‘’STUDENTS’ PERCEPTION ON THE EFFECTIVENESS OF ELECTRONIC

BOOKS’’

A Research Presented to
The Faculty of St. Patrick Math-Science School
In Partial Fulfillment to Requirements for the Subject
Practical Research 1

By

Bantol, Suzzane
Culiao, AC Gwin P.
Gonzaga, Kaye Ayne T.
Jimenez, Ruel Jr. S.
Jamero, Earl R.
Seomun, Duk Won E.
 CHAPTER I
THE PROBLEM

Introduction

In the field of education, students of all generations are equipped with books and

writing materials as their way to learn and make the mark. As time changes, the

emergence of new technology changed the way the classroom lives. It is because of

electronic devices which changed the learning standards of students. Education has never

been the same as before; it is in man’s changing lifestyle being dependent on technology

and the questions of students having difficulty in using books that had caused the

change. An example of this phenomenon is when one might simply take pictures of the

classroom board instead of taking down notes.

With the emergence of educational technologies, with believing in the importance

of the diversity of methods of providing information and its effect on increasing student

achievement, the e-book emerges as one of the modern technology emergencies in

introducing e-content in a more attractive and interactive manner which has never been

seen before through the traditional printed book. E-book industry made it easy to

exchange information and data via the internet and mobile phones, and emerges a new

type of learning which is referred to mobile learning, it gives the chance to teacher to

acquire a large number of electronic educational materials in the form of e-book, and use

it for learning anytime and anywhere he wishes.

 Recognizing the increased adoption of mobile devices, publishers are offering an

increased number of textbooks in digital format. These digital texts, also called e-

textbooks, can be accessed via the Internet and downloaded on tablets, e-readers, smart

phones, and laptops. The adoption of e-textbooks, along with the broad range of

interactive learning features, is projected to exponentially grow within the next two to

three years (Becker, 2010; Reynolds, 2011).

As a result of improvements in the technology of e-books and e-readers, students

began to use them, as they offered a number of advantages over traditional books, such as

online access, searchability, cost benefits, and portability (Jamali, Nicholas & Rowlands,

2009).

People are engaged with the modern, flexible, and reliable technological devices

that have been frequently used as a part of their lifestyle. This is the manifestation of the

digital world through the presence of touch devices and reliable technological gadgets.

These are stepping stones to a paperless generation.

This study aims to find out the effectiveness of Electronic books based on the

viewpoints of the Junior HighSchool and Senior High School students of St.Patrick

Math-Science School. The results will also help libraries, publishers, information system

developers, and information providers in general to adapt to anothergeneration of readers.

Statement of the Problem

This study aims to find out students’ perception on the effectiveness of electronic

books as an educational tool.

Specifically, it seeks to answers to the following questions:

1. What are the advantages of using Electronic books, in terms of:

1.1) Ease of access,

1.2) Expenses, and

1.3) Information Content?

2. What are the disadvantages of Electronic book, in terms of:

2.1) Reliability of Content,

2.2) Lack of Information, and

2.3) Limited Resources?

Significance of the Study

This study will help with the problems encountered by the students and will

contribute to the following:

This study will help the students to simplify and enhance the overall learning experience,

and electronic books make the learning process more interactive and engaging.

This research aims to influence the school administrators to increasingly move

towards eBooks for training purposes because eBooks are better equipped to provide an

engaging learning and reading experience to users.

This study will give parents assurance that their children are actively involved in

the learning process. It will provide their children with a completely enriched learning

experience and help them improve their academic performance.

The study will also help the teachers to simplify and enhance the overall learning

experience. Teachers can use the series to teach text features, vocabulary, and research

skills, while each student can read the title that they find the most interesting.
 This study will give students assurance that their education will be ensured and

will be more convenient and helpful to them. Students will now have the chance to lessen

their expenses on buying books, and will be more accommodating for new learning

styles.

This study will also give the researchers additional knowledge about using

Electronic books in the modern education. It would helpthem to be a better analyst and it

can be a help as afuture reference for more studies in thefuture.

Lastly, this will be of use to the Future Researchers in a way of valid and

reliable source of information and further studies.

Scope and Delimitation

The aim of the study is to find out the effectiveness of Electronic books. The study

is only limited to Junior High School and Senior High School students of St. Patrick

Math-Science School located at Calle Sta. Ana, La Verna Hills Subdivision, Davao City.

There will be 100 respondents that will be chosen randomly. Each respondent will

be given a questionnaire paper which contains questions to test the effectivenessof

Electric books . This researchwill be conducted on January 2020.

 Chapter II
REVIEW RELATED LITERATURE AND STUDIES

This part provides related literatures, studies and theories about the study as well

as the modern learning methods in the classroom that would be useful for thorough

understanding of the study.

Review of Related Literature

Electronic Books Overview

Electronic textbooks provide an alternative to traditional print textbooks. Lee et

al. (2013) suggested that digitized forms of textbooks, “will potentially replace existing

paper-based textbooks in the school curriculum” (p. 32). This is a common notion,

especially since technology has become increasingly popular. Electronic textbooks are

also known by a handful of other terms such as e-textbooks, e-books, e-texts, and digital

textbooks. E-textbooks integrate familiar features of textbooks into a digital format that

can be accessed through the internet or an app; a wide spectrum of e-textbooks are

available when looking at their different features (Dobler, 2015).

The unique features of e-textbooks set them apart from one another, and often are

the most challenging part to decipher when trying to select a textbook to use. These basic

features, if included, are usually annotative abilities. Basic forms of e-books are digitized

versions of traditional textbooks that may or may not have interactive tools and features

included (Choppin et al., 2014).

 This includes the ability to bookmark pages, highlight text, and take notes within

the digital textbook. It may also have embedded links to complement what is being said

within the text.

According to Asunka (2013), they appeared in the early 1970s as plain text files,

but did not become very popular since it required a special reader that was quite

expensive. Basic e-textbooks have been around for a long time. Simple electronic

textbooks still have the same idea of being little more than plain text files. However, they

have adapted to become more user friendly as years have gone by.

According to Weisberg’s (2011) study, in 2009 e-textbooks were read on devices

that, “offered little more than straightforward reading capabilities” (p. 191). This issimilar

to when they first came out.

This change evolved e-textbooks into a more user-friendly format which became

the preference for some users.Then, around 2010 eReader devices started incorporating,

“basic note taking, highlighting, and search capabilities” (Weisberg, 2011, p. 191).

There are a variety of ways that e-textbooks can be accessed. Baker-Eveleth and

Stone (2015) suggested that users generally view, “content on a website, a PDF

download, or on an electronic reading device” (p. 992).

A common format of 11 basic e-textbooks is a PDF download since it is user friendly.

Other formats may include a portable storage device such as a CD-ROM, DVD, or flash

drive (Prasad, Totaram, &Usagawa, 2016).

The features included in the textbook will depend on the format chosen, but in

general basic e-textbooks are very simple and have basic annotation abilities.“Almost all

computers and other digital computing devices such as smart phones and tablets have

software that will render PDF files without compromising the original formatting”

(Feldstein, Martin, Hudson, Warren, Hilton,III, & Wiley, 2012, p. 4).

Muir and Hawes (2013) found that many people wanted improved interfaces that

are intuitive as well as interactive electronic textbooks with animations or links to

visualizations for explanations.Enhanced e-textbooks generally offer more features than

the basic versions of electronictextbooks.

Ease of Access

The effects of electronic book (e-book) and printed book reading on children’s

emergent reading with and without adult instruction were investigated. One hundred

twenty-eight 5- to 6-year-old kindergarten children from low SES families were

randomly assigned to one of four groups (32 children each):(1) independently reading the

e-book (EB); (2) reading the e-book with adult instruction (EBI); (3) reading the printed

book with adult instruction (PBI);

and (4) receiving the regular kindergarten program (control). The three intervention

groups included four book-reading sessions each. Pre- and post-intervention emergent

reading measures included concept about print (CAP), word reading, and phonological

awareness.

The results showed that the EBI group achieved greater progress in word reading

and CAP than all other groups. The EBI group also achieved greater progress in

phonological awareness than the EB and the control groups. Implications for future

research and for educators are discussed. (Segal-Drori, Korat, Shamir and Klein, 2009).

The effect of reading an electronic storybook (e-book) on Israeli children’s

language and literacy was examined in kindergarten children (N = 40; age 5:2–6:3)

compared to first graders (N = 50; age 6:3–7:4). The children in each age group were

randomly assigned to two groups: an intervention group which read the e-book five times

and a control group which was afforded the regular school program.

Pre- and post-tests included vocabulary and word reading measures. Post-tests

included story comprehension and production. Children who read the e-book exhibited

significant progress in word meaning and word reading compared to the control group.

Kindergarten children progressed in word reading more significantly than first graders

across treatment groups.This could be explained by the ceiling effect of the first graders’

word reading level which did not leave much room for progress in this skill compared to
the kindergarten children. No interaction was found between age and treatment groups.

Kindergarten children exhibited a good level of story comprehension, similar to first

graders, although their story production was lower. Implications for future research and

education are discussed. (Korat,2019).

According to Ciampa(2012) beginning readers' motivation to read and the texts

they choose to read impact on their literacy achievement and willingness to engage with

reading activities in the primary years of schooling. This study investigated the eBook

reading experiences of eight grade 1 students. Eight students were given ten 25-minute

sessions with the software programs over 15 weeks. Qualitative data were collected from

students, teachers, and parents through questionnaires, interviews, observations and field

notes. The results suggest the promise of electronic books in enhancing the reading

motivation of beginning readers.

As educational and research needs have changed, libraries have changed as well.

They must meet ever-increasing demand for access to online media, subscriptions to

archives, video, audio, and other content. The way a user/patron accesses this information

has also changed. Gone are the days of a few hardwired desktops or computer carts.

While libraries still need to support people without computers, many users bring their

own wireless laptops, Netbooks, Tablet PCs, E-book readers, or smartphones. Whether

using these for school studies, teaching, researching, or pleasure, users want to access

information without switching between two computers.

 To alleviate the expense, headaches, and administration of wired connections,

libraries have turned to Wireless Local Area Networks (WLAN) for primary network

access. Going wireless eliminates the need to have fixed location PCs, the headaches of

too few wired ports, and troubleshooting broken cables. By switching to WLAN, the

library evolves to a "learning commons"--creating a collaborative learning environment

and providing users easy access. The learning commons creates a flexible environment

where individuals, small groups, and large groups can collaborate, accessing information

simultaneously with any wireless device while sharing ideas and problem solving.

A learning commons encompasses both in-building and the surrounding campus,

extending the library beyond the four walls to courtyards and other areas around the

library. Users can connect and research wherever they are. The library's WLAN becomes

a critical service delivery medium for users and guests. A wireless network that fails to

provide secure, predictable, and reliable access will frustrate users and library staff. The

WLAN must provide strong authentication for controlled network access, high quality

service to support various media types and devices, and be capable of scaling to dense

user environments with hundreds of users at any one time. In this article, the author

discusses five primary WLAN requirements for 21st century libraries. (Calamari, 2009)
Expenses

In accordance to Lareau(2010), publisher's costs are reduced on a when the book

is produced electronically, and there can be advantages in access to the user, but this does

not necessary translate into savings for the library. The cost of e-books, including

licensing and copyright costs, exceeded the expense of print copies in most cases. Also,

wider use of e-books will require training for and acceptance by the user.

Digital media goods and digital media platforms exhibit cost structures and

network effects that might imply that price and quantity effects of consumption taxes are

qualitatively different compared to what we typically find for physical goods. For

instance, in most European countries and U.S. states, printed newspapers and books face

favorable value added taxes (VATs) or sales taxes. This has probably increased their

circulation. In contrast, reducing the VAT rate on digital newspapers has the opposite

effects; it increases prices and leads to lower sales. This is not true for e-books, but a low‐

tax policy is still ineffective if the aim is to reduce prices. The primary effect of

exempting ebooks from VATs is to increase profits for publishers. (Kind and

Koethenbuerger, 2017)

Contents

Based on the research of Alhammad and Ku (2019). The researcher had

participants consisted of 20 graduate students from one midsize university in the United

States. The major findings of this research were that graduate students generally prefer

using e-books to printed texts. When studying and preparing for an exam, however,

graduate students will only supersede their familiarity with printed text if a given e-book
offers similar content as the printed text and provides additional resources. Research

implications and recommendations for future research were also provided.An approach to

create an interactive and inexpensive electronic book (eBook) for an undergraduate

biochemistry laboratory course is presented. This approach featured the involvement of

an undergraduate student in the lead role of designing and developing the eBook using

Apple's iBooks Author application.

The electronic books, entitled "Introduction to Biochemical Methods", contains

original, interactive course content, including laboratory protocols, lecture slides, images,

videos, figures, and quizzes. Access to the book content was expanded through the

creation of a Web-based version of the book. User access analytics on both the eBook

and the Web site, along with student survey data related to the usage of and attitudes

toward the eBook, also are presented. Although the "Introduction to Biochemical

Methods" eBook was developed specifically for use in a particular course, adaptation of

its content for use in other classrooms is invited, and educators are encouraged to adopt a

similar approach (i.e., involving their students) in developing eBooks for courses at their

learning institutions. The immersive nature of the design and development process

provided significant learning experiences for the student who led the development of the

eBook. (Hill, Nickels and Sims, 2016).

Today's tech savvy young learners are equipped with a variety of technological

tools used as easily as pencils and paper. As educators consider adopting e-books as
instructional resources, we must consider how to effectively merge content, pedagogy

and technology in the early literacy classroom. Many reach for the laptop first when it's

time to write or look for an e-book when it's time to read. E-books are increasingly

viewed as an appropriate source for literacy exposure to books and reading by parents

and educators, as net sales revenue from e-books surpassed hardcover books in the first

quarter of 2012 (Boog, 2012).

In this article we discuss the emerging role of e-book technology in early reading

instruction, along with describing how the Technological Pedagogical Content

Knowledge (TPACK) framework (Mishra & Koehler, 2006) can assist teachers in

understanding the dynamic relationship between content, pedagogy and technology in the

literacy classroom. (Brueck and Lenhart, 2015).

In e-learning, the flip blended learning model is used to provide students with

learning contents inside/outside classrooms. It encourages students to preview these

contents outside classrooms before the lesson. Then, various learning activities are taken

inside classrooms in the lesson. An important issue about its success is the effectiveness

of the preview because it affects the subsequent learning activities in the lesson.

Further, for an ePUB3 e-book-based learning model, ePUB3 e-books are used and

hence embedded ePUB3 track and test functions can be used for tracking the preview

accesses on these eBooks and examining the preview outcomes. As such, the preview

effectiveness can be captured by checking these accesses and their relationships with the
test outcomes for making adequate actions on subsequent lesson activities. In this paper,

the authors explore such an effectiveness study on the preview of learning contents via

ePUB3 track and test functions. For illustration, this study is applied to a script writing

course and respective discussions are presented for showing its usefulness. (Tsai, Lin and

Lin, 2019).

Limited Resources

According to Lareau (2010). This study examined the feasibility of ordering an e-

book (electronic book) to replace a lost or brittle book in the Kent State University (Ohio)

library. The study checked a representative sample of 234 books lost during July to

December 2009 to see the availability of the book in e-form, as well as the cost of the

print versus the e-book editions. Only 12 out of 234 books were available in e-form.

Other factors affecting the use of e-formats were the user and the age and

uniqueness of the book. Fiction works were found to be available more often than non-

fiction, especially before 1995. It was concluded that there was not enough of a stockpile

of e-books to allow them to be ordered extensively. The lost books did not readily lend

themselves to being replaced by e-books, because of their average age and the number of

non-fiction titles.Obtaining printed books is getting more and more difficult as stores

close and the remaining ones remove bookshelves for another coffee-shop table or stacks

of toys and games” (Danford, 2011)

Reliability of Content

E-Books can be hacked. Electronic book readers are able to connect to the internet

to shop for different E-books. Hackers are able to use their computers to hack E-Book

readers and E-Books. People are now pirating Electronic Books just as they are able to

pirate music.E-books do not have a defined life. New technologies are always emerging;

for example, new computers or hand held devices. Software and hardware can become

outdated that contain components that can run a user’s E-Book reader. When upgrading

to newer software, the user runs the risk of losing saved books or losing formatting of the

document (Javier, 2010)

In accordance to Jeong (2012), he investigated the effect of electronic and printed

books on rate of 56 6-year-old students’ comprehension and eye fatigue. They concluded

that printed books are better than electronic one sin terms of comprehension. In terms of

eye fatigue, students felt more tired after studying the electronic books than after studying

the printed ones. Results of their research also showed that the students were satisfied

with electronic books, but preferred printed type ones.

According to Myerberg (2017),when it comes to the usability of e-textbooks, the

majority of the students’ complaints seem to be related either to the highlighting and annotation

functionality or to the overview of the content and the ability to navigate easily within the

book.Students need to actively engage with their texts in order to learn and retain information,

and they often use highlighting and annotation to do so. I have found articles from several
countries, in which university students prefer print because of the lack of possibilities for

highlighting and annotating when they are reading digital texts.

Piracy is the number one concern for both publishers and authors. While

traditional books can be copied with machines, the time and cost of doing so typically

keeps this type of piracy at bay. With eBooks however, “sharing” books that have not

been purchased with others is as easy as posting a file online or, in some cases, copying

and pasting the text from one document to another. Currently, eBooks have an unreliable

life span. Paper books last for decades provided if they are well cared for. (Weber, 2016).

Lack of Information

The lack of overview when you read a book on a digital device does not only make it

hard to jump forwards or backwards in the text, it also gives you poor feedback on the progress

you are making as you are reading. And it makes it difficult for you to plan your reading, since

there is no easy way for you to see how much there is left of the book or chapter you are reading

Myrberg (2017).

With the wide variety of formats and eReader devices on the market, choosing

which device is the right one for all situations can be nearly impossible. Though

compatible formats have been introduced that should allow most readers to view

purchases, many of these still lack proper formatting. Without proper page layouts and

spacing reading becomes more of a tedious chore than an enjoyable pastime (Weber,

2016).
 According to Love (2012), When you pay for an e-book, you haven't bought the

book at all. You've bought a license, permission to read certain words in a certain

orderand it's a pretty one-sided deal.

Other key disadvantages relate to misunderstandings on the part of users as to

what an Electronic book actually is (Berg et al., 2010), in addition to lack of awareness

regarding how to access electronic books (Marques, 2012). Digital rights management

means there can be restrictions regarding what a user can print out, or copy and paste

from an electronic book, thereby frustrating users further (Anon, 2010; Hobbs and Klare,

2016). Leading academic publishers are reluctant to provide institutional access to digital

versions of textbooks, as this may affect sales directly to students (JISC, 2017).

Limited Resources

Many e-books are typically produced to be compatible with certain software

which in turn may be not easily available. Since e-books are dependent on other

equipment, certain hardware or software failures may affect it. Unless the hardware,

Internet connection or battery power that is required by an e-book reader is readily

available, then its electronic documents are useless. In addition, e-books depend on

hardware and software and are more easily damaged than a printed book. Reading from a

computer lacks the familiarity and comfort of reading from a book. A paper book can be
opened and flipped through, while an electronic text is more difficult to navigate(Xiang

Yu, 2010).

Electronic booksare not forever. People find cave drawings from ancient times,

and theycan decipher their meaning, but the future historians will find it hard to decipher

the bits and bytes that are not calibrated for whatever communications tools they have in

the year 6852 (Javier, 2010).

However, according to the results of the Electronic library global electronic book

survey 2011, cited in the CILIP study, "72% of students would use electronic books if

there were more titles in their subject area and 60% of students would use electronic

books if there were less restrictions on printing and copying" (CILIP, 2012).

According to Myrberg (2017), in the Finnish study from last year, college and university

students said that they do not want to have to log in several times or use separate applications in

order to borrow e-books. They want to be able to borrow the e-books when they need them and

keep them as long as they need to, and they want to be able to download the e-books for offline

reading regardless of what device or web browser they are using. In other words, they want to be

able to do everything that DRM protection restricts them from doing.

Related Studies

E-books and print books are identical in content, but there isa need to understand

whether they differ in function. If theyfulfill the same functions in the same situational

context, onemay replace the other. However, if they do not, they maysimply serve as

complements to each other.

Based on a qualitative study entitled “, Chen and Granitz (2012)reported that

people are quicker to adopt changes in technology when they are compatible with their

existing values and are easy to use. Overall, people do not accept changes concerning the

digitization of information that conflict with their value system, are expensive, or do not

add to their quality of life. They included a variety of variables from the DOI model to

determine whether people adopt specific technological innovations based on experiential

factors such as ease of use or based on utilitarian factors such as cost and status.

Their results have indicated that there are no significant differences between

experiential and utilitarian elements in contributions to technological adoption, but that a

combination of the two is needed to under-stand the adoption in general.

In a recent study, Vakkari (2012) noted that while there have been studies in

media to examine whether use of the Internet has displaced use of traditional media, there

has been virtually no empirical evidence showing whether use of the Internet displaces

use of the public library. Vakkari’s study was carried out in Finland to examine how use
of the Internet correlates to use of the public library in different areas of everyday life

such as studying, work, and business. Vakkari also studied which factors in addition to

Internet use predict the use of public libraries for these purposes. To ensure that the

functions being compared were the same, Vakkari first ascertained the extent to which the

Internet and the public library were used for studying, work or business, or for leisure or

everyday activities. The results of the study showed that use of the Internet was positively

correlated with use of public libraries. Thus, Internet users also tended to use the library

more, implying that Internet use had not replaced public library use. Instead, use of the

Internet complemented public library use.

Another study by van der Velde and Ernst (2009) examined e-book usage in terms

of journals and publications by Springer Publishing to ascertain whether e-books and

journals were replacing their print counterparts. The study took into account the

perspectives of both end users and librarians, using interviews and statistics provided by

Springer. The researchers found that while e-book usage already accounted for.

50% of Springer’s journal usage, the amount of content consumed digitally was

only 15% of the total content. The researchers found through their analysis that both print

and e-books could coexist in the market, as people consumed material for different

functions in various ways—doing short-form reading online while still preferring to read

entire books in print versions.

 Another study by van der Velde and Ernst (2009) examined e-book usage in terms

of journals and publications by Springer Publishing to ascertain whether e-books and

journals were replacing their print counterparts. The study took into account the

perspectives of both end users and librarians, using interviews and statistics provided by

Springer. The researchers found that while e-book usage already accounted for 50% of

Springer’s journal usage, the amount of content consumed digitally was only 15% of the

total content. The researchers found through their analysis that both print and e-books

could coexist in the market, as people consumed material for different functions in

various ways—doing short-form reading online while still preferring to read entire books

in print versions.
 Independent Variable 1 Independent Variable 2

Advantages of using Electronic Disadvantages of Electronic

Books Books

a) Ease of access, a) Reliability of Content

b) Expenses, and b) Lack of Information, and

c) Information Content c) Limited Resources

Figure 1. Conceptual Framework

Hypotheses

This part of the study states the formulated hypotheses of the researcher upon the

result of the analyses.

1. Electronic books are proven to be helpful as an educational tool.

2. Electronic books is not a great help to aid student learning.

Definition of Terms

This part of the study defines the terms of concepts that were used by the

researcher. The terms were defined two-way; conceptually and operationally to

emphasize the definition and use of the terms in this study.

‘’STUDENTS’ PERCEPTION ON THE EFFECTIVENESS OF

ELECTRONIC BOOKS’’. Conceptually, recognizing the increased adoption of mobile

devices, publishers are offering an increased number of textbooks in digital format. These

digital texts, also called e-textbooks, can be accessed via the Internet and downloaded on

tablets, e-readers, smart phones, and laptops. The adoption of e-textbooks, along with the

broad range of interactive learning features, is projected to exponentially grow within the

next two to three years (Becker, 2010; Reynolds, 2011). Optionally, it is to find the

effectiveness of the electronic books towards the students.

 Ease of Access. By switching to WLAN, the library evolves to a "learning

commons"--creating a collaborative learning environment and providing users easy

access (Ciampa, Katia, 2012). Operationally, it is to alleviate the students, headache and

expenses.

Expenses. Conceptually, publisher's costs are reduced on a when the book is

produced electronically, and there can be advantages in access to the user, but this does

not necessary translate into savings for the library. Operationally, this is to lessen the

publisher’s cost for publishing and to lessen the book’s price.

Content. Conceptually, when studying and preparing for an exam, however,

graduate students will only supersede their familiarity with printed text if a given e-book

offers similar content as the printed text and provides additional resources. Optionally, it

is to know the content of e-books and their help to the students.

Reliability of Content. Conceptually, e-books can be hacked. Electronic book

readers are able to connect to the internet to shop for different e-books. Hackers are able

to use their computers to hack e-book readers and e-books. People are now pirating

Electronic Books just as they are able to pirate music. E-books do not have a defined

life. New technologies are always emerging; for example, new computers or hand held

devices. Software and hardware can become outdated that contain components that can

run a user’s E-Book reader. When upgrading to newer software, the user runs the risk of

losing saved books or losing formatting of the document (Javier, 2010). Optionally, it is

to know if the content of each e-books are trusted.

 Lack of Information. Conceptually, The lack of overview when you read a book on

a digital device does not only make it hard to jump forwards or backwards in the text, it also gives

you poor feedback on the progress you are making as you are reading. And it makes it difficult

for you to plan your reading, since there is no easy way for you to see how much there is left of

the book or chapter you are reading (Myrberg, 2017). Optionally, it is to help the students to

know if the e-books are lacking into something.

Limited Resources. Conceptually, e-books depend on hardware and software and

are more easily damaged than a printed book. Reading from a computer lacks the

familiarity and comfort of reading from a book (Xiang Yu, 2012). Optionally, it is to

know if the e-books can survive in the long run with current issue of plagiarism.

Perception. Conceptually, perception is the study of how sensory information is

processed into perceptual experiences (Twedt and Proffitt, 2018). Optionally, it is the

perceiving of the students towards the effectiveness of the e-books.

Electronic Books. Conceptually, e-book, in full, electronic book, digital file

containing a body of text and images suitable for distributing electronically and

displaying on-screen in a manner similar to a pr0inted book. E-books can be created by

converting a printer’s source files to formats optimized for easy downloading and on-

screen reading, or they can be drawn from a database or a set of text files that were not

created solely for print. Operationally, it is a thing that makes the life of students easier.
 Chapter III
METHODOLOGY

This chapter describes and discusses how the researchers will gather the necessary

data and information that will be use in the entire study. It describes who will be the

respondents and focus of the research. It also discusses the methods and procedures used

for this study. It includes the research design, subjects, locale of the study, instrument,

data gathering procedure and the statistical treatment.

Research Design

This study employed a qualitative research design. Qualitative research methods

were developed in the social sciences to enable researchers to study social and cultural

phenomena. Examples of qualitative methods are action research, case study research and

ethnography. Qualitative data sources include observation and participant observation

(fieldwork), interviews and questionnaires, documents and texts, and the researcher’s

impressions and reactions (Myers 2013).

Qualitative descriptions can play the important role of suggesting possible

relationships, causes, effects and dynamic processes. Qualitative analysis allows for

ambiguities/contradictions in the data, which are a reflection of social reality

(Denscombe, 2010).
Locale of the Study

This study was conducted in one school in Davao City namely, St.. Patrick Math-

Science School.

St. Patrick Math-Science School has coordinates 7°07'24.0"N 125°38'14.8"E.

Figure 3. Locale of the Study

Source: Googlemap (2019)

Research Respondents

The respondents of this study is one hundred students in St. Patrick Math-Science

School.To analyze the data, the researchers will be using a questionnaire from the work

of Lui (2010).

The respondents will be selected using stratified random sampling. According to

Thompson (2012), In stratified sampling, the population is partitioned into regions or

strata, and a sample is selected by some design within each stratum. The design is called

stratified random sampling if the design within each stratum is simple random sampling.

It explains estimation of the population total and population mean. It then discusses

confidence intervals and the stratification principle. Next, the chapter describes allocation

in stratified random sampling. A simple model for a stratified population assumes that the

population Y ‐values are independent random variables, each having a normal

distribution, and with means and variances depending on stratum membership. It also

presents derivations for stratified sampling and illustrates calculations and a simulation

for stratification.
 Table 1. Distribution of Respondents

High School Students and

Senior High School Population (N) Respondents (n)

Grade 7 34 18

Grade 8 35 18

Grade 9 30 16

Grade 10 33 17

Grade 11-A 25 13

Grade 12 35 18

Total : 192 100

Research Instrument

The researchers used and refined a questionnaire from Lui (2010) for the

qualitative research design. The questions were taken from a related study and source. It

was used to know the students’ perception on the effectiveness of electronic books.
Gathering Data Procedure

Before the gathering of data, the researchers had briefly explained the attributes

that they will gain during the survey which might have caught their center of attention

and convinced them to take part of the survey.

During the conduct of the study, the researchers explained and gave important

details such as the objectives of the study and what will the respondents get from it. By

any chance and for clarity, the researchers answered and clarified all the questions on the

item. After the survey, the respondents were given snacks for the time that the researchers

have allotted.

Lastly, all the data were gathered, analyzed, and examined as one, and will affirm the

perception of the students on the effectiveness of the electronic books.

Statistical Treatment

To examine the quality of Students’ Perception on the Effectiveness of Electronic

Books, the researchers used a Thematic Analysis. Thematic analysis is a method for

identifying and interpreting patterns of meaning across qualitative data. According to

Clarke & Braun(2013) The goal of a thematic analysis is to identify themes, i.e. patterns

in the data that are important or interesting, and use these themes to address the research

or say something about an issue. This is much more than simply summarizing the data; a
good thematic analysis interprets and makes sense of it. A common pitfall is to use the

main interview questions as the themes). Typically, this reflects the fact that the data have

been summarized and organized, rather than analyzed.