READING PREFERENCES AND PATTERNS OF POST-MILLENNIAL FILIPINOS: BASIS FOR

THE DEVELOPMENT OF AN ANDROID APPLICATION

Jmar I. Almazan

Abstract

The research into the implications of this is still in the early stages. However,
current evidence indicates that at this point in time print may be slightly superior
to the screen in relation to comprehension, learning, retention and ease of use.
However, as screen technology continues to advance, interfaces become
increasingly intuitive and personal preferences change from early exposure to
reading on a screen, this may change and may have already changed for some
individuals.
Learners need to develop their reading, comprehension and learning skills
in both arenas. They need to develop one set of skills to build their competence
in reading and learning from paper, however they also need to develop a
completely different set of skill, digital literacy skill.
Considering the increase of digital literacy, it is observed that recently
published books should have an electronic format and the books in hard-copy
format should be transformed into e-book format. Moreover, when it is considered
that making research and reading course materials are the most important
purposes for students reading e-book, it is clear that it has become necessary for
teachers to present lecture notes and resources in electronic format.
Introduction

Reading not only has tremendous power when it comes to fueling the
development of all aspects of language ability, its importance to the entirety of
a human life in this day and age really cannot be overstated. For Killian (2012),
“Net Generation,” “Generation @,” “Digital Natives,” “Dot.Com Generation,”
“Net Kids”, and “Generation Z”, most commonly known as the Post-Millennial
generation, captures the essence of how society as a whole tends to characterize
today’s young adult.
Considering the characteristics of the Post-Millennial generation, there is
some concern about the effects on their reading preferences. Reading
preferences and interests of young children and adolescents studying at different
levels have been addressed by many researchers the world over. For example,
the study conducted by Wolters (2014) addressed the reading preferences of
elementary school students. It revealed that the students of grade-6 preferred to
read story books, cartoons, comics, popular magazines, and sports even though
these books were rarely available in school libraries. Concerning the text genres,
Tveit (2006) asserted that young people would prefer to use instant messaging
and play video games. This is a certain indication of changed attitudes towards
reading.
Being a public secondary school teacher, the researcher encountered a
lot of students performing very poorly specifically in Language, and are not really
fond of reading because they would prefer to expose themselves in the different
technologies available such as internet, computer games, Facebook, and
television that take them away from reading. Whereas, students liked the time
and activities during Reading class and believed that reading was important,
many students reported to being bored and inattentive due to the perceived
lack of exciting materials appropriate for their age and the lack of interactive
activities after the reading time.
In the light of the foregoing viewpoint and condition, the researcher, being
an educator, decides to undertake this study to look into and explore the reading
preferences and patterns of post-millennials, chooses best activities that would
enhance their reading preferences and maximize best learning outcomes.

Methods

This study utilized the qualitative research in particular the

phenomenological approach. It illuminates the specific, and identifies
phenomena through how they are perceived by the actors in a situation (Lester,
2011). The phenomenological method is particularly effective at bringing to the
fore the experiences and perceptions of individuals from their own perspectives,
and therefore at challenging structural or normative assumptions.
Likewise, qualitative research involves careful observation of participants
involved in the study and often interacts with the researcher and is accompanied
by extensive note taking. Further, it involves observing respondents, after which
notes or data from the observation are summarized in narrative reports that
attempt to describe and interpret the phenomenon being studied (Gravetter &
Forzano, 2011). It is important to see the phenomenon from the co-researchers’
own point of view rather than utilizing a probabilistic interpretation.
In this study, the researcher used this design which is truly appropriate since
he explores the topic as well as experiences of the co-researchers involved in this
study. He used the Interpretative Phenomenology Analysis (IPA) to explore in
detail individual personal and lived experiences and to examine how participants
are making sense of their personal and social world. Interpretative
Phenomenological Analysis is method in a qualitative research that has its roots
from Phenomenology and Hermeneutics. From the phenomenology side, it
focuses on understanding human experience while from the hermeneutic side, its
interpretative activity since the researcher is also involved in the analytic process
as doing research with people.

Results
The intention of this phenomenological study was to describe and
understand the lived experiences of identified post-millennial Grade 10 learners
with reading. Methods of inquiry included phenomenological reflection on the
data elicited through the investigation of identified post-millennial Grade 10
learners’ experiences and investigation of the given phenomenon in the
academic setting.

As such, this research is guided by the following central question:

What is the essence of the lived experiences of identified post-millennial Grade
10 learners with regard to their reading preferences and patterns reading?
Meanwhile, the corollary questions are answered in the tables provided.
Corollary Question 1: How do the co-researchers describe their experiences
with regard to their reading preferences and patterns?
The following tables provide the findings gathered through the semi-
structured interviews conducted with the co-researchers on seven (7) interview
questions.
Interview Question 1: What do you normally do especially during your free
time? What are your hobbies?
Table 1.1
Annotated Exemplars on Post-Millennial Learners’ Hobbies

Co-researcher Responses Researcher’s Observation

PM Learner 1 “Pag nasa bahay po, ah, computer games, PM Learner 1 during the
social media, facebook, Instagram, twitter, ayun interview was interested and
po.” paying attention. Her eyes
expressed surprise while
having our conversation.
PM Learner 2 “Ah, mahilig po ‘kong maglaro nga mga ano, Even though PM Learner
mga mobile games, computer games, mahilig enjoyed reading at every
din po akong magbasa, manood ng mga opportunity, he exemplified
that in his talk about reading
movies, at kung ano-ano po.”
he did not refer to any
reading references.

I have observed that the participants in the study were common in their
responses as regards their hobbies. They did not like much reading as their hobby.
They read but this made it clear that the reading of books was very different from
the texts such as electronic games, movies, and television that they engaged in
on a regular basis.
Interview Question 2: What do you like reading?
 Table 1.2
Annotated Exemplars on Post- Millennial Learners’ Reading Preferences

Co-researcher Responses Researcher’s Observation

PM Learner 3 “Ano, tungkol sa ano, kaibigan pati sa PM Learner 3 was
pamilya.” comfortable to say that he
was likely to read books
about friendship and
family.
PM Learner 4 “Yung mga nababasa ko po kasi, mga PM Learner 4 during the
nag-uuso ngayong panahon, sa interview was very
panahon ngayon, yung mga nag- comfortable though full of
uusong mga… something like that. eagerness, he may prefer
Mga trending. Wattpad. E-book.” to read things which are
trending and timely
something like reading in
Wattpad or e-book.
Participants in the study were harmonious in their responses as regards post-
millennial learners’ reading preferences. They might select themes for it was part
of the reading process and the journey to read. They may prefer to stick with
traditional and concrete book styles rather than reading via the internet or
electronic equipment. They may select reading equipment e.g., hard-copy
books, CDs, electronic books based on what they prefer.
Interview Question 3: Why do you read? What do you get out of reading?
Table 1.3
Annotated Exemplars on the Reasons Why Post-Millennial Learners Read

Co-researcher Responses Researcher’s Observation

PM Learner 2 “Ah, ano minsan po, pag walang ginagawa, pag- PM Learner 2’s reading and
kunyare po ah, pag yung, nakakasawa din po kasing personal leisure time preferences
mag-cell phone kase wala din pong ginagawa. Pag reflected on his answer. He
binasa ko po yung libro, babasahin ko po siya. Out of
understood the reading journey
boredom sir, pero kapag gusto kong malaman, ayun
po.” to be an obligatory process
involving books. If he opted out of
that process at any point along
the way, then he must somehow
find his way back into the
process, in order to realize the
goals of reading.
PM Learner 1 “Ah, yung parang…..kase sir, every story alam naman In the process of reading, PM
po natin na may lesson siyang naituturo sa’tin, sa Learner 1’s perception of the
buhay. So, yung mga, kahit din po yung sa wattpad experience did include a
sir, na kahit may mga story siya, may lesson po siyang
reference to engagement with
‘tinuturo. Ayun sir.”
particular text. She accepted the
reading as process as an
engaging routine. She knew that
it made her happy when it
 resulted in knowing the moral of
the story.

Participants in the study were single-minded to verify that they can have
personal leisure time and engagement with particular text through reading.
Reading as connections to texts, as engaging, and as that experience which
helps to make us thinking and reflective human beings as PM Learner 1 alights
and lingers too long on for reading. Even though they enjoyed reading stories in
books or in wattpad and read them at every opportunity, it is important that they
are given the opportunity to choose texts based on their own preferences and
interests.

Interview Question 4: What enjoyment do you get out of reading?

Table 1.4
Annotated Exemplars on Enjoyment from Reading

Co-researcher Responses Researcher’s Observation

PM Learner 6 “Ang kasiyahan kong nakukuha,
yung parang, mas ano, mas,
nauuna ko sa kanilang nalalalaman
yung mga nangyayari sa El
Filibusterismo, yung parang may
advance po kong nalalaman.”
PM Learner 6 was excited to
know about what he is
reading with the realization
again that reading for him
was not about enjoying
reading and particular texts
but rather about staying with
this process, this reading
journey, and some set and
established purposes for
reading not connected with
his lifeworld and his interests.

Participants in the study were surprising that they fully understand student
motivation towards reading and reading preferences. Post-millennials learners do
not want to be bound by traditional schedules, and they do not necessarily want
to sit in a classroom to learn. Instead, they prefer to use technology to study at
any time of the day or night, telecommute from anywhere in the world and define
“balance” in their own individual ways. However, not all young people have
access to digital media. These observations posed about PM Learners’ reading
practices in the digital era.
Interview Question 5: Why do you think is it so hard for learners like you to
read?
Table 1.5
Annotated Exemplars on Reasons Why Post-Millennials Don’t Like to Read
 Co-researcher Responses
CR 5 “Ano po sir, mas may gawain, mas may gawain sila
na…ay hindi sila tutok sa pagbabasa sir.”
CR 2 “Um, minsan po, hindi na po. Kasi ano, kasi minsan
hindi ko na na-aano, parang hindi ko na ma….. ano
ba to? Hindi ko na alam yung mga ano ko, lalo na
kapag minsan gusto ko yung ginagawa ko, hindi ko
na nagagawa yung pagbabasa ko.
Researcher’s Observation
CR 5 helped me to unravel my
final observations of his behavior
and attitude toward reading. He
revealed something similar to an
acknowledgment of the essence
of his experiences with reading
as he said.
CR 2 during the interview was
not aware that the best way to
get better at reading is just to do
it. Moreover, the most important
choice in reading is whether to
read or not.

As I journeyed with my co-researchers through their articulation of how they

experienced reading, their talk and actions and the way they answered the
question “Why do you think is it so hard for learners like you to read?” revealed an
absence of meaning within passionless reading experiences.
Corollary Question 2: What themes emerged from the study?

The following themes emerged based on the qualitative data analysis

performed: Social Media and Technology Appeal to Post-Millennial Learners,
Post-Millennial Learners’ Reading E-books and Novels, Varied Reasons for
Reading, Lessons Learned, and Varied Reading Challenges Encountered. Figure
A provides a visual representation of the themes:

Table A
Social Media and Technology Appeal to Post-Millennial Learners

Co-Researcher Responses
PM Learner 1 “Pag nasa bahay po, ah, computer games, social media,
facebook, Instagram, twitter, ayun po.”
PM Learner 2 “Ah, mahilig po ‘kong maglaro nga mga ano, mga mobile
games, computer games, mahilig din po akong magbasa,
manood ng mga movies, at kung ano-ano po.”
PM Learner 4 “Ahh, ako ang mga hilig kong gawin, ano, minsan nagco-
computer ako, ahh, kumain, mag-gala, matulog, at mag-
 enjoy. Minsan nagpupunta ko sa mga classmate ko at nagba-
bonding kami, at nag-gagala kung saan-saan.”
PM Learner 5 “Ah, mag-cellphone, mag-fb. Ganun.”
PM Learner 6 “Facebook, yung pagbabasa sa wattpad. More on wattpad.”
Based on the testimonies of the co-researchers, social media and
technology appeal to Post-Millennial Learners. Although PM learners respond
best to high technology, these students and more often their teachers may
become very distracted by it. Social Media and Technology in the classroom
requires students and educators to be taught how and when to use these
technologies as a tool appropriately and safely.
Table B
Post-Millennial Learners Reading E-books and Novels

Co-Researcher Responses
PM Learner 1 “Magbasa gamit internet (chuckles.) Wattpad sir (while laughing).
Um, more on po sa history. Gawa po ng A.P. po namin. Book’s send
online lang po.”
PM Learner 2 “Yon, katulad nga po ng mga kabataan ngayon, wattpad sir, pero
nagbabasa din naman po ko ng mga libro, yung mga Sydney
Sheldon po, yung mga ganon, mga novels.”
PM Learner 3 “Ano, tungkol sa ano, kaibigan pati sa pamilya.”
PM Learner 5 “Yung mga nababasa ko po kasi, mga nag-uuso ngayong
panahon, sa panahon ngayon, yung mga nag-uusong mga…
something like that. Mga trending. Wattpad. E-book.”
PM Learner 6 “Hindi, ang pref….ang mga binabasa ko dun, mga Filipino na, may
Noli Me Tangere, El Filibusterismo, yun.”
Based on the testimonies of the Co-Researchers, technologies shape the
experience of reading regardless of the genre. However, beyond the
experimental studies of interface or device-specific reader behaviours (Mangen
and Kuiken 2014; Margolin et al. 2013), digital reading by teens is predominantly
thematized in relation to preference. So does the impact of eReaders. However,
the rapid global growth of eBook publishing is not yet studied in research on
young people’s pleasure reading.
Table C
Varied Reasons for Reading

Co-Researcher Responses
PM Learner 1 “Pag sa mga books po dito sa school. Yung mga kwento po nila, ah,
ngayon po sa Filipino namen, sa El Fili, yung excitement kung anon
na yung mangyayare, tragic scene. Yung mga ganon po sir.”
PM Learner 2 “Ah, ano minsan po, pag walang ginagawa, pag-kunyare po ah,
pag yung, nakakasawa din po kasing mag-cell phone kase wala
din pong ginagawa. Pag binasa ko po yung libro, babasahin kop o
 siya. Out of boredom sir, pero kapag gusto kong malaman, ayun
po.”
PM Learner 4 “May mga natututunan din naman po ko kahit papaano.”
PM Learner 5 “Sa pagbabasa po kasi, marami kang matututunan, marami kang
mapupulot na aral.”

PM Learner 6 “Kasi sa wattpad more on technology, mas mabilis maintindihan.

Kasi kapag sa libro may mga malalalim na meaning, hindi mo
maintindihan pag English. Ang hirap intindihin.”
Based on the testimonies of the Co-Researchers, it is through the conversion
of their apprehension to excitement and enthusiasm, as they temporarily
escaped the bonds of the reading journey, to release their untapped knowledge.
Their eagerness to share was manifested in their overt interest, confidence. and
trust in the purpose of the study and their invitations to me as researcher, to their
lived world of reading experiences, including their books and Wattpads. They
embraced the concept of a one-on-one encounter where attention was
dedicated to understanding their experiences with reading.
Table D
Lessons Learned

Co-Researcher Responses
PM Learner 1 “’Pag sa mga books po dito sa school. Yung mga kwento po nila, ah, ngayon po sa Filipino
namen, sa El Fili, yung excitement kung anon na yung mangyayare, tragic scene. Yung mga
ganon po sir.”
PM Learner 2 “Um, wala naman. Ang nagugustuhan ko lang po sa pagbabasa, um, kasi ano, mga
natututunang moral lessons, values, tsaka knowledge na rin sir.”
PM Learner 4 “May mga natututunan din naman po ko kahit papaano.”
PM Learner 5 “Sa pagbabasa po kasi, marami kang matututunan, marami kang mapupulot na aral.”
PM Learner 6 “Ang kasiyahan kong nakukuha, yung parang, mas ano, mas, nauuna ko sa kanilang
nalalalaman yung mga nangyayari sa El Filibusterismo, yung parang may advance po kong
nalalaman.”

Based on the testimonies of the Co-Researcher, it is through their talked of

ways that reading could be improved and how things could be better for reading
and they gave voice to the changes, which they felt would improve their reading
experiences. A sense of joy and excitement was evident on their faces when they
learned the lesson of a particular story that they read.
Table E
Varied Reading Challenges Encountered

Co-Researcher Responses
PM Learner 3 “Gawa ng ano po, yung may part na hindi mo maiintindihan. Pati, dahil
doon humahaba, humahaba yung mga nakasulat doon. “Ano, gawa ng
ano, minsan ano, tungkol sa mga kabarkada, ganon.”
PM Learner 4 “Ah, ano po kasi e, kaya nahihirapan ang mga kabataan sa pagbabasa is
hindi sila tutok sa ginagawa nila or hindi nila gusto yung ginagawa nila.”
PM Learner 5 “Ano po sir, mas may gawain, mas may gawain sila na…ay hindi sila tutok
sa pagbabasa sir.”
 Based on the testimonies of the co- researchers, it is through school reading
consists of texts that are too long and too difficult and unrelated to their individual
interests, whereas life reading is based on their likes and interests and are usually
short passages that relate to their individual lives. Life reading can often times be
demanding, but they feel capable of reading what they choose for themselves.
Popular reading sites are mostly read by PM Learners.

Discussion

This phenomenological study captured the live experiences of identified

post-millennial Grade 10 learners with reading. The semi-structured interview of
these co-researchers revolved around their experiences with reading. The
researcher was focused on the actual experiences they have gone through, their
hobbies and reading preferences. Likewise, the summarized findings from the
interviews were discussed in relation with theories and other research findings from
the gathered literature. The importance of acknowledging these findings is that
people will understand learner’s reading interests and preferences using a variety
of methods effectively and efficiently.
Schools need to understand the world of the learner, including the ways in
which family, friends, peers, and the larger society impact and affect the learner
for better or worse. This paper is an attempt at that, an attempt to understand the
reading experience of learners of this increasingly digital generation. Hence, it is
important for the school administrators, teachers, and parents to realize that
through careful planning, designing, and use of effective instructional methods a
genuine culture of reading is still within reach despite the challenges of a more
digital world.
The study further found out that boredom is one of the basic opening to
reading among the respondents. It also revealed that majority of the respondents
had the view that reading habits have effect on academic performance and
that there is a direct relationship between reading habits and academic
performance. Learners now spend a lot of time reading from a screen: computers
and mobile devices. The research into the implications of this are still in the early
stages, however current evidence indicates that at this point in time print may be
slightly superior to the screen in relation to comprehension, learning, retention and
ease of use. However, as screen technology continues to advance, interfaces
become increasingly intuitive and personal preferences change from early
exposure to reading on a screen, this may change and may have already
changed for some individuals.
 Learners need to develop their reading, comprehension and learning skills
in both arenas. They need to develop one set of skills to build their competence
in reading and learning from paper, however they also need to develop a
completely different set of skill, digital literacy skill. On a personal note, I believe
we are all on a journey of finding a balance between reading on paper and
reading online. Now the thought of having to read a literary text on paper like our
Grade 10 students do horrifies me, I can now read solely in digital space and am
much more comfortable working this way than reading on paper. I never thought
either that I would switch away from paper reading.
However even though I have tried, I still find it very difficult to take in
information from a screen if I am trying to absorb, learn and remember
information. I still order my lesson plans as a paper copy from Google. I printed
out my daily lesson plan for my classes as I found it impossible to get my head
around them when they were filed as PDFs on my computer.
Considering the increase of digital literacy, it is observed that recently
published books should have an electronic format and the books in hard-copy
format should be transformed into e-book format. Moreover, when it is considered
that making research and reading course materials are the most important
purposes for students reading e-book, it is clear that it has become necessary for
teachers to present lecture notes and resources in electronic format.

As an output of this study, a reading selections android application is

proposed which can enhance the love for reading of post-millennial learners.

Description:

READ IT is an integrated e-book reader and downloader. Helps you

manage, open and read, all category of books can easily be downloaded in this
application for as long as they are available in the e-book websites linked in this
application.

Supports e-book formats: PDF, EPUB.

Key features:

• User-friendly interface

• Accessible even offline

 • Full screen view and scroll view

• Bookmarks

• Offline library

• Offline and Online catalogs support

• Online book support

• Can go to another page

• Shareable android application

Disclaimer:

This application is based on android studio code. And licensed under GNU
General Public License or Open Source.

GNU and Open Source code

Android Studio code: http://android.com

Version Download size Compatibility

1.0.0 40.9 MB Android Nougat 7.1 or
later version
Released on Developer
April 5, 2018

References

REFERENCES

Atkinson, C. (2006). Key stage 3 pupils' views about reading. EducationalPsychology in

Practice, 22(4), 321-336.
Killian, T. Hennings N, & Langner, S (2012). Do Post-Millennials Read Books or Blogs?
Introducing a media usage typology of the internet generation. Journal of
Consumer Marketing 129(2)
Tveit, A. K. (2006). “Reading Habits and Library Use among Young Adults.” New Review of
Children’s Literature and Librarianship, 85
Wolters, C. (2014). “Motivation for Reading: Group Differences and Relation to
Standardized Achievement.” Reading & Writing, 27