CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the conceptual and research literature, both foreign

and local, found to be useful in this study.

Conceptual Literature

This study explores the concept of technology in education, electronic

books in classroom interaction, and the forms of classroom interactions.

The dullness of the school and the excitement of the integration of

technology balance the process of learning. Integration of technology specifically

in education, aims to make a difference between traditional and 21 st century

classroom. Basically this aims are to introduce, reinforce, supplement and extend

skills of both teachers and students. Once in a while, technology is moving

forward to its finest. Teaching, learning and technology combined together to

achieve the ultimate goal of having effective transfer of knowledge. Under this

integration of technology, classroom interactions itself don’t have a capability to

be shape according to what is needed. Thus, the key factors whom are teachers

and the students must carefully understand their roles in integration of

technology in classroom. To consider this relationship, the teachers and the

learners should have a closer look on how the technology can be used in

different forms classroom interactions.

Araling Panlipunan Subject

Araling Panlipunan is the integrated study of the social sciences and

humanities to promote civic competence. Within the K to 12 Curriculum program,

Araling Panlipunan subjects provides coordinated, systematic study drawing

upon such disciplines as anthropology, archeology, economics, geography,

history, law, philosophy, political science, psychology, religion and sociology, as

well as appropriate content from the humanities, mathematics, and natural

sciences.

As administered by K to 12 curriculum program, the curriculum for Grade

7 Araling Panlipunan (Social Studies) is entitled Araling Asyano (Asian Studies).

Its main objective is to enable you to have to deeper and broader understanding

of the geography, history, culture, society, government, and economy of the

Asian nations that will lead to a better understanding of the Asian identity, a more

enlightened involvement in facing the challenges of modern living and in moving

towards progress and development. Moreover, it aims to develop skills of

investigation, analysis of data from various sources, research, critical thinking

and communication. These skills are necessary for citizens in this modern global

and technological world. (De Castro, et. al., 2015).

Furthermore, according to Remiter (2013), the curriculum for Grade 8

Araling Panlipunan is entitled Ekonomiks (Economics). Its main objective is for

the youth to be trained early for responsible citizenship to prepare them for

bigger roles in life in the future. Their becoming wise consumers, for instance, is
one step towards fulfilling that goal. In addition, it aims to discuss the concept of

national economy. Primarily, it will touch the interrelationships among

microeconomic sectors, and how they affect economic growth and development.

On the other hand,

Lastly, the curriculum for Grade 10 Araling Panlipunan is entitled

Kontemporaryong Isyu (Contemporary Issue). The goal of Contemporary Issue is

to enrich knowledge of current issues and dig deeper into them with critical and

analytical approaches. It aims to examine issues that are not limited only to

social, political, economic, religion, and cultural events, but also issues that are

treated before a study. It aims to widen the understanding of multiple

perspectives on current issues within the globalized world and community.

Moreover, Contemporary Issues centers on reflective questions that challenge

the students in weighing found evidences, our values system and the

consequences in which our reflective decision making will bring us. It includes

studying the information knowledge, concepts, and means of inquiry from the

different disciplines (Sarenas, 2017).

Homogenous Classes

Ability grouping, simply put, is the practice of dividing students for

instruction on the basis of their perceived capabilities learning. It is practice of

placing students of similar academic level within the same grouped for

instruction. (Adodo and Agbayewa, 2011).

 Homogenous grouping has been defined as “placing students in the

classroom based on their current academic ability level in a certain subject”. In

United States, students have been placed into the ability groupings based on

their academic strengths and weaknesses (Davidson, 2009, Slavin,1987). In

some educational settings, students were placed into homogenously-grouped

classes based on academic ability or academic achievement (Emery, 2007).

Regardless of the educational practice implemented, the objective is to increase

the academic success of the students (McCarter, 2014). Homogenous grouping

is also known as ability grouping is the method of placing students into groups in

respect to their academic achievement (Slavin, 1990). In the United States,

educators have used the method of homogenous groupings in secondary

schools by placing the students into vocational or university tracks based on their

chosen academic capabilities. As standardized assessment has become more

instrumental in the educational setting, teachers have applied homogenous

grouping as way to increase the academic achievement of the student (Johnson,

2016).

Technology in Education

Historically, a learner’s educational opportunities have been limited by the

resources found within the walls of a school. Technology-enabled learning allows

learners to tap resources and expertise anywhere in the world, starting with their

own communities (NA, 2017).

 Learning technology emerged as a field of study in the 1960’s. With this

came a series of technological innovations but with little influence on instructional

practice. Looking back over the last century, technological development focused

on audio-visual presentation devices. With the development of personal

computing in the 1970’s, computer assisted learning emerged but was seen to be

largely prescriptive drill and practice activities. However, the 1990’s represent a

sea of change with the emergence of the Internet and wide spread adoption of

communication technologies (Garrison, 2017).

In addition, Robyler and Doering (2013) have added another era of

integration of technology in education on their book entitled “Integrating

Educational technology into teaching” which was the World Wide Web introduced

in 1993 as a system of connecting Internet sites through hypertext links,

transformed of education.

Based on the contexts of Garrison (2017), Robyler and Doering (2013), a

historical perspectives embedded technology in education as both process and

tools. As process in which technology was applied as instructional procedures

used for drills and activities. Also, technology is a process helping teachers and

learners to adopt in different waves of eras in the future. On the other hand,

technologies serve as a tool which plays its high-profile role in delivery of

instructional systems, media and technology supporting teaching and learning.

Technology in education embraces the “gadgetry” of education and

training such as television, language laboratories, and various projected media. A

context written by Borjal Ed. D. (2013) entitled “Educational Technology 1”

discussed that audiovisual aids are composed of software and hardware.

Hardware was the actual equipment such as overhead projector, slide projectors,

tape recorders, videocassette recorder, television momnitor, nd microcomputers.

While, software is concerned with various items that used with the hardware

equipment such as acetate transparencies, slides, computer programs, and

authoring language.

Meanwhile in the 21st century, universities must be at the forefront of

embracing the opportunities brought about by new technologies as well as

understanding and overcoming their limitations (Atkins, 2014).

A statement of Atkins (2014) in his book entitled “Ebooks in Education:

Realising the Vision” have a relation with the statements of Whitehead and et. al.

in their book entitled “Planning For Technology”. According to Whitehead and et.

al., the transition to an electronic, mobile environment requires educators to

create a classroom environment that allows students to be more active

participants in their own education (2013).

On the other hand, on an article entitled “Teaching Generation Z”, digital

natives haven’t known life without Smartphone. They are tech-savvy, able to

seek information at will and eager to create and share. If the previous cohort

embraced the digital world, Generation Z was born into it. Using technology in all

its forms can make learning exciting. Richarcd Worzel, a Toroto-based futurist

and consultant says it’s easier for today’s students to learn and do new things.
That’s not because they’re smarter, but because technology in such enabler and

makes information so accessible (Foxman, 2016).

The statements of Atkins, Foxman, and Whitehead and et. al have

something in common. They were likely emphasizing that the integration of

technology in education changes the educational system at all. Indeed

technology revolutionizes how students will learn. It was fundamental to know

that as technology is changing, so as the education and the learners are. Also,

integration of technology is a recipe in academe that could make the main course

interesting. Today’s generation becomes the digital champions in which that

enable them to share what they know with their peers and cooperatively facilitate

digital learning in classrooms.

Moreover, “Technology is alluring. That’s the pull factor” says Fullan, an

educational adviser to Ontario’s premier and minister of education. “School is

also incredibly boring. That’s the push factor.” (Stuart, 2016).

For instance, in 2001, Marc Prensky, an American writer and speaker on

learning accentuated in his article entitled “Digital Natives” digital immigrants;

“Today‘s students are no longer the people our educational system was design to

teach.” The Partnership for 21st Century Skills (P21), a leading organization in

USA advocating for 21st century readiness for every student has emphasized that

one of the significant requirements of 21 st Century is to allow equitable access to

quality learning tools, technologies and resources (Sicat, 2014).

 Stuart and Sicat emphasized that it was significant for digital natives to

have integration of technology in their learning practices. The call for assimilation

of technology in education is urgent. School will become stagnant and boring if

we hinder the integration of technology. Technology creates meaningful and

active learning environment within the 21 st century. We should face the fact that

traditional classroom strategies are no longer applicable in generations of

learners that we have today.

Technology-supported skills need to be taught in schools today, or else

schools will become white elephant. If the schools failed to respond to emergent

changes and needs, new learners may lose appreciation of educational system,

drop out of school, as surveys show an increasing drop-out rate every year

(Lucido, 2012).

In connection to this, technology integration in the classroom has potential

to support important educational goals by helping the teachers change the

teacher-student relationships, and encourage project-based learning styles, and

acquisition of skills such as Higher Order Thinking Skills (HOTS), analysis and

problem-solving (Gatmaitan-Borjal, 2013).

The statements of Gatmaitan-Borjal and Lucido in various ways were

picturing that technology helps to activate the learning outcomes and enrich the

curriculum. It enriches the potentials of the learners to enrich their own skills in

learning. Thus, such failure in responding to the technology within integration in

education can create serious problem within the learner and educational
institutions. It had and it has a huge influence rapid change of considering the

teaching and learning holistic system of learning environment.

Electronic books in Classroom Interaction

The technologies become integral part of the classroom interactions as

accessible as all other classroom tools. Integration of technology such as

electronic book to be exact must help the students to obtain information in a

timely manner, analyze and synthesize the information and present it

professionally.

Over many years, technology has become a pertinent point among the

educators as a good and effective tool to teaching children. Somehow, research

on the use of e-book as learning materials in the classrooms and particularly at

schools is still in its infancy. E-Books are still considered as a novelty in

classrooms since they have just found their way in teaching and learning

environment in some countries. The electronic books, or e-Books, offer students,

teachers and schools an additional medium or tool of instructions that can

support or enhance the learning process. Using e-Books as text books in the

classroom at schools is a new paradigm especially in developing countries.

(Embong, 2012).

According to Fyfe, electronic books have the potential to engage with

three key strategic priorities common to most universities: to enhance the student

experience and academic outcomes within an increasingly competitive

environment; to drive innovation in learning, teaching and research; and to help

to use space and human resources more effectively and efficiently. E-books

contribute to this scramble for competitive advantage by offering the exciting

possibility of enhancing the student experience – what it is like to be a student –

and producing better educated students (2014).

As stated by Embong and Fyfe, electronic book’s flexibility to enhance

learning and academic outcomes as well as innovations increases. As possible

that it can be, electronic books are actively contributing in the enhancement of

authentic learning in the classroom. Like any other virtual resources used in

classroom, electronic book support and develop the competitive environment of

the classroom. Digital tools like electronic book add some real pleasure on

learning environment of the learners.

Presently, the formal education institutionalized in Philippine society is

highlighted as it takes on the challenge of the conservation of our culture in the

midst of technological innovations impacting both local and global communities.

As with the rest of the world, electronic book (e-book) technology has already

started to make inroads into the Philippine educational system’s teaching and

learning processes. In the Philippines, three varying utilization and employment

strategies by early-adopting educational institutions are dramatized and

examined as a rhetorical situation using Pentad analysis. Students are identified

as the main audience in the rhetorical situation of e-books in education. (De

Luna, 2015).
 In connection with, De Luna (2015) context, Philippine must alarm the

people involve to watch out on the uses of electronic books in academe. Even

though in the electronic are already started to make inroads in the Philippine

educational institutions, we must still consider that it was very early for the

country’s raw and weak K to 12 curriculums to work on with electronic book in

classroom interactions. It is because the curriculum itself have its own a lapses,

so how much more if it is been integrated with the use of electronic media such

as electronic books in each classroom.

Forms of Classroom Interactions

Today’s classrooms serve as teaching and learning space that consist

human, technology, environment and resources. Classroom interactions can be

viewed as a core in the classroom. The interactions are not only between people,

they also include others, namely, technology, environment, and resources.

According on an article in American Journal of Distance Education

uploaded by Moore (2014), there were three types of classroom interactions such

are learner-content interaction, learner-instructor interaction, learner-learner

interaction. The first interaction which is learner-content interaction involves the

process of intellectually interacting with content that results in changes in the

learner's understanding, the learner's perspective, or the cognitive structures of

the learner's mind. Moore believed that it was at least partly involved in what

Holmberg (1986) cited which calls the "internal didactic conversation" when

learners "talk to themselves" about the information and ideas they encounter in a
text, television program, lecture, or elsewhere. The second type of interaction-

regarded as essential by many educators, and as highly desirable by many

learners-is interaction between the learner and the expert who prepared the

subject material, or some other expert acting as instructor. These may include

the presentations of information, demonstrations of skill, or modeling of certain

attitudes and values. Next instructors try to organize students' application of what

is being learned, either the practice of skills that have been demonstrated, or

manipulation of information and ideas that have been presented. Lastly, the third

type is the learner-learner interaction. This is inter-learner interaction, between

one learner and other learners, alone or in group settings, with or without the

real-time presence of an instructor.

On Moore’s (2014) article, he opposed the primary types of classroom

interactions. First thing was the learner-content interaction which was very

popular in a traditional classroom. Also, this type of classroom interaction was

just pure acquisition with the context and contents itself. While in the teacher-

learner interaction, teacher often asks questions to learners and learners answer

the questions and vice versa: or the teacher participates in learning activities.

Last but not least was the learner-learner interaction. In this form of interaction,

the teacher’s plays role as a monitor and learners are the main participants .

Moreover, according in the article Definition Classroom Interaction

uploaded by Pesouna Dee-vil, there are 4 forms of classroom interaction. The

first is the Student-Teacher Interaction, theories state that this type of interaction

is vital for students because it compares to the relationships they'll have in their
lives, such as the relationship with a boss or superior. Second is the Student-

Student Interaction, it is important because it allows students to understand what

it means to work with a partner. Third is the Small-Group Interaction, theories

speculated that this is one of the best ways for students to learn from others.

Lastly, Entire Classroom Interaction allows all students to interact with all of the

other students in the classroom. This is important in several different ways,

according to different theories. Students learn how it feels to be only a small part

of a very large group. They need to learn to wait their turn to talk and be

prepared to do much more listening than talking. Students also gain insight about

different types of people and how all will react. This is the interaction that is most

closely related to the real world, where students will need to interact with people

of all types.

On the article Pesouna Dee-vil, the additional type or forms of classroom

is the entire classroom interaction in which small part of groups become the part

of very large group. It practices the students to open up the interaction with other

kinds of learners.

A journal composed by G.M. Jacobs et al. (2016) entitled “Powerful

Strategies for Student Centered Learning”, he emphasized that collaborating with

a group mates have a huge help in increasing the higher order thinking, greater

engagement, higher self esteem and higher test scores. Thus, student–student

interaction, a.k.a., peer interaction, collaborative learning, and cooperative

learning, should be a regular and significant aspect of students’ learning

experiences. Also they presented some types of strategies of student-to-student

classroom interaction such as pair activities or group of two, combine pairs into

foursomes and large groups of six or more. The authors cited (Johnson et al.

2013) that cooperative learning, a.k.a. collaborative learning, was built on

principles designed to promote effective group functioning and, thereby enrich

the learning experience by building academic and social skills.

The article above made a modification to an article entitled “Classroom

Learning Activities” (NA, 2010). On this article, varied examples of student-to-

student activities were being specified which an aim was to promote an active

learning environment. The following student-to-student activities were the

following: case studies, collaborative learning, think pair share, debates, minute

paper, reflection papers, and student-led review sessions.

Furthermore, educational journal Allen and et. al., (2013) suggest that

“improving the quality of teacher-student interactions within the classroom

depends upon a solid understanding of the nature of effective teaching for

adolescents” (p. 77). Allen et al., 2013 cites Brophy, 1999; Eccles & Roeser,

1999; Pressley et al., 2003; Soar & Soar, 1979 who studied a number of

descriptions of classroom environments or quality teaching discussed in the

educational and developmental literatures listing factors likely to be related to

student learning (p. 77).Allen also notes that Hamre and Pianta developed an

assessment approach that organizes features of teacher-student interactions into

three major domains (1) emotional supports (2) classroom organization; (3)

instructional supports (p.77). The emotional link makes the students feel

comfortable in front of the teacher and class, which is essential the student’s
success or failure. Classroom organization is the way teachers manage the

classroom in order to achieve several goals, first of all classroom goals, which

encompasses the way that teachers physically arrange the classroom for

learning. Instructional supports are important to help teachers to provide the best

strategies, support which will better help them to differentiate instruction and

meet all students’ needs and promote their engagement in the learning process.

The article of Allen and et. al., (2013) emphasis the support of teacher-to-

student interaction. Also, they highlight that the teacher-student interactions have

a three major domains which is the emotional supports, classroom organization,

and instructional supports. Emotional may link on the feelings of both teacher

and student on their relationship during the discussion of lessons. Second

domain is the classroom organization which includes the strategy of the teacher

in teaching, organization of lesson plan and etc. Lastly, the instructional simply

support the use of materials in delivering the lesson to the students.

Classroom interaction gives life to the written lesson that both students

and teacher aims to attain the goal. Without an interaction, it is impossible for

both parties to gain their goals.

Research Literature

Most of the studies about electronic books discuss its effectiveness in

enhancing the learning process. As technology is evolving, the uses of electronic

books in classroom have become rampant too.

 The study made by Mohammed Ahmed Ebied and Shimaa Ahmed Abdul

Rahman at Faculty of education- Najran University, Saudi Arabia; they focused

on the effect of interactive e-book on students' achievement at Najran University

in computer in education course. On their second hypothesis that implied "there

are no statistically significant differences at the level of (0.05) between the

students’ scores mean of achievement test of the experimental group (learned

using interactive e-book) and the students’ scores mean of achievement test of

control group (learned using printed-book) in the post measurement of the

achievement test of the computer in education course.

To validate of this hypothesis, the researchers used the (t-test) for two

independent samples in order to examine the significance difference between the

mean of student scores in the experimental group and control group students on

the achievement test in the post measurement. The means of scores of the

experimental group in the posttest is (43.56) which is greater than the means of

scores of the control group in the post test measurement which is (38.33), by

difference equal to (5.23), the detection of the significance of this difference

found that the value of t-calculated equals to (6.582) which is greater than value

of t-tabular which equals (2.021) at significance level (0.05), that means there are

statistically significant differences at the significance level of (0.05) between the

means of students’ scores of experimental group and control group in the post

test measurement of achievement tests in favor to experimental group, and this

is means reject the hypothesis.

 The findings of the study that Mohammed Ahmed Ebied and Shimaa

Ahmed Abdul Rahman conducted last 2015 on Najran University, Saudi Arabia,

illustrates that there is a significant differences between the study groups in

academic achievement favor to experimental group students whose study with e-

book. The study results that were presented show the superiority of

(experimental group) that was learning using e-book in the achievement of

computer in education course than (the control group) that was learning using

printed-book.

According to Ya-Ling Chen et. al. on their exploratory study entitled “The

Effects of Electronic Books on College Students”, the results of the survey

questionnaire indicate that 55% sample claimed to spend hours on learning

every week by using electronic tools, especially reading articles. Twenty-eight

percent of the participants would take their electronic equipment to class instead

of traditional textbooks; and 17% of them own at least two pieces of electronic

equipment. All of the participants (N = 80) admitted that they used e-books both

in their study hours and in their leisure time. Eighty-three percent of the

participants agreed with that e-books had a positive aspect for both their school

life and daily life. However, only 17% of the sample considered that e-books were

not that useful. The findings of the research shows that the attitudes of most

college students on e-books were found to be positive and they prefer reading e-

books to paper materials.

This study that utilized by Ya-Ling Chen and et. al. last 2012, uses an

anonymous questionnaire and data was collected according to the standard

survey collection methods. A random sample (N=80) of undergraduate (n=25)

and graduate (n=55) students not only use the e-book to read in class and

library, but also at public places and at home. Of the respondents, 46% have a

part-time job, 32% have a full-time job, and 22% are not employed. Fifty-five

percent of the sample was male and 45% were female. The statistical test used

to gather data was not mentioned on the methodology performed by the

researchers on their exploratory research.

A descriptive study about “E-book Reading and its Impact on Academic

Status of Students at Payame Noor University, Iran” was performed by Ali

Biranvand and Ali Akbar Khasseh. The study discussed the effect of taking

advantage of electronic books on the academic progress of students at Payame

Noor University, Iran. As the meaningfulness level obtained (0.011) was lower

than the allowable error, 5%, the second hypothesis of the research was verified.

In other words, it can be mentioned that there was a meaningful difference in

variety of learning resources between the students of the conventional and virtual

programs. Also, on a given the degree of freedom obtained, 136 and that the

meaningfulness level obtained 0.001, which was lower than the allowable error

5%, the third hypothesis of the research is statistically verified. So, it can be

concluded that use of electronic resources causes increase in flexibility of

learning duration compared to that of printed resources. Furthermore, given the

information presented, the meaningfulness level obtained, 0.058 was lower than

the allowable error, 5%, indicating a meaningful difference in the effect of use of

electronic books on learning efficacy between the students of conventional and

virtual programs. So the sixth hypothesis of the research was verified, which

stated the use of electronic resources by students of virtual programs makes a

meaningful difference in learning efficacy between the students of conventional

and virtual programs. Analysis of the research data revealed that there was a

meaningful difference in academic progress between the students of virtual and

conventional programs. In other words, use of electronic books by the virtual

students causes them to make further academic progress, and there is a

meaningful difference between the two groups in this regard so that the

conventional students have been less affected by this type of resources due to

the lack or only little use of electronic books. This part of the research findings

seems not to be irrational as electronic books are not used much in Payame

Noor University’s conventional education system.

This research of Ali Biranvand and Ali Akbar Khasseh last December 2014

was of descriptive and survey methodology. The statistical population includes

the students of Public Administration in Shiraz Payame Noor University, who are

studying in the academic year 2013-2014. The volume of the research sample

was calculated to be 142 individuals using Cochran formula. The data gathering

instrument was a self-administered questionnaire.

Synthesis

The study made by Mohammed Ahmed Ebied and Shimaa Ahmed Abdul

Rahman at Faculty of education- Najran University, Saudi Arabia is related to the

present study because they both researched on the effect of electronic book. On

the otherhand, they may different from each other because their study focused

on the college students. However, the present study focused the perception on

the effect of interactive e-book on students' achievement at Najran University in

computer in education course. Another is that the study does not include the

effect of electronic book in the classroom interaction.

The study made by Ya-Ling Chen et. al. has a similarities to present in

terms that both researched focused on the effects of using electronic books.

Otherwise, they are different from each other because their study focused on the

college students.

More so, the study made by Ali Biranvand and Ali Akbar Khasseh gave

emphasis on the effect of taking advantage of electronic books on the academic

progress of students at Payame Noor University, Iran. The present study opted to

focus on the effect of e-book on student’s academic progress.

Reference in chapter 2

Atkins, M. 2014. Foreword. In: Woodward, H. (ed.) Ebooks in Education:

Realising the Vision. Pp. v-vi. London: Ubiquity Press. DOI:

http://dx.doi.org/10.5334/bal.for

Randy Garrison. E- LEARNING IN THE 21 ST CENTURY: THIRD EDITION. 2017

(Routlege, Taylor & Francis Group) 711 Third Avenue, New York, NY 10017

NA, Reimagining the Role of Technology in Education: 2017 National Education

Technology Plan Update JANUARY 2017 U.S. DEPARTMENT OF EDUCATION

http://tech.ed.gov

Alvin S. Sicat, M.A, Ed. EMERGENT OF TECHNOLOGIES-BASED TEACHING

STRATEGIES. (2014) Lorimar publishing, Inc. 776 Aurora Blvd., cor. Boston

Street, Cubao, Quezon City, Metro Manila.

JOURNAL: EDUCATION TODAY (TEACHNG GENERATION Z) Ontorio Public

School Boards’ Association / Summer 2016 / Vol. 28 No. 2. by Stuart Foxman.

439 University Avenue, 18th floor, Ontorio, Canada M5GIY8

Raz I. Lucido, Ph. D. EDUCATIONAL TECHNOLOGY 2: SECOND

EDITION. (2012) Lorimar Publishing, Inc. 776 Aurora Blvd., cor. Boston Street,

Cubao, Quezon City, Metro Manila.

Bruce M. Whitehead, et. al., PLANNING FOR TECHNOLOGY. (2013) (SAGE

Publications Ltd). 55 City Road, London EC1Y 1SP, United States.

Wilhelmina Gatmaitan-Borjal, Ed. D. EDUCATIONAL TECHNOLOGY 2:

BEYOND THE BORDER OF TECHNOLOGY INTEGRATION IN EDUCATION.

(2013) (KATHA Publishing Co., Inc.) 393 Penthouse, Goodwill Bldg., Sen. Gil J.

Puyat Ave., Makati City , 1200 Philippines

Fyfe, C. 2014. Ebooks in higher education: a strategic priority? In: Woodward, H.

(ed.) Ebooks in Education: Realising the Vision. Pp. 1–7. London: Ubiquity Press.

DOI: http://dx.doi.org/10.5334/bal.a

Abd Mutalib Embong. E-Books as textbooks in the classroom Procedia - Social

and Behavioral Sciences 47 ( 2012 ) 1802 – 1809. Published by Elsevier Ltd.

Mohammed Mohammed Ahmed Ebied Shimaa Ahmed Abdul Rahman. The

effect of interactive e-book on students' achievement at Najran University in

computer in education course. Social and Behavioral Sciences Vol.6, No.19,

2015 (Faculty of education- Najran University, Saudi Arabia).

Chen, Ya-Ling; Fan, Sitong; and He, Zhongyuan, "Exploratory Research: The

Effects of Electronic Books on College Students" (2012).MBA Student

Scholarship. Paper 14.

http://scholarsarchive.jwu.edu/mba_student/14
Biranvand, Ali and Khasseh, Ali Akbar, "E-book Reading and its Impact on

Academic Status of Students at Payame Noor University, Iran" (2014). Library

Philosophy and Practice (e-journal). 1170.

http://digitalcommons.unl.edu/libphilprac/1170

Julie Gilbert and Barbara Fister (2015) The Perceived Impact of E-books on

Student Reading Practices: A Local Study. Attribution-NonCommercial

(http://creativecommons.org/licenses/by-nc/3.0/) CC BY-NC.

Michael Grahame Moore (21 May 2014) (Three Types of Interaction) Article in

American Journal of Distance Education · January 1989 DOI:

10.1080/08923648909526659. Pennsylvania State University

G.M. Jacobs et al., (2016) Simple, Powerful Strategies for Student Centered

Learning, SpringerBriefs in Education, DOI 10.1007/978-3-319-25712-9_2

Allan C. Ornstein and Francis P. Hunkins (2013) Curiculum: Foundation,

Principles, and Issues.Pearson Education, Inc., Permission Department, One

Lake St., Upper Saddle River, New Jersey.

Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert

Grantee Submission, School Psychology Review v42 n1 p76-98 2013

Observations of Effective Teacher-Student Interactions in Secondary School

Classrooms: Predicting Student Achievement with the Classroom Assessment

Scoring System—Secondary

Wihelmina Gatmaitan-Borjal, Ed. D. (2013) EDUCATIONAL TECHNOLOGY 2.

Katha Publishing Inc., 393 Penthouse , Goodwill Bldg., Sen. Gil J. Puyat Ave.,

Makati City, 1200 Philippines.

Professor Steven Higgins (November 2012). The Impact Of Digital Technology

On Learning: A Summary For The Education Endowment Foundation. Zhimin

Xiao And Maria Katsipataki School Of Education, Durham University

Patrick Anthony S. de Castro et. al. (2015) ASIAN IDENTITY IN THE GLOBAL

WORLD. Sibs Publishing House, Inc., Quezon City.

Jesus B. Ramiter Jr. (2013) ECONOMICS: MEANINGFUL LIVING IN GLOBAL

TIMES. Sibs Publishing House, Inc.

Diana Lyn R. Sarenas (2017) CONTEMPORARY ISSUES. Sibs Publishing

House, Inc., Quezon City.

Angela Johnson (2016). HOMOGENOUS GROUPING AND ITS

EFFECTIVENESS IN THE ELEMENTARY SCHOOL SETTING. Carson-

Newman University.
Adodo S. O. and Agbayewa J. O. (2011). EFFECT OF HOMOGENOUS AND

HETEROGENOUS CLASS TEACHING ON STUDENT’S INTEREST, ATTITUDE

AND ACHIEVEMENT IN INTEGRATED SCIENCE. International Journal of

Psychology and Counseling Vol. 3 (3) pp. 48-54.