IMPACT OF DIGITAL TEXT TO READING COMPREHENSION OF GRADE VI

PUPILS

An undergraduate thesis

presented to the Faculty of

College of Education

of the

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE- SIPOCOT

In partial fulfillment of the requirements for the Degree of

Bachelor of Elementary Education

Agricula, Robin R.

Dela Cruz, Mamsie Yen B.

Manao, Claire A.

Jasmin, Maria Joselia L.

San Sebastian, Irene R.

Sta. Ana, Sofia SJ.

 CHAPTER I

INTRODUCTION

Reading instructions has long been a part of elementary classrooms, and is

considered the primary tool for learning in all other subject areas. As technology has

advanced and pushed society into the digital age, the delivery in which reading instruction

is given continues to change along with it. Today’s teachers feel the pressure of adding

more and more technology into their daily lessons, to enhance student learning and

develop 21st-century skills. Reading informs, socializes, and shapes an individual’s life.

Without understanding what is being read, one is not really reading (Bulut, 2015).

Although reading seems simple in terms, it is not easy to teach, learn, or practice. The

foundation of reading comprehension should be introduced in primary grades (Literacy

Information and Communication System, n.d.). Comprehension should be thought over a

period of time by both teachers and parent who have the experience in using it in an

effective way (K12 reader.com, 2016).

Dizon, et. al., (2007) said that, word processing, a computer program may result

in improved thinking. Grammar, spelling, conceptualization, and organization can be done

by the students using this program. Word processing provides students the opportunity

to make substantial and meaningful revision of their text. This capability allows the

students to improve the quality of thought in their reading skills.

Reading is a significant skill that learners should know. Learners read texts for

various goals from gaining information to enjoyment. It helps EFL (English Foreign

Language) learners to be familiar with the subjects of their majors and improve their
language knowledge. Kim and Anderson (2011) and Salehi, Lari, and Rezanejad (2014)

expressed that reading has a key role in completing all university courses. Although EFL

(English Foreign Language) learners are proficient in their language, they usually have a

lot of problem in comprehending texts. Thus, it can be stated that there are some factors

that impact learners’ reading comprehension process.

Koda (2007) said that there are various variables that impact learners’ reading

comprehension. Some of these variables involve vocabulary knowledge, prior knowledge,

metacognitive information, and reading strategies. Trehearne and Doctorow (2005)

expressed that there are other factors that affect learners’ reading comprehension skill.

These factors are learners’ reading attitudes, useful teaching on comprehension

methods, versatility, text form, and being aware of various reading comprehension

strategies.

Digital technologies are becoming essential instructional tools and are being use

in school by children of all ages. Today, there is a common focus on raising student

achievement while integrating technology as tool. Digital tools are being used widely in

classrooms as well as for assignments. The usage of e-readers, tablet computers, and

cellphones enable students to complete assignments as well as look up information

(Purcell, Heaps, Buchanan, & Friedrich, 2013). Additional technology-based learning

devices include books, audio and visual media, computers, interactive white boards, and

mobile devices, several in which incorporate digital text. Because of the increasing use

of technology in world, technologies in teaching and learning are essential if educator are

making a lasting impact on how students learn. Digital text can provide rich and engaging

content because of the high definition graphics, animations, interactive lessons, virtual
labs and even online assessments. The flexibility content given to students digitally is a

huge benefit (Fletcher, Schaffhauser, & Levin, 2012).

Unfortunately, the use of digital instruction is not being maximized in school.

Information provided digitally is easily kept up to date and shows relevance with the lives

of students without having to increase the cost of reproduction or printed materials such

as textbook. Information needed can be given both online and offline anytime and

anywhere. Because of the foregoing statement, the researchers are interested to know

the impact of digital text to reading comprehension of Grade VI pupils.

 Statement of the Problem

This study aims to determine the impact of digital text to the reading comprehension

of Grade VI pupils in Libmanan South Central School, Year 2019- 2020.Specifically, this

will answer the following questions:

1. What are the reading comprehension levels of the Grade VI pupils before the

utilization of digital text along with a.) Noting details, b.) vocabulary c.) Getting the

main idea?

2. What are the reading comprehension levels of the Grade VI pupils after the

utilization of digital text along with: a.) Noting details, b.) vocabulary c.) Getting the

main idea?

3.) Is there a significant difference before and after utilization of digital text to the

reading comprehension of Grade VI pupils?

4.) What are the strengths and weaknesses of utilizing digital text?

Objectives

This study is guided by the following objectives:

1. Determine reading comprehension levels of the Grade VI pupils before the

utilization of digital text along with a.) Noting details, b.) vocabulary c.) Getting

the main idea.

2. Determine the reading comprehension levels of the Grade VI pupils after the

utilization of digital text along with: a.) Noting details, b.) vocabulary c.) Getting

the main idea.

 3. Determine the significant difference before and after utilization of digital text to

the reading comprehension of Grade VI pupils

4. Determine the strengths and weaknesses of utilizing digital text.

Scope and Limitation

This study is concern in the impact of digital text to reading comprehension of

Grade VI pupils in Libmanan South Central School, Year 2019-2020. Specifically, the

reading comprehension level of the pupils and the impact of digital text to the reading

comprehension of the Grade VI pupils in terms of Noting details, vocabulary and getting

the main idea are the concern of this study. Grade VI-pupils are the respondents of this

study because this study falls into higher level of learning and maturity in terms of reading

and using digital text. This study excludes the personal profile and academic

performance of the Grade VI pupils and the lower grade level because this study only

focuses on the impact of digital text to their reading comprehension level.

 Significance of the study

The findings of this study served as a guide, contribute and benefit the following entities:

Principal/School Head. The result of this study may be used to evaluate the need

of the school in terms of the different digital text as use for the improvement of every

learners or pupils and through this study, the school head or principal may propose a plan

when it comes in developing and improving their materials through the application of

digital text.

Teacher. This study may help the teacher to be more skillful in the classroom,

which will in turn foster a story sense of digital citizenship into their pupils, this also may

help for them to guide their student in a different way of strategies which includes the use

of technology and help them improve the reading comprehension of their pupils.

Parents. This study may help the parents to know the importance of the

metacognition of technologies which it will become helpful to their children when it comes

to their study. This might encourage the parents to be involve to the digital world which

may help their children in developing their reading skills.

Pupils. This study may help the pupils to learn subjects in innovative way through

educational courseware and online resources. It may help the pupils to understand today

children’s need in different types of skills and technological knowledge in order to think

critically, evaluate their work and engage with a global community. And also, it helps them

to be aware in the different types of digital text were can be use as reading materials.
 Other Researchers. Finding of this study may serve as a guide to other

researchers and an encouragement for them to conduct further development of this

research.
 CHAPTER II

REVIEW OF LITERATURE

The related literature of this study gives useful information and insights that guide

the researchers to determine the research gap between the previous study and the

present study.

Digital Text

Digital text encourages behaviors such as skimming and keyword seeking. One

theory is that many readers use this method as a way to manage information overload.

Even digital text characteristics such as the layout of the text on the screen and the

backlight from the device can create an environment that makes skimming easier and

more desirable than deep reading (Konnikova 2014). However, the deep reading needed

for learning requires students to ask questions and search the text to answer them and

to build connections between their previous learning and the ideas found in the text.

Digital texts are uniquely positioned to assist someone willing to dig deep into a topic

(Singer and Alexander 2017).

The nature of literacy is rapidly changing as new technologies enter people’s lives

and their environment Leu, (2008). In the last ten years a variety novel text forms e.g.,

Multimedia book and tweets and mediums for presenting such texts e.g. iPad and Kindle

have emerged, which may present new possibilities and new challenges for readers

Alexander and Fox,(2004) ;that is, features of digital literacy, such as the ability to read

and acquire information from graphic representations i.e., photo visual literacy; Eshet-

Alkalai, (2004) and the ability to navigate in the nonlinear medium of digital space
successfully i.e., branching literacy; Chajut, (2010) may afford new opportunities for text-

based learning. Concomitantly, such digital text may place unique demand on readers’

skillful and strategic processing not typically associated with the processing of printed text

Spires and Estes, (2002).

A conceptual model that was recently described by the authors suggests that

digital literacy comprises five major digital skills: photo-visual skills(“reading “instructions

from graphical displays), reproduction skills (utilizing digital reproduction to create new,

meaningful materials from preexisting ones), branching skills (construction knowledge

from non-linear, hyper textual navigation), information skills (evaluating the quality and

validity of information), and socio-emotional skills(understanding the “rules” that prevail in

cyberspace and applying this understanding in online cyberspace communication). The

present paper results from a performance-based pioneer study that investigated the

application of the above digital literacy skills conceptual model among different groups of

scholars. Results clearly indicate that the younger participants performed better than the

older ones, with photo-visual and branching literacy tasks, whereas the older participants

were found to be more literate in reproduction and information literacy tasks. Research

results shed light on the cognitive skills that users utilize in performing with digital

environments, and provide educators and software developers with helpful guidelines for

designing better user-centered digital environments.

Whatever the processing affordances and demands, digital texts are inevitabilities

in the lives of students being educated in postindustrial societies (Gray, Thomas, and

Lewis, 2010; Purcell, Heaps, Buchanan, and Friedrich, 2013). It is also conceivable that

the very wealth of information that resides in the digital universe, combined with
increasing speed and ease of access, may overwhelm intentions to process such digital

content critically and analytically (Ophir et.al., 2009; Wallis, 2010). Alongside this

aforementioned difference in readers’ processing of digital text, there are visual

ergonomic characteristics of digital media that must also be entered into the

comprehension calculus. Specifically, visual legibility of digital texts, basic to word

processing and comprehension, is influenced by several factors, including texts size,

screen resolution, backlighting, luminance contrasts (Chao, 2011).

There is undoubtedly a wide range of ability and expertise in the current student

population, particularly when it comes to using technology for learning purposes (Bennett,

Maton, and Kervin 2008). It is clear, therefore, that identifying and developing ways to

encourage students’ effective use of technology for learning are important considerations

for those involved in curriculum development and educational innovation. It is clear that

many of the characteristics displayed by effective e- learners are those that are

representative of effective learning in general. However, little empirical works has been

undertaken that specifically explores that experiences of established learners (those who

have demonstrated an ability to learn effectively in other contexts) in order to identify any

barriers and drivers to maintaining and continuing the development of e- learning skills.

To investigate these issues further, a research project was undertaken at a large

post 1992 university. The project investigated the role that e- learning played as part of

the wider experience of a group of graduate students engaged in a campus- based

blended learning course. The research explored that students’ prior experiences and

expectations of e- learning, as well as their uses of technology for learning in order to

provide insights into the ways in which technology can be harnessed for maximum
educational benefits. The project generated findings that contribute to debates about the

digital divide, the impact of lectures’ prior experience of technology for e- teaching and

students’ effective use of technology for learning. This paper focuses particularly on the

findings relating to the effective use of technology. It describes barriers and drivers to

developing e- learning ‘effectiveness’ and document characteristics that demonstrate

effective use of technology for learning.

Beyond self-reported references for digital texts, and there is some evidence that

today’s students perceive of them self as digital natives armed with the necessary skills

to manage the demands of digital reading (Palfrey and Glasser, 2013; Prensky, 2013).

Such self-efficacy judgments would also seem to bode well for students’ engagement with

and learning from digital text, and there is some evidence to support students’ judgment

(Farah and Maybury, 2009; Housand and Housand, 2012; Koh, 2013). As a case in point,

Kerr and Symons (2006) determined that the students in their study were able to navigate

digital passages more efficiently than print versions. Further, Salmerόn and Garcίa,

(2012) found that when students read digital text that included hypertext, they were able

to better integrate the material than when reading the same material in print. Yet, there

are others who question whether students’ judgments as to their online learning

capabilities are as well developed as the notion of digital native suggests (Fried, 2008;

Kolikant, 2010).

Reading Digital book is becoming mainstream phenomenon. With the demand of

E- readers (Digital text) on the rise, there is a concern about how students are being

thought to use this digital resource. Reading comprehension is complex skill. Yet, another

reason for more positive views of reading digitally pertains to the transfer of reading
processes, skills, and strategies that has been not just between digital and print media

(Ackerman and Goldsmith, 2011; Norman and Furnes, 2016; Noyes and Garland, 2008;

Reinking, 1988) but also between students’ reading and listening comprehension

(Kendeou, Bohn-Gettler, White, and van den Broek, 2008; Kendeou, van den Broek,

White, and Lynch, 2007).

One of the skills that is needed when reading a digital text is the self-control to

manage the distraction of online reading. A physical book presents less of a distraction,

and an online text maybe filled with distractions that interact the learning process

(Konnikova 2014). One technique commonly used to help students manage a difficult text

is called SQ3R. the acronym stands for Survey, Question, Read, Recite, Review. These

critical thinking skills can be applied to both paper and electronic texts.

When reading to learn, efficient navigation is essential to handle the vast amount

of information available on the internet, ensure that readers construct coherent

representation of the issue while avoiding distraction and becoming lost in cyberspace.

This competence involves not only searching and scanning for goal- relevant information,

but also information, but also sequencing navigation towards relevant information through

hyperlink selection (Cho, 2014).

According to the content- source- integration model (Stadtler & Bromme, 2014)

presented, one can distinguish between based on the content and evaluation based on

source features (such as metadata on the text such as who wrote it, where and when it

was published, or text genre). The design of a digital text also presents information about

the text and, thus may affects readers’ evaluation. This was clearly demonstrated when

Fogg et. Al (2003) had people comment about web pages’ credibility. Data were collected
across a number of different sites on topics such as finance, health, news, and travel. The

most frequently referred evaluation categories were visual design (e.g., professional

looking) and structure of the sites’ information. The potential impact web pages’ visual

design has on readers’ evaluation was confirmed in a study by Robins and Holmes

(2008), which showed that web pages perceived as having a professional graphic design

were considered more credible than those without such designs. Likewise, Flanagin and

Metzger (2007) found that web pages’ genres familiarity (e.g. news organizations, e-

commerce) affected people’s evaluation of site credibility. Of course, the multitude of

genres and genre-mixes on the internet present a challenge when readers depend on

their familiarity with genres to evaluate digital texts. Result from the above studies indicate

that the design of digital text is an important factor in the readers’ decision on whether to

read a digital text critically or not.

Reading Comprehension

According to Worthy (1996), it is not sufficient to provide books that are geared

solely to a student’s instructional reading levels. When reading levels is solely considered,

below level basal readers are generally used for instructing struggling readers. Reading

such “baby book” often makes struggling readers feel more defeated. Focusing on

student interests in selecting reading materials may be more beneficial in promoting

reading success than a focus on level. It turns out that interest is far more significant than

readability. When students have strong interest in what they read, they can frequently

transcend their reading level (worthy 1996).

A reader needs to be able to construct meaning of the reading by using whatever

resources are available from both text and previous knowledge (Yazdanpanah, 2007).
Decoding is an important factor when a child is learning to read; however, the

development of comprehension is an attribute that can be found in skilled reading.

Whether a student is reading printed text or on the computer, there comprehension skills

could possibly contribute to their score when answering question base on their reading

(Talbott, Lloyd and Tankersley, 2016).

Reading is one of the four macro skills taught in an English language classroom,

which requires response from the reader through summarizing the main facts based on

what was read (Zintz&Maggart,1986, in Blay et.al, 2009). Reading is not just extracting

meaning from the text but a process of connecting to the information given by the text.

Reading in this sense, is a communication between the reader and the text (Grabe, 1988

and Villanueva, 2006). Reading is essential to life. A reading with comprehension is the

chief justification why we read, understanding what the text is all about (Lastrella, 2010).

Reading comprehension is a complex balance between recognizing printed symbols and

interpreting the meaning behind the symbols (Dennis, 2011).

There is a growing body of evidence supporting the concept that a reader’s

background knowledge about what he is reading is one of most critical factors in

determining whether the students will understand what he is reading or not (Hirsch, E.D.

(2006); Kamhi, A, (2007). To continue to make progress in learning, as well as fuel self-

concept and motivation, students should participate in regular classroom experiences

appropriate to their cognitive and maturational levels, including interesting and cognitively

challenging books presented orally or tape (Worthy, 1996).

In the local context, Mante (2009) in Ilustre (2011) sought to identify factors that

affected Filipino bilingual high school students reading comprehension in English. The
objective of her paper was twofold; first was to determine and measure the participant’s

dimensions of motivation to read, and second was to identify the relationships between

the participant’s motivation to read in English, their reading comprehension in their use of

meta-cognitive reading strategies when reading in the same language. Results were not

conclusive as to whether reading motivation or use meta-cognitive reading strategies

affects reading comprehension more for there was no single predictor of the reading test

scores. on the contrary, as cited in Lastrella (2010) presented that recall of information in

a text is affected by reader’s schemata and explains that a reader comprehends a

message when he is able to bring to mind a schema that gives account of the objects and

events described in the message. Moreover, in Marquez (2008) stated that the lack of

educational opportunity and reading materials among poor families contribute to the

performance and competence of the learner. Educational attainment of the parents of the

respondents also matter. Students whose parents have higher educational background

perform well than those whose parents only attained elementary or high school education.

This is because the former is able to provide more learning experiences that are essential

to the development of the student’s reading skills and other aspects as well Marquez,

2008).

For an individual to survive in today’s world, it is a requirement for him/her to know

how to read with understanding. He/she should be capable of understanding simple text

such as transportation documents which includes travel directions and road instructions,

bills and contracts. The effect of not being able to comprehend could be disastrous (e.g.

instructions on a bottle of medicine or chemical warnings) (Lastrella, 2010). With the

ability to comprehend a text, people are able not only to live safely and productively, but
also to continue to develop socially, emotionally and intellectually. Likewise, reading is a

very significant language skill for a student. Since they are subject to a continuous flow

of information, they need to prepare themselves for the demands that reading in school

and the bigger society places on them. Reading also has been a segment of the entrance

test in most colleges and universities. But there are cases by which students fail during

the entrance examination because of lack of comprehension (Yale, 2011 in Lastrella,

2010). Marquez (2008) state that comprehension is the major purpose of reading-without

comprehension, reading is a meaningless activity regardless of age or ability of the

reader. There are levels of reading comprehension, namely: literal level (reading the

lines), inferential or interpretative level (reading between the lines) and the critical level

(reading beyond the lines (Romeo,1987 in Marquez, 2008).

Related Studies: Digital texts

According to the study of Weisberg, (2011) responding to the question made

through the use of digital text found that participants responded with a mean value on

3.29 on a Likert scale ranging from 1(strongly disagree) to 5 (strongly agree). When asked

whether they would use electronic textbooks for their college classes if given the choice,

found that fifty-percent of participants responded positively.

In the study of Symon’s (2006) in which digital reading has been shown to lead to

better comprehension results than reading in print. For the 60 fifth graders (approximately

12 years old) each read two expository texts; one on paper and one on screen. When

they read the digital texts, they had a better score in comprehension compared to when

they read the printed texts. However, reading printed texts was faster than reading digital

texts.
 In the study of Irene Picton, (2014) in National Literacy trust state that children

reported reading more on computers and other electronic devices than in print form for

the first time, confirming the central role of technology in young literacy lives. Almost all

97% children said they access to electronic devices such as computers, tablets, phones

and e-readers, and almost all 97% had access to the internet at home. Children were

more likely to say that they read on screen than on papers outside school. 68.7% reported

reading on a computer, phone or tablet, compared to 61.8% reading in print (e.g. books,

magazines or newspaper). Children were more likely to say that preferred to read on

screen than on paper. More than half (52.4%) said that they would rather read electronic

devices, compared to just under a third (32%) who said they would rather read in print.

A US academic review of 30 studies examining the impact of eBooks on decoding

and comprehension with children aged 4 to 11 published between 1997 to 2007 found

that the use of eBook had a positive impact on comprehension (the effect was small, but

statistically significant) but did not appear to aid decoding. The meta- analysis also

concluded that eBooks were likely to be most effective when teacher played an active

role in their use.

The benefits of eBooks for young people with dyslexia were also highlighted in a

2013 study of 103 US high school students. Results showed that a small handheld e-

reader device (in this case, an iPod touch), formatted to allow only short amounts of text

to appear on screen, significantly improved reading speed and comprehension for those

who struggled with phoneme decoding or efficient sight word reading, or had limited visual

attention spans, when compared with papers. However, researchers concluded that, due

to prior eye tracking studies, it was more likely that the short lines facilitated reading for
those with dyslexia than the device per se. Nevertheless, electronic devices can more

easily present text in a range of format, including shorter lines formats, than printed books.

According to the study of Julie Gilbert and Barbara Fister, (2015), Since one of

the major questions surrounding e- books involves access, we wanted to discern how

many of our students actually own e- reader devices or software. Students are not quite

evenly split in terms of whether or not they own an e -reader or tablet or have installed

software for displaying e- books to their phone or their computer. A sizable minority

(42.2% owns a e- reader or has installed e- reader software on their phone or computer.

According to the national center on accessible educational material digital text is

delivered on a computer or another device to meet the need of students with sensory,

physical, or learning and disabilities. Digital text is malleable and, depending on the

technology and/or the software that is used, various features that control how the content

is presented to the user can be manipulated such as size, font, color, and contrast to

accommodate the needs of the learner. Supported reading software with text-to -speech

can provide audio and visual components either separately or simultaneously as well as

other scaffolder support like highlighting, dictionaries, and thesauruses.

Result from the Robins and Holmes (2008) study showed that readers only spent

2-3 seconds on a web page before responding with a credibility judgement. Thus,

participants apparently have evaluated the digital text before they had time to engage

with the content or to reflect carefully on the adequate source features. It is interesting to

note that participants in this study were graduate students in library and information

science. This suggests that educational initiatives targeting critically reading of digital

texts may be helpful to students at all levels.

 Related studies: Reading Comprehension

Bogoya’s study (2011) was about fostering fifth graders’ reading comprehension

through the use of intensive reading in physical science. In this paper, she examined the

use of intensive reading, a strategy taken from the language teaching field, in order to

help students to improve their reading comprehension ability and develop understanding

of science concept. She concluded that learners enjoyed working with others, sharing

their ideas, asking questions, and probing whether their hypotheses were valid.

Therefore, reading practices should be adopted to new learning and should be

complemented by pre- reading and post- reading activities aimed at developing high-

order and low- order thinking skills.

In 2011, Mahecha, Urrego and Lozano did a research with a group of eleventh

graders at a public school in Bogota. In which, they encouraged students to improved

reading comprehension of texts in English. It was conducted considering students’ needs,

interests and level of English. They implemented two reading strategies: text coding and

double entry organizer. Besides, they found that the use of two reading strategies were

good tools to help students to improve their level of comprehension in reading short texts

in English. They highlighted that the application of those reading strategies enhanced

students’ self-esteem and students tended to become more confident readers.

Cited in the study of Marloes M. L. Muijselaar et. Al (2017) Examined the

developmental relations between knowledge of reading comprehension and knowledge

of reading strategies from the beginning of fourth grade through the end of fifth grade.

Knowledge of reading strategies in grade 4 appeared to uniquely affect the level of

reading comprehension in Grade 5, when considering reading fluency, vocabulary,

working memory, and the autoregressive effects of reading comprehension and reading

strategies. In addition, reading comprehension in Grade 4 had unique effect on

knowledge of reading strategies in Grade 5.

McNamara research entitled “Understanding the Fourth- Grade Slump:

Comprehension Difficulties as a Function of Reader Aptitudes and Texts Genre”. The

goal of the research is to develop a better understanding of young readers’ difficulties in

comprehending texts, and how those difficulties vary as a function of reader aptitudes

and text genre. The result of this study highlights the importance of text genre and reader

knowledge when examining reading comprehension abilities and difficulties.

Borromeo Lavadia (2010) conducted a study that determine the reading levels of

grade one public elementary schools at Buhi District, Buhi, Camarines Sur and offered

an instructional material that will solve the reading problems of the pupils. Some essential

data were gathered and served as basis in composing a workbook, the output of the

research and to answer specific question. The grade one pupil took pre- test and post-

test conducted according to the Philippines Informal Reading Inventory (Phil- IRI). Based

from the conclusions of the study, the following were the recommendations: (1) integrated

healthful living, emphasizing food values, proper nutrition and to remind the pupils to eat

their meals before going to school, (2) introduce more interesting activities such as

language games, puzzles and riddles.

 Synthesis

The related literature of this study will give useful information and insights that

guide the researchers to determine the similarities, differences, and uniqueness between

the previous study and the present study.

The similarity of this study to the study of Lingao et.al (2018), both studies used

the experimental method for gathering data. Pre- Test and Post- Test is also administered

both in previous and present study. The difference between this study to the study of Sta.

Ana et. Al (2016) is that, the previous study determines the factor that affects the reading

comprehension while this study, it focuses to the impact of digital text in areas of reading

comprehension. The uniqueness of this study is that, the researchers use digital text as

an aid to determine the impact reading comprehension of the pupils rather than other

reading materials. Through its similarities and Differences, the researchers g.athered

information that gave the comparison and contrast of other studies to the present study

which helped them to understand the possible factors that lead the framing of the

questions in this research. The recommendation and suggestions of the different studies

served as guide to the researchers on what to do and how was conducted

 Theoretical Framework

This study is anchored of the following theories: (1) Metacognitive theory (2004)

(2) Dual-coding Theory (1990) (3) Multimedia theory (1990), (4) Schema Theory (2002)

(5) Mental Model Theory (2000), and (6) Theory of Connectivism.

Metacognitive Theory; (2004) of Klein et al states that metacognition involves

thinking about what one of doing while reading. His stated that strategic reader attempt

the following while reading; (1) Identifying the purpose of the reading before reading; (2)

Identifying the form or type of the text before reading; (3) Thinking about the general

character and uses of the types or form of the text. For instance, they try to locate the

topic sentence and follow supporting details towards a conclusion; (4) Projecting the

author’s purpose for the writing the text (while reading it) (5) Choosing, scanning or

reading in detail (6) Making continuous predictions about what will occur next, base of the

information obtains earlier, prior knowledge, and conclusions obtained within the previous

stages. This theory helps the present study because it serves as one of the foundational

theories to discuss the implication of digital text to reading comprehension.

Dual-coding Theory; (1990) According to Paivio (1990), images and words have

different cognitive representations, therefore, the brain uses separate memory systems

for different types of information: verbal memory and image memory. Verbal memory is

related to language systems, while image memory includes graphics, sounds, tastes, and

nonverbal thoughts. Pavio indicated that when verbal information is acquired from

sensory memory, it moves to verbal processors. Likewise, when visual information is

acquired, it moves from sensory memory to visual processors. The crucial point occurs

when information in either processor can activate the information in the other processor.
It is confusing, but think about when you see the word Shrek. People who have seen the

movie of the same name may promptly reference an image of green ogre. In this example,

the individual remembers both the text and the image because it is meaningful. In

contrast, for people who do not know Shrek, that word is less likely to trigger the image

processor. As a result, it is hard to remember.

Multimedia Theory (1990); Richard Mayer is an expert in multimedia learning. His

multimedia theory is drawn on Paivio’s Dual Code Theory (1990), Sweller’s Cognitive

Load Theory (1994), and Bruner’s Constructivist Theory. Mayer and his associate Mareno

(2000) conducted a study in deriving instructional design principles from cognitive theory

in multimedia learning. They suggest that active learning occurs when a learner engages

in three cognitive processes: selection, organization, and integration.

Selection: The learner selects relevant words for verbal processing and select

relevant images for visual processing. Based on Miller’s finding stated earlier, people are

able to process chunked information. During that time, learners must select relevant

words and/or images to be stored in verbal and/or visual memory systems to overcome

the limitations of memory.

Organization: The learner organizes words into coherent verbal models and

organizes images into the coherent visual models. The more we think about and organize

information in meaningful ways, the more we repeat information in our working memory,

and the more likely we are to remember it. Notice that our minds organize new information

in different ways. Some information may be arranged sequentially, hierarchically, or

randomly according to the nature of information, some may be organized based primarily

on an individual’s knowledge and previous experience.

 Integration: Mayer’s research has shown that learners learn better when

corresponding verbal and visual information are held together because it makes learning

more meaningful. Ideally, verbal and visual information are linked and assist each other;

therefore, when receiving verbal information and images simultaneously, the learner

processes different modes of information all at once.

How can these theories help designers create effective visuals for instruction? Lohr

(2003) proposes three principles of perception that parallel Mayer’s principles of selection:

organization, and integration of the cognitive processes. Some individuals find it difficult

to multitask because their minds have the tendency to pay attention to only one thing at

a time. For example, when we concentrate on keyboarding using a computer, we may

see almost nothing but the computer monitors. We ignore the keyboard itself. The monitor

is the “figure,” and the keyboard becomes irrelevant “ground.” However, when we look at

the keyboard to correct spelling, the keyboard becomes the “figure,” and the monitor turns

into the “ground.” The definition now is clear: the focus of our attention is the figure, and

whatever the mind is not focusing on is the ground. Instructional designers need to make

the most important information stand out and to reduce the amount of information that

memory needs to process. The use of big font, contrasting color, space, and shape are

strategies that direct attention to what is important.

Schema theory; Jean Piaget (2002) (assimilations and accommodation). It holds

that an individual cognitive development follows a well-defined sequence of stages

whereby he acquires structures of schemes that enable him to deal with the word. An

individual who develops his reading comprehension skills has to assimilate and

accommodate his ideas and these are the stages of acquiring cognitive development.
Therefore, this theory, our background knowledge is very important in reading process.

The reader brings previously acquired background knowledge organized into interrelated

patterns to the reading process. The reader creates meaning by relating the text to his/her

background knowledge and also to their experience. This theory helps the present study

because it serves as one of the foundational theories to discuss the implication of digital

text to reading comprehension.

Mental Model Theory; (2000) this model can be thought as of as a mind movie

created in one’s head, based on the reading content. Gunning gives a detailed description

of this process, stating that a mental model is constructed most often when mental model

of the circumstance in which the character finds minds who herself the mental model

theory is reconstructed or updated to reflect the new circumstances of the situation

changes, but the item important to the main character are kept in the foreground

according to Armstrong (1994). This theory helps the present study because it serves as

one of the foundational theories to discuss the implication of digital text to reading

comprehension.

Theory of Connectivism. Siemens, (2005), Downes, (2012). Connectivism is a

propose as a learning theory for a digital age. The concept of connectivism is based on

the idea that internet technologies have created new opportunities to learn and share

information across networks. Learners develop knowledge through pair and peer

networks and online, and this connection are more important than our current state of

knowing (Siemens, 2005). Unlike other learning theories, connectivism does not address

transferring, making or building knowledge. Rather, it is about how we grow or develop

ourselves and our society in connected ways. (Downes, 2012). Another perspective of
connectivism is that rather than thinking about how technology influences learning, we

should think about how learning influences technology, since social changes are greater

than those occurring within technology (Kizito, 2016).

 Theory of
Connectivism Metacognitive
Theory
Siemens,
(2005) Klein, (2004)

Mental Model Impact of digital Dual-Coding

Theory text in Reading Theory
Comprehension
Armstrong, Paivio, (1990)
(2000)

Schema Multimedia
Theory Theory
Mayer,
Jean Piaget, (1990)
(2002)

Figure 1. Theoretical Framework

 Conceptual Framework

This manuscript is about the impact of digital text in reading comprehension of

Grade VI pupils at Libmanan South Central School S/Y 2019-2020. This impact is

classified along with noting details, vocabulary, and getting the main idea.

Input. The input of this study is the reading comprehension level before and after
utilization of digital texts along with noting details, vocabulary and getting the main idea
and the significant difference before and after utilization of digital text in reading
comprehension of Grade VI pupils

Process. The undertaking of this research includes the preparation, making and

validation of Pre- test and Post- test to determine impact of digital text in reading

comprehension of grade VI pupils as well as their Reading level. Statistical treatment,

analysis and interpretation of data were also use in this study.

Output. To determine the impact of digital text to reading comprehension of Grade

VI pupils and propose a reading intervention program.

 IMPACT OF DIGITAL TEXT TO THE READING COMPREHENSION OF GRADE VI

PUPILS

INPUT PROCESS OUTPUT

 Reading
Comprehension
Level before and  Preparation, making
after utilization of and validation of
Digital Texts Pre- Test and Post-
Test to determine  Impact of Digital
a. noting Detail
the impact of digital Text in Reading
b. vocabulary
text to reading Comprehension of
c. getting the Main
comprehension Grade VI pupils
Idea
  Reading
 Significant Administering the
test intervention
difference before
Program
and after utilization  Statistical treatment
of digital text in  Analysis and
reading interpretation of data

comprehension of
Grade VI pupils

FEEDBACK

Figure 2. Conceptual Framework

 DEFINITION OF TERMS

For further understanding of this study, the conceptual and operational definitions

were given:

Reading Comprehension.

It pertains to the process in which readers construct meaning by interacting with

the text through the combination of prior knowledge and previous experiences (Laura S.

Pardo;2004). It also refers to the degree or extent of understanding of a written text

(Collantes 2006). Using digital text or materials as use for instruction, pupils can enhance

their knowledge and develop their skills in reading. In this study, it is the variables that is

being tested.

Digital text

Digital text or e-text is an electronic version of a written text. Digital text can be

found on the internet or on your computer or on a variety of hand -held electronic devices.

(Hardin, n.d.). Because of the advent of the 21st century, electronic gadgets such as E-

text become flexible in terms of improving reading styles of the reader and also it improves

readers’ way on how they comprehend the text they’ve read. In this study it is independent

variables that affects the reading comprehension of the pupils.

Noting detail

This refers to reading comprehension skills that involves speaking out, from a

piece of text, the particular pieces or pieces of information to achieve a given purpose.

(Developmental Reading Book 2). It is one of the parameters of reading comprehension.

 Vocabulary

This refers to the word used in a language. (Englishclub.com) vocabulary is said

to be critical to reading success for three reasons: first, comprehension improves when

you know what the word means. By means of browsing meaning through the internet,

learners can compare their ideas of what they know and what the source define the words.

It is one of the parameters of reading comprehension.

Getting the main idea

This refers to the ability to grasp the main idea and the central thought of the

reading materials. It is one of the parameters of reading comprehension.

Phil-IRI Standardized Test

It is an assessment tool that evaluates the reading proficiency level of elementary

pupils. It was used in the study to conduct the pre-test and post- test.

ASSUMPTION

This study is based on the premise that the digital text impact the reading

comprehension of grade VI pupils.

HYPOTHESIS

This study is guided by the hypothesis that there is no significant difference

between the digital text and the reading comprehension of the respondents.
 CHAPTER III

METHODOLOGY

This chapter presents the research design, setting, respondents, instruments,

validity, data gathering procedure, and statistical treatment.

Research Design

This study will use evaluative correlation method to determine the levels of reading

comprehension. Correlation method is use to correlate the impact of digital text to the

reading comprehension of the grade VI pupils.

Research Setting

This study will be conducted at Libmanan South Central School located at San

Isidro, Libmanan, Camarines Sur along Andaya Highway with a total distance of 15.2

kilometer away from Central Bicol State University of Agriculture-Sipocot.

This school is one of the cooperating schools of the university and the researcher

are interested to know the status of reading comprehension level of Grade 6 pupils in

order to give or offer help to the teachers and pupils of whatever result of the study will

have.

Respondents

The respondents of this study are the Grade VI-Aguinaldo pupils of Libmanan

South Central school for the school year 2019-2020 with a total population of 37 grade VI

pupils. Grade VI-pupils are the respondents of this study because they are more exposed

and aware in using digital materials for reading and they are able to comprehend already
of what they have read and it is easy to determine the reading comprehension level

through the standardized test prepared for them. Therefore, Grade VI pupils are

advanced in level of maturity when it comes on reading comprehension.

Instruments

The researchers administered pre- test and Post- test to determine the reading

comprehension level of the pupils, the standardized test from PHIL-IRI was used as an

assessment instrument to determine the impact of the digital text to be distributed to the

30 respondents of this study. The focus of this study is to determine the impact of digital

text to the reading comprehension of grade VI pupils in Libmanan, South Central School.

Validity

The researchers asked for assistance and guidance from our instructor and

research adviser to check and share their knowledge and expertise for the validation of

test questions and to elementary teachers for administering the pre-test and post-test. A

reading comprehension scale with corresponding scores of 41-50 is interpreted as

Advanced Level, 31-40 Proficient Level, 21-30 Approaching Level, 11-20 Developing

Level, 1-10 Beginning Level.

Data Gathering Procedure

The researchers will prepare a letter approved by the research adviser and

the school principal for getting the number of respondents of this study. To determine the

impact of digital text, pre- test and post- test will be administered to the respondents. After

administering pre- test, the teachers used the digital text in discussing the lesson within

27 contact hours. Post- test was administered to determine the improvement of reading
comprehension of the respondents, researchers will evaluate the test result that is

conducted before and after the utilization of the digital text and interviewed a teacher

about the strengths and weaknesses of utilizing digital text to her lesson. The data

gathered were subjected for data presentation, analysis, interpretation.

Statistical Treatment

For the analyzation of this study, the researchers will use statistical tools such as

frequency count and percentage technique that will be use to quantify and find the

frequency rate of the number of respondents in this study. Weighted mean and ranking

technique will be used to determine the impact of digital text to the reading comprehension

of the respondents. To determine the significant difference between the reading

comprehension level and the impact of digital text to the reading comprehension of the

respondents before and after the utilization of digital text, T- test method will be used.
 CHAPTER IV

RESULT AND DISCUSSION

This chapter presented the results, analysis and interpretation of data gathered in

the study. The data is presented in table forms supplemented with textual explanation

and linkages of related studies. The discussion in the first part is the pre-test results and

finding on the reading comprehension level of the respondents along noting details,

vocabulary and getting the main idea based on the standardized test results. The second

part is the post-test results and finding on the reading comprehension level of the

respondents along noting details, vocabulary and getting the main idea based on the

standardized test results. In the third part is the significant difference before and after

utilization of digital text to the reading comprehension of Grade VI pupils.

Table 1a. Reading comprehension level of Grade VI pupils along Noting

details based on Pre- test result.

Rating Scale f percentage Interpretation

90- 100% 0 0 Advance

85-89% 1 3.33 Proficient
80- 84% 0 0 Approaching
75-79% 10 33.33 Developing
Below- 74% 19 63.34 Beginning
TOTAL 30 100

Mean: 72.33
Interpretation: Beginning

Table 1a shows that out of 30 pupils, 19 or 63. 34% pupils belong to the

beginning level, 10 or 33.33% belong to the developing level, 1 or 3.33% meet the
Proficient level while none of them meet the Advance and Approaching level based on

the reading comprehension level of the pupils along with noting detail. Therefore, with the

total grand mean of 72.33%, the reading comprehension level of Grade 6 pupils along

Noting details is interpreted as Beginning level. This result indicates that students are

poor in noting details.

This table is supplemented of the study of (Worthy 1996). It turns out that interest

is far more significant than readability. When students have strong interest in what they

read, they can frequently transcend their reading level

Whether a student is reading printed text or on the computer, there

comprehension skills could possibly contribute to their score when answering question

base on their reading (Talbott, Lloyd and Tankersley, 2016).

Table 1b. Reading comprehension level of Grade VI pupils along Vocabulary

based on Pre- test result.

Rating Scale f percentage Interpretation

90- 100% 0 0 Advance

85-89% 1 3.33 Proficient
80- 84% 2 6.67 Approaching
75-79% 9 30 Developing
Below- 74% 18 60 Beginning
TOTAL 30 100

Mean: 73.3
interpretation: Beginning
Table 1b state that based on the Pre- test result, 18 or 60% of the pupils are

interpreted as beginning level, 9 out of 30 or 30% belongs to Developing level, 2 or 6.67

is Approaching, 1 or 3.33% meet the Proficient level, while none of them reach the
advance level of reading comprehension. Therefore, with the total grand mean of 73.3%,

the reading comprehension level of Grade 6 pupils along Vocabulary is interpreted as

Beginning level. This result is similar to, Wahiba Babaiba Medjahdi (2015) revealed that

students suffer mainly from understanding vocabulary. Insufficient vocabulary leads to

many obstacles in reading comprehension since lexis has a very important role for a

successful reading. This implies that if the students have a large vocabulary, he/she will

not face problem in understanding the whole reading text.

(Grabe, 1988 and Villanueva, 2006) Reading is not just extracting meaning from

the text but a process of connecting to the information given by the text. Reading in this

sense, is a communication between the reader and the text.

Table 1c. Reading comprehension level of Grade VI pupils along Getting the
Main idea based on Pre- test result.

Rating Scale f percentage Interpretation

90- 100% 0 0 Advance

85-89% 0 0 Proficient
80- 84% 1 3.33 Approaching
75-79% 3 10 Developing
Below- 74% 26 86.67 Beginning
TOTAL 30 100

Mean: 71.4
interpretation: Beginning
Table 1c shows that out of 30 pupils, 26 of them or 86.67% belong to Beginning

Level, 3 of them or 10% reach the Developing level, 1 or 3.33 Approaching level, while

none of them meet the Advance and proficient level. This is similar to Tizon’s study (2011)

showing that students lack the ability to create new ideas and to use what they have

comprehend from the text. They could not read well beyond the printed lines and going
further as to exceed the limits of knowledge and find new methods of demonstrating and

explaining them.

According to Worthy (1996), it is not sufficient to provide books that are geared

solely to a student’s instructional reading levels. When reading levels is solely considered,

below level basal readers are generally used for instructing struggling readers.

Table 1d. Summary of Reading comprehension level of Grade VI pupils

Reading
Comprehension Mean Rank Interpretation

Noting details 72. 33 2 Beginning

Vocabulary 73.3 1 Beginning
Getting the main 71.4 3 Beginning
idea
Mean: 72.34
interpretation: Beginning

Table 1d shows that Vocabulary ranked number 1 with a grand mean of 73.3%,

Noting Details ranked number 2 with a grand mean of 72.33%, while Getting the main

idea was place number 3 in the rank with a grand mean of 71.4. Therefore, with a total

grand mean of 72.34, the ranked was interpreted as a Beginning level.

In Judith L. Irvin et. Al 2003 says that students who are struggling readers are

those who do not create mental images as they read. They can’t even identify what the

author says and means from the statement. Struggling readers give up when reading text

is long, difficult and uninteresting.

(Lastrella, 2010). With the ability to comprehend a text, people are able not only

to live safely and productively, but also to continue to develop socially, emotionally and
intellectually. Likewise, reading is a very significant language skill for a student. Since

they are subject to a continuous flow of information, they need to prepare themselves for

the demands that reading in school and the bigger society places on them.

Table 2a. Reading comprehension level of Grade VI pupils along Noting

Details based on Post- test result.

Rating Scale f percentage Interpretation

90- 100% 6 20 Advance

85-89% 3 10 Proficient
80- 84% 9 30 Approaching
75-79% 12 40 Developing
Below- 74% 0 0 Beginning
TOTAL 30 100

Mean: 82.73
interpretation: Approaching

Table 2a shows that out of 30 pupils, 6 of them or 20% belong to the Advance

level, 3 or 10% of the pupils belong to the proficient level, 9 or 30% of the pupils meet the

Approaching level, 12 of the pupils or 40% belong to the Developing level while none of

them belong to the Beginning level. Therefore, with a mean of 82. 73%, the reading

comprehension level of the Grade VI pupils along Noting details was interpreted as

Approaching Level.

In the study of Symon’s (2006) in which digital reading has been shown to lead to

better comprehension results than reading in print. When they read the digital texts, they

had a better score in comprehension compared to when they read the printed texts.
 In the study of Irene Picton, (2014) in National Literacy trust state that children

reported reading more on computers and other electronic devices than in print form for

the first time, confirming the central role of technology in young literacy lives.

Table 2b. Reading comprehension level of Grade VI pupils along Vocabulary

based on Post- test result.

Rating Scale f percentage Interpretation

90- 100% 11 36.67 Advance

85-89% 11 36.67 Proficient
80- 84% 5 16.66 Approaching
75-79% 3 10 Developing
Below- 74% 0 0 Beginning
TOTAL 30 100

Mean: 87
interpretation: Proficient

Table 2b state that out of 30 pupils, 11 of them or 36.67% reach the Advance level

and proficient level, 5 or 16. 66% belong to the Approaching level, 3 out of 30 pupils or

10% belong to the developing level while none of them belong to the Beginning level.

Therefore, with a total a mean of 87%, the reading comprehension level of the pupils

along Vocabulary was interpreted as Proficient level.

(Ophir et.al., 2009; Wallis, 2010) It is conceivable that the very wealth of

information that resides in the digital universe, combined with increasing speed and ease

of access, may overwhelm intentions to process such digital content critically and

analytically. Through digital text, the skills will also develop.

 Table 2c. Reading comprehension level of Grade VI pupils along Getting the
Main idea based on Post- test result.

Rating Scale f percentage interpretation

90- 100% 0 0 Advance

85-89% 3 10 Proficient
80- 84% 9 30 Approaching
75-79% 13 43.33 Developing
Below- 74% 5 16.67 Beginning
TOTAL 30 100

Mean: 77.87
interpretation: Developing

Table 2c proved that out of 30 pupils, 5 of them or 16.67% is in the Beginning level,

13 of them or 43.33% is developing level, 9 or 30% belong to the Approaching level, 3 or

10% of them reach the proficient level while none of them belong to the Advance level.

Therefore, with a mean of 77.87%, the reading comprehension level of Grade VI pupils

along Getting the main idea based on the Post- Test result was interpreted as Developing

Level.

Kerr and Symons (2006) determined that the students in their study were able to

navigate digital passages more efficiently than print versions. Further, Salmerόn and

Garcίa, (2012) found that when students read digital text that included hypertext, they

were able to better integrate the material than when reading the same material in print.
 Table 2d. Summary of Reading comprehension level of Grade VI pupils

Reading
Comprehension Mean Rank interpretation

Noting details 82. 73 2 Approaching

Vocabulary 87 1 Proficient
Getting the main 77.87 3 developing
idea
Mean: 82.53
interpretation: Approaching

Table 2d shows that the Reading comprehension level of the pupils along

Vocabulary ranked number 1 with a mean of 87% and interpreted as Proficient level,

noting details was ranked number 2 with a mean of 82.73% and interpreted Approaching

level while Getting the main idea ranked number 3 with a mean of 77.87% and interpreted

as developing level. Therefore, with a Grand mean of 82.53% the data was interpreted

shows was Approaching Level.

This table shows that from pre- test to post-test there is a changed in reading

comprehension. This table is supplemented in the study of (Purcell, Heaps, Buchanan,

and Friedrich, 2013) that digital technologies are becoming essential instructional tools

and are being used widely in classroom as well as for assignments. The use of e- reader,

tablet computer, and cellphones enable students to complete assignments as well as look

up information. Because of the increasing use of technology in the world, technologies in

teaching and learning are essential if educators are to make a lasting impact on how

students learn.
 Table 3. Difference of utilization of digital text to the reading comprehension
of Grade VI pupils based on Pre- Test and Post Test Result.

Numbers of Post- Test Pre- test D D²

students Result Result
30 80.63 71.53 340 4584

Table 3 states that the total grand mean of the pre-test result based on the reading

comprehension level is 71.53% which fall into beginning level and the post test result with

the total grand mean of 80.63% falls in the approaching level.

This table is supplemented in the study of Purcell et.al (2013) where they stated

that digital technologies are becoming essential instructional tools and are being used in

school by children of all ages.

Levin 2012 digital text can provide rich and engaging content because of the high

definition graphics, animation, interactive lesson, virtual labs and even online

assessments. The flexibility of content given to students digitally as a huge benefit.

 Strength and weaknesses in using Digital text

The table presents the strengths and weaknesses of Digital text based on the

responses given by the teacher-observer. The answers of the teacher-observer

Table 3. strength and weaknesses of the Digital text (Teachers Observer)

CONTENT AND PROCEDURE

STRENGTHS WEAKNESSES

1. Digital text is flexible. 1. Pupils are having difficulties in

2. Can easily gather text from the which information is suited to their

internet to support and use for studies.

instruction. 2. Heavily relies on access to

3. Digital content allows teacher to technology.

add interactive learning elements

to their arsenal educational tools.

TEACHING METHODOLOGY

STRENGTHS WEAKNESSES

1. Digital text makes the learning 1. There are pupils who are not

process more interactive and familiar in some websites that

engaging. may help them to widen their

knowledge.
 PUPILS PARTICIPATION AND LEARNING

STRENGTHS WEAKNESSES

1. The pupils were observed to be 1. Too close to distraction

highly interested and enjoyed 2. No face to face interaction

reading through digital text.

2. Digital text is engaging for kids.

3. Easy to find information

4. Help students to better

understand lessons and allows

for a broader range of classroom

activities.

With these results if further proves that digital text has strengths that can be

beneficial both the pupils and teachers and it has also weaknesses that every reading
Table 4. Strength and weaknesses of the digital text (Researchers reflective notes

METHODOLOGICAL NOTES

STRENGTHS WEAKNESSES

1. During class discussion, 1. The use of other learning

everybody is actively resources is disregarded.

participated.

2. Interactive class discussion.

3. Information about the subject

matter to be thought are

properly introduced.

THEORETICAL NOTES

STRENGTHS WEAKNESSES

1. Develop pupils’ curiosity. 1. To close to online distraction

 PERSONAL NOTES

STRENGTHS WEAKNESSES

1.Easy to access and find 1. Other digital text is not

information maximizing in the school. e.g.

2. Digital text is flexible cellphone and tablet. Not all

3. Digital text makes a pupil a pupils have a gadget.

unique homework assignment 2. Digital text such as cellphone

4.No damaged or Lost books makes pupils affects their

5.Digital text is current and health when too much expose

environmentally friendly into it.

The table show the strength and weaknesses observed by the researcher in

utilizing digital text at Libmanan South central School.

 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATION

This chapter is a presentation of the summary, conclusion, and recommendations

pertaining to the impact of digital text to the reading comprehension of Grade VI pupils

at Libmanan South Central School, year 2019-2020.

Problem No. 1

What are the reading comprehension levels of the Grade VI pupils before the

utilization of digital text along with a.) Noting details, b.) vocabulary c.) Getting the

main idea?

Finding

Based on the Pre- Test result, it was found out that Vocabulary ranked number 1

with a grand mean of 73.3%, Noting Details ranked number 2 with a grand mean of

72.33%, while Getting the main idea was place number 3 in the rank with a grand mean

of 71.4. Therefore, with a total grand mean of 72.34, the ranked was interpreted as a

Beginning level.

Conclusion

Based from the finding, Grade VI pupils perform better in the test when it comes

in Vocabulary according to the rank and it was followed by noting details and then

Getting the main idea. However, still those level are interpreted in the Beginning Level

of Reading comprehension.
 Recommendation

Teacher should maximize the use of digital text all the time not only in selected

subjects.

Problem No.2

What are the reading comprehension levels of the Grade VI pupils after the utilization

of digital text along with: a.) Noting details, b.) vocabulary c.) Getting the main idea?

Finding

Based on the finding, it shows that the Reading comprehension level of the pupils

along Vocabulary ranked number 1 with a mean of 87% and interpreted as Proficient

level, noting details was ranked number 2 with a mean of 82.73% and interpreted

Approaching level while Getting the main idea ranked number 3 with a mean of 77.87%

and interpreted as developing level. Therefore, with a Grand mean of 82.53% the data

was interpreted shows was Approaching Level.

Conclusion

Based from the finding, the pupils perform better when it comes on Vocabulary.

Then, second to the rank is Noting details and lastly, is getting the main idea. The score

made by the pupils in Pre- Test increased in Post-Test.

 Recommendation

Keep the use of digital text as a tool for learning. Although, there are some

disadvantage on how it is use by the learner and the teacher but it is proven in this study

that through digital text, pupils ‘reading comprehension will increase or develop.

Problem No.3

Is there a significant difference before and after utilization of digital text to the

reading comprehension of Grade VI pupils?

Finding

It was found out that the total grand mean of the pre-test result based on the

reading comprehension level is 71.53% which fall into beginning level and the post test

result with the total grand mean of 80.63% falls in the approaching level. Therefore, it was

a significant difference before and after the utilization of digital text in the reading

comprehension.

Conclusion

Based from the grand mean of Pre- test and Post- Test result, the reading

comprehension level increased along the Noting detail, vocabulary, and getting the

main idea.
 Recommendation

Teacher should maximize the use of digital text all the time because it is proven

that with the use of digital text, the reading comprehension of pupils when it comes on

noting details, vocabulary, and getting the main idea increased.

Problem No.4

What are the strengths and weaknesses of utilizing digital text?

Finding

Based on the finding given by the teacher and the researchers, it was found out

that still digital text such as cellphones, tablets, Educational TV and other learning

resources that used to read a text in screen has a strengths and weaknesses.

Conclusion

Based from findings, Although there are lots of strength when it comes on using

digital text, still there are problem or weaknesses if we use digital text in a wrong way.

Recommendation

Used digital text such as cellphone, tablet, E-TV, and other learning resources in a

proper way.
Appendices
 Difference of utilization of digital text to the reading comprehension of Grade

VI pupils based on Pre- test and Post test result.

Student no. Post- test Pre- Test D D²

1 36-82 33-78 3 9

2 35-81 32-77 3 9

3 35-81 30-75 5 25

4 35-81 30-75 5 25

5 35-81 29-74 6 36

6 34-80 28-74 6 36

7 33-78 27-73 6 36

8 35-81 27-73 8 64

9 33-78 27-73 6 36

10 35-81 26-73 9 81

11 33-78 26-73 7 49

12 37-83 26-73 11 121

13 34-80 24-72 10 100

14 38-85 24-72 14 196

15 34-80 23-71 11 121

16 34-80 23-71 11 121

17 37-83 22-71 15 225

18 36-82 21-70 15 225

19 33-78 21-70 12 144

20 35-81 20-70 15 225

21 35-81 20-70 15 225

22 33-78 20-70 10 100

23 35-81 20-70 15 225

24 33-78 19-69 14 196

25 36-82 19-69 17 289

26 36-82 17-68 19 361

27 35-81 17-68 18 324

28 35-81 17-68 18 324

29 33-78 17-68 16 256

30 37-83 17-66 20 400

TOTAL 80.63 71.53 340 4584

 T- test correlated sample

𝜮𝑫𝟐 − (𝜮𝑫𝟐 )
̅
𝑵
Tc = √
𝑵(𝑵−𝟏)

340

= 30

𝟒𝟓𝟖𝟒 − (𝟒𝟓𝟖𝟒)
̅̅̅̅
𝟑𝟎

√ 𝟑𝟎 ( 𝟑𝟎 − 𝟏 )

= 11.33
𝟒𝟓𝟖𝟒 − 𝟏𝟓𝟐. 𝟖
√
𝟑𝟎 ( 𝟐𝟗)

= 11.33

𝟒𝟒𝟑𝟏. 𝟐
√
𝟖𝟕𝟎

= 11.33

√𝟓. 𝟎𝟗
= 11.33
2.26
= 5.01 Tt= 2.045 critical value. Therefore, reject the null hypothesis.
 K to 12 Transmutation table

INITIAL GRADE TRANSMUTED INITIAL GRADE TRANSMUTED

GRADE GRADE
100 100
98.40-99.99 99 66.40-67.99 79
96.80-98.39 98 64.80-66.39 78
95.20-96.99 97 63.20-64.79 77
93.60-95.19 96 61.60-63.19 76
92.00-93.59 95 60.00-61.99 75
90.40-91.99 94 56.00-59.99 74
88.80-90.39 93 52.00-55.99 73
87.20-88.79 92 48.00-51.99 72
85.60-87.19 91 44.00-47.99 71
84.00-85.59 90 40.00-43.99 70
82.40-83.99 89 36.00-39.99 69
80.80-82.39 88 32.00-35.99 68
79.20-80.79 87 28.00-31.99 67
77.60-79.19 86 24.00-27.99 66
76.00-77.59 85 20.00-23.99 65
74.40-75.99 84 16.00-19.99 64
72.80-74.99 83 12.00-15.99 63
71.20-72.79 82 8.00-11.99 62
69.60-71.19 81 4.00-9.99 61
68.00-69.59 80 0-3.99 60
 Noting % Transmuted Vocabulary % Transmuted Getting % Transmuted Total
details Grade Grade the main grade
idea
1 12 80 88 8 80 87 13 52 73 33
2 9 60 75 7 70 81 16 64 77 32
3 8 53.33 73 6 60 75 16 64 77 30
4 10 66.67 75 4 40 70 16 64 77 30
5 7 46.67 71 4 40 70 18 72 82 29
6 9 60 75 5 50 74 14 56 74 28
7 9 60 75 6 60 75 12 48 72 27
8 7 46.67 71 7 70 81 13 52 73 27
9 9 60 75 6 60 75 12 48 72 27
10 9 60 75 6 60 75 11 44 71 26
11 8 53.33 73 6 60 75 12 48 72 26
12 8 53.33 73 5 50 74 13 52 73 26
13 8 53.33 73 6 60 75 10 40 70 24
14 9 60 75 5 50 74 10 40 70 24
15 7 46.67 71 3 30 67 13 52 73 23
16 7 46.67 71 4 40 70 12 48 72 23
17 9 60 75 5 50 74 8 32 68 22
18 6 66.67 79 5 50 74 10 40 70 21
19 4 26.67 66 6 60 75 11 44 71 21
20 4 26.67 66 5 50 74 11 44 71 20
21 8 53.33 73 4 40 70 8 32 68 20
22 6 66.67 79 4 40 70 10 40 70 20
23 5 33.33 68 5 50 74 10 40 70 20
24 5 33.33 68 4 40 70 10 40 70 19
25 7 46.67 71 6 60 75 6 24 66 19
26 5 33.33 68 6 60 75 6 24 66 17
27 4 26.27 66 5 50 74 8 32 68 17
28 3 20 65 4 40 70 10 40 70 17
29 4 26.27 66 5 50 74 8 32 68 17
30 5 33.33 68 4 40 70 8 32 68 17
Pre- Test Score along Noting, details, Vocabulary, and Getting the main idea