
the other hand, may have a significant impact not only on visual comfort but also
on occupational productivity, as between 64 percent and 90 percent of computer
users experience visual symptoms such as eyestrain, headaches, ocular discomfort,
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dry eye, diplopia, and blurred vision, either near or far, after prolonged computer
use. The accommodation and vergence responses to electronic screens appear
comparable to those seen when viewing printed items. However, dry eye symptoms
are more common while using a computer. The latter is most likely owing to a
decrease in blink rate and amplitude and greater corneal exposure from the monitor
being in primary focus so frequently.
Many readers prefer reading using printed material because they want to
protect their eyes from any harm that they believe is caused by radiation on mobile
phones, TV, and other technology. They did not know that even reading in printed
forms, there is still possible harm to the eyes because of the decrease in blinking,
and the eyes becomes dry.
The overall results in the study of Porion (2014) reveal that reading performance is
not significantly different when all requirements of paper-based vs. digital
presentation are met (text structure, display on a single page, screen size, and many
types of comprehension and memory tests).
Despite the increased possibility and expectation that participants exhibited
excellent reading comprehension when utilizing printed materials, Young (2014)
showed that Canadian university students maintained the critical themes of the tale
and displayed equal deep knowledge after reading from paper or tablets.
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Extent of Utilization
Students of all ages are accustomed to regular social media and internet
entertainment. It might be too tempting to study when Facebook and YouTube are
just a fingertip away. It is challenging to ignore incoming messages and
notifications! Because there is a minimal boundary between work and pleasure,
frequent internet diversions can cause study time to be disrupted and academic
progress to be hampered.
If someone is attempting to ignore alerts from their phone while writing a
paper or performing another work that demands some cognitive load, and they
discover that thoughts about those notifications are distracting them, their
productivity will most certainly suffer.
According to Tien (2015), extensive reading is necessary for improving
reading abilities and gaining information. As a result, reading is not only a
necessary talent but also intimately linked to the educational process and students'
academic achievement.
According to Benedetto et al. (2013), some last-generation E-ink displays,
such as the Kindle Paperwhite, provide a reading experience in all lighting
circumstances, from strong sunshine to bedtime reading, by directing light from
above towards the display's surface. Nothing is left undisturbed in the digital age,
and paper books are no exception. The way knowledge is generated,
communicated, and shown is changing thanks to electronic books (e-books).
Although e-books are often shown on specialist e-book readers (e-readers), they
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may be viewed on nearly any electronic device with reading software. E-books are
hypertexts that allow the reader to carry a whole library in a small area, are cheaper
(around 50%–60%), more environmentally friendly, and have better degrees of text
customization than print (e.g., font size, font type, color, and luminance). There is
no doubt that e-books are portable and less hassle to carry, especially for university
students. LCD e-readers are often tablets, which means they are versatile devices
that may be used for communication, organizing, leisure activities, and reading.
Millar (2015) stated in her study that the additional elements that may be
introduced to assist the instructor in teaching constitute a significant benefit of
adopting e-textbooks. Links to other online resources and instructive films can be
inserted directly into the content of e-textbooks. That it not only assists the
instructor in supplementing classroom content, but also offers the subject in various
forms that may appeal to different students' learning styles. Educational
technologies have the potential to suit students' diverse learning demands and
possibly increase their capacity to study as their functioning improves (Dew, 2010).
This might very well be the case with e-textbooks and e-reading gadgets.
Larhmaid (2018) stated that one major advantage of print reading is that it
offers readers access to the text in its entirety. This access is built up on visual and
tactile cues, whereby the reader can see and "tactilely feel the spatial and physical
dimensions" of the text.
The limited access restricts readers from using digital media and the non-
physicality of the text; they can access only one page but not the entire text at any
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given time of reading (Mangen, 2010). The result of this study is supported by the
study of Barshay (2019); her reading research also runs counter to well-intended
advice for students to save money.
A July 2019 report from the National Association of College Stores shows
that 22 percent of college students use free course materials, up from 3 percent in
2015. Pearson, the largest textbook publisher in North America, announced in July
2019 that it was moving to a "digital first" strategy. Books will still be available to
rent, but students will be discouraged from buying them by higher prices, fewer
updates, and limited availability (Barshay, 2019).
Jolliffe et al. (2008) stated that there were students who did not spend the
typical two hours studying for every hour in class but who did devote a significant
amount of time to personal, self-selected reading and participated in it far more
deeply, whether it was religious reading, fantasy books, or letters with friends.
Electronic textbooks, although practical, have been unpopular. Several
studies have found that grades and learning outcomes did not differ very much
between students who used print and those who used e-textbooks. However, the
students in these same studies preferred print spent more time studying when they
used a print format and did not volunteer to use e-textbooks again. Students often
print out their reading in an electronic format, even if they are not willing to pay
more for a print copy upfront, suggesting that they find it easier to work with paper
than a screen (Foasberg, 2014).
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According to Dwyer et al. (2013), when textbooks' cost and formats'
availability are considered, an e-textbook set may be the most cost-effective
alternative for any introductory speaking course.
Thanks to technological advancements, E-book readers include many
functions that are not available in traditional printed books. E-books include
bookmarking, underlining, and taking notes to an inbuilt dictionary. These
capabilities are not present in printed books, making e-books more tech-savvy and
suited for today's fast-paced environment.
Students' ages and years in college may also affect their reading practices.
Most of the participants in the study were juniors, seniors, or graduate students.
This may be another artifact of the recruitment process if faculty members
promoted the study more heavily to their upper-division classes; upper-level
students may also be more likely to participate in studies. The practices of students
earlier in their college careers may be different. Since age can affect technology
adoption, information about the students' ages was also gathered (Foasberg, 2014).
Students have specialized reading needs because they need to read for their
classes. Their reading life as students differs from the one they live when they are
not enrolled in school. Because of these practices, college students are distinct from
the general population regarding their reading, and their needs should be considered
separately.
One of the most important advantages of reading is teaching learners new
terminology. Numerous researches done in schools and colleges throughout the
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years demonstrate this. Studies show that learners may gain new word knowledge
through comprehension-focused reading in their second language. It is reasonable
to infer that as one's vocabulary grows, so does one's ability to spell and use
grammar correctly to support this claim (Scott et al., 2015).
Reading for Language Learning
Reading is beneficial because it provides context for unfamiliar words. This
clarifies what the term means and how to apply it. A large body of evidence
demonstrates that reading aids in acquiring English vocabulary.
The value of reading cannot be overstated; it is a necessary ability for
academic achievement at the university level (Akabuike, 2012). A competent tutor
or textbook will concentrate on essential vocabulary and concepts comparable to
how toddlers learn. A competent tutor will assist in practicing them and
incorporating repetition. They can never do enough of it, in any case. If one reads
a lot, one can assure that one can get recurrent exposure. A reader would not be
confident enough to employ words and phrases unless they are sufficiently
acquainted with the reader (Popkins 2021).
Through reading, they can gain a wealth of background knowledge about
many different things that absorb the essentials of English grammar and
continuously expand their vocabularies (Strauss, 2014). According to Murphy
(2013), reading builds reading comprehension, increases background knowledge
(which is useful in all content areas), increases student vocabulary skills, and has
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been shown to increase our understanding of human behavior and help us to
empathize with others.
The function and value of English reading in achieving education through
communication abilities, particularly in South African HE institutions and English
lingua franca classrooms, can never be overstated (Aina et al., 2013).
Even slower, reading exposes learners to more sentences, grammar, and
new vocabulary per minute than a typical lecture, TV show, or song. Therefore,
despite having completed the same number of lessons, students who read foreign
novels speak more fluently than those who do not.
According to particular research, L2 learners can acquire equivalent reading
results from printed books and e-books if the tablet screen presents e-books
similarly to printed books or the tablet navigation features are regulated (Chen et
al., 2014; Hermena et al., 2017).
According to the study by Park et al. (2021), extensive reading on a tablet
was the most effective approach for enhancing literal reading comprehension out
of the three. Without a significant group difference, reading books widely and
receiving regular English instruction greatly improved surface-level reading
comprehension. The reverse was discovered for inferential reading comprehension.
Prolonged reading with printed books improved students' deep reading
comprehension much more than extensive reading with tablets, although the
improvement was comparable to the control group.
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According to Renandya and Jacobs (2016), frequent reading pushes readers
to get linguistic input and grasp its context regularly, enhancing their familiarity
with sentence patterns in real-world circumstances. Traditional grammar
instruction, which comprises the presentation, practice, and generation of target
rules, significantly differs from learning through natural exposure to the target
language.
Learners acquire shallow and quick reading habits while using digital
devices for enjoyment, such as surfing the web, talking with friends in real-time,
and sending messages on social network sites, according to (Stole et al., 2020).
Reading is one of the most effective methods for learning a new language or
mastering an old one. It is helpful not only in language learning but also in other
aspects like for educational purposes and personal pleasure. However, because of
COVID-19 and the advancement of technology, we experienced many changes.
Books can now be read in either printed or digital form. This resulted in a division
in the preference of the readers. As readers and consumers, they have their reasons
for choosing the most effective and suited material for them. Thus, the researchers
investigated and understood the respondents' reading preferences and their reasons.
Theoretical Framework
This study is underpinned by two theories—the theory of Niche and the
Gratification Theory.
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Niche Theory’s proponent is John Dimmick (19850). This is based on
ecological studies of competing animal populations and has been applied to the
competition in the media for consumers' shared resources. When faced with a new
medium, an existing medium must adapt, converge, or become outdated. Niche and
Gratification Theory primarily explains the “ecology” of competing media products
for economic purposes. It also shows how different media compete and coexist in
contexts with limited resources by measuring the uses and gratification of media.
A medium's niche is determined by its usage pattern, its competitiveness and
growth strategy, and its place in the social media market. This study made use of
this theory to know the difference between the two reading materials: printed and
multimedia or digital. Furthermore, this theory will help determine how each
reading material satisfies the respondents' needs.
Gratification Theory, however, is credited to Jay Blumler and Elihu Katz
(1974). It takes the relationship between media texts and audiences a step further.
The Uses and Gratification Theory claims that audiences are active participants in
the communication process, based on the notion that texts are open and audiences
generate their meaning. They select media texts to meet their requirements, such as
information, personal identification, social integration, and enjoyment. People who
choose the media they read are engaged and driven according to uses and
gratifications. The theory is based on two principles: media consumers are actively
involved in selecting the media they read and are aware of their motivations for
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doing so. This theory is related to Niche theory because it helps determine the
respondents' reasons for their preferred reading material.
Conceptual Framework
The conceptual framework consists of two sets of variables: the
independent and dependent.
The independent variable includes the reading preference of the
respondents, whether they prefer printed or digital reading materials. Two
dependent variables are included in the diagram: the extent of utilization of the
preferred reading materials and the perceived effectiveness in learning English as a
second language.
A one-way arrow is drawn between the independent and dependent
variables to indicate the relationship between the independent and dependent
variables. Another arrow is drawn between the two dependent variables; this time,
it is a two-way arrow and shows that these two variables affect each other.
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Conceptual Framework
Figure 1. The Schematic Diagram of the Conceptual Framework
Independent Variable Dependent Variable Dependent Variable
Reading
Preference Extent of
Effectiveness
Utilization
in Learning
❖ Printed of the
Second
Reading Preferred
Language
Materials Reading
❖ Digital Material
Reading
Material
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Null Hypotheses
H01: There is no significant difference between the printed and digital reading
materials and the extent of utilization of the preferred reading material.
H02: There is no significant relationship between the extent of utilization of the
preferred reading materials and their perceived effectiveness.
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CHAPTER 2
Methodology
This chapter presents the study's research design, locale and respondents,
sampling design, instrumentation, validity and reliability of the instrument, data
gathering procedure, and statistical tools and treatment of data.
Research Design
This study used a descriptive-causal comparative and correlational research
design. It is descriptive because it describes the reading preferences, reasons, the
extent of utilization, and the effectiveness of the preferred reading materials of the
respondents. It is also causal comparative because it describes the difference
between printed and digital reading material and the extent of utilization.
At the same time, it is also correlational because it attempted to find the
significant difference between reading preference and the extent of utilization.
Also, it attempted to find the significant relationship between the extent of
utilization of the preferred reading material and their perceived effectiveness in
second language learning.
Locale and Respondent of the Study
The study was conducted at Notre Dame of Midsayap College located at
Poblacion 5, Quezon Avenue, Midsayap, Cotabato. It covered 70 respondents only,
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specifically the students who were currently enrolled for the second semester in the
College of Education Department for the A.Y 2021-2022.
Sampling Technique
The purposive sampling technique was used in this study. Respondents
were selected following specific criteria. Samples have been taken into
consideration based on criteria which include that respondents should be NDMC
students who are currently enrolled as second-year students for the second semester
in the College of Education Department for the AY 2021-2022.
Research Instrument
This study used a researcher-made survey questionnaire. Utilizing statistics
analysis, the researchers distributed the questionnaire to the study's respondents,
and the data gathered will be evaluated and computed after that. The survey
questionnaire served as the main research instrument to gather the data. The
questionnaire and test survey are composed of five (5) parts. The first is the
demographic profiles of the respondents in terms of sex and major. The second part
contains their reading preferences, whether they will choose multimedia or digital
reading materials or printed books. The third part contains the reasons for the
preference in the choice of reading materials. The fourth part contains the extent of
utilization of the preferred reading materials. The last part of the questionnaire
contains the effectiveness of the preferred reading materials in second language
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learning. It utilized a 5-point Likert scale with the following description: 5-
Strongly Agree, 4- Agree, 3- Moderate, 2- Disagree, and 1- Strongly Disagree. The
administered survey questionnaire helped the researchers answer the study's
objectives.
Validity and Reliability of the Instrument
Content validity was obtained from the second-year students of the College
of Education on which reading materials they prefer. For the face and content
validity, the adviser and three validators checked and reviewed the questionnaire to
ensure the validity, clarity of instruction, the correctness of grammatical
construction, and fitness of content. The researchers conducted the pilot test on 20
Second Year Students of the College of Education, Notre Dame of Midsayap
College. Cronbach alpha was used to determine the reliability of items with an r-
value of 0.90 indicative of a reliable instrument.
Data Gathering Procedure
This research study used a researcher-made survey questionnaire to
gather the primary data. The researchers submitted the study and waited for its
approval of it. After the approval of the teacher and adviser, the researchers
prepared the survey form and selected the respondents who answered the survey
questionnaires. Lastly, the researchers analyzed and interpreted the gathered data.
The researchers asked permission from the Dean of the College of Education of
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Notre Dame of Midsayap College. After seeking approval, the researchers asked
for the total population of all the second-year students currently enrolled in the
College of Education Department. The researchers administered the questionnaire
through google form by messaging the respondents. After the respondents
answered the questionnaire, the researchers gathered the data subjected to analysis
using appropriate statistical software.
Statistical Tools and Treatment of the Data
For Part I. The researchers employed frequency counts and percentage
distribution to describe the respondents' preferred reading materials.
For Part II. The researchers employ frequency counts, percentage
distribution, and ranking to determine the reasons for the respondents learning a
second language
For part III. The researchers utilized weighted mean and standard deviation
to describe the extent of utilization of the respondents' preferred reading materials.
For Part IV. The researchers utilized weighted mean and standard deviation
to determine the perceived effectiveness of the preferred reading materials used by
the respondents in learning English as a second language.
For Part V. The researchers utilized a t-test to test the significant difference
between the extent of utilization and the printed and digital reading material.
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Finally, for Part VI. Pearson – r correlation was used to testing the
significant relationship between the extent of utilization of printed and digital
reading materials and their perceived effectiveness.
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CHAPTER 3
Results
This chapter presents the result of the statistical treatment of the data and its
interpretation based on the research pursued. The discussion covers the reading
preference, possible reasons for the preferred reading materials, the extent of
utilization, and the effectiveness of the preferred reading material in second
language learning.
Reading Preference
Table 1 shows the reading preference of the College of Education Students.
Table 1. Reading preference of the CED students in learning a second language.
__________________________________________________________________
Variable Frequency Percentage
__________________________________________________________________
Reading Preference
Printed Books 41 58.6
Multimedia/Digital 29 41
Total 70 100.0
__________________________________________________________________
The data revealed that 41 or 58.6 percent of the respondents chose printed
books as their preferred reading materials, while 29 of 41 percent chose digital
reading material.
Reasons for their Preferred Reading Materials
Table 2 presents the reasons for the preferred reading materials of the CED
students.
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Table 2. Reasons for the preferred reading materials of the CED students in second
language learning.
Item Frequency Percentage Rank
Printed Reading Materials
1. I like holding the book in my hands. 28 40.00 5.5th
2. I can understand, and even remember 31 44.29 4th
more information.
3. There are no distractions like sudden 33 47.14 2nd
notifications or ads coming from
different applications.
4. I can physically highlight or write on it. 35 50.00 1st
5. I can quickly flip through pages. 28 40.00 5.5th
6. I can quickly isolate a passage and go 28 40.00 5.5th
back whenever I need to.
7. Printed books are more cost-effective 28 40.00 5.5th
than digital reading materials.
8. For protection of my eyes. 32 45.71 3rd
Digital Reading Materials
1. It is more portable than the printed book. 18 25.71 3rd
2. I can absorb more information and 16 22.86 5th
understand the texts well.
3. It is less expensive than printed books. 14 20.00 6.5th
4. I can carry multiple books at once. 12 17.14 8th
5. I can search through the text focusing on 21 30.00 2nd
the keywords.
6. I can easily manipulate the font size to 17 24.29 4th
make my reading experience
comfortable.
7. I can find the books online and easily 23 32.86 1st
access them through my mobile phone,
laptop, and other gadgets using any
platform I like.
8. I do not need additional lighting when 14 20.00 6.5th
reading because my phone’s background
light is already enough
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The result shows that the item with the highest rank for the printed reading
materials is number 4; I can physically highlight or write on it, which ranks first
and have a percentage of 50.00. Followed by item number 3, There are no
distractions like sudden notifications or ads coming from different
applications, which ranked second and have a percentage of 47.14. On the other
hand, the items that have the lowest rank are number 1, I like holding the book in
my hands; number 5, I can quickly flip through pages; number 6, I can quickly
isolate a passage and go back whenever I need to; and 7, Printed books are more
cost-effective than digital reading materials, which ranked at 5.5th and have a
percentage of 40.00.
The item that got the highest rank for the digital reading materials is item
number 7; I can find the books online and easily access them through my mobile
phone, laptop, and other gadgets using any platform I like, which ranked first and
have a percentage of 32.86. It is followed by item number 5; I can search through
the text focusing on the keywords, which ranked second and have a percentage of
30.00. While the item that got the lowest rank is number 4, I can carry multiple
books at once, which ranked 8th and have a percentage of 17.14.
The Extent of Utilization of the Preferred Reading Material
Table 3 presents the extent of utilization of the respondents for printed and
digital reading materials.
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Table 3. The Extent of Utilization of the Preferred Reading Material of the
respondents.
Item Mean Sd Description
1. I spend an hour every day reading
using my preferred reading 3.429 0.844 Almost Always
materials.
2. I look for a reading material that
could provide a more reliable 3.871 0.815 Almost Always
information.
3. I extend my reading time especially
when the materials are difficult to 3.886 0.860 Almost Always
comprehend.
4. I go to the extent of reading more
materials a week because my 3.614 0.839 Almost Always
preferred material is more engaging.
5. I read the materials that I prefer
because it helps in reducing stress. 3.814 0.822 Almost Always
6. I got to the extent of using my spare
time reading the material that I 3.671 0.928 Almost Always
want.
7. I got to the extent of borrowing my
preferred reading materials from 3.129 0.962 Oftentimes
friends and classmates.
8. Looking for the most cost-effective
3.086 1.004 Oftentimes
reading material.
Overall 3.563 0.884 Almost Always
Scale Range Description
1 1.00 to < 1.80 Never
2 1.80 to < 2.60 Sometimes
3 2.60 to < 3.40 Oftentimes
4 3.40 to < 4.20 Almost Always
5 4.20 to 5.00 Always
The result shows that item number 3 yielded the highest mean value of
3.886, described as Almost Always with an SD of 0.860 by the respondents, which
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states that I extend my reading time especially when the materials are difficult to
comprehend. It is followed by item 2; I am provided with more reliable
information, with a mean of 3.871 described as Almost Always with an SD of
0.815. While item 8, I do not mind the cost of the materials as long as I can access
and read them, obtained the low mean rating of 3.086, which is described as
Oftentimes with an SD of 1.004.
The Perceived Effectiveness of the Preferred Reading Material in
Learning English as Second Language
Table 4 shows the perceived effectiveness of printed and digital reading materials.
Table 4. The Perceived Effectiveness of the Preferred Reading Materials in
Second Language Learning of the respondents.
Item Mean Sd Description
1. Improved my vocabulary. 4.371 0.641 Strongly Agree
2. Can now pronounce unfamiliar words
4.014 0.648 Agree
correctly without stuttering.
3. Could read faster and comprehend
4.143 0.643 Agree
better.
4. Improved my imagination, creativity,
4.243 0.647 Strongly Agree
and communication abilities.
5. Improved my knowledge of English
4.257 0.674 Strongly Agree
grammar structure.
6. Have even more confidence and
3.957 0.711 Agree
ability to communicate in English.
7. Developed deeper interest in learning
4.157 0.694 Agree
English as a second language.
8. Realized that learning a second
4.000 0.780 Agree
language is not that difficult.
Overall 4.143 0.680 Agree
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Scale Range Description
1 1.00 to < 1.80 Strongly Disagree
2 1.80 to < 2.60 Disagree
3 2.60 to < 3.40 Moderate
4 3.40 to < 4.20 Agree
5 4.20 to 5.00 Strongly Agree
The result shows that the item with the highest mean is item number
1, Improved my vocabulary, with the mean of 4.37 described as “Strongly Agree”
and obtained a standard deviation of 0.64. The following item with the highest mean
is item number 5, Improved my knowledge of English grammar structure, with a
mean of 4.24, described as “Strongly Agree” and has a standard deviation of 0.67.
While item number 6, Have even more confidence and ability to communicate in
English has the lowest mean with 3.957, described as “Agree,” and obtained a
standard deviation of 0.711.
The overall mean of the effectiveness of the respondents' preferred reading
materials in language learning is 4 .143, with a standard deviation of 0.680
described as "Agree”.
The Difference between Printed and Digital Reading Materials and
the Extent of Utilization
Table 5 shows the significant difference between printed and digital
reading materials and the extent of utilization.
Table 5. The significant difference between the reading preference and the
extent of the utilization of the preferred reading material.
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Reading N Mean SD P-value Indication Decision
Material
Printed 41 3.619 0.638
0.367 NS Accept H01
Digital 29 3.483 0.588
NS = Not significant at .05 level (2 – tailed)
S = Significant at .05 level (2– tailed)
The table shows no significant difference between the reading preference
and the extent of utilizing the preferred reading materials since the p-value is 0.367,
which is greater than the level of significance of 0.05. This implied that the H01 or
null hypothesis was accepted. The test utilized here is the t-test.
The Relationship between the Extent of Utilization of the Preferred
Reading Materials and their Perceived Effectiveness
Table 6 shows the significant relationship between the extent of utilization
of the preferred reading materials and their perceived effectiveness of the
respondents.
Table 6. The significant relationship between the extent of the preferred reading
materials and their perceived effectiveness of the respondents
Variable N Coefficient P- r- Indication Decision
Correlation value value
Perceived 70 0.635 0.000 0.520 S Reject
Effectiveness H02
NS = Not significant at .05 level (2 – tailed)
S = Significant at .05 level (2– tailed)
The table shows a significant relationship between the extent of utilization
of the preferred reading materials and their perceived effectiveness since the p-
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value is 0.000, which is less than the significance level of 0.05. This also shows
that it is highly significant, and there is a strong correlation between the extent of
utilization and the perceived effectiveness. Therefore, the H02 or null hypothesis is
rejected, and Ha2 or alternative hypothesis is accepted. The test utilized here is the
Pearson-r correlation.
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CHAPTER 4
Discussion
This chapter discusses the present findings of the investigation based on the
problem statements of the study.
Reading Preference
The results revealed that the respondents' most preferred reading material
is the printed format. This means that even with technology, the students from Notre
Dame of Midsayap College still prefer to use printed reading material to digital
reading material as a medium for learning English as a second language. This result
is supported by the study of Hussain et al. (2015), who measured the impact of e-
reading and printed document reading. According to their findings, participants
who read from printed materials retained more information and had a better
knowledge of the text than those who read from a computer screen or electronic
reading. This implies that students prefer printed reading materials because most of
the time, they cannot understand the things that they read in the digital form, so
they tend to print it out and are more likely to use distinct aspects in print books
than in e-books, despite the capacity to access supplemental content through
hyperlinks and other features readily.
Reasons for their Preferred Reading Materials
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The findings showed that out of eight reasons for choosing printed
books, item number 4, I can physically highlight or write on it, got the highest rank.
Students preferred printed books because they could write the details and notes
directly on the printed material. This implies that reading becomes effective when
they can physically write and write explanations near the words or sentences they
highlighted on their reading material. This finding is analogous to the statement of
Nishimura et al. (2015), where it appears that using a highlighter pen to make notes
help students enhance their academic achievement. It helps learners achieve one of
their main goals, and marking with a highlighter pen can help them learn more
effectively in areas including memory, attention, cognitive capacity, and
computational ability.
It is followed by item number 3; There are no distractions like sudden
notifications or ads coming from different application, which ranked second. This
means that students do not want any distractions. Also, they prefer reading printed
materials to avoid temptations and opening other applications just because they got
interested from the pop-up ads or notification of a specific application. This finding
is in line with what Claburn (2015) stated, If someone is attempting to ignore alerts
from their phone while writing a paper or performing another work that demands
some level of cognitive load, and they discover that thoughts about those
notifications are distracting them, their productivity will most certainly suffer.
Similarly, Baron et al.'s (2017) study stated that more than nine out of ten
respondents stated that reading in print made it easier to focus. It implies that
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students get easily distracted by the sudden notification and pop-up ads on their
phones which lead them to multitask. That is why they chose printed reading
materials because they can turn off their phones or put them in a place where they
cannot distract themselves and be focused on reading.
On the other hand, the items that have the lowest rank are number 1, I like
holding the book in my hands; number 5, I can quickly flip through pages; number
6, I can quickly isolate a passage and go back whenever I need to; and 7, Printed
books are more cost-effective than digital reading material. This means that their
reasons for picking printed reading materials are not because they will be able to
feel the book bare-handed, feel and flip every page physically, concentrate and
focus on a particular text and be able to afford each other books they want to read.
This implies that the respondents do not mind if they can hold, touch, and feel the
reading material; they believe that printed materials are cheaper than digital reading
materials. This finding is related to the study of Baron et al. (2017), which stated
that University students are typically concerned about saving money. "Cash
dominates everything around me," one participant said in one pilot research, while
of all "like least" replies regarding reading in hardcopy were concerns about the
price of print in the present research. College textbooks are undeniably pricey.
For multimedia or digital reading material, the findings show that out of
eight reasons, item number 7, I can find the books online and easily access them
through my mobile phone, laptop, and other gadgets using any platform I like, got
the highest rank. This means that digital materials are more accessible and easier to
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find. This implies that the respondents prefer it because there is a big chance that
the materials or the needed books are available in digital form, and they can access
them without going to the library or any bookstore.
It is followed by item number 5; I can search through the text by focusing
on the keyword, which ranked second. This means that if the readers are looking
for a piece of specific information on the material, there is no need to scan or read
the whole book, for a reader can simply search for the keyword, and all the related
information will become accessible. Then this implies that isolating a specific text
or going back to the part where one stopped reading becomes more accessible
because a reader needs to search for the keyword and the information then the page
that one wanted to return to becomes visible without putting much effort.
The finding is analogous to the study of Baron et al. (2017), which stated
there that on a digital screen, a reader could come across different materials and
read them right away. However, in hardcopy, a reader must set aside time to read.
The level to which young adults in all nations being questioned indicated a passion
for traditional characteristics of print was one of the most startling findings from
the open-ended questions. Students loved the capacity to search (for words, for
information) when reading onscreen and stated that it was "genuine reading" and
claimed that they could not do so with print. Online access may undoubtedly be
incredibly beneficial in some reading tasks, such as checking up on word definitions
or obtaining information when conducting research.
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While the item with the lowest rank is number 4, I can carry multiple books
simultaneously. It is the reason which is the least picked by the respondents. This
implies that this is a minor concern for the students regarding their preferred reading
material. They tend to choose the reason which is more relatable to them. No
previous studies would support or are similar to the study's findings. Most of the
study states that students or learners prefer multimedia or digital reading materials
for they can store many books on their devices or gadgets. Similar to the survey
conducted by Ph.D. Essay (2017) stated that an e-book is a collection of books that
may be made available for your electronic books without worrying about the
number of books you have stored. As a result, anyone can carry a digital device
containing hundreds or even thousands of books. Finally, eBooks may be purchased
and read at any time and location without using batteries. The results are also in
congruence with the theory Uses and Gratification theory because it states the
respondents' reasons for choosing their preferred reading material.
Extent of Utilization of the Preferred Reading Material
The highest item for the extent of utilization of the preferred reading
material of the respondents is item 3; I extend my reading time especially when the
materials are difficult to comprehend. Next to item 3 is item 2; I am provided with
more reliable information. Since these statements gained the highest means labeled
as Almost Always by the respondents, students can learn more while studying using
printed reading material.
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The result of this study is supported by the idea of Larhmaid (2018) that one
major advantage of print reading is that it offers readers access to the text in its
entirety. This access is built up on visual and tactile cues, whereby the reader can
see and "tactilely feel the spatial and physical dimensions" of the text. It implies
that students learn effectively when they fully pay attention to reading. Also,
reading becomes effective when the materials they read suffice the things they need.
The lowest item for the extent of utilization of the preferred reading material
of the respondents is item 8; I do not mind the cost of the materials as long as I can
access and read them. Since this statement got the lowest mean, labeled as
Oftentimes, it indicates that students prefer reading free materials rather than
paying for them. The result of this study is supported by the study of Barshay
(2019). Her reading research also supports well-intended advice for students to save
money. A July 2019 report from the National Association of College Stores shows
that 22 percent of college students use free course materials, up from 3 percent in
2015.
This implies that consumers or readers always consider the amount of the
reading material before purchasing because they do not want their money to be
wasted. Pearson, the largest textbook publisher in North America, announced in
July 2019 that it was moving to a “digital first” strategy. Books will still be
available to rent, but students will be discouraged from buying them by higher
prices, fewer updates, and limited availability (Barshay, 2019). The results are also
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in congruence with the Niche Gratification Theory's theoretical framework because
it states how printed and digital reading materials satisfy the needs of the
respondents.
The Perceived Effectiveness of the Preferred Reading Material in
Learning English as Second Language
The results revealed that out of the eight (8) items in the questionnaire under
Table 5, item 1; Improved my vocabulary, received the highest mean, and was
described as Always. This means that the respondents preferred reading materials
to help them in enhancing their vocabulary in learning English as a second
language. This is followed by item 5, Improved my knowledge of English grammar
structure received the second highest mean described as Always. This means that
the respondents’ preferred reading material helps them enrich their knowledge of
English grammar structure. On the other hand, item 6 has even more confidence,
and the ability to communicate in English got the lowest mean, which is Almost
Always.
This finding supports the study of Palani (2012) that effective reading is the
gateway to effective learning. Through reading, they can gain a wealth of
background knowledge about many different things that absorb the essentials of
English grammar and continuously expand their vocabularies (Strauss, 2014).
According to Murphy (2013), reading builds reading comprehension, increases
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background knowledge (which is helpful in all content areas), increases student
vocabulary skills, and has been shown to increase our understanding of human
behavior and help us to empathize with others. In addition, both vocabulary and
word knowledge are greatly associated with comprehension. Comprehension
relates to the connection of meaning with the choice of correct meaning based on
the context, word symbols, and the ability to understand meanings from words,
phrases, clauses, and sentences. One essential part of comprehension is acquiring
adequate vocabulary or knowing the meanings of many words. Students must
understand language syntax to easily comprehend the text (Hamra et al., 2010).
The Difference between Printed and Digital Reading Materials and the
Extent of Utilization
The result revealed no significant difference between printed and digital
reading preferences. This implies that the respondents frequently utilized both
printed and digital reading preferences. This is parallel to the study of Schijns et al.
(2010) found that there is no significant difference between the two preferred
reading methods. Another study by Eden and Eshet-Alkalai (2013) stated that
examining the reading ability of 93 students in postsecondary education by
comparing their active reading abilities using digital versus printed formats showed
no significant differences in readers’ average scores on the two variables.
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The Relationship between the Extent of Utilization of the Preferred
Reading Materials and their Perceived Effectiveness
The study's findings revealed a significant relationship between the
utilization of the preferred reading materials and their perceived effectiveness since
the p-value is 0.000, less than the significance level of 0.05. Reject the H02 or null
hypothesis and accept the Ha1 or the alternative hypothesis. This only means that
the extent of utilization affects the perceived effectiveness of the preferred reading
material. It implies that the said reading materials are a great factor in the
effectiveness of learning a second language. New digital technologies have been
widely utilized in higher education institutions (Dogruer et al., 2011), effectively
assisting students in doing considerable research. Many teachers feel that learners
should read challenging books and be pushed when learning to read. Perhaps they
believe that challenging literature prepares them for reading stuff published in their
language (Day, 2017). The result also shows that it is highly significant, and there
is a strong correlation between the extent of utilization and the perceived
effectiveness
Summary of Findings
The respondents belong to the age bracket of 19-21 years old. The majority
of them are female, Roman Catholic, and Cebuano. They all belong to the same
department, the College of Education but with different specializations. The
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number of respondents for each specialization is almost the same except for Science
which has the smallest population.
When it comes to their reading preferences, there is a significant number of
respondents chose Printed books as their preferred reading materials.
For their reasons, many respondents who preferred printed books wanted to
highlight and write on the materials physically. While for multimedia or digital
reading material, their reason is that they can easily find and access the books or
materials online through their mobile phones, laptop, computer, and other gadgets
using any platforms they like.
In terms of the extent of utilization of the preferred reading materials, the
respondents “Almost Always” are provided with a piece of more reliable
information, extend their reading time, especially when the materials are
complicated, and read the material because it helps in reducing their stress.
Regarding the effectiveness of their preferred reading materials in second
language learning, the respondents “Agree” that their vocabulary, knowledge of
English grammar structure, creativity, imagination, and communication abilities
improved.
There is no significant difference between the reading preference and the
extent of utilization of the preferred reading material.
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Lastly, there is a significant relationship between the extent of utilization of
the preferred reading material and their perceived effectiveness.
Conclusions
Based on the study's findings, it was clearly shown that most respondents
preferred printed reading materials over multimedia or digital reading materials.
Reading becomes effective for the respondents because they can highlight the text
and write notes and explanations near the highlighted texts. However, it could also
be concluded that some respondents preferred digital reading materials because of
their accessibility and portability.
Furthermore, the respondents' reading preference depends on portability,
cost, and satisfaction. Both reading materials are effective in terms of second
language learning. Respondents furthermore observed that they improved in many
aspects. Whatever reading materials the respondents have, they do not matter for as
long as they helped them improve in different aspects.
Recommendations
For Possible course of Action:
1. Students should know how to distinguish the suitable reading materials for
their academic needs or language learning to learn effectively.
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2. Teachers should know the pros and cons of using printed and digital reading
material to have an effective teaching and learning process of English as a
second language.
3. More printed materials should be available in the school library for the
students to borrow.
For Future Research Directors:
1. It is highly recommended that future researchers employ qualitative
research to know the respondents' deeper reasons for choosing their
preferred reading materials.
2. To conduct a study that does not just focus on individuals who only rely on
one specific reading material but also on those who prefer both printed and
multimedia or digital reading materials.
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“READING PREFERENCE OF EDUCATION STUDENTS OF NOTRE
DAME OF MIDSAYAP COLLEGE IN LEARNING ENGLISH AS A
SECOND LANGUAGE”
Survey Questionnaire
Part I. Demographic Profile
Directions: Kindly supply the needed data by writing the information on the
space provided.
Name (Optional) : ____________________________
Age : ____________________________
Sex : ____________________________
Specialization : ____________________________
Religion : ____________________________
Tribal Affiliation : ____________________________
Part II. Reading Preference
Directions: Below are possible types of reading materials that college students
prefer to enhance their Second Language Learning. Please put a check on the box
of your preferred answer. Choose only one preference.
Multimedia/Digital reading materials
Printed books
Others: Specify: ______________________________
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Part III. Reasons for Reading Material Preference.
Directions: Below are possible reasons of the students for their preferred reading
materials. Please check the box that indicates your actual reason. Check as many
items as you can.
Only for those who preferred Printed Reading Materials. Check as many
items as you can.
I like holding the book in my hands.
I can understand, and even remember more information.
There are no distractions like sudden notifications or ads
coming from different applications.
I can physically highlight or write on it.
I can quickly flip through pages.
I can quickly isolate a passage and go back whenever I
need to.
Printed books are more cost-effective than digital reading
materials.
For protection of my eyes.
Others: Specify reasons:
________________________________________________
________________________________________________
________________________
Only for those who preferred Digital Reading Materials. Check as many
items as you can.
It is more portable than the printed book.
I can absorb more information and understand the texts
well.
It is less expensive than printed books.
I can carry multiple books at once.
I can search through the text focusing on the keywords.
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I can easily manipulate the font size to make my reading
experience comfortable.
I can find the books online and easily access them through
my mobile phone, laptop, and other gadgets using any
platform I like.
I do not need additional lighting when reading because my
phone’s background light is already enough.
Others: Specify Reasons:
________________________________________________
________________________________________________
________________________
Part IV. The Extent of Utilization of the Preferred Reading Material
Directions: Below are statements setting out the extent of utilization of the
preferred reading materials. Put a check on the number (1, 2, 3, 4, or 5) which you
believe corresponds to the given questions, where:
Scale Description
5- Always
4- Almost Always
3- Oftentimes
2- Sometimes
1- Never
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5 4 3 2 1
Statements A AA O S N
1. I spend an hour every day reading using my
preferred reading materials.
2. I look for a reading material that could provide a
more reliable information.
3. I extend my reading time especially when the
materials are difficult to comprehend.
4. I go to the extent of reading more materials a week
because my preferred material is more engaging.
5. I read the materials that I prefer because it helps in
reducing stress.
6. I got to the extent of using my spare time reading
the material that I want.
7. I got to the extent of borrowing my preferred
reading materials from friends and classmates.
8. Looking for the most cost-effective reading
material.
Part V. The Effectiveness of the Preferred Reading Materials in Second
Language Learning
Directions: Below are statements setting out the effectiveness of the preferred
reading materials of the CED students in second language learning. Put a check
on the number (1, 2, 3, 4, or 5) which you think corresponds to the given
questions, where:
Scale Description
5- Strongly Agree
4- Agree
3- Moderate
2- Disagree
1- Strongly Disagree
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Statements 5 4 3 2 1
SA A M D SD
1. Improved my vocabulary.
2. Can now pronounce unfamiliar words correctly
without stuttering.
3. Could read faster and comprehend better.
4. Improved my imagination, creativity, and
communication abilities.
5. Improved my knowledge of English grammar
structure.
6. Have even more confidence and ability to
communicate in English.
7. Developed deeper interest in learning English
as a second language.
8. Realized that learning a second language is not
that difficult.
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CURRICULUM VITAE
I. PROFILE
Name: Monica D. Escote
Student ID No.: 2019122
Date of Birth: San Pedro Midsayap Cotabato
Place of Birth: San Pedro Midsayap Cotabato
Address: San Pedro Midsayap Cotabato
Tribe: Ilonngo
Religion: Roman Catholic
I. EDUCATIONAL ATTAINMENT
Elementary: Midsayap Pilot Elementary School
Secondary: St. Mary Academy of MIdsayap Inc.
Senior High School: Notre Dame of Midsayap College
Tertiary: Notre Dame of Midsayap College
Position Held:
Member
English Circle (EC)
College of Education
2019- Present
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CURRICULUM VITAE
I. PROFILE
Name: Almie Rose C. Matos
Student ID No. 2019386
Date of Birth: 05 December 1998
Place of Birth: Buntongan Wao Lanao Del Sur
Address: Poblacion 5, Midsayap Cotabato
Tribe: Cebuano
Religion: Roman Catholic
I. EDUCATIONAL ATTAINMENT
Elementary: Piarro Elementary School
Secondary: Notre Dame of Midsayap College
Senior High School: St. Jude College of Science and Technology
Tertiary: Notre Dame of Midsayap College
Position Held:
Member
English Circle (EC)
College of Education
2019- Present
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CURRICULUM VITAE
I. PROFILE
Name: Janice P. Rendaje
Student ID No.: 2019370
Date of Birth: 17 June 2000
Place of Birth: Cotabato City
Address: Kimagango, Midsayap, Cotabato
Tribe: Cebuano
Religion: Roman Catholic
II. EDUCATIONAL ATTAINMENT
Elementary: Kimagango Central Elementary School
Secondary: Notre Dame of Midsayap College –
Integrated Basic Education
Senior High School: Notre Dame of Midsayap College –
Integrated Basic Education
Tertiary: Notre Dame of Midsayap College
Position Held:
Member
English Circle (EC)
College of Education
2019- Present
Managing Editor
Regina Yearbook
Notre Dame of Midsayap College
2021- Present
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