1

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
The main idea on this chapter discusses what student use as a medium in their
studies for their research. This chapter tackles on what they will going to use such printed
books and electronic books.

Introduction
In the mid-fifteenth century Johannes Gutenberg ignited a cultural revolution by
inventing the printing press. Making the reproduction of texts easier and faster, the
printing press enabled a much broader dissemination of knowledge through the written
word than had ever before been possible. This forever changed society, impacting
education, religion, science, language, and business. But only in hindsight could this
extensive influence be apparent. In his history of print culture, Five Hundred Years of
Printing, Steinberg reflected The history of printing is an integral part of the general
history of civilization (1955, p. 7). Now, five centuries after Gutenbergs invention, a
new revolution in the written word is changing the production and consumption of texts,
and revolutionary cultural effects are already taking hold.
Digitalization will transform reading more significantly than any technological
innovation has since the invention of the printing press, and its evolution has recently
accelerated. In just the past year, two new mass-market e-book reading devices have
debuted. Increasing numbers of books are being offered in e-book format. The digital

2
revolution is underway, and with society just beginning to adopt mass-market e-books at
a significant rate, now is a fertile moment for studying the effects.
As booksparticularly narrative fictionare increasingly read in digital formats
on computers, smart phones, and designated e-readers like the Kindle, the readers
experience changes. The physical act of reading shifts from turning the pages of a bound
print bookthe codexto pressing the buttons or touchscreen of an electronic device to
make text materialize onscreen. E-reader devices emulate, but are critically different rom,
print books, thus their use alters the physical activity and cognition that has traditionally
been understood as reading. Furthermore, e-readers are now moving beyond print book
emulation to offer more functions. This conflation of functions under the umbrella of
reading necessarily influences societys understanding of bookishness and all that it
affects. Books are now largely purchased over the Internet, rather than inperson at a
bookstore. The book as record, once an enduring history of dog-eared pages and notes in
the margins, may be threatened by the fragility of digital e-book files. And the digital
nature of e-books inevitably connects them to their vendor and publisher, obscuring the
sense of ownership readers feel over their personal libraries. Defining the experience of
the e-book reader and consumer under these conditions is essential to taking advantage of
these new technologies.
This study intends to capture reader attitudes and publishing industry strategies to
better understand how the two will meet to articulate the e-book as a cultural artifact and
define the effects of digital reading on society. To explore how the physical, cognitive,
and emotional experience of reading is changing, as well as what role the e-book is

3
securing in societys cultural consciousness, in knowing its acceptability towards the
students.
Background of the Study
A book is like a garden carried in the pocket. This Chinese proverb quote points
out, a book is a small device in which a lot of knowledge can be stored and which can be
easily transported. The book formats have changed throughout history. At the beginning
knowledge was impressed on big pieces of paper and where difficult to transport and
obtain. Nowadays books have mainly two formats: paper and electronic form. The second
format has been a topic of discussion for researchers and parties involved on the modern
book field.
Polytechnic University of the Philippines, Santa Rosa Campus utilizes books as a
guide for their students. Students of this said campus borrow books from the library,
professors, and fellow students. Most of the time, they will photocopy the pages of the
book they needed before returning it. With many subjects enrolled by the student, his bag
will eventually be filled with a clutter of papers and multiple books, adding weight to his
bag and this leads to disorganization. To solve this issue, many students of PUPSRC
nowadays use e-books for a more convenient way to keep all his resources. This method
is trending in the campus as even some teachers employ it to their students. This research
wishes to discover the level of acceptability of using e-books to the selected students of
PUPSRC.

4
Theoretical Framework
This research involves the exploration of system input and process to achieve the
derived output. By systems, Bertalanffy (1971) means complexes of elements standing in
interaction. Bertalanffys General Systems Theory helps to create adequate and
appropriate framework for explaining, examining, and appreciating the issues involved
through an appropriate conceptual framework.
In line with this theory, this study will make use of the Input-Process-Output
(IPO) Model. Input pertains to the availability of resources, extent to which prerequisites
and pre conditions are met, extent to which program resources are available and deployed
as planned. Process refers to the extent to which activities are carried out as planned,
existence or frequency, intensity, manner and other qualities and characteristics of the
activities. Output includes the outcomes prerequisites of the other outcomes.
The IPO description suggests different kinds of information that may be
deliberately or formally gathered in ordered to assist feedback guided action.
The purpose of this study is to know what level of acceptability of e-books in the
selected students of Polytechnic University of the Philippines, Santa Rosa Campus This
study can take many forms, such as similarity in appearance, method of use and function.
To understand why people prefer one medium over another, it is necessary to
investigate their motivations as much as their evaluation through the level of acceptability
they can give in using e-books. And by that process, the output will be the effectiveness
of each medium which can specify the outcome of the problem.

5
Conceptual Framework

INPUT

PROCESS

OUTPUT

Figure1. Research paradigm of the The Level of Acceptability in Using E-books

on the Selected Students of Polytechnic University of the Philippines, Santa Rosa
Campus

The input box describes on what students acceptability in using E-books as their
part of their studies.
The process box is for the evaluation for this medium. The relative advantage of
using electronic way.
The output box identifies the level of acceptability of using E- using the structure
of this study in terms of _______________.

6
Statement of the Problem
This study focuses the Level of Acceptability of using E-books of the selected
Students of Polytechnic University of the Philippines, Santa Rosa Campus.
Specifically, the researcher seeks answers to the following problems:
1. What are the ________________ in using e-books in terms of:
a.
i.
b.
i.
ii.
c.
i.
ii.
2.
Hypothesis
There is no____________________________________.

7
Scope and Limitations of the Study
In general, the focus of the study is all about the level of acceptability of using Ebooks in the selected students of PUPSRC in their studies only on books regardless of
any type of resources.
The Survey used for the collection of data was only sent to students who have
been selected randomly from the student group list and who are currently enrolled.
The participants of the survey contributed to the research with honest and truthful
answers. The results of this research work will provide empirical information in the field
of e-books.
Significance of the Study
1. Impact of Disruptive Technologies
History has shown repeatedly that technology is never neutral, and the benefits
and deficits of new technology are not distributed equally - there are winners, and there
are losers, and it's not always clear who the winners are until the losers are vanquished
(Postman 1993). If we accept this as true, we ought to be very careful about introducing
new technologies without first studying their potential effects. When a new technology
comes along that seems to change everything, the ultimate implications are not always
readily apparent. For example, the invention of the transistor and then the integrated
circuit made information processing far cheaper and faster than ever before. The eventual
result: the Internet Age. Other examples of disruptive technologies include railroads, the
telephone, electric power, and the automobile. Due to the fact that technological

8
innovations always interact with complex social structures in unexpected ways (Guedon
1994), it is necessary to study them to expose these unforeseeable consequences before
they can have a potentially damaging effect.
2. Growth in Interest over E-books
The recent spate of high-profile e-publishing bankruptcies, such as netLibrary and
Reciprocal, and disappointing sales of devices and content have led some to declare the
e-book movement moribund. However, a number of publishers and distributors are
optimistic and quick to report rising sales and even profits (Reid 2002). E-book publisher,
Palm Digital Media, for example, reported selling more than 180,000 e-book downloads
in 2001, representing a 40% increase in unit volume from the previous year.
Another e-book publisher, Fictionwise.com, sold more than 100,000 e-book
downloads, tripled its membership to 33,000 members, and reported a 400% increase in
revenue in 2001. Furthermore, Forrester Research, Inc. predicts this trend to continue for
many in the e-publishing industry, forecasting that e-book sales will rise to $7.8 billion
by 2005 (Evans 2001).
Although many readers and educators have a powerful psychological and
sociological attachment to the conventional book, pilot projects and quiet adoption of
various e-book systems have been occurring throughout higher education and the health
professions, among other arenas. Several universities have begun to integrate handheld,
portable e-book devices into their classrooms and libraries.

9
Overall, an overwhelming majority of the students who participated in this study
enjoyed reading on these devices, despite some technological and functional limitations
(Ruotolo 2002).
Finally, many scholarly, technical, and scientific books as well as scientific
papers, journals, corporate documents, and government documents, can now be delivered
electronically.
Definition of Terms
e-Books An electronic version of a traditional print book that can be read by using a
personal computer and/or an e-Book reader.(McNeese University 2009)
e-Book Reader A hardware device which is posited to replace the conventional
book(Encyclopedia.com 2009)
e-Book End User - An eBook end user is any individual who makes use of an e-Book.
Usage The degree to which an end-user will use an information system or particular
technology. (Davis 1989)

10
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses foreign and local studies that can be attributed in the
success of this undertaking. Differences and similarities with the previous studies are
represented in this chapter.
The following research and studies greatly influenced on the conduct of this
study; the researcher has made consideration of these documentations in drawing the final
conclusion of the study.

Foreign Literature
Related information from Elizabeth Eisenstein (1995) contends the book is not
becoming extinct.

Citing previous evolutions in textual media as proof that the

emergence of electronic text will coexist with persistent print media, Eisenstein writes,
Premature obituaries on the death of the sermon and the end of the book are themselves
testimony to long-enduring habits of mind (p. 555). If print books do persist alongside
e-books well into the future, then each medium will influence the other, affecting its
definition and purpose within culture.
In this chapter we will explore the ways in which the emergence of e-books is
beginning to shape book culture. Understanding what constitutes book culture is a
multidisciplinary task, and this chapter will accordingly focus on selected contributions to

11
the fields of reading psychology, the humanities, and the book business, each of which is
critical to contextualizing the book and reading within digital culture. I will begin by
reviewing theories of reading psychology that explore why and how people read, which
will be fundamental to understanding how textual materiality affects the reading process.
These issues inform the publishing industry, which I will examine the ways that
books are created, marketed, and sold on the basis of their content and form. Finally I
will examine prior studies of e-book usage, which analyze reading, textuality, and book
consumerism. Together these fields define the influence e-books will have on the book
as a cultural artifact. A critical review of reading psychology, textual studies, and book
publishing, pursued thematically, will highlight the interdisciplinary connections that
create book culture, as well as the gaps and inconsistencies among previous studies,
which my research intends to address.

Local Literature
We have seen student pupils groaning under the weight of their backpacks, with
their spinal columns in danger of getting deformed and their physical growth
compromised. They have to carry so many books and school supplies on their backs
every day of their early school lives. Imagine all these heavy books compressed into
microscopic pixels and uploaded into very light electronic devices and then downloaded
for reading page by page. Minus the paper and the heavy weight - Ma.Ceres P. Doyo.

12
Around 18,000 e-textbooks were recently deployed by Vibal Publishing House on
tablet devices of 7,000 students across the Philippines, paving the way for students to get
in touch with the future of education.

For its tablet education campaign, Vibal partnered with different major schools
such as La Salle Green Hills, De La Salle Zobel Santiago Alabang, Miriam College, and
St. Paul Surigao.
Vibal e-textbooks follow the international standard ePub 3.0, which allows ebooks to embed audio and video clips for user interactivity, said Julius Rolando G.
Corotan III, head of the digital division and corporate communications at Vibal.

E-books are digital counterparts of printed textbooks and add feature innovations
such as rich multimedia content and embedded knowledge base that enhance the reading
and learning experience of students, added Corotan.

With the e-books, students enjoy an immersive reading experience and answer
quizzes using a multi-touch interface. Teachers also benefit from the multitude of
advanced features for a more effective teaching.

Over two months, the software programmers and tech experts of Vibal travelled
around the country identified partner schools for the tablet installations.

Other participating schools are Adamson University in Manila and Creative

Learning School, Inc. in Pasig; St. Dominic Academy in Pulilan, Bulacan; Los Banos
National High School in Laguna, Cavite School of St. Mark in Bacoor, Cavite; St.

13
Roberts International School in Iloilo City, and at least three schools in Cebu City:
Childlink Learning Center, Marianne Childhood Education Center, and Livingstone
Christian Academy.

Aside from Apple iPads, e-books can also be installed on mobile devices that run
the Android operating system such as Samsung Galaxy, Acer Iconia, and Asus
Transformer.

Vibal also launched its own customizable reading application called the Vibe
Reader, which allows students as young as Grade 3 to download the e-books themselves.

Foreign Studies
E-reader use is on the rise, and the textbook market is shifting toward
customizable digital products. A forthcoming small study from the City University of
New York asked that question and found that, like previous generations, at least some
Millennials still prefer reading long texts and academic selections in print.
The study, Student Reading Practices in Print and Electronic Media, to be
published in September 2014 in the journal College & Research Libraries, tracked the
reading habits of 17 CUNY students through diary entries, interviews, and discussion
groups over the course of two weeks. The students were mostly juniors, seniors, and
graduate students, and most were younger than 25.

14
The research found that they almost always used e-book readers, mobile devices,
and tablet computers for nonacademic reading but relied on paper printouts for academic
reading.
The studys author, Nancy M. Foasberg, a humanities librarian at CUNYs
Queens College, acknowledged the difficulties in generalizing from such a small sample.
But the takeaway is that the students in the study really wanted to use print to read for
serious academic purposes, Ms. Foasberg said. They reported that computers and ebooks were fine for less serious work, but when they really wanted to get work done,
they gravitated to print.
Having studied e-book adoption in the past, Ms. Foasberg said, she was curious
about the reading habits of todays college students. There are a lot of misconceptions
about Millennials as a digital generation, she said.
Several students in Ms. Foasbergs study expressed distaste for digital textbooks.
Some who had used e-books said they would not use them again because they found the
embedded links distracting and because they could not interact with the content as they
could with print textshighlighting or taking notes in the margins, for instance. And
since the students found themselves printing out digital texts, whatever money they had
saved by not buying printed copies was largely lost to printing costs.
Perhaps most notably, many of the study participants said they saw themselves as
belonging to the generation before the first truly digital generation. When she was in high
school, one 21-year-old student said, Everybody was still using textbooks, and it was
only when I got to college that it started to change more and more. Another participant

15
said that perhaps later generations would be more comfortable using digital textbooks and
e-readers.
Ms. Foasberg suggested that the next wave of college students might be more
drawn to digital texts simply because they had been educated more through digital
learning and online exercises. According to a Pew Research study published on Tuesday,
a majority of secondary-school teachers now say technology use benefits students in
middle and high schools, with 40 percent saying they have students contribute to a
classroom wiki or Web site.
Ultimately, though, it seems that if a student wants to read, she will use whatever
medium is available. One participant in the CUNY study told Ms. Foasberg that she had
read an entire book on her phone while on vacation because she simply didnt have
anything else to read.

Local Studies
The use of eBooks is expanding at a rapid pace. In 2001, Reileen Tan discovered
ebooks the large resource of literature available for download online. "Once I realized
there were [many] books to be had, I started downloading them to read," she said. It was
the beginning of a habit that she keeps to this day. More than 10 years later, says the
National Book Development Board 2012 Readership survey, the number of ebook
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.

16
Honey C. de Peralta, VP & Gen. Manager of Flipside Publishing Services, Inc. said that
based on Flipside's monthly increase in registration, Filipinos are definitely becoming
more aware of ebooks. But while there seems to be a clamor for it, she admitted sales are
a different matter, especially for trade. "Ebooks 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."

Some bookworms are hesitant about ebooks, as they enjoy the experience of
turning pages and the smell of paper as much as they enjoy the content.

"I'm not sentimental about that. I do still buy books, but I try to limit them to
authors I really care about. I collect books by nature, and I'm trying to restrain the urge
since books take up space, said Tan, who says that in general ebooks were now a more
practical choice for her, especially when she got a Kindle.
"There's no difference. The information is the same. The only hassle is if your
reader isn't as intuitive as a book. You can't flip pages quickly. I have the original Kindle,
not the Kindle Touch you have to press buttons, or type in a page number. But that's
just technology! I work in IT and I know the tech is improving all the time. I can wait,"
she said. De Peralta said that the greatest advantage of ebooks is convenience.

"You can find the ebook online and, provided the right payment gateways and
means to read it, you can immediately get your copy. Also, it's a treat to carry, say, 200
books in one single device," she said.

17
"If, when I was in high school and I carried ten cassettes with my walkman, and
then I was blown away by the iPod, then what more with my Kindle and the hundreds of
books I've got loaded on it?" said author Carljoe Javier, whose books And the Geek
Shall Inherit the Earth, The Kobayashi Maru of Love, and Geek Tragedies are
available in digital format.

Synthesis of the Study

The studies and literatures stated have helped the researchers by giving them
insight and understanding of the current situation between printed books and electronic
books. The researchers are willing to find out the level of acceptability of e-book of the
selected students from Polytechnic University of the Philippines Santa Rosa Campus and
the facts and opinions stated by the studies and authors will serve as a framework for the
researchers study.

18
CHAPTER 3
RESEARCH METHODOLOGY

This study compared the printed books to electronic books regarding on what
most of students of PUPSRC preferred.
This chapter provides information on the research methods of this thesis, the
participants, setting, instrumentation, procedures, research design, and data analysis that
were utilized in this study.

Method of Research
The comparative method of research will be utilized in this study. This particular
instrument has been chosen examine patterns of similarities and differences across a
moderate number of cases. The typical comparative study has anywhere from a handful
to fifty or more cases. The number of cases is limited because one of the concerns of
comparative research is to establish familiarity with each case included in a study.
The major aim of comparative research is to identify similarities and differences
between social entities. Comparative research seeks to compare and contrast nations,
cultures, societies, and institutions. Scholars differ on their use of the terminology: To
some, comparative research is strictly limited to comparing two or more nations (also
known as cross-national research), but other scholars prefer to widen the scope to
include comparison of many different types of social and/or cultural entities. Yet other

19
scholars use the term to encompass comparisons of subcultures or other social substrata
either within or across nation-states or other cultural and social boundaries. Although
scholars are far from a consensus on a definition, the trend appears to be toward defining
comparative research in the social sciences as research that compares systematically two
or more societies, cultures, or nations. In actual implementation, comparisons of nations
prevail as the dominant practice.

Research Design

Figure 2. Research Design of entitled Comparative Study on the Preferred Form

of Notes of BSIT students of Polytechnic University of the Philippines Santa Rosa
Campus: Printed Books vs. Electronic Books.

The researchers will gather data from the respondents by conducting a survey
where the respondents will answer a set of questions related to the study. The data
gathered from the survey will then be calculated and used to answer the questions the
researcher wishes to find out.

20
Population and Sample Size
Respondents

Number of Respondents

Percentage

Section 1

Section 2

First Year

29

28

29%

Second Year

26

25

26%

Third Year

19

19

19%

Fourth Year

25

26

26%

Total

100

100

100%

Table 1. Distributions of respondents for the evaluation of the study.

21
Sampling Technique
The researcher used Stratified Random Sampling technique in order to evaluate
the research precisely. It is also considered as a fair way of selecting a sample from a
given population since every member is given equal opportunities of being selected.
In this sampling technique, the group got random samples in a population which
was composed of BSIT students from 1st year to 4th year. From each of these sections,
the sample size was drawn proportionately. For 1st year students, 29 students from
section 1 and 28 students from section 2 a total of 57 students. For 2nd year students, 26
students from section 1 and 25 students from section 2 a total of 51 students. For 3rd year
students, 19 students from section 1 and 19 students from section 2 a total of 38 students.
For 4th year students, 25 students from section 1 and 26 students from section 2 a total of
25 students. The total students for our respondents are 197.

Description of Respondents
The respondents of this study are the PUP-BSIT from 1st year to 4th year as they
use both printed books and electronic book as reference for their subjects. In some of
their major subjects, their professor would require them to bring gadgets that are capable
of viewing electronic books as some of their lessons are in PDF, PowerPoint, World,
Notes, Etc. They also use printed books, xerox, and notes in their other subjects.

22

Statistical Treatment of the data

After gathering all the necessary data from the respondents, total responses for
each item were obtained and tabulated, statistical techniques were used to treat the data in
order to prove the hypotheses stated by the proponent for the study. The following
approaches were used in the interpretation of data:
1. Weighted Mean- Weighted mean will be used to identify the weak and strong
areas of using printed and electronic books in this study of Comparative Study
on the Preferred Form of notes of BSIT Students of Polytechnic University of the
Philippines Santa Rosa campus: Printed Books vs. Electronic Books.

Where:
=number of respondents
=value of case being observed

2. T-test- to test the significant differences between the printed and electronic books
in this study of Comparative Study on the Preferred Form of notes of BSIT
Students of Polytechnic University of the Philippines Santa Rosa campus: Printed
Books vs. Electronic Books.
t=

23

Where:
= mean of the printed books
= mean of the electronic books
= standard deviation of the printed books
= standard deviation of the electronic books
= number of respondents of printed books
= number of respondents of electronic books

All computed statistical value is set to 0.05 level of significance, the degree of
freedom is 196 and the critical value of t is 1.9721.

Data Gathering Procedure

The data for this research will be collected using a survey questionnaire. The
survey will be created using suitable questions modified from related research an
individual question formed by the researcher. This survey will be composed of series of
guided questions that will ask the selected respondents to obtain information on the
subject matter.

24
The Likert Scale Boundary of Numerals
Likert scale was used to determine if the respondent agreed or disagreed in a
statement. After the professor validated the questionnaire, these were distributed to the
BSIT students of Polytechnic University of the Philippines Santa Rosa Campus. The
researchers assured confidentiality of their survey sheets since the identities are not
important. The researchers also understood that peoples consciousness may also affect
their honesty and effectiveness in answering the survey, and so, the researchers gave
people the option of being anonymous. Participants were given time to respond and then
the researchers collected the surveys the next day. There were no incentives offered for
participating in the research.
Scale

Range

Verbal Interpretation

4.1-5.0

Strongly Agree

3.1-4.0

Agree

2.1-3.0

Neither Agree or Disagree

1.1-2.0

Disagree

0.1-1.0

Strongly Disagree

Table 2. Likert Scale Boundary of Numerals

25
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the researcher made the analysis, presentation and interpretation of
the data gathered. These were based on the evaluation of 1st year up to 4th year selected
students on their preferred form of notes printed books or electronic books. The
evaluations between the two forms of notes were based on the criteria in terms of
comprehensibility, reliability and cost and completeness and accuracy. The researchers
administered questionnaires to their respondents which are composed of a series of
questions. The proponent was able to collect necessary data for the study.
After the survey was conducted, the data gathered were tabulated, treated
statistically, and analyzed according to the problem of the study. Tables and figures are
shown to present the result of the evaluation of the respondents.

26

Indicator

i. The
presentation/content is
easy to read.
ii. There are no

Mean/

Computed

Interpretation

t value

Printed Books

Electronic Books

2.72

3.49

Neither Agree or

Agree

Disagree
3.46

3.61

Agree

Agree

3.19

3.26

Agree

Agree

2.52

3.07

font size are

Neither Agree or

Agree

satisfactory.

Disagree

typographical errors.
iii. There are no
grammatical errors.
iv. The font style and

v. Reading books do
not cause much

6.63304

3.28

3.38

Agree

Agree

3.03

3.36

Agree

Agree

1.326

0.6514

5.02526

0.91251

eyestrain.
Overall Mean

Table 3.Evaluation in terms of comprehensibility

Table 3 shows the respondents view on comprehensibility. This table describes on
how the students is able to comprehend by using printed books or electronic books. In
indicator i and iv the result says that the students neither agree or disagree in the printed
books and agree buy using electronic books. Indicator ii, iii and v show that they agree.

27
Overall result for comprehensibility is both respondents agree in printed and electronic
books.
The mean of printed books for the indicator i is 2.72 compared to the 3.49 mean
of the electronic books which show the difference of 0.77. It has a computed t value of
6.63304. The mean of printed books for the indicator ii is 3.46 compared to the 3.61
mean of the electronic books which show the difference of 0.15. It has a computed t value
of 1.326. The mean of printed books for the indicator iii is 3.19 compared to the 3.26
mean of the electronic books which show the difference of 0.07. It has a computed t value
of 0.6514. The mean of printed books for the indicator iv is 2.52 compared to the 3.07
mean of the electronic books which show the difference of 0.55. It has a computed t value
of 5.02526. The mean of printed books for the indicator v is 3.28 compared to the 3.38
mean of the electronic books which show the difference of 0.01. It has a computed t value
of 0.91251.

28

Indicator

Mean/

Computed

Interpretation

t value

Printed Books

Electronic Books

i. The publisher/author

1.72

2.06

of the book is stated or

Disagree

Neither Agree or

copyrighted.
ii. Its price is
affordable.

iii. It is readily
accessible.

2.68857

Disagree
2.33

2.03

Neither Agree or

Neither Agree or

Disagree

Disagree

1.85

2.68

Disagree

Neither Agree or

2.460789

6.89432

Disagree
iv. It contains a
bibliography.

1.83

2.22

Disagree

Neither Agree or

3.1335

Disagree
Overall Mean

1.93

2.25

Disagree

Neither Agree or
Disagree

Table 4. Evaluation in terms of reliability and cost.

Table 4 shows the respondents view on reliability and cost. This table describes
on which of the books provided what is needed. Indicator i, iii and iv shows that the
students disagree in using printed books while in indicator ii in Printed books and all
indicators in Electronic books shows that they both neither agree nor disagree. The

29
overall result shows that the respondents disagree in printed books and neither agree nor
disagree in electronic books in terms of Reliability and cost.
The mean of printed books for the indicator i is 1.72 compared to the 2.06 mean
of the electronic books which show the difference of 0.34. It has a computed t value of
2.68857. The mean of printed books for the indicator ii is 2.33 compared to the 2.03
mean of the electronic books which show the difference of 0.3. It has a computed t value
of 2.460789. The mean of printed books for the indicator iii is 1.85 compared to the 2.68
mean of the electronic books which show the difference of 0.83. It has a computed t value
of 6.89432. The mean of printed books for the indicator vi is 1.83 compared to the 2.22
mean of the electronic books which show the difference of 0.39. It has a computed t value
of 3.1335.

30

Indicator

i. It contains accurate
information.

Mean

Computed

Interpretation

t value

Printed Books

Electronic Books

2.84

3.23

Neither Agree or

Agree

3.5833

Disagree
ii. It contains up-todate information.

3.53

2.10

Agree

Neither Agree or

12.00164

Disagree
iii. It contains images
related to its topic.
iv. It contains
citations/hyperlinks.

3.76

3.02

Agree

Agree

3.31

2.08

Agree

Neither Agree or

6.391862

10.48033

Disagree
Overall Mean

3.36

2.69

Agree

Neither Agree or
Disagree

Table 5. Evaluation in terms of completeness and accuracy

Table 5 shows the respondents view on completeness and accuracy. The table
describes specification conforms to the correct value or a standard of both printed books
and electronic books. Indicator i shows that they neither agree nor disagree in printed
books and agree in electronic books while in indicator ii, iii and iv says that the students

31
agree in printed books and they neither agree nor disagree in electronic books. The
overall result in terms of completeness and accuracy is that the respondents agree in
printed books and neither agree nor disagree in electronic books.
The mean of printed books for the indicator i is 2.84 compared to the 3.23 mean
of the electronic books which show the difference of 0.39. It has a computed t value of
3.5833. The mean of printed books for the indicator ii is 3.53 compared to the 2.1 mean
of the electronic books which show the difference of 1.43. It has a computed t value of
12.00164. The mean of printed books for the indicator iii is 3.76compared to the 3.02
mean of the electronic books which show the difference of 0.41. It has a computed t value
of 6.391862. The mean of printed books for the indicator vi is 3.31 compared to the 2.08
mean of the electronic books which show the difference of 1.23. It has a computed t value
of 10.48033.

Figure 3. Interpretation of Part II Question # 1

32
Figure 3 shows that 125 or 64% of the student respondents indicated that they
read printed books for both academic and leisurely purposes, while 54 or 27% read books
solely for academic purposes and 18 or 9% for leisure only purposes.

Figure 4. Interpretation of Part II Question # 2

Nowadays, students find ways to save money for other investments. The figure 4
shows that 167 or 85% of the student respondents stated that they used an old edition of a
textbook to save money which means that this practice is pretty common among students.
On the other hand, 30 or 15% of the student respondents preferred to use a new edition to
acquire up-to-date information.

33

Figure 5. Interpretation of Part II Question # 3

Due to the prices of books nowadays, Figure 5 shows that 121 or 61% of the
student respondents indicated that they have used textbooks borrowed from the campus
library whilst 76 or 39% prefers to purchase books from various sources.

Figure 6. Interpretation of Part II Question # 4

34
Shown in figure 6, 148 or 75% of the student respondents stated that they chose
not to purchase a textbook because of its cost. This indicates that students are making
choices to save money. 49 or 25% of the student respondents still chose to purchase
books regardless of its cost.

Figure 7. Interpretation of Part II Question # 5

In finding and acquiring printed books, figure 7 shows that 89 or 45% of the
student respondents indicate that they find it somewhat difficult to find textbook
information for their classes and 86 or 44% indicates that it is somewhat easy. Only a
few, 10 or 5% indicates that it is very difficult and 12 or 6% indicates that finding
information is very easy.

35

Figure 8. Interpretation of Part II Question # 6

With the practice of not buying printed books to save money, students tend to
borrow printed books more than purchase them. Figure 8 shows 139 or 71% of the
respondents indicate that they borrow books; with 53 or 27% of the respondents purchase
their books and 5 or 2% of the respondents rent their books.

Figure 9. Interpretation of Part II Question # 7

36
Figure 9 shows that 133 or 67% of the respondents read printed books at least
once a week and 0% of the respondents read printed books once a year or never read
printed books at all.

Figure 10. Interpretation of Part II Question # 8

In the premise of purchasing books, it is indicated at figure 10 that only 24 or
12% of the respondent students find purchasing books online convenient. 88 or 45% of
the respondents purchased books from another student and 85 or 43% purchased from the
campus bookstore.

37

Figure 11. Interpretation of Part II Question # 9

Figure 11 show that 131 or 66% of the students believe that the information about
textbooks is available to them in a timely manner.

Figure 12. Interpretation of Part II Question # 10

38
Figure 12 shows that in the case of electronic books, 108 or 55% of the
respondents use electronic books both for academic and leisure. 40 or 20% of the
respondents use electronic books for academic purposes and 49 or 25% for leisure
purposes.

Figure 13. Interpretation of Part II Question # 11

At figure 13, 176 or 89% of the respondents agree that having electronic
books is a less expensive option than buying printed books.

39

Figure 14. Interpretation of Part II Question # 12

The preference of most of the respondents when choosing between printed books
and electronic books depends on the class as shown by figure 14 below, with only 57 or
29% agreeing to have all of his textbooks also have electronic books.

Figure 15. Interpretation of Part II Question # 13

40
Figure 15 shows that among the chosen respondents, 48 or 20% uses tablet devices
to view electronic books and 45 or 18% uses laptop devices.

Figure 16. Interpretation of Part II Question # 14

Majority of the respondents say that it depends on the professor if they can use
electronic books as a form of resource or not as indicated at figure 16.

Figure 17. Interpretation of Part II Question # 15

41
At figure 17, 92 or 47% of the respondents use electronic books on a weekly basis
at average. 47 or 24% uses electronic books daily, 38 or 19% uses electronic books less
often, and only 20 or 10% of the respondents uses electronic books monthly.

Figure 18. Interpretation of Part II Question # 16

At figure 18, most of the respondents agree that the best feature an electronic book
has it its convenience where respondents find it very easy to use an electronic book.
Second is an electronic books ease of use where they would be able to carry many book
titles without carrying the printed book itself. Here are the following responses:

Convenience: 164 or 17%

Ease of Use: 154 or 16%

Portable: 144 or 15%

42

Cost: 130 or 13%

Searchable: 116 or 12%

Ability to immediately connect with resources: 114 or 11%

Several Titles can be carried in one space: 80 or 8%

Timely Access to a new title: 80 or 8%

Figure 19. Interpretation of Part II Question # 17

The challenge that most of the respondents agree with is that they cant write or
highlight notes in electronic books. The second is some electronic books are not
compatible on some electronic platforms.

43

Figure 20. Interpretation of Part II Question # 18

Most of the respondents agree the electronic books are hard to browse, especially
on platforms with small screen resolutions. Second is the difficulty in accessing the
platform or internet to access/acquire the electronic book.

Testing the Hypothesis

The researchers were able to reject the null hypothesis based on the <0.00001
computed p value which is lower than the significance level alpha = 0.05. This means
there is a significant difference between printed and electronic books. There is an average
0.16 difference between means and average 4.9394 computed t-value as compared to the
tabular value 1.9721, which is the critical value for the degree of freedom of 196. The
significance level alpha = 0.05 represents 95% confidence limit.

44
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings conclusions and recommendations of

the researchers based on the study conducted with regard to the Comparative Study on
the Preferred Form of Notes of BSIT Students of Polytechnic University of the
Philippines Santa Rosa Campus: Printed Books vs. Electronic Books.

Summary of Findings

The study Comparative Study on the Preferred Form of Notes of BSIT Students
of Polytechnic University of the Philippines Santa Rosa Campus: Printed Books vs.
Electronic Books has an objective to know which form of notes students prefer.

Specifically, the study aims to answer the following problems:

1. What are the advantages/disadvantages of using printed books versus electronic
books in terms of:

A. Comprehensibility
i. Is the text easy to read?

45
B. Reliability and cost
i. Is the resource available at the users convenience?
ii. Is the resource portable?

C. Completeness and accuracy

i. Is information complete?
ii. Are the contexts correct?

2.

Is there any significant difference between printed books vs. electronic books as
observed/answered by the students?

Based on the presentation, analysis and interpretation of data in terms of

comprehensibility as evaluated by the researchs respondents on printed books, they
neither agree nor disagree that the books are easy to read, having a mean of 2.72. They
agree that printed books contain graphical and typographical errors, having a mean of
3.49 and they also agree that printed books have grammatical errors, having a mean of
3.19. Having a mean of 2.52, they neither agree nor disagree that printed books have
satisfactory font size and styles and also agree that reading books do not cause much eye
strain, having a mean of 3.28. In the case of electronic books, the respondents agree that
electronic books are easy to read, having a mean of 3.49. They also agree that electronic
books have graphical and typographical errors with a mean of 3.61 and agree that
electronic books contain grammatical errors with a mean of 3.26. The respondents agree

46
that electronic books have satisfactory font size and styles having a mean of 3.07 and
agree that electronic books cause eye strain, having a mean of 3.38.

As for the evaluation of the printed and electronic books reliability and cost by
the researchs respondents, they disagree that the author/publisher of printed books is
stated whilst neither agree nor disagree that author/publisher of electronic books are
stated, both having a mean of 1.72 and 2.06 respectively. The respondents neither agree
nor disagree that both printed and electronic books have an affordable price with the
printed books mean at 2.33 and the electronic books mean at 2.03. Disagree for printed
books are readily accessible with means of 1.85 and neither agree nor disagree in
electronic books, 2.68 respectively. The respondents disagree that printed books contain a
bibliography with a mean of 1.83 and neither agree nor disagree that electronic books
contain a bibliography with a mean of 2.22.

In terms of completeness and accuracy, the respondents neither agree nor

disagree that printed book contains accurate information s and agree in electronic books
that contain accurate information having a mean of 2.84 and 3.23 respectively. They also
agree that printed contain up-to-date information and neither agree nor disagree in
electronic books having a mean of 3.53 and 2.10 respectively. They agree that printed
books contain images related to its topic with a mean of 3.76 and agree that electronic
books contain images related to its topic with a mean of 3.02. They agree that printed
books contain citations and hyperlinks with a mean of 3.31and neither agree nor disagree
that electronic books contain citations and hyperlinks with a mean of 2.08.

47
Conclusions

In the light of findings, it proves that the researcher found out that many students
still patronize the usage of books. Students continue to be more concerned about the costs
of books. Those who participated in this survey care deeply about the issues brought by
printed books, especially the costs that come with it. They used an old edition of
textbooks and they borrow just to save money since printed books are only to be used
during that semester. Meanwhile, in their experience, electronic books (e-books) have
been a less expensive option for them than buying printed books. But for preferring to
have e-books, to use it in the classroom, depends on the professor and on the class.

Aside from the costs, the students like about e-books are the conveniences that
come with it such as its portability where there are no many printed books to carry at
once since many e-book titles can be carried with a single device.

One of the challenges they see with using e-books is they cant highlight or write
notes on it like with printed books, they dont have a laptop or tablet for reading e-books
and they only have limited access to the internet at school. Also, the reasons for some
students not using any e-books is the cost, difficulty in accessing computers or internet,
and they are hard to read and browse.

48
Recommendations
Based on the study, the following are recommended for future benefits of the
researchs scope:
1. Utilizing a central e-library system to ease the distribution of e-books for the students
of Polytechnic University of the Philippines, Santa Rosa Campus.
2. Professors of the campus should encourage the use of e-books to alleviate the
inconvenience a student encounters with printed books.

49
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52
Polytechnic University of the Philippines
Sta. Rosa Campus
City of Santa Rosa, Laguna

August 6, 2014
Prof. Teresita Z. Bautista
Registrar
This University
Dear Maam:
The following are Third year students taking up Bachelor of Science in Information Technology
students who are currently enrolled in COMP 4063 Fundamentals of Research. They are
conducting a research study entitled Comparative Study on the Preferred Form of Notes of BSIT
students of Polytechnic University of the Philippines Santa Rosa Campus: Printed Books vs.
Electronic Books. One of the requirements of the subject is to gather information needed about
their research study:
1.
2.
3.
4.
5.

Candare, Jason Renz F.

Malenab, Shannen Muriel M.
Nual, Ernest Kyle D.
Oribiana, Sharmaine R.
Rico, Camille S.

In this regard, may we respectfully ask your permission to have a copy of the total
number of students enrolled per course in the University Rest assured that all the data and results
gathered on this research will remain confidential and to be used on educational purposes only.
Your approval on this matter will be greatly appreciated.
Respectfully yours,

Mr. Oscar Velasco

Subject Facilitator

53
QUESTIONNAIRE
Comparative Study on the Preferred Form of Notes of BSIT students of Polytechnic
University of the Philippines Santa Rosa Campus: Printed Books vs. Electronic Books
Name: (Optional)

Year&Sec:

Age:

Dear Respondents:
Good day! We are the third year students of Bachelor of Science in Information
Technology of Polytechnic University of the Philippines Santa Rosa Campus. As a
requirement for our course, we are currently conducting a survey about the topic
Comparative Study on the preferred form of notes of BSIT students of Polytechnic
University of the Philippines Santa Rosa Campus: Printed Books vs. Electronic Books.
The respondents for this study are selected students of BSIT of PUP-SRC.
In line with this, we have chosen you to be one of our respondents of this study.
Your participation is completely voluntary and you may withdraw from the survey at any
point if you feel uncomfortable answering any of the questions. Your responses will
remain confidential and will only be used as data for our research.
Thank you very much for your time and support.
Respectfully yours,
The Researchers
I.

Direction: Please read the questions carefully and check the number which
best corresponds to your thoughts.

5- Strongly Agree 4-Agree 3-Neither Agree or Disagree PRINTED

2-Disagree
1-Strongly Disagree

ELECTRONIC

BOOKS

A. Comprehensibility
The presentation is easy to read.
There are no typographical errors.
There are no grammatical errors.
The font style and font size are satisfactory.
Reading books do not cause much eyestrain.
B. Reliability and Cost
The publisher/author of the book is stated or
copyrighted.
Its price is affordable.
It is readily accessible.
It contains a bibliography.

BOOKS

54
C. Completeness and Accuracy
It contains accurate information.
It contains up-to-date information.
It contains images related to its topic.
It contains citations/hyperlinks.

II. Please choose the corresponding answer honestly based on what you actually do
given the statement.
Printed Books
1. Do you read printed books mainly for what purpose?
academic
leisure both
2. Have you ever used an old edition of a textbook to save money?
Yes
No
3. Have you ever used textbooks at your campus library instead of purchasing them?
Yes
No
4. Have you ever chosen not to purchase a textbook because of its cost?
Yes
No
5. How easy/difficult is it to find textbook information for your classes? (ex. title, author,
edition,)
Very Easy
Somewhat Easy
Somewhat Difficult
Very Difficult
6. How do you usually obtain books?
Purchase Borrow
Rent
7. How often do you often read printed books?
At least once a week
Once every three weeks
Once a month
Once every six months
Once a year
Never
8. Have you ever purchased used textbooks? (Choose all that apply)
Yes, from my campus bookstore

55
Yes, I have bought them online
Yes, I have purchased them from another student
9. Do you believe that information about textbooks is available to you in a timely manner
(allowing you to buy books from sources other than your campus bookstore if you wish to do
so)?
Yes
No
Electronic Books
1. Do you read e-books mainly for what purpose?
academic
leisure both
2. In your experience, have e-textbooks been a less expensive option for you than buying
traditional textbooks?
Yes No
3. If it were possible, would you prefer to have e-books for all of your textbooks?
Yes
No
Maybe/Depends on the class
4. What type of device(s) do you use to read e-books? (Choose all that apply)
Laptop
Computer Ipad
Tablet
other
5. In your experience, is your professor/s willing to use e-books in the classroom?
Yes No
Not at all Depends on professor
6. On average, how often do you use e-books?
Daily
Weekly
Monthly Less often
7. What do you like about e-books?(choose all that apply)
Convenience (can read it anywhere)
Ease of use (no heavy textbooks to carry)
Cost
Ability to immediately connect w/ resources (web links)
Portable
Searchable
Several titles can be carries in one space
Timely access to new title
8. What challenges do you see with using e-books? (Choose all that apply)
I like to write or highlight in my textbooks
I dont have a laptop or tablet for reading e-books
I only have access to the internet at school (not at home)
Different e-books from different sources are not compatible
Limits on number of simultaneous user
Problems associated with usernames and passwords
Rapidly changing technology

56
9. What are your reasons for not using any e-books? (Choose all that apply)
Cost
Difficulty in accessing computers or internet
Enough printed books in libraries
Hard to read and browse
Not confident with the relevant technology used

57
CURRICULUM VITAE
PERSONAL DATA
Name

Jason Renz F. Candare

Date of Birth

September 14, 1996

Place of Birth

Bian, Laguna

Religion

Iglesia ni Cristo

Civil Status

Single

EDUCATIONAL BACKGROUND
High School

Saint Michaels College of Laguna

Bian, Laguna
2008-2012

Elementary

Santa Rosa Elementary School Central III

Santa Rosa, Laguna
2002-2008

58
CURRICULUM VITAE

PERSONAL DATA
Name

Shannen Muriel M. Malenab

Date of Birth

May 5, 1996

Place of Birth

Manila

Religion

Roman Catholic

Civil Status

Single

EDUCATIONAL BACKGROUND
High School

San Pedro Relocation Center National High School

Landayan Campus
Landayan, San Pedro, Laguna
2008-2012

Elementary

CCDSFI
Dolores, Quezon
2002-2008

59
CURRICULUM VITAE
PERSONAL DATA
Name

Ernest Kyle D. Nual

Date of Birth

July 19, 1996

Place of Birth

San Pedro, Laguna

Religion

Roman Catholic

Civil Status

Single

EDUCATIONAL BACKGROUND
High School

Science and Technology High School

Santa Rosa, Laguna
2008-2012

Elementary

Santa Rosa Elementary School Central III

Santa Rosa, Laguna
2007-2008

60
CURRICULUM VITAE
PERSONAL DATA
Name

Sharmaine R. Oribiana

Date of Birth

August 13, 1995

Place of Birth

Santa Rosa, Laguna

Religion

Roman Catholic

Civil Status

Single

EDUCATIONAL BACKGROUND
High School

Laguna Eastern Academy of Santa Rosa Inc.

Santa Rosa, Laguna
2008-2012

Elementary

Santa Rosa Elementary School Central I

Santa Rosa, Laguna
2002-2008

61
CURRICULUM VITAE
PERSONAL DATA
Name

Camille S. Rico

Date of Birth

April 6, 1996

Place of Birth

Santa Maria, Laguna

Religion

Iglesia ni Cristo

Civil Status

Single

EDUCATIONAL BACKGROUND
High School

Santa Maria National High School

Santa Maria, Laguna
2008-2012

Elementary

Labas Elementary School

Brgy. Labas, Santa Rosa, Laguna
2002-2008