1 3ric

Republic of the Philippines
Department of Education
Tandag National Science High School
Tabon-Tabon, Quezon, Tandag City
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Chapter I
THE PROBLEM AND ITS SETTING
Introduction
Education is among the fastest expanding sector that is sensitive to
changes in the economic and social structure of a nation (Embong, 2014). The
employment of innovation and technology are considered fundamental and are
driving elements in education. Learning institutions have progressively adopted e-
educators, institutions, and organizations have been working on tactical plans to
incorporate e-books in education.
Simultaneously, misconceptions and beliefs associated with teaching and
learning online, accessible technological support for online education, the support
and compensation required for high-quality instructors, and the demands of pupils
pose challenges for education vision statements and planning documents.
Misconception starts to loom, every year a different set of new e-learning
technology, for instance, electronic books, simulations, text messaging,
podcasting, wikis, blogs would emerge Rose, D & Meyer, A. (2006).
As a research that may be introducing new terms to its respondents, it is
necessary to look into a non-academic scope. The majority of Filipino book readers
prefer their books in print (Lapena-GMA News, 2012). Seventy percent of the
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eighty percent of Filipinos who read books prefer printed books with original
covers, the Philippine National Book Development Board survey said. Honey C.
de Peralta, VP & Gen. Manager of Flipside Publishing Services, Inc. said that
based on their monthly increase in registration, Filipinos are definitely becoming
more aware of e-Books. But while there seems to be a clamor for it, she admitted
sales are a different matter, especially for trade. "E-Books in the Philippines is very
much in its early days, but we're excited to be in the frontier so we can test things
out."
There are numerous methods to determine the effectiveness, convenience,
and overall preference of e-Books and textbooks. This research utilized mixed
methodology with dominance of quantitative over qualitative methods. This paper
focuses on how the students and teachers are presently perceiving and
responding to this pressing matter in the management of education where both
intellectual and economic considerations are put forward. Therefore, the
researchers applied the survey method and the focused group discussion
afterwards to collect a more detailed and elaborate data.
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Theoretical Framework
One of the main questions about the future of print books and e-Books in
an academic context is whether e-Books will replace print books. The idea of
media displacement or replacement, which has been studied by media
researchers for decades, is based on the notion of equivalence. To understand
why people, prefer one medium over another, it is necessary to Investigate their
motivations.
Everett Rogers, author of the well-known theory of Diffusion of Innovations
(DOI), suggests that users would choose one medium over another based on the
attributes of the new medium namely four factors: relative advantage, complexity,
trialability, and experience (Rogers, 2003). This theory will be applied in the
research through the survey questionnaires; the four factors will be used as the
basis of each question, which corresponds to a perception.
Other researchers like Ingermanson (2011) believe that media adoption
boils down to simple economics. Merely considering economics or the attributes
of the medium is insufficient to fully understand why anyone would pick an e-Book
over a print book. Function can also be considered a contextual variable, as
individuals may use examination is needed to understand the functions of each
medium.
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Conceptual Framework
Profile of the Respondents
Sex
Year Level
Monthly Preference &
Household Income Suggestions
Available Gadgets
EBooks
Usage & Perceptions
Textbooks
Complexity
Experience
Relative
Advantage
Economics
Figure 1. Schematic Diagram of the Study
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The schematic diagram shows the systematic flow of the study and the
variables that are involved in this study. Specifically, the diagram is illustrated using
two rectangular boxes. The 1st rectangular box encloses the variables that state
the factors of one's preference of a studying media over another.
The resulting preference, in accordance to the stated variables, is
illustrated in the 2nd rectangular box which presents the two forms of studying
materials: eBooks and textbooks. This aspect of the study was determined after
conducting the survey and the FGD. The arrow which connects the first box to the
second box indicates that in the progression of the study, the researchers identified
the perceptions and interpretations it is associated with, according to a synthesized
theory of variables from previous studies. After the distribution of surveys, retrieval,
of the data, the researchers have moved toward forming a conclusion which is
used to formulate recommendations relative to the topic being studied.
Statement of the Problem
This study aims to know the insights of the students and teachers of
Tandag National Science High School toward the use of eBooks and Textbooks in
an academic context.
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This research sought to know the answers of the following questions:
1. What are the demographic profile of the respondents as to:
1.1 Sex
1.2 Year Level
1.3 Monthly Household Income
1.4 Available Gadgets
2. What are the perceptions of students in using both textbooks and e-Books
in an academic context?
3. Is there a significant difference between the demographic profile of the
respondents towards the perceptions on the use of textbooks and e-Books?
4. What are the interpretations of teachers on the use of e-Books?
Null Hypothesis
The study is guided with the following hypotheses:
Ho1: There is no significance difference between the perceptions toward
eBooks and textbooks from the demographic profile of the students.
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Ho2: Textbooks will be the more preferred academic material by students,
in contrast to e-Books.
Ho3. A teacher's interpretation toward academic materials will contradict
with e-Books.
Significance of the Study
It is hoped that the output of this study will be significant and beneficial
to the following:
Administrators. It is anticipated that the findings of this study will give the
administrators new insights on the plausibility of using eBooks as teaching/learning
materials, in contrast to the traditional textbooks. The results of this study will give
them awareness and idea about which particular aspect of learning materials
needs improvement and which part of it is beneficial.
Subject Coordinators/Supervisors. Introducing a different media for the
standard learning process requires a whole-school approach. Appropriate
guidance and support are needed from Subject Coordinators/Supervisors. Hence,
whatever data obtained in this study will be a significant feedback to them.
Awareness on this matter will enable them to initiate appropriate actions relative
to the findings.
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Teachers. This research intends to treat teachers as both the participants
and significance of the study. It is anticipated that the notion of using eBooks as
teaching materials will be introduced to the educators. Moreover, the findings of
this study will guide them to become more responsive to the needs of the students.
Eventually, it will give way to the enhancement of the teachers' and display more
importance on factors of what makes a learning material important.
Students. Through this, students are expected to benefit from the findings.
Many advantages await a student when using an eBook as a learning material.
This study intends to determine those, as well as the disadvantages of this
approach.
Future researchers. This study would encourage the other researchers to
deepen their knowledge about learning materials and the process of implementing
new media over that process.
Scope and Limitation
This study is primarily guided with the aim to know the perceptions of both students
and teachers when it comes to eBooks and textbooks as learning materials. It is
limited only in Tandag City specifically in Tandag National Science High School as
of school year 2017 - 2018.
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Definition of Terms
The following terms are operationally and conceptually defined:
Complexity. The state of being complex, characterized by complicated or involved
arrangement of parts, units, etc.
E-Books. The electronic version of a traditional print book that can be read by
using a personal computer or by using an eBook reader. An eBook reader
can be a software application for use on a computer, such as Microsoft's
free Reader application (Rouse, 2005).
Economics. The science that deals with the production, distribution, and
consumption of goods and services.
Experience. The observing, encountering, or undergoing of things generally as
they occur in the course of time.
Perception. A thought, belief, or opinion, often held by many people and based
on appearances.
Relative Advantage. A products degree of superiority and attractiveness to
users/customers over similar existing products.
Textbooks. Printed and bound artefact for each year or course of study
(Encyclopedia of Education. 2008b). They contain facts and ideas around
a certain subject.
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Chapter 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter presents the literature and studies done prior to this research.
This will provide the background and the current issues related to the research
topic. It will also offer enrichment to the basic concepts being established in this
research.
Related Literatures
Foreign
As we move further into the Digital Age, the way we look at things is
changing. Similarly, our paradigm of the book needs to shift to encompass todays
variety of book formats, both print and digital. Educators need to recognize the
advantages, options, scaffolds, and supports that these digital forms present
(Cavanaugh, 2010).
This technological revolution is being driven by three factors (Moore, 2002).
The first is Moores law of electronics, indicating that computer systems have been
doubling in capacity and speed every 18 months (with an associated decrease in
cost). The second factor is that the amount of information in the world has been
doubling every four years since before the turn of the last century. The third factor
is the Internet, a system that allow for communication, sharing, and the transfer of
information.
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One huge advantage of e-Books is their sizeit solves the problem of
backpack-related injuries (Dr. Cancio, 2012). The use of tablets in the K-12
classroom solves the dilemma, as a tablet filled with 3,500 e-Books weighs only
around 1-2 pounds. The same number of physical books would weigh about two
tons - four thousand times heavier than the weight of a tablet. In the continuous
effort of the government to address the problems the education sector faces, it is
aiming to eventually use tablet-based reading materials in place of traditional
textbooks.
The printed world is central to our culture, and many teachers make reading
the primary focus of education. Digital media, including electronic text, surpass the
traditional forms in the ability to meet various student needs (Rose & Meyer, 2006).
While reading may always be a constant in education, what may change is the way
that we teach reading and the tools that we use. Electronic books are among the
newest forms of reading materials that educators can use in their tool kit.
The academic world is experiencing the ongoing evolution of text.
Information was once memorized and disseminated orally, then technology
advanced and information was stored and disseminated in print on paper. Now it
is moving into an age in which information is stored and disseminated through
electronic methods. Students will need to become familiar with these digital tools
as we once had to be with that large wooden catalog at the front of a library
(Postman, 2008).
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Local
Proponents of tablets say that they are supported by most teachers and
students, are much lighter than print textbooks, and improve standardized test
scores. They say that tablets can hold hundreds of textbooks, and save the
environment by lowering the amount of printing (ProCon.org, 2016). However,
there is much more to tablets than a mere light and nifty electronic book reader
(De Peralta, 2011). Tablets pave the way to a wider and unlimited source of
learning which improve students cognitive capacity and increase their interactivity
and creativity.
Opponents of tablets say that they are expensive, too distracting for
students, easy to break, and costly/time-consuming to fix. They say that tablets
contribute to eyestrain, headaches, and blurred vision, increase the excuses
available for students not doing their homework, require costly Wi-Fi networks, and
become quickly outdated as new technologies are released.
In the continuous effort of the government to address the problems the
education sector faces, it is aiming to eventually use tablet-based reading
materials in place of traditional textbooks (Aquino III, 2012). Apparently, the
government recognizes the efficiency of tablets in making learning in the
classroom more engaging. Tablets can also solve the patent lack of books and
resources in the Philippine education system.
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This innovation in education gained support from publishing houses,
organizations, and other firms around the country. Vibal Publishing House, Inc. for
example, has partnered with Microsoft Corporation to run open source applications
for secure, fast and flexible delivery of digital learning tools (Brown, 2013). Vibal
also introduced two low-cost tablet models which will be loaded with interactive
Math and Science application modules as part of the initiatives of the Department
of Science and Technology (DOST) to improve public education in those areas
(Villavicencio, 2012).
Related Studies
Foreign
Though academic libraries have adopted e-Books widely, many have
encountered both an expressed preference for print among students and faculty
and lack of awareness of e-Book options. A study on e-Books by Wuolu (2012)
found that a quarter of undergraduates at a large urban institution had experience
reading e-Books, though only a small percentage owned dedicated e-reading
devices, which they used primarily for leisure reading. The same population was
largely uninterested in borrowing e-Books from their academic library and was
largely unaware of its extensive e-book collection.
Another study, by Foasberg (2011) expressed that attitudes and
stratifications may not predict actual behavior or preference in learning materials.
A study conducted at a university in Northern Ireland found that library users
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expressed strong preferences for print; but, in actual practice, they were satisfied
when using e-Books for academic tasks (Croft, 2010).
An extensive study at Miami University in Oxford, Ohio, conducted between
2007 and 2009 found four distinctive responses to e-Books (Messner, et al, 2012).
Those whom they identified as book lovers were the largest category, at just over
a third of respondents, followed by printers (who dislike reading on a screen),
technophiles (who embrace the affordances of electronic media), andthe
smallest categorypragmatists (who see advantages to both print and electronic
media but care more about the content than the container). Differences among
responses in terms of gender, major subject area, and status (such as
undergraduate versus faculty) were noticeable, and many respondents expressed
a preference for having access to both print and electronic formats for books
because each medium offers benefits.
There appear to be differences among disciplines. A study at Colorado
State University found that, overall, more patrons expressed a preference for print
over e-Books, but the largest group of respondents was indifferent about format.
Interest in e-Books varied according to subject, with respondents in business and
most of the sciences more interested in e-Books, and users in the humanities,
social sciences, and agriculture and veterinary sciences preferring print (Smyth &
Carlin, 2012).
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Local
The National Book Development Board (2012) Readership survey stated that the
number of e-Book readers in the Philippines is around three million. Still, the
majority of Filipino book readers prefer their books in print 90 percent of the 80
percent of Filipinos who read books prefer printed books with original covers, the
NBDB survey said.
Dr. Patricia Jurilla (2010), professor at the UP Department of English and
Comparative Literature, said in a study on e-Book Readers that books, the so-
called last bastion of the analog world, is undergoing a major technological shift,
which did not really happen until now. Jurilla emphasized the repetitions and
recurrences of technological shifts over time as well as the points of co-existence.
Speech and writing co-existed and continue to co-exist, papyrus rolls co-existed
with codices and even handwritten manuscripts co-existed with the earliest printed
books, she said.
Technology also dictates how the sociological and ideological subsystems
are formed. As a result it has the potential to create or build a culture, but it also
possesses the capability to destroy it. E-Books may impact discernible
modifications in the way students experience learning. The consequences of the
introduction and adoption of this new technology can be potent enough for the
Philippine educational system to be prompted to change its current conduct of the
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economic and financial transactions, paradigms and pedagogies of learning
(White, 2009).
A local study by Sheridan (2013) have looked at how students use e-Books.
In the study that used a talk-aloud protocol, students were confused by the variety
of interfaces used by e-Book platforms and found navigation within e-Books
difficult. It also found that students were more likely to annotate or take notes on
texts that were in print form, finding them more conducive to concentration, than
when they read electronic texts, which they were more likely to skim, though a
great deal of their informal noncourse-related reading of magazine articles and
social media sites is done online.
The exigency of continuous innovation in the field of education is always
present. It reflects the importance of keeping relevant our pedagogies vis--vis
social, cultural and economic realities. Students are the principal recipients of
these transformations. In turn they will consequently generate new bodies of
knowledge or shifts in paradigms depending on the experiences they will
encounter. Since the education sector is not an independent entity, its support
systems have to undergo changes as well, altering the way we understand
education management (De Luna, 2015).
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Synthesis
Previous studies have shown how people are continuously, over the years,
becoming aware of e-Books as a platform for reading. Viewpoints and perceptions
as academic material though may vary, and preference for the traditional textbooks
are still evident. Both local and foreign literature that discuss e-Books expressed
that there is a certain criteria and necessities when it comes to adopting a media
or a method, also mentioning how innovations like these always reflect on
academic institutions. Local schools have already started adopting the use of e-
Books, although the question of preference and replacing textbooks requires a
more comprehensive study to produce an accurate analysis and prediction.
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Chapter 3
RESEARCH METHODOLOGY
This chapter presents and discusses the research design, research
instrument, validation of the instrument, sampling procedure, research setting,
research subjects, data gathering procedure, and statistical treatment of data that
are used for the study. This is where viability of the study is established.
Research Design
In this study, the researchers employed a mixed methodology design to
determine the perceptions in implementing e-books and preserving textbooks of
the students and teachers of Tandag National Science High. In the quantitative
aspect, survey questionnaires were distributed and analyzed with statistical
treatment. For the qualitative aspect, a focused group discussion was conducted
and interpretations were classified and analyzed.
Research Instruments
In this study, the instrument to be used is a researcher-developed survey
questionnaire. The areas included in the questionnaire are complexity, experience,
relative advantage and economics. Another instrument to be used is the interview
guide which was followed by the interviewer and was shown to the participants
before conducting the FGD. This is to further identify the advantages and
disadvantages of eBooks and textbooks.
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Validation of Instruments
Since the research questionnaire and FGD interview guide were made by
the researchers, validation was deemed necessary. To forego with the validation
process, the researchers requested a panel of validators who are experts in the
field of Education (teachers from Tandag National Science High School) to validate
and look into the said instruments as to their content. Three Content validators
joined the panel. The suggestions and comments given by the validators were
consolidated by the researcher and were incorporated in the revision of the
questionnaire and the interview guide. Once all corrections have been carried out,
the revised instruments were given back for their final approval.
Sampling Procedure
The method that was used to find the participants for conducting the
surveys is the stratified random sampling through Slovens formula. After getting
the result, the researchers will use fishbowl method to identify the participants.
For FGD, 10 teachers from junior and senior level were chosen as the
respondents. The primary criteria for choosing them are their knowledge and
willingness to participate in the study. This type of sampling is called selective
sampling. The researchers identified the groups/individuals that will best meet the
needs of the research (Cullingworth, 2001). In this case, it was any classroom and
faculty teachers who are willing to be part of this study and have responded to our
call for participants.
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Research Setting
This study will be conducted at Tandag National Science High School
located at Tabon-Tabon, Quezon, Tandag City-Province of Surigao del Sur. This
school caters students in grades seventh through twelve. This school comprises a
total of 491 students.
Research Respondents
The subjects of this study are students and selected teachers in Tandag
National Science High School for the school year 2017-2018. There are two
sections for the Grade 11-HUMSS and Grade 7. The rest of grade level has only
one section each grading and there are approximately 241 for the Grade 11 and
approximately 250 students in the Grade 7-10 and Grade 12 of each strand in total
of 488 students enrolled. The number of participants chosen for each grade level
and strand was found through Slovens formula with 95% confidence level.
Table 1
Distribution of the Respondents
Year Level Population No. of Respondents
Grade 7 23 10
Euler
25 12
Eldridge
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Grade 8 30 13
Grade 9 44 20
Grade 10 34 15
Grade 11 45 20
STEM
49 22
ABM
HUMSS A 58 26
HUMSS B 26
58
ICT/GAS
39 17
Grade 12 27 12
STEM
ABM,ICT, 38 17
GAS
HUMSS 24 11
Total 494 221
Data Gathering Procedure
In this study, the gathering of data was conducted in two phases. The first
phase was the distribution and collection of survey questionnaires that involves
primary and secondary school teachers and students of Tandag National Science
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High School. The questionnaire consists of questions which particularly address
the experience, relative advantage, complexity towards using e-Books.
The second phase is the Focused Group Discussion. We have secured
permission from the school heads and have formally asked the consent of the
participants to participate in the study. In the interview, the researchers have
utilized a conversational approach to put the interviewee at ease and willing to give
information. This approach will allow a degree of freedom and adaptability in
getting information from the interviewee.
Data Analysis
In this study, each interview will be recorded on the researchers smart
phone and then transcribed. All the responses from each of the given questions
will be encoded and separated according to their contrast (positive, negative, and
neutral). Interpretation for each response will then, follow.
Statistical Treatment of Data
After the retrieval of the questionnaires, data were tallied and treated with
the following statistical treatments:
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In a quantitative survey that involves more than 300 respondents with
complex survey/questionnaires, Frequency Count Percentage will be used to
accommodate the demographic profile of the respondents, Weighted Mean to
analyze the perceptions of students, and the Two-way Analysis of Covariance
(ANOVA) to analyze the difference between the demographic profiles and the
corresponding perceptions.
For the focused group discussion, Formulation of Themes, for the interpretation
of teachers, was utilized to accommodate the variety of responses from the
interview.
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Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter discusses the presentation, analysis and presentation of data
gathered in the study. The sequence of the discussion was based on how
problems are stated in chapter one.
Table 2: Demographic Profile of Respondents
Table 2.1
Sex
Sex Frequency Percent
Male 51 39.2
Female 79 60.8
Total 221 100.0
Table 2.2
Grade Level
Grade Level Frequency Percent

Grade 7 9 6.9
Grade 8 9 6.9
Grade 9 20 15.4
Grade 10 7 5.4
Grade 11 64 49.2
Grade 12 21 16.2
Total 221 100.0
Table 2.3
Monthly Household Income
Monthly Household Income Frequency Percent
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Less than 10,000 52 40.0

11,000- 20,000 22 16.9
21,000- 30,000 37 28.5
31,000 or more 19 14.6
Total 221 100.0
Table 2.4
Number of Household Gadgets
Number of Household Gadgets Available Frequency Percent

Has at least one available gadget 46 35.4
Has two available gadgets 40 30.8
Has three available gadgets 23 17.7
Has four available gadgets 16 12.3
Has five or more available gadgets 5 3.8
Total 221 100.0
As indicated in Table 2, the percentage of females in the study sample
(61%) is slightly higher than that of the males (39%). Previous studies on
readership have predicted that gender is a major factor wherein 77% of women
have read at least one book over the twelve month period before the said study.
However, this only accounts to readership, not specifically on e-Books, nor in the
academic context.
About half of the sample size (49.2%) is comprised of grade 11 students.
This is for the reason that the same percentage is recognized in the student
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population of Tandag National Science High School. Although, fair distribution of
survey questionnaires have been observed when each strand of senior high comes
into factor. Following grade 11 students are the grade 12 students comprising
16.2% of the sample size, with grade 10 as the least in amount with 5.4% (about
7 students).
When it comes to monthly household income, 40% of the respondents,
within their household, accumulate less than 10,000 monthly, while those earning
30,000 or more are comprising the least (14.6%). Know that this study will not
focus on whether students along with their families can afford e-reading as
substitute to books, but identifies significant difference on their perception on e-
reading compared to their household income.
E-Readers can take form in almost any gadget. This implies its most core
requirement the gadget itself. 35% of the respondents said they have at least
one gadget available within their household. 18% said they have at least two
different gadgets. Those who have five different gadgets available within their
household are at about 4%.
Perceptions of students in using both textbooks and e-Books in an academic

context.
Table 3
EXPERIENCE AND READERSHIP
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Std. Adjectival
Mean
Deviation Rating
A. Experience
1. I prefer reading via e- 2.78 1.18 Undecided
Books rather than
books.
2. Most of my reading 3.30 1.13 Undecided
time is spent on
gadgets.
3. I read e-Books usually 2.95 1.17 Undecided
for my own leisure.
4. I use e-Books 2.91 1.11 Undecided
primarily for academic
purposes.
5. E-Books have 2.80 1.20 Undecided
changed the way I
study.
Average 2.95 .761 Undecided
Notice how most of the adjectival rating stated are Undecided, but the
Standard Deviation (for a Likert scale) is actually quite high. This means that not
only did most students answer Undecided, but the amount of those who agreed
and disagreed are almost equal. When asked about which would be their
preferable reading material, 35 out of the 130 or 27% students were in favor
(answered 4 or 5 on the Likert scale) of e-Books while 48 or 37% disagreed and
preferred books (answered 1 or 2 on the Likert scale). Although it does not dwell
in the academic scope, this correlates with previous studies that have shown that
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people still preferred reading through physical books, despite these studies being
conducted years ago (Rose & Meyer, 2006; Flanagin & Metzger, 2001). When
asked about their reading time, 51% agreed that it is more spent on the form of
gadgets or reading through a digital media, while 28% disagreed.
While the study focuses on the academic context of the reading materials,
39% of the participants said that they only prefer reading e-Books for leisure and
only 29% disagreed and said they use it for academic purposes. This is in
accordance to a study on e-Books by Wuolu (2012) which found that a quarter of
undergraduates at a large urban institution had experience reading e-Books,
though only a small percentage owned dedicated e-reading devices, which they
used primarily for leisure reading. The same population was largely uninterested
in borrowing e-Books from their academic library. When asked whether the usage
of e-Books have changed the way the student studies, 30% agreed while 27%
disagreed. 42% were undecided. With a total average of 2.95, we cannot draw a
clear conclusion due to the variation of the responses. Nonetheless, this variation
will be taken into account in the discussion.
Table 4
COMPLEXITY OF USAGE
Std. Adjectival
B. Complexity Mean
Deviation Rating
6. Reading e-Books, for 3.47 1.10 Agree
me, is electronically
difficult.
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7. I find transferring e- 3.39 .984 Undecided

Books from different
devices complicated.
8. I find navigating around 3.34 1.05 Undecided
e-Books rather hard.
9. I dont like needing to 2.88 1.17 Undecided
charge the device while
reading.
10. I dont like having to 3.16 1.05 Undecided
update or patch my
reading device.
By taking five disadvantages that comes with using e-Books, the
researchers have formulated five questions that answer the Complexity factor in
the Diffusion of Media. When asked if readers find it difficult to read an e-Book,
surprisingly, 55% agree while only 27% disagree. Another factor of complexity is
when transferring files from different devices compared to simply giving a book to
another person. 48% agree with finding the process of transferring rather complex,
while 13% disagreed. When it comes to browsing or navigating around an e-
Reader or the e-Book itself, 40% find it difficult, while 18% disagree with the
statement. The case is no longer the same when it comes to charging a device
though, where 43% dont mind having to charge a device and 30% find it
distracting. One of the greatest burdens when it comes to owning a device,
according to previous studies, is the need to update and patch the firmware or
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software. The same case applies to most e-Readers and e-Book software. 37%
agree with the statement while only 27% disagreed.
These results conform to a local study by Sheridan (2013) which found that
students were confused by the variety of interfaces used by e-Book platforms and
found navigation within e-Books difficult. It also found that students were more
likely to annotate or take notes on texts that were in print form, finding them more
conducive to concentration, than when they read electronic texts, which they were
more likely to skim.
Table 5
RELATIVE ADVANTAGES OF BOTH MEDIA
C1. Relative Advantage (E- Std. Adjectival

Mean
Books) Deviation Rating
11. E-Books are much easier to 3.34 1.15 Undecided

get or to buy.
12. I prefer not worrying about 3.18 1.10 Undecided
finding space to keep books.
13. I prefer having a library of e- 3.20 1.17 Undecided
Books easily carried around in
one device.
14. I like being able to access a 3.80 1.02 Agree
dictionary or thesaurus while
reading.
15. I like being able to change 3.51 1.13 Agree
font sizes/styles when reading.
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Average 3.41 .806 Agree

C2. Relative Advantage Std. Adjectival
Mean
(Textbooks) Deviation Rating
16. I prefer having a physical 2.64 1.11 Undecided
item on my hand.
17. I like adding books to my 2.58 1.15 Disagree
personal library collection.
18. I feel like Ive accomplished 2.53 1.20 Disagree
something when I get to
physically see how many pages
Ive read.
19. I prefer being able to write 2.68 1.22 Undecided
on paper than to type.
20. I like how books smell. 2.71 1.29 Undecided
As indicated in Table 5, the advantages of both e-Books and textbooks are
stated to see whether they are aware and agree with each of the statement. 69%
of the participants agreed that e-Books are much easier to get or buy than
textbooks while 30% disagreed. This implies how students perceive the
accessibility of both reading materials. When it comes to the advantage of not
worrying about space, 45% agree, which is the same with the advantage of being
able to carry a library of books within one device. The advantage that most of the
participants have agreed with is being able to easily access a dictionary and a
thesaurus with 74% agreement. This is just one of the utilities offered by an e-
31
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Book, the other being its ability to change font types and sizes with 62%
agreement. This finding is corroborated with a study conducted by ProCon.org
(2016), stating that e-Books are supported by most teachers and students, are
much lighter than print textbooks, and improve standardized test scores. They say
that tablets can hold hundreds of textbooks, and pave the way to a wider and
unlimited source of learning.
Although when it comes to stating the advantages of textbooks, the average
mean of the results from the Likert scale is 2.63 which is significantly lower than
that of the e-Books with an average mean of 3.41. Only 23% agreed with the
statement of being able to carry a physical item, while 46% disagreed. When it
comes to the process of adding books for a library collection, 23% percent agreed
while most 50%, again disagreed with the statement. Another advantage of the
physical books is accomplishment, wherein it states that one tends to feel
accomplishment when he is able to physically see how many pages he has read.
Only 21% agree with the statement. 60% have disagreed, giving it an average
mean of 2.5. One other unique advantage of the physical book is its aroma.
Although odd, it has surprisingly been a common reason why readers still prefer
physical books. Only 32% of the participants agreed with the statement while 46%
disagreed.
Table 6
ECONOMIC FACTORS OF BOTH MEDIA
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Std. Adjectival
D. Economics Mean
Deviation Rating
21. I think e-Books are fairly 3.28 1.03 Undecided
cheaper than printed versions.
22. Even if their prices were 2.77 1.10 Undecided
the same, I would still rather
buy e-Books over textbooks.
23. I think printed material 2.90 .939 Undecided
wont last long as academic
materials.
24. I believe that technology is 3.49 1.31 Agree
taking over our society.
25. I think physical textbooks 3.47 1.03 Agree
will become obsolete in the
future in schools (K-12) and
colleges.
The final factor that is involved with the perception of two different media is
economics. How a person perceives the longevity and existence of a certain media
can tell a lot about how he/she interprets the concept of the media in this case,
e-Books. 40% of the participants agree with e-Books being fairly cheaper than
printed material, while 21% disagreed. Although, in a situation where the prices of
both media were the same, results show that respondents would rather buy a
textbook with 37% disagreement on the given statement (no.22) and only 26%
agreement, in favor of e-Books. When stated that printed material such as
magazines, newspapers, etc. wont last long, 28% disagreed while only 24%
agreed with the statement. The remaining 48% were undecided.
33
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Although away from the academic context, but still with great relevance with
the study, when asked if technology is taking over our society, 56% agreed while
only 26% disagreed with the statement. This implies how the respondents
welcome the idea of diffusion of media or media displacement as a whole. This is
in accordance to a study by Postman (2008) which stated that the academic world
is experiencing the ongoing evolution of text. Now it is moving into an age in which
information is stored and disseminated through electronic methods.
Finally, when stated that physical textbooks will become obsolete in the future in
schools and colleges, 55% agreed while only 17% disagreed with the statement.
With an average mean of 3.2, it is fair to say that the respondents are aware of the
existence and relevance of e-Books and e-Reading, but have not completely
adopted the media.
Significant difference of the demographic profile of the respondents and the

perceptions on the use of textbooks and e-Books.
Table 7
SEX
Sum of df Mean F Sig.

Squares Square
Between .065 1 .065 .638 .426
Groups
Within 12.937 128 .101
Groups
Total 13.001 129
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The table above measures the significant difference between the
respondents sex and their overall perception on e-Books. The table portrays the
computed F-ratio of .638 which is more than the significance level at a=0.05. Thus,
there is no significant difference on the preference of a respondent as to his/her
sex. This implies that students have varying overall perception on the use of e-
Books independent of their sex, but they are equally likely to read digital-format
books.
Table 8
GRADE LEVEL

Squares Square
Between .749 5 .150 1.516 .190
Groups
Within 12.252 124 .099
Groups
Total 13.001 129
respondents grade level and their overall perception on e-Books. The table
portrays the computed F-ratio of 1.516 which is more than the significance level at
35
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a=0.05. Thus, there is no significant difference on the preference of a respondent
as to his/her grade level. This result implies that students have different
preferences on reading materials, independent of their grade level and even age,
for that matter. Students from different sections will have differing perceptions with
no fixed preference that can be predicted. Note that this does not involve
readership, reading skills or the like, instead only the overall preference of reading
materials.
Table 9
MONTHLY INCOME

Squares Square
Between .142 3 .047 .465 .708
Groups
Within 12.859 126 .102
Groups
Total 13.001 129
respondents monthly household income and their overall perception on e-Books.
The table portrays the computed F-ratio of .465 which is more than the significance
level at a=0.05. Thus, there is no significant difference on the preference of a
36
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respondent as to his/her monthly household income. This result suggests that
monthly household income does not come into factor in predicting whether a
person would prefer one reading material over another. Note that this does not
pertain to a students affordability on a reading material, but only on preference
alone.
Table 10
HOUSEHOLD GADGETS AVAILABLE

Squares Square
Between .594 4 .148 1.495 .208
Groups
Within 12.408 125 .099
Groups
Total 13.001 129
respondents available household gadgets and their overall perception on e-
Books. The table portrays the computed F-ratio of 1.495 which is more than the
significance level at a=0.05. Thus, there is no significant difference on the
37
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preference of a respondent as to his/her number of different gadget available within
the household. E-Books can take form in almost any gadget. This implies its most
core requirement the gadget itself. Despite it being essential in the pursuit of
reading in the digital platform, it is not an affecting factor when it comes to their
preference on reading materials. This suggests that although there would be an
existing lack of availability or access to gadgets, it does not play a role on predicting
a students preference for reading materials.
While most previous studies have shown difference in the demographic
profile or contextual factors of students towards their preference, one study
corroborates with our findings that found a variation of responses. A study by
Foasberg (2011) expressed that attitudes and stratifications may not predict actual
behavior or preference in learning materials. This, overall, satisfies the null
hypothesis. There is no significant difference on the demographic profile of the
respondents and their preference on form of reading materials.
The interpretation of teachers towards the use of e-Books.
Table 11
Transcript from Focused Group Discussion
Question Response
A.1.1: Yes, compared to a book thats easy to use,
1. Do you find the
kailangan familiar ka pa sa usage ng devices. Paano pa if
use of e-Books nagka-error or virus.
complicated? B.1.2: For me, because lets just say, E-book is not
complicated to use but for some, I guess, lalo na yung
hindi sanay sa gadgets, it will be complicated for them. So
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sometimes, its not good, E-book is not good for

everybody but for us na sanay na sa gadgets, okay siya.
B.1.3: In my part, not really. There are cases kasi na diba,
of course, obviously, yung mga E-books na nasa
electronic gadgets na, and so in terms of using ng mga
electronic books, I think mas kuan siya, mas user friendly
in a sense of pag sa, yaun sa gud mga traditional books,
diba, aside from mas bug-at siya, pag pakli og pages, I
mean, mas parang, will take you a bit longer than sa E-
book. Kasi sa E-book, parang paspas ang pag scan.
B.1.4: Not really for me because sometimes I used that
one as sources of my lessons. It depends only sa signal.
If makadownload ng offline, okay da pero if dli available
offline, hassle.
B.1.5: Para sa ako, not really. Its easy. Its convenient.
B.1.6: In our situation that we are far from, you know mga
signal, if offline, I dont see any complication if thats the
case.
B.1.7: I guess its not really that complicated. Siguro ang
complicated sa E-books is sa pag download ng E-books
pero sa pag maneuver ng E-books, hindi naman.
B.1.8: For me, no. E-books are not that heavy, you can
bring it anywhere because its on your gadget na. So thats
one but if its online, you cannot access if you dont have
internet connection. Unlike textbook, whether you are in
the far flank area, you can really use it, its a hard copy.
C.1.9: Complicated in what manner? Bali I compare siya
sa actual na books or E-books? As a sort of. Kay kibali, if
naa kay actual na book, mas easier siguro ang pagscan
nimu kung sa e-Book, especially kung naa kay cellphone,
kanang baratohon, na pag ana nimu Sort of. May
pagkacomplicated. Mag depende gihapon siya sa gadget
na gigamit.
C.1.10: If it is offline, it will be okay, its good. If it is online,
little bit problematic and nowadays the young people
knows how to use the gadgets, so I think it will be very
convenient.
A.2.1: Of course, madali siyang ma carry, anywhere,
2. What do you
anytime. Unlike sa textbooks na mahirap kasi mabigat
think are the and then nasisira. (Weightless)
advantages of e- A.2.2: For me, unlike E-books, its not that heavy, you
Books over can bring it anywhere because its on your gadget na.
textbooks? (Weightless). So thats one but if its online, you cannot
39
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access if you dont have internet connection. Unlike

textbook, whether you are in the far flank area, you can
really use it, its hard copy.
A.2.3: Maybe kuan, easy to manipulate, then ma bring
nimo ngani maskin as aka. Not heavy ang imo pagdala
(Weightless). For example, yaun ang imo kuian is layoe
baya ang building nimo, ngadto layoe instead of magdala
ka pa og daghani na books, then yaun na daan imo
ngadto. Sabi nga, isang click mo lang, nandon na lahat.
Convenient siya dal on. Parang yun lang ang advantage
na ako nakita.
B.2.4: Convenient siya gamiton kay syempre yaun da
siya sa imo cellphonekung anytime nimo kinahanglan ng
resources, pwede da. Anytime pero kung libro, diba, di
kita usually gad ala ng libro kay bug-at? Sa ako ngani
case, may libro, ako picturan tas ako dkn I kuan kung
mag klase ako ky bug-ate sa gud magdala. Amo yaun
iya advantage.
B.2.5: Sa ako sab part, mas convenient siya kasi
compare sa traditional na mga books, katulad sa imo
paga mention sir, mabasa siya, maka stress na dayon,
diba? Yaun mga books, ang quality niya, pagmabasa
ang mga letters, laini, di na daun whereas sa Electronic
books, sabihin nating madami siyang laptop, you can still
use your cellphone if nadaot cellphone or tablet, diba?
You can use different of avenue na para makagamit kaw
ng Electronic books.
B.2.6: Like, portable siya, convenient but comes to
durability gani, mabasa, maguba. E-book, maguba siya,
mabasa ang imong cellphone, naa ra gihapon ang
application. Di siya mawara. Nindot siya gamiton. Pero
sa E-book, if you dont have access on internet, if you
dont have the gadgets and then you dont, what else,
you cannot update, wala kang makukuha. Kumbaga for
me it has a lot of advantages but it has limitations if you
dont have electricity like now, brownout, you cannot
access pag lowbat na yung gadet mo, you cannot really
use it. Its useless without electricity at all.
B.2.7: Okay. E-book, it is very portable, convenient to
bring and then its, just as long you have the connection
or lets just say you have a stored, a lot of files, books in
your gadget or the one youre using for E-books, its very
convenient. Unlike sa textbook, ang textbook kasi, one
40
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textbook, one topic lang or lets just say one content

lang. Hindi naman kasi, in terms of convenience sa E-
book, you will soar a lot.
C.2.8: More accessible. Especially that students now
are, preferably using gadgets instead of opening their or
scanning their books. Yung books talaga na libro,
instead of e-Books.
C.2.9: you can use anywhere ang textbook but the E-
book, that is only good if you have signal-internet
connection. But its also good for the students who can
afford gadget like in our school but what if in the far flank
areas barangays. Though the advantage, accessible
ang E-book.
D.2.10: Its a multimedia style of learning. Its a little bit
interactive. So, its easier compare to books or modules.
Compare to books and modules, kasi magdadala ka pa,
mabigat pa yun. In fact, yung e-book is sa isang gadget
mo, nandyan na lahat, library na yun, so its easier.
A.3.1: Very millenial. Modern. They are adapting the
3. What can you
style, the trend of 21st century learning na ganyan. They
say about schools do not appreciate anymore the traditional way of finding
adopting the use of resources, for students. What can I say? Okay lang. for
e-Books as as long as we find students much interested and theyre
academic learning from it. Thats good.
materials? A.3.2: For me as moving forward in the field of
education, its good. Its not that were leaving the
traditional way of teaching and learning but I guess its
time for us to move because its digital time so, its good.
A.3.3: Maybe sa ato school, i-adopt din siguro kasi,
kaysa naman sa yung laman ng cellphone tsaka mga
gadgets ng estudyante puro lang games, entertainment.
Why not install e-Books kasi academically speaking,
okay man siya as instructional materials at tsaka learning
materials.
A.3.4: Well, we cannot really stop that because we are in
the modern times. I mean technologies, like, its
sometimes necessity na, its not like parang luxury but
for me personally, I like the textbooks but, masisira lang
siya if ever may napunit o nabasa.
A.3.5: I think its already adapted. Naa na mana karun.
Mostly, especially sa senior high, walang book na from
sa DepEd, so mostly, us teachers, ngadto kami
nagakuha sa mga E-books, downloaded from the
41
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internet. so, naan a siya, nag exist na ang E-books.

Bisan ngani sa students, diba? Ginagamit parin so naa
ra gihapon siya.
A.3.6: Adapted na isab siya, mas dayaw gaud sab siya
kay less hassle kay sa mga libro. Bug-at siya. Tpos kuan
diba, kung E-book imo gamiton, damue imo makuhaan
ng mga resources especially sa amo mga teachers, mga
lesson. Dli da baya kami mag kuan sa libro. Kinahanglan
sab namo mugamit ng iban na resources na ma explain
pa namo pagtadung yaun siya na lesson.
A.3.7: Its fine. Can you imagine, yung isa ka library-han
na books, pwede mo siya i-store sa gadget. So, very
accessible, very convenient in information na kailangan.
And aside from that, imagine yung isa ka bata, if kunyari
E-books ang gamit niya, tablet yung kailangan lang, pero
kung wala siyang E-book, example, pila ka subjects ang
i-klase a day or sa schools, sabihing nating Ten(10)
tapos in every subject dapat may isa ka libro, so ang
bata, mo skuyla, 10 kabouk books sa iya bag, kaig gaud
ang bata. Whereas if you will use the Electronic books,
meron kang gadget, tablet lang yung kailangan, nandon
na lahat. So very convenient.
B.3.8: Advantageously, e-Book is really a great help for
the millennial learners because they love to use gadget
but then how can you assure that they are really using E-
book instead. They have their version. They are just
making alibi that they are studying, they are reading their
lessons using their gadget but how sure you are. So
theres no validity and take note, in studying, in
researching things, we will not rely on one sources only,
so still, textbook is still vital for the learning of the
students.
B.3.9: Kung ato siya I kuan sa mga pobre, medyo way
kaya, di pud ka mapugos sa ila na mag gamit ng E-book,
especially Pilipinas, third world country, daghay mga
estudyante, sa ratio mas daghan ang mga estudyante na
mga pobre taraw pero nindot siya, oo, pero kung
goberno siguro ang muhimog move, hatag og gadget, og
sila ang mo initiate, matabangan tong mga pobrehon,
pero ambot lang kung kanus-a pa ma realize. So nindot
siya sa mga naay kaya, but at the same time ang mga
stagnant sa poverty, I dont know. It would be hard for
them to adapt easily kasi kwarta talaga ang hisgutan.
42
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C.3.10: For some schools, lets just say sa mga big

schools and big universities of the collages, its
convenient and its more appropriate for them. Ang E-
books kasi for those who can afford it. But for us here, sa
mga far flank areas, dili siya convenient because we
cannot acquire or we cannot access sa mga contents,
lets just say sa mga reading materials that we need,
because we are lacking of resources. So for me, E-book
is only suitable, or lets just say mas okay siya kung dool
sa mga big cities, big schools.
A.4.1: Okay. If E-book is to be implemented in whole
4. How long do you
schools, ngayon nga textbooks are being neglected na
think printed walang pang E-books, hindi na ginamit, there are
material (books, available textbooks, arent use anymore by the student
newspapers, because of the internet. So if ever E-book will be
textbooks, etc.) will implemented , and then students are provided by the
last? resources just for the E-books to be available, one to
two years max, wala na ang textbook. Sometimes,
makalimotan pa ng mga bata kung saan ang Library.
A.4.2: I think, with that E-book, its a paperless learning,
there is no advantage anymore of printed materials. So
how long? If we are going to insist the existence of these
E-book, I think mga 5 years nalang siguro.
A.4.3: Pag na impliment siya today tapos okay ang
avenue with all the provisions, 5 years or lesser.
B.4.4: I agree, textbook will last because there are like,
although we have these soft copy, hard copies is really
very important like now, you have the research, you will
have the soft copy, you will pass but your adviser will
require you to have the hard copy, diba? So just like
textbooks.
B.4.5: It will last because every now and then, theres a
new edition of that. So it will really last but, though there
are lot of changes that will be in injected in the textbook
but then, still there. There is also a link or a connection.
B.4.6: Sa ako, di siya mawala kay siba, meron pa mga,
bisan pa naa ta sa modern technology, there are some
people parin na mas like to naka printed pa. Pero they
like parin nila nan printed na ila makit an. It serves as
souvenirs. Di siguro na mawala. Laung ta lamang ma
lesser pero di siya mawala. Andyan parin siya.
43
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B.4.7: I dont think mawara gayud siya. Malaos da

lamang. Some still prefer na mag-read sa physical na
book, instead na sa screen.
B.4.8: On my part sab, you cant deny na there are some
health risk in some way na maggamit talaga ng gadgets.
Example sa mata, when you keep on, 24 hours gaud na
studying sa imo cellphone, damage gaud siya. Compare
sa books na parang wala. And also, I believe na di gyud
siya mawala ang mga printed materials.
B.4.9: Pwede ako mag exam sa online tapos diretso na
sa ako ang result ng mga bata. Kung gusto nila mahibaw
a, i-print ko dkn kay naka pdf man siya. Pero mas gusto
ko ang printed. Mas reliable. It will always be there.
C.4.10: Depends siguro kasi yung reference kasi lalo na
yung hard copies yung mga textbooks naging, lahat
naman kahit sa E-books nagiging obsolete. Ang kagana
lang ng ining E-books is kahit na ma obsolete, pwede
mong palitan agad, ang textbooks kasi pag ma obsolete
lang, masasayang ang ginastos sa pag papablish
whereas sa E-books, wala naman kasing pinablish na
hard copies talaga, so okay da siya.
A.5.1: Possibly.
5. Do you think
B.5.2: Not totally because for me personally, based on
physical textbooks my experience, I really love to take down notes even if I
and notebooks will have the gadget because there are times that when you
become obsolete write it on a notebook, then matagal siyang mawala,
due to electronical compared to e-books. If you have a copy in your
devices such as the notebook, you jot it down, di siya ma format at all. Diba
iPad? sa gadget ana ang mahitabo. Di na mawala, its there.
B.5.3: No, still, textbook. Because its fulfilling that you
can read textbooks compare to the E-book. I guess thats
all.
B.5.4: For me, notebooks will always be there. Kasi
nga even ngayon , diba? Our gadgets, cellphones,
tablets, meron na siyang notes, app siya na notes, apps
na maka store kw ng journals, what to do, to do this per
there are a lot of people are still using notebooks,
notepads, kasi its that, its more lets just say convenient
and mas madali siyang i- remember . kasi may ano tayo,
we are very much fund of source documents, kasi pag
nakastore siya sa gadget, sometimes, nakakalimotan
natin, where in nasa notebook siya, mas madali siya for
44
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example sa lessons, pag nag qrite ka diba, mas madali

mo siya ma remember.
B.5.5: I think kuan gihapon ang yaun textbook, because
example, kahit na mina-manipulate ng estudyante and e-
Books sa gadgets, part parin talaga sa education ang
writing, which is through real paper.
B.5.6: Electronics are very convenient. Pero, for me, I
think yung real books or notebooks hindi mawawala.
Its always there kasi, writing and reading with real
paper, kailangan talaga and di yun mawawala.
B.5.7: Marami talagang advantages ang e-Books. But for
me, also, textbooks will always exist. Hindi talaga
mawawala ang physical books, kahit sabihin na nasisira
or napupunit. Kailangan rin ang paper, it has always
been there, and hindi ganung kadali yun mawala.
B.5.8: I think textbooks are always there. I like reading
and I love to have the textbooks than the E-book.
Although, very convenient for me na mag E-book but
textbook for me is different, parang fulfillment na mag
hard copy.
C.5.9: Maybe. Not sure. Kasi, even today, ina-adopt na
rin ang e-Books, pero nandyan parin ang textbooks.
Maybe e-Books will soon dominate kasi mas convenient
talaga for students.
C.5.10: Maybe in the future. Ngayon lang kasi, mahirap
pa ang ekonomiya. Yauy notebook gihapon pero sunod,
wara na siguro.
In table 11, the five questions that were asked in the focused group
discussion are indicated on the left column. The corresponding answers and
responses of each teacher interviewed are stated on the right column. Each
response is organized and classified into groups. The first letter (A, B, C or D)
corresponds to which group a response is classified to. Classification is derived
from the contrast of answers (usually: positive, negative, and neutral). There are
45
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cases in which the question doesnt seek a contrasting positive or negative
reaction, instead, inquires factors. This case applies to the second question
wherein teachers are asked to state advantages of using e-Books. Nonetheless,
answers are still classified according to their main idea.
When asked whether teachers find the use of e-Books complicated, only
one out of ten teachers responded positively, saying it requires familiarity in usage,
also adding the fact that devices could produce errors than can disrupt the reading
process. The rest of the nine teachers responded in contrary, saying they dont
find the use of e-Books nor the devices that comes with it to be complicated. Even
adding how e-Books are, in fact, convenient and user-friendly. Some of the
teachers also referred to how e-Books is actually part of their teaching process
and is used by their students as learning materials on certain occasions. This
implies how most teachers are familiar with the use of e-Books and, in some cases,
applied in within their method of teaching. This finding is corroborated to the study
of Rose & Meyer (2006) which stated that digital media, including electronic text,
surpass the traditional forms in the ability to meet various student needs. Electronic
books are among the newest forms of reading materials that educators can use
in their tool kit.
In the second question, the interviewed teachers were asked to name an
advantage in using e-Books over textbooks. The keywords and main ideas were
highlighted in their responses for an easier and quicker understanding. The
46
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responses of the teachers were classified according to the key factor of advantage
namely: Weightlessness, Convenience, Accessibility, and Interactivity. Other
factors include how it is easy to manipulate and its portability. The stated factors,
especially regarding weight, corroborates with a statement from the chiropractor
Dr. Cancio (2012), who stated that the most obvious benefit of using tablets in
schools is that it solves the problem of backpack-related injuries, due to its weight.
Thus, the use of tablets in the K-12 classroom solves the dilemma, as a tablet filled
with 3,500 e-Books weighs only around 1-2 pounds. The same number of physical
books would weigh about two tons - four thousand (4000) times heavier than the
weight of a tablet.
The third question inquires the teachers remarks on the fact that schools
are adopting the use of e-Books as academic materials. Most of the teachers
responded positively, stating how it is millennial and modern for teachers and
students adapting towards the new style of teaching and learning. Some added
that it is only somehow normal to transition from the traditional methods into
something newer or digitalized. This suggests their familiarity and awareness of
the diffusion of media. Two out of the ten teachers, however, responded
conflictingly towards the notion. They mentioned how students from poverty-
stricken families would lack access to the kinds of utilities offered by e-Book-based
learning and how, overall, it wouldnt be available for everyone, and should best
be kept only in big universities and institutions. Another stated the fact that despite
47
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its advantages, a teacher, still, wouldnt be able to reassure that a student has
actually used an e-Book for his/her studies. Adding that it needs to guarantee and
reassure the problem that existed along with textbooks in the most literal sense,
actually opening the book.
In relation to the participants awareness towards this new media, for the
fourth question, they were asked to surmise how long would printed material
(magazines, newspaper, textbooks, etc.) last. One out of the three teachers who
said that printed material will last. To avoid misinterpretation, the mentioned word
last refers to the definition: to continue to exist. When a teacher says textbooks
will last, it refers to physical books continuing to exist without a predetermined
number of years, not only for a limited time.
Two out of the ten teachers said that it will last for about five years,
especially if implementation of e-Books were to be a focus of educational
institutions. One teacher remarked that it will only last in about a year or two,
considering the current situation wherein students would hardly even touch their
textbooks, and how e-Books can be a more interactive and interesting way of
learning. On the contrary, seven out of ten teachers said that books will always
continue to exist. The respondents said that despite the previously mentioned
advantages of e-Books, textbooks will always be used and read. Not only for the
reason of its functions as hard copies which is essential for research, among
others, but also due to, simply, how people still prefer printed books.
48
________________________________________________________________________
One of the respondents also mentioned how health risks are the undeniable
factors that comprise the disadvantage of e-Books. This corroborates with a
previous study that found that readers who used Kindles were less competent in
recalling the plot and events in the book than those who used paperbacks. Anne
Mangen (2014), an author of the study, stated that digitization of text also means
its likely to be more fragmented, full of disturbances and links that can lead you to
anywhere on the Internet. Reading on an iPad with the ability to check Facebook
provides an avenue to take breaks way too often. Another study by Czeisler
(2014) mentioned how sleep deficiency has been shown to increase the risk of
cardiovascular disease, metabolic diseases like obesity and diabetes, and cancer.
Thus, the melatonin suppression that we saw in this study among participants
when they were reading from the light-emitting e-reader concerns us.
In relation to how e-Books are in the process of taking over the academic
processes and how textbooks are in the risk of becoming out-of-date, for the final
question, teachers were asked if they think physical textbooks and notebooks will
become obsolete due to electronical devices such as the iPad. Seven out of the
ten teachers said physical books will not become obsolete, and will always exist.
49
________________________________________________________________________
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, concluding statements and
corresponding recommendations.
SUMMARY OF FINDINGS
The results from the demographic profile of respondents show that the
sample size of this study is composed mostly of female by 64%. The distribution
of grade levels in the demographic profile is in accordance to the percentage
distribution of students in each classroom of Tandag National Science High
School. In terms of monthly household income, majority (40%) of the respondents
accumulate less than 10,000 monthly, while those earning more than 30,000
50
________________________________________________________________________
are at about 15%. 35% of the respondents have at least one available gadget in
their house hold and only 4% has five or more.
Results on perceptions of students show that e-Books are read and used
by 51% of respondents and more preferred as reading materials by 27%. Despite
the recognized advantages of e-Books, 55% still find the use and manipulation of
e-Book devices difficult and the need for maintenance (charging, updating, etc.) of
devices to be frustrating and tedious. Inquiry in the economic factors of both media
shows that 55% of students believe that physical textbooks will become obsolete
as academic materials.
The two-way analysis of covariance (ANCOVA) at 0.05 level of significance
is used to find out if there is a significant difference in the individual contextual
variables and the preference of students in reading materials. Results of the
analysis show that gender, grade level, household gadgets available, and income
level have no significant impact on print and e-Book readership and preference.
Results from the focused group discussion show how most teachers are
familiar with the ways of e-Books and how it can be applied in their teaching
process. Some mentioned how it is being used by their students in certain
occasions. When the researchers mentioned how schools are continuously
adopting the use of e-Books, most teachers responded positively. On the contrary,
when asked if e-Books will soon replace textbooks as academic materials, most of
the respondents said that books will always be used and read, despite the
advantages of e-Books.
51
________________________________________________________________________
Conclusions
On the basis of the findings, the following conclusions were derived:
In the academic context, e-Books are not yet positioned to take over print
books, despite rising sales and readership in recent years. Results of perceptions
of students show that there is no imminent concern for e-Book takeover. According
to Rogers diffusion theory (2003) as laid out in the theoretical framework earlier,
the adoption process goes slowly at first, speeds up, and slows again to form an
s-shaped curve. Results of perceptions suggests that while e-Books are becoming
more popular, the process of diffusion or adoption of e-Books is still on the rise and
has not yet peaked.
Both print books and e-Books have unique attributes and serve distinct
functions in meeting peoples reading needs, which may vary by individual
demographic and contextual factors. The results of this study support the notion
that e-Books have firmly established a place in students and teachers lives as
well as their academic pursuits, due to the convenient way in which they allow
them to access their reading content, either for leisure or academic purposes, in
any place, at any time.
Results in the inquiry of respondents show the teachers perception towards
the displacement of mediahow both conflicting types of media complement each
other and shall continue to co-exist. As they stand, e-Books and print books
provide the same content in two different media.
52
________________________________________________________________________
The results of this study illustrate that there are a variety of factors that
contribute to print/e-Book readership and preferences. As technologies evolve, so
may the functions of e-Books. Future research should take into consideration the
context and situation of the individual, the characteristics of the medium, and the
functions that print/e-Books can fulfill in order to better understand the choices and
preferences between the two.
Recommendations
From the foregoing findings and conclusions, the following
recommendations are offered:
E-Books and e-Readers as academic materials must be considered by
school administrators and teachers to be applied within their teaching processes,
in order to utilize the functions of digital learning. In obtaining quality education, the
use of e-Books must be realized and further evaluated to improve the educators
system of teaching. In the case of textbooks, educators must be mindful of its
preservation. Textbooks retain their function as physical entities in learning. It is
essential for research and, in essence, learning through paper.
This study is unique, but it is also limited, as it provides only a snapshot
view of e-Books and print books as they stand at this time. A longitudinal study
53
________________________________________________________________________
with more emphasis on function could provide a more comprehensive picture and
a more accurate prediction of whether e-Books will ever fully replace print books
and why.
This study has implications for academic institutions, educators, libraries,
other information institutions, and related shareholders such as publishers that
seek to understand and accommodate user preferences in an increasingly digital,
Internet-based information environment. The study provides unique insight on user
choices and preferences when reading books. Additionally, e-Books and e-
Readers are a rapidly evolving and popular technology that is of great interest to
media companies and publishing companies. Findings from this study provide a
direction in understanding who is adopting such technology and how it is being
implemented.
54
________________________________________________________________________
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Basic Education Program on April 24, 2012 (English translation).
Brown, M. (2013). Vibal Publishing chooses Microsofts Windows Azure for more
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Microsofts-Windows-Azure.aspx
Burkus, M. (2014). Mass Media in the Marketplace. Thousand Oaks, CA: Sage
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Cavanaugh, T.W. (2010). The Digital Reader: Using E-Books in K-12 Education
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Croft, R. & Davis, C. (2010). E-Books Revisited: Surveying Student E-Books
Usage in a Distributed Learning Academic Library 6 Years Later. Journal of
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De Luna, T.S. (2015). Utilization and Employment of e-Books in Philippine
Educational Institutions. International Journal of Information and Education
Technology, Vol. 5, No. 4. Retrieved October 15, 2017 at
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De Peralta, H. (2011). Better Reasons for Using Tablets in Philippine Schools.

Retrieved October 13, 2017 from
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in.html
Dr. Cancio, A. (2012) Avoid Bad Back, Check Backpack.
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backpack&type=latest
Dr. Gonzalez, D. (2015). Filipino Book Readership, Reading Attitudes & Reading
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http://nbdb.xeozone.net/wp-content/uploads/2015/07/sws_survey_brochure.pdf
Dr. Jurilla, P.B. (2010). History of the Book. Retrieved October 15, 2017 at
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Embong, A. & Mohamed, N. (2014). What Teachers and Pupils Say about Using
e-Books in the Classrooms. International Journal of Social Science and
Humanity. Retrieved October 18, 2017 from http://books.google.com
Encyclopedia of Education (2008). Section T-654-655 Textbooks. Reading
habits. Retrieved August 18, 2017 from http://pewinternet.org/Shared-
Content/DataSets/2011/December-2011--Reading-Habits.aspx
Flanagin, A. J., & Metzger, M. J. (2001). Internet use in the contemporary media
environment. Human Communication Research, 27(1), 153-181.
Foasberg, N. (2011). Adoption of E-Books Readers among College Students: A
Survey. Retrieved October 12, 2017 from http://www.ocf.berkeley.edu/-
wrader/slang/nancy-foasberg
Gibson, C., & Gibb, F. (2011). An evaluation of second generation e-book
readers. The Electronic Library, 29(3), 303-319.
Hamblen, M. (2011). Amazon: E-books now outsell print books. Computerworld.
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on_E_books_now_outsell_print_books2011
Hischier, R., & Reichart, I. (2003). Multifunctional electronic media-traditional
media. The International Journal of Life Cycle Assessment, 8(4), 201-208.
Ingermanson, R.N. (2011). Economics of E-Books. Retrieved October 18, 2017
from https://www.advancedfictionwriting.com/blog/2011/03/11/the-economics-
of-e-books
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Lee, C. A. (2011). A framework for contextual information in digital collections.

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Messner, K., Revelle, A., Shrimplin, A., Hurst, S. (2012). Book Lovers,
Technophiles, Pragmatists, and Printers: The Social and Demographic Structure
of User Attitudes toward E-Books. Retrieved October 13, 2017 from
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Moore, P.J. (2002) Investopedia Academys Become A Day Trader In Less Than
A Day. Retrieved October 16, 2017 from
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Postman, N. (2008) Informing ourselves to death. Speech presented at a meeting
of the German Informatics Society on October 11, 2008. Retrieved October 12,
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ProCon.org. (2013). Tablets vs. Textbooks ProCon.org. Retrieved October 13,
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Robinson, J.P., & Martin, S. (2009). IT and activity displacement: Behavioral
evidence from the US General Social Survey (GSS). Social Indicators
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Rogers, E. M. (2003). Diffusion of Innovations (5th Ed.) New York, NY: Free
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Rose, D & Meyer, A. (2006). Teaching every student in the Digital Age. Alexandria,
VA: Association for Supervision and Curriculum Development (ASCD). Retrieved
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Rouse, L. (2005). Definition of E-Books. Displacement effects of online media in
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Electronic Media, 44(2), 215-229.
Sheridan, K. (2013). Textbooks to Tablets: The Progression of Classroom
Technology. Information Week Education. Retrieved October 15, 2017
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the-progression-of/2401579111
Smyth, S. & Carlin, A. (2012). Use and Perception of E-Books in the University of
Ulster: A Case Study. New Review of Academic Librarianship. Retrieved October
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Villavicencio, P. (2012). Vibal outs low-cost education tablet, cloud servers for
digital classrooms. InterAksyon. Retrieved October 13, 2017
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from http://www.interaksyon.com/infotech/vibal-outs-low-cost-education-tablet-
cloud-servers-for-digital-classrooms
White, L. (2009). The Concept of Cultural Systems: A Key to Understanding Tribes
and Nations. Retrieved October 15, 2017 from
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Wuolu, D. (2012). CSB/SJU Reading Preferences Survey-Results. College of
Saint Benedict/Saint Johns University Libraries. Retrieved October 12, 2017
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uploads/library/about/policies/ebookpresn.pdf
58
________________________________________________________________________
APPENDIX
Appendix A
Letter of Permission to Tandag National Science High School
Principal to Conduct the Survey Questionnaire
October 17, 2017
EVELYN C. BANDOY, Ed. D

School Principal
Tandag City, Surigao del Sur
Madam:
A pleasant day.
The undersigned is currently working on his thesis entitled INNOVATION IN
EDUCATION: PERCEPTIONS IN IMPLEMENTING E-BOOKS AND
PRESERVING TEXTBOOKS FOR STUDENTS OF TANDAG CITY.
59
________________________________________________________________________
This study aims to determine perception on the use of e-Books in contrast to

textbooks in an academic context, among teachers and junior/senior high school
students of Tandag National Science High School. It is hoped that the findings may
help in the development of the school as well as the education process.
In view of this, the researcher would like to request for a permit to conduct the
study at your school.
Thank you and God bless.
Very truly yours,
(SGD) RIC DOMINIC ZARATE

Researcher
(SGD) MIRIAM TRINIDAD CHRISTIAN

Researcher
(SGD) ANDREW CAGAMPANG

Researcher
Noted:
ELAN M. ELPIDANG, Ph.D. (cand.)
Research Adviser
Approved:
EVELYN C. BANDOY, Ed.D
School Principal
60
________________________________________________________________________
Appendix B
Letter of Permission to Content Validators
October 17, 2017

RENATO S. ROCHE
Teacher-III
Tandag, Surigao del Sur
Sir:
A pleasant day.
The undersigned are currently working on their research entitled INNOVATION
IN EDUCATION: PERCEPTIONS IN IMPLEMENTING E-BOOKS AND
61
________________________________________________________________________

In view of this, the researcher humbly requests you to validate the survey
questionnaire that will be used in the study.
Very truly yours,

Researcher

Researcher

Researcher
Noted:
Research Adviser
Approved:
RENATO S. ROCHE
Teacher-III
62
________________________________________________________________________
Appendix B.1
October 17, 2017

ANNA- MAY C. ABOLOC
Teacher-I
Madam/ Sir:
A pleasant day.
63
________________________________________________________________________

Very truly yours,

Researcher

Researcher

Researcher
Noted:
Research Adviser
Approved:
ANNA- MAY C. ABOLOC
Teacher-I
64
________________________________________________________________________
Appendix B.2
October 17, 2017

CHERIE LYN JUMADLA
Teacher-III
Madam/ Sir:
A pleasant day.
65
________________________________________________________________________

Very truly yours,

Researcher

Researcher

Researcher
Noted:
Research Adviser
Approved:
CHERIE LYN JUMADLA
Teacher-III
66
________________________________________________________________________
Appendix C
Survey Questionnaire Validation Sheet
Score Please
1. Not acceptable (major use the
modifications needed) commen
2. Below Expectations ts and
(some modifications suggesti
Operational Definitions
Criteria needed) ons
3. Meets expectations (no section
modifications needed but to
could be improved with recomm
minor changes) end
67
________________________________________________________________________
4. Exceeds Expectations (no revisions

modifications needed) .
1 2 3 4
Clarity The questions are direct and
specific.
Only one question is asked
at a time.
The students can understand
what is being asked.
Wordiness Questions are concise.

There are no unnecessary
words.
Overlapping No response covers more
Responses than one choice.
All possibilities are
considered.
There are no ambiguous
questions.
Balance The questions are unbiased
and do not lead the participants
to a response. The questions
are asked using a neutral tone.
Use of The terms used are
Jargon understandable by the target
population/ subjects.
Appropriate The choices listed allow
ness of participants to respond
Responses appropriately.
The responses apply to all

situations or offer a way for
those to respond with
unique situations.
68
________________________________________________________________________
Use of The use of technical

Technical language is minimal and
Language appropriate.
Application The questions asked relate

of Praises to the daily practices or
expertise of the students.
Relationshi The questions are sufficient

p to the to resolve the problem in the
Problem study.
The questions are sufficient

to answer the research
questions.

to obtain the purpose of the
study.
Appendix C.1
Survey Questionnaire
Dear Respondents,
Good day!
The researchers would like to request your help on the conduct of their
research study entitled: Innovation in Education: Perceptions in
Implementing E-Books and Preserving Textbooks for Students of Tandag
69
________________________________________________________________________
City as a requirement for their subject Practical Research II by completing the

attached questionnaire. Rest assured that all information will be held with
confidentiality.
Part I. Demographic Profile
Instruction: Please tick the box next to the answer of your choice or write on the
space provided as the case may be.
1. Name (Optional):___________________________________________
2. Age:______ 3. Grade Level/Strand:_______ 4. Sex:

Male Female
5. What is your monthly household income?
less than 10,000 11,000 - 20,000

21,000 - 30,000 more than 31,000
6. Which gadgets are available in your household? (you may choose more
than one)
Desktop Laptop Tablet Cellphone

Other_______________
Part II. Perception and Preference
Instruction: Please read each statement carefully, and use the scale below to
indicate how much you agree or disagree. Check the box of your suitable choice.
Legend:
70
________________________________________________________________________
1 = Strongly Disagree (SD) 3 = Undecided (U) 5 = Strongly Agree

(SA)
2 = Disagree (D) 4 = Agree (A)
1 2 3 4 5
(SD) (D) (U) (A) (SA)
A. EXPERIENCE
1. I prefer reading via e-Books rather than books.
2. Most of my reading time is spent on gadgets.
3. I read e-Books for my own leisure.
4. I use e-Books primarily for academic purposes.
5. E-Books have changed the way I study.

B. COMPLEXITY
6. Reading e-Books, for me, is electronically
difficult.
7. I find transferring e-Books from different
devices complicated.
8. I find navigating around e-Books rather hard.
9. I dont like needing to charge the device while
reading.
10. I dont like having to update or patch my
reading device.
C1. RELATIVE ADVANTAGE (E-Books)
11. E-Books are much easier to get or to buy.
12. I prefer not worrying about finding space to
keep books.
13. I prefer having a library of e-Books easily
carried around in one device.
14. I like being able to access a dictionary or
thesaurus easily when reading.
15. I like being able to change font sizes/styles
when reading.
C2. RELATIVE ADVANTAGE (Textbooks)
71
________________________________________________________________________
16. I prefer having a physical item on my hand.
17. I like adding books to my personal library

collection.
18. I feel like Ive accomplished something when I
get to physically see how many pages Ive read.
19. I prefer being able to write on paper than to type.
20. I like how books smell.

D. ECONOMICS
21. I think e-Books are fairly cheaper than printed
versions.
22. Even if their prices were the same, I would still
rather buy e-Books over textbooks.
23. I think printed material wont last long as
academic materials.
24. I believe that technology is taking over our
society.
25. I think physical textbooks will become obsolete
in the future in schools (K-12) and colleges.
Appendix D
Focus Group Discussion (FGD) Validation Sheet
72
________________________________________________________________________
Score
1. Not acceptable (major Please
modifications needed) use the
2. Below Expectations commen
(some modifications ts and
needed) suggesti
3. Meets expectations (no ons
Operational Definitions modifications needed but
Criteria section
could be improved with to
minor changes) recomm
4. Exceeds Expectations end
(no modifications revisions
needed) .
1 2 3 4
Clarity The questions are direct and
specific.
Only one question is asked
at a time.
The students can understand
what is being asked.
Wordiness Questions are concise.

There are no unnecessary
words.
Overlapping No response covers more
Responses than one choice.
All possibilities are
considered.
There are no ambiguous
questions.
Balance The questions are unbiased
and do not lead the participants
to a response. The questions
are asked using a neutral tone.
Use of The terms used are
Jargon understandable by the target
population/ subjects.
73
________________________________________________________________________
Appropriate The choices listed allow

ness of participants to respond
Responses appropriately.
The responses apply to all

situations or offer a way for
those to respond with
unique situations.
Use of The use of technical
Technical language is minimal and
Language appropriate.
Application The questions asked relate

of Praxis to the daily practices or
expertise of the students.
Relationship The questions are sufficient

to the to resolve the problem in
Problem the study.

to answer the research
questions.

to obtain the purpose of the
study.
Appendix D.1
Consent to Participate in the Focus Group Discussion
74
________________________________________________________________________
You have been asked to participate in a focus group discussion regarding

the implementation of e-Books and preservation of textbooks in K-12 schools. The
purpose of the study is to determine perceptions on the use of e-Books in contrast
to textbooks in an academic context, among teachers and high school students of
Tandag National Science High School. It is hoped that with this discussion,
concrete findings and real opinions will be produced.
You can choose whether or not to participate in the focus group and stop at
any time. Although the focus group will be tape recorded, your responses will
remain anonymous and no names will be mentioned in the report.
There are no right or wrong answers to the focus group questions. We want
to hear many different viewpoints and would like to hear from everyone. We hope
you can be honest even when your responses may not be in agreement with the
rest of the group. In respect for each other, we ask that only one individual speak
at a time in the group and that responses made by all participants be kept
confidential.
-----------------------------------------------------------
I understand this information and agree to participate fully under the

conditions stated above:
Signed:____________________________________________
Date:___________________
Appendix D.2
Key Information Interview Guide
75
________________________________________________________________________
Date: __________________
Time: __________________
Interview Location: _________________
Address: _________________
Introduction:
Good day!
The researchers would like to request your help on the conduct of their
research study as a requirement for their subject Practical Research II by
completing the attached questionnaire.
In connection with this, the researchers would like to ask for your
cooperation to answer the following statements.
Questions:
1. Do you find the use of e-Books complicated?
2. What do you think are the advantages of e-Books over textbooks?
3. What can you say about schools adopting the use of e-Books as academic
materials?
4. How long do you think printed material (books, newspapers, textbooks, etc.)
will last?
5. Do you think physical textbooks and notebooks will become obsolete due to
electronical devices such as the iPad?
Appendix E
Pictorials
76
________________________________________________________________________
Students from Grade 12

HUMSS answering the
survey questionnaires
A student of Grade 7
answering the given survey
questionnaire
77
________________________________________________________________________
Respondents from Grade 11

ABM answering the survey
questionnaires
Respondent from Grade 11

HUMSS-A answering the
survey questionnaire
A student from Grade 12

ABM answering the
questionnaires
78
________________________________________________________________________
Researcher collecting related

studies for review
Researchers finalizing the

appendices
79
________________________________________________________________________
Appendix F
Spot Map
Figure 2.
80
________________________________________________________________________
Curriculum Vitae
PERSONAL INFORMATION
Name : Christian Andrew T. Cagampang
Age : 18
Address : Bioto, Tandag City, Surigao del Sur
Birthdate : August 23, 1999
Birthplace : Tandag, Surigao del Sur
Religion : Born Again Christian
Nationality : Filipino
FAMILY BACKGROUND
Father : Erwin A. Cagampang
Mother : Arlene T. Cagampang
Address : Bioto, Tandag City, Surigao del Sur
EDUCATIONAL BACKGROUND
NAME/ADDRESS YEAR GRADUATED
Special Science Elementary School 2011 2012
Tandag City, Surigao del Sur
Tandag National Science High School 2015 - 2016
Tabon-tabon, Quezon, Tandag City, Surigao del Sur
THESIS
Title : INNOVATION IN EDUCATION: PERCEPTIONS IN
IMPLEMENTING E-BOOKS AND PRESERVING TEXTBOOKS
FOR STUDENTS OF TANDAG NATIONAL SCIENCE HIGH
SCHOOL
Adviser : Elan M. Elpidang
81
________________________________________________________________________
Curriculum Vitae
Name : Miriam V. Trinidad
Age : 18
Address : Telaje, Tandag, Surigao del Sur
Birthplace : Tandag, Surigao del Sur
Religion : Roman Catholic
FAMILY BACKGROUND
Father : Jery P. Trinidad
Mother : Emilia V. Trinidad
SPED Center Elementary School 2011 2012
Bag-ong Lungsod, Tandag, Surigao del Sur
Tandag National Science High School 2015 - 2016
Capitol Hills, Tandag City, Surigao del Sur
THESIS
SCHOOL
82
________________________________________________________________________
Curriculum Vitae
Name : Ric Dominic V. Zarate
Age : 18
Birthplace : Quezon City, Manila
Religion : Iglesia Ni Cristo
FAMILY BACKGROUND
Father : Eric P. Zarate
Mother : Dolores V. Zarate
New Era University 2011 2012
Tandang Sora, Quezon City, Manila
Jacinto P. Elpa High School 2015 - 2016
Capitol Hills, Tandag City, Surigao del Sur
THESIS
SCHOOL
83

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Republic of the Philippines

THE PROBLEM AND ITS SETTING

Education is among the fastest expanding sector that is sensitive to

employment of innovation and technology are considered fundamental and are

driving elements in education. Learning institutions have progressively adopted e-

educators, institutions, and organizations have been working on tactical plans to

incorporate e-books in education.

Simultaneously, misconceptions and beliefs associated with teaching and

pose challenges for education vision statements and planning documents.

Misconception starts to loom, every year a different set of new e-learning

technology, for instance, electronic books, simulations, text messaging,

podcasting, wikis, blogs would emerge Rose, D & Meyer, A. (2006).

As a research that may be introducing new terms to its respondents, it is

based on their monthly increase in registration, Filipinos are definitely becoming

There are numerous methods to determine the effectiveness, convenience,

methodology with dominance of quantitative over qualitative methods. This paper

responding to this pressing matter in the management of education where both

intellectual and economic considerations are put forward. Therefore, the

afterwards to collect a more detailed and elaborate data.

media displacement or replacement, which has been studied by media

researchers for decades, is based on the notion of equivalence. To understand

Everett Rogers, author of the well-known theory of Diffusion of Innovations

basis of each question, which corresponds to a perception.

Other researchers like Ingermanson (2011) believe that media adoption

boils down to simple economics. Merely considering economics or the attributes

over a print book. Function can also be considered a contextual variable, as

individuals may use examination is needed to understand the functions of each

Profile of the Respondents

Figure 1. Schematic Diagram of the Study

the factors of one's preference of a studying media over another.

The resulting preference, in accordance to the stated variables, is

the perceptions and interpretations it is associated with, according to a synthesized

used to formulate recommendations relative to the topic being studied.

Statement of the Problem

This research sought to know the answers of the following questions:

1. What are the demographic profile of the respondents as to:

1.2 Year Level

1.3 Monthly Household Income

1.4 Available Gadgets

3. Is there a significant difference between the demographic profile of the

respondents towards the perceptions on the use of textbooks and e-Books?

4. What are the interpretations of teachers on the use of e-Books?

The study is guided with the following hypotheses:

Ho1: There is no significance difference between the perceptions toward

eBooks and textbooks from the demographic profile of the students.

Ho2: Textbooks will be the more preferred academic material by students,

Ho3. A teacher's interpretation toward academic materials will contradict

Significance of the Study

administrators new insights on the plausibility of using eBooks as teaching/learning

needs improvement and which part of it is beneficial.

Subject Coordinators/Supervisors. Introducing a different media for the

standard learning process requires a whole-school approach. Appropriate

guidance and support are needed from Subject Coordinators/Supervisors. Hence,

whatever data obtained in this study will be a significant feedback to them.

Teachers. This research intends to treat teachers as both the participants

teaching materials will be introduced to the educators. Moreover, the findings of

importance on factors of what makes a learning material important.

Many advantages await a student when using an eBook as a learning material.

This study intends to determine those, as well as the disadvantages of this

Future researchers. This study would encourage the other researchers to

new media over that process.

Scope and Limitation

and teachers when it comes to eBooks and textbooks as learning materials. It is