Technology plays a powerful role in the field of education (South, 2017), and with digital integration inside the classroom, scholars debated in the use of these e-texts since issues regarding reading comprehension surfaced as researchers tried to tackle new forms of digital learning (Moran et al., 2008). This research aims to compare the pre and post reading comprehension scores of e-text students and physical text students to find out if there was a significant difference in reading comprehension after the intervention. Alongside obtaining their perceptions towards the use of e-text, this study tackled test cognition levels to determine the development of thinking skills in the students.Pre and post reading comprehension exams were administered to two eleventh-grade classes, and were analyzed in order to determine whether the results could be significant. After, the researchers’ two-tailed T-Test yielded a result of 0.0184 which was deemed significant. For the e-text users, their pre and post test revealed a result of 0.2879 which was not significant. The researchers also tried to address the question of the LOTS and HOTS items in the test: for the physical text group, 65% of the lower cognition items exhibited more correct answers while the higher cognition items showed a 75% increase. The e-text group obtained only a 23% and 50% increase, respectively. This study may contribute to this growing field in Philippine education by providing insights on student reading comprehension skills, higher-order thinking capabilities, and student satisfaction with regard to the use of tablets in reading.
Lance Vincent Cabigas, La Salle Greenhills, The Philippines
Alce Sentones, La Salle Greenhills, The Philippines
Stream: Primary & Secondary Education
This paper is part of the ACEID2019 Conference Proceedings (View)
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