Transcript
THE EFFECT OF LEARNING MATERIAL ON A STUDENT’S MEMORY RETENTION
(An experimental research)
In partial fulfillment of
Psychology 46 – Experimental Psychology
By
Bacungan, Marie Loraine
Baliling, Rio Rosal
Callora, Janilyn
Dagok, Peter Chrysologu
Kinaging, Diovince Paulo
Lee, Nayeon
Peduche, Glydelle Mae
Valmores, Kathreen Isabelle
Presented to:
Mr. Rogelio A. Lee, Jr., MA
Instructor
September 24, 2015
ABSTRACT
This study aims to measure the effectiveness of learning
material (printed learning materials and digital learning
materials) on the memory retention of first year Business
Administration students of Xavier University. The researchers
conducted the experiment in two conditions: (1) printed learning
materials in the form of hand-outs and (2) digital learning
materials in the form of PDF. Memory retention was then measured
by conducting a 15 item quiz. The scores were run through the
statistical tool T-test to check if there is a significant
difference in the score of the participants given the printed
learning materials and the digital learning materials. The mean
scores were used as basis in determining the most effective
condition.
The result of the study is that printed learning material
is more effective than digital learning material in a student’s
memory retention.
1
TABLE OF CONTENTS
Chapter I – Background of the Study
Rationale
3
Significance of the Study
4
Problem Statement and Hypothesis
5
Review of Related Literature
5
Theoretical Background
10
Chapter II – Methodology
Independent Variable
13
Dependent Variable
13
Schematic Diagram
14
Participants
14
Setting
15
Materials
16
Research Design
16
Procedure
17
Chapter III – Results and Discussion
Results and Discussion
Table 1
19
19
Chapter IV – Conclusion and Recommendation
Conclusion
25
Recommendation
25
References
27
Appendices
Appendix A
28
Appendix B
31
Appendix C
32
Appendix D
34
Appendix E
35
Appendix F
36
Appendix G
37
2
CHAPTER I
Background of the Study
Rationale
This study explored the difference between the effects of
digital learning material and printed learning material (e.g.
books, handouts and other printed materials) on memory retention
of students from Bachelor of Science in Business Administration.
The experiment was conducted using two treatment conditions, the
independent variables: (1) digital learning materials defined as
a digital text material in the form of portable document format
(PDF); and (2) printed learning material in the form of handouts. In order to evaluate whether which one has a better effect
on the students’ memory retention, the dependent variable, the
participants
were
given
a
researcher-made
quiz
after
the
allotted time for them to study.
Electronic books (ebooks) and digital devices have been a
substitute for printed books which is widely used in colleges
and universities. With this, the researchers have developed the
idea
of
comparing
which
among
the
two
learning
materials,
digital and printed, contributes much to the memory retention of
the
students
researches
who
are
conducted
using
it.
which
aims
There
have
to
assess
been
studies
which
is
and
more
beneficial to the students in terms of memory retention, and to
3
determine which learning material the students prefer to use
more. The Western researches reviewed by the researchers showed
varied
results
in
the
effectiveness
of
digital
and
printed
learning materials in students’ memory retention. Some studies
yielded
towards
more
effectiveness
of
digital
learning
materials. On the other hand, other studies yielded towards the
effectiveness of printed learning materials. With these in mind,
the
researchers
decided
to
apply
this
construct
within
the
Filipino context to examine whether or not the study would yield
similar results to the Western researches.
This
materials
study
aims
(printed
to
explore
learning
which
material
of
and
the
two
learning
digital
learning
material) is more effective on the memory retention of students
from Bachelor of Science in Business Administration. The printed
learning material is in the form of printed handouts while the
digital learning material is in the form of portable document
format (PDF).
Significance of the Study
The study is significant because whatever the result of the
experiment thus would be beneficial to the students particularly
to
those
in
the
tertiary
level
since
electronic
books
and
digital devices have been a substitute for printed books and
handouts which is widely used in colleges and universities. This
4
could then give idea to the teachers on what learning material
they
could
give
and
recommend
to
their
students
for
better
memory retention.
Problem Statement and Hypothesis
Problem
Is
using
printed
learning
material
more
effective
than
digital learning material in a student’s memory retention?
Hypothesis
H0: Printed
learning material is less effective than digital
learning material in a student’s memory retention.
H1: Printed learning material is more effective than digital
learning material in a student’s memory retention.
Review of Related Literature
In this digital generation, the use of electronic books,
PDFs, online article, online journals as a learning material is
becoming
famous
because
of
the
convenience
and
accessibility
that it offers to the learners. However, even though these kinds
of learning material exist nowadays, for some students, printbased textbooks learning materials are still preferred and was
proven to be a good tool in the memory retention and even until
now, printed learning materials are still the most effective
tool in learning.
5
In a pilot study conducted by Princeton University, they
have stated that because of the lack of flipping and skimming,
there was a decline in memory retention when using an electronic
reader
(The
Trustees
of
Princeton
University,
2010).
Furthermore, in another pilot study conducted by a professor of
Reed
College
University
stated
that
there
was
a
less
comprehension seen in his students when studying from a digital
device. He hypothesized that it was because of the difficulty
that the students encounter in note taking and in highlighting
important
details
which
led
the
students
a
hard
time
in
retaining the information that they have read from the device
(Marmarelli
&
undergraduates
Ringle,
from
the
2010;
UC
Kolowich,
library
2011
commented
).
that
Meanwhile,
they
were
having hard time in concentrating and retaining information from
when they are reading it in a computer (Li, 2011).
A
study
beneficial
mentioned
to
them
in
that
using
terms
of
electronic
textbooks
are
convenience,
mobility,
and
savings since it cost less than the printed textbooks.
This is
because the students already got used in browsing information in
the Internet, from a research; it was revealed that 75% of the
students
access
information
such
as
news
and
school-related
works (Jorgenson, 2010). Furthermore, he added that in using
electronic textbooks, students have acquired the skill to recall
6
information. Thus, he suggested that using electronic textbooks
could be a dependable teaching material for college teachers.
In recent years, improvements in e-reader technology and the
convenience
of
smartphone
reading
have
made
digital
books
a
mainstream phenomenon. According to the Pew Research Center, 28%
of Americans read at least one e-book in 2013, up from 23% in
2012 and 16% in 2011 (Desilver, 2014; Rainie and Duggan, 2012).
Harris (2013) and Conlon (2011), Kretzschmar’s research further
refines
print,
our
understanding
e-paper,
and
LCDs:
of
the
For
unique
shorter
functionalities
reading
sessions
of
that
require less cognitive effort, the optical qualities of an LCD
computer
screen
are
sufficient,
which
may
explain
why
many
people have abandoned print newspapers and magazines in favor of
the greater convenience of on-line editions.
However, the non-illuminated displays of e-paper and print
books
are
texts.
better
Essential
suited
to
to
reading
understanding
longer,
how
more
challenging
uniquely
well-suited
printed texts are for the reading brain is the fact that there
are
no
reading.
genetic
or
Instead,
biological
we
read
by
structures
dedicated
connecting
neural
solely
to
structures
originally developed for vision, object recognition, and spoken
language to the processes of letter and word recognition and the
short-term memory storage necessary for sustained thought. To
7
provide experimental support for the idea that the physicality
of
a
text
is
important
for
comprehension,
psychologist
Anne
Mangen (2013) devised a reading test that would require subjects
to
return
to
comprehension
a
previously
questions.
read,
Half
of
four-page
the
text
subjects
to
read
answer
from
an
unpaginated PDF file, while the other half read from printed
paper.
The
subjects
using
the
paper
condition
did
perform
significantly better on the comprehension test. Based on this
result
and
other
researchers’
findings,
Mangen
sees
a
relationship between reading comprehension and one’s ability to
mentally reconstruct a text: ―the fixity of text printed on
paper
supports
a
reader’s
construction
of
the
spatial
representation of the text by providing unequivocal and fixed
spatial cues for text memory and recall‖ (Mangen, 2013, p. 66).
Mangen did not include an e-reader in her study. While it does
seem
that
the
page-at-a-time
presentation
of
an
e-reader,
coupled with the action of tapping to turn pages, would provide
the reader with some ability to locate ideas in two dimensions,
the sense of the number of pages turned and the thickness of the
book would remain abstract. Whether it is read on an LCD or an
e-reader, it does seem that the very intangibility of screen
text inhibits the cognitive process.
8
The cognitive distraction posed by clickable text can no
doubt
be
confirmed
through
a
string
controversial,
understanding
might
by
anyone
of
interfere
is
opposed
with
has
Wikipedia
however,
as
who
the
to
spent
time
articles.
idea
that,
entertainment,
comprehension.
In
Slightly
when
the
a
digressing
more
reading
screen
2005
for
itself
study
by
psychologists Jan Noyes and Kate Garland, it was found that,
while
test
subjects
who
read
a
digital
(CRT)
introductory
economics text were able to perform as well on a comprehension
test as subjects who read the same text in print form, their
methods
of
cognitive
processing
did
differ.
In
essence,
the
readers of the printed text understood the material, while the
readers of the digital text only remembered the material. The
cognitive difference between understanding and remembering is
significant, as once a concept is understood it becomes a longterm memory no longer tied to its original source—it is known.
Without understanding, a newly learned concept is nothing more
than
a
short-term
memory
that
may
not
be
available
as
a
foundation for more difficult concepts to be taught later on
(Noyes and Garland, 2005, as cited in Jabr, 2013, ―Exhaustive,‖
para. 2).
As this article demonstrates, print books are still best
suited to the optical, cognitive, and metacognitive requirements
9
of the reading brain. While e-paper technology has been shown to
be the optical equivalent of printed paper, e-readers still are
lacking
in
important
the
for
physicality
comprehension.
that
has
E-readers
been
shown
to
be
also
lack
the
so
haptic
qualities that readers enjoy about books, and seem only willing
to
give
up
only
when
convenience
and
portability
are
at
a
premium. In terms of metacognition, e-readers provide limited
opportunities for text interaction, while virtual page turning
has been demonstrated to discourage review of previously read
material. Computer-read texts have all the limitations of ereaders without the superior optics of e-paper, and the added
cognitive
disadvantage
Hyperlinks,
once
of
thought
to
distractions
streamline
from
the
multitasking.
learning
process,
have instead proven to interrupt the seamlessness of the reading
process from perception to thought processing, and this is when
they are passed over. If links are actually followed, the lack
of textual linearity is sure to lead to confusion. When learning
from a text is the objective of reading, printed books will
remain the preferred format.
Theoretical Background
The
theory
that
could
best
support
the
study
is
the
Cognitive Load Theory proposed by John Sweller on 1988. This
theory
follows
the
model
of
human
processing
information
10
(Atkinson
&
information
memory,
Shiffrin,
undergoes
working
1968).
three
memory
It
states
processes,
and
and
long-term
that
processing
these
memory
are
sensory
(Atkinson
&
Shiffrin, 1968). People get much information in their everyday
experiences,
but
only
retain
those
information
that
are
important. This is because the sensory memory is at work, and
these information will later on go through the
next process
which is the working memory. At this stage, information retained
in the sensory memory can either be processed or discarded since
the
working
memory
can
only
hold
five
to
nine
portions
of
information. This stage is an essential concept to the cognitive
load theory. The last process is the long-term memory in which
the information processed in the working memory are kept in
structures called schemas. Information are organized depending
on how one use it. Schemas are also important in the said theory
(Atkinson & Shiffrin, 1968).
Sweller
(1988)
information
that
Furthermore,
additional
working
―since
instructional
defined
memory
working
methods
activities
cognitive
memory
should
that
can
has
avoid
don't
load
as
―amount
hold
at
one
a
limited
overloading
directly
of
time‖.
capacity,
it
contribute
with
to
learning‖ (Sweller, 1988). This theory relates to the study in a
way that information retained by students depends on how the
11
learning material is designed. By using the concepts found in
human
processing
portions
of
information
information;
model,
and
so,
learners
it
is
can
only
grasp
significant
that
instructors should use learning materials that will not overload
the information processed by the working memory, and will be
effective for long-term memory (Sweller, 1988). The lesson that
will
be
used
consider.
for
Sweller
this
experiment
(1988)
further
is
also
adds
that
a
vital
thing
―teaching
to
people
prerequisite skills before introducing a more complex topic will
help them establish schemas that extend their working memory‖.
Teaching
comprehend
preliminary
for
more
information
difficult
will
help
information.
the
Thus,
students
with
this
study, the way how learning materials will be constructed and
the lesson to be discussed can also be a factor for a student’s
memory retention.
12
CHAPTER II
Methodology
Independent Variable
The
researchers
selected
two
groups
of
freshmen
college
participants. They were assigned in the computer laboratories.
They were tasked to study for a particular topic from a book
which
is
in
PDF
format
found
in
the
computers
inside
the
laboratory. Another group was assigned in another room; they
were
tasked
to
study
for
a
particular
topic
from
an
actual
handout.
Dependent Variable
Memory
retention
is
defined
as
the
act
of
remembering
things from the given lesson that they have studied.
In order
to assess the memory retention of the participants, they were
given
a
15-item
quiz
made
by
the
researchers;
this
was
facilitated by the teacher right after 30 minutes of studying
the learning material assigned to them.
13
Independent
Variable
Learning Material
Levels:
Dependent Variable
1. Printed
Learning
Material
2. Digital
Learning
Material
Memory Retention
Schematic Diagram showing the effect of the levels of the
independent variable and the dependent variable
Participants
The
Bachelor
participants
of
Science
of
in
the
experiment
Business
were
80
Administration
freshmen
students
of
Xavier University enrolled in Computer classes. The participants
of
the
study
researchers
were
randomly
selected
selected
through
all
randomization.
colleges
and
the
The
courses
offered by the selected college. The experiment highlights the
first
year
students
as
the
subjects
due
to
the
computer
laboratory class that is offered to the freshmen students of the
University; thus, pertaining to the use of computers inside the
laboratory. With this, the researchers were able to randomly
pick
the
School
of
Business
and
Management
and
the
Course
Bachelor of Science in Business Administration. The selection of
14
blocks was made possible through a random selection of the names
of teachers teaching first year Computer class that handles BCA
10 (Introduction to Computer Wordprocess & Spreadsheet) which is
specifically offered only to freshmen Bachelor of Science in
Business Administration. Two blocks of first year BS Business
Administration under the selected teacher were subjected to the
experiment. The two blocks were randomly assigned to the two
treatment conditions through draw lots. Block A students were
the
subjects
of
the
first
treatment
which
was
the
Printed
Learning Material (Printed Hand-outs) and block B students were
given
the
Material
second
(PDF).
treatment
The
which
was
participants
in
the
Digital
each
Learning
treatment
have
homogeneous characteristics in terms of age, year level, and
course.
Setting
The data collection took place in the first semester of SY
2015-2016
by
third
year
Bachelor
of
Science
in
Psychology
students of Xavier University. The experiment set-up took place
at the Faber Hall (formerly known as the CIT building) inside
the said campus. One Computer Laboratory room was utilized for
the experiment. Since the class of the two chosen blocks taking
up
BCA
10
under
same
teacher
takes
place
inside
Computer
Laboratory C, so the same room was used for the experiment.
15
Materials
In block A, they were given printed learning materials in
the form of handouts. On the other hand, block B was given
digital
learning
materials
in
the
form
Format (PDF) using desktop computers.
of
Portable
Document
The content of the lesson
given to the participants were uniform in structure, text, and
format. All of the words in the provided reading materials were
in standard form: Times New Roman, 12, 1.5 spacing and written
in English.
The subject teacher was the one who chose the
lesson to be covered which was the ―Digital Revolution‖. The
researchers
made
sure
that
the
topic
to
be
covered
was
unfamiliar to the students. A 15-item identification quiz on a
bond paper was given to the two blocks who were subjects of the
experiment.
Research Design
The research design that was used in the experiment was the
Between Subjects Group Design. Two groups of subjects (Block A
and Block B) were being tested by different testing factors such
as exposure to Printed Learning Material (Hand-outs) and Digital
Learning Material (PDF) on the subjects’ Memory Retention.
Procedure
16
This study was made possible through a collaboration with
the College of Computer Studies that gave the researchers an
access to conduct the experiment during the Computer Laboratory
class of the selected blocks. The acting facilitator was the
chosen teacher from the randomization process. Block A was the
first set of participants; they were exposed to the printed
learning materials conducted at Laboratory C at 1:30 to 3:00 in
the
afternoon.
The
participants
were
instructed
by
the
facilitator that they will be given thirty (30) minutes to read
a lesson from the hand-outs. The second set of participants was
Block B, the students were exposed to Digital Learning Materials
in Portable Document Format (PDF) prepared by the researchers
and was conducted at the same Computer Laboratory room at 3:00
to 4:30 the same day as Block A. They were asked to study the
lesson
from
the
PDF
through
the
desktop
computers;
their
allotted study time was also thirty (30) minutes. After the
thirty-minute reading, a fifteen-item identification quiz was
given to both of the Blocks to answer for ten (10) minutes.
After the experiment, the students were asked if they have any
problem with their eyesight and those who have were eliminated
from the study. The subjects received an extra credit for their
participation and were debriefed by the researchers upon the
completion of the experiment.
17
The results were analyzed through T-test. The mean scores
of
the
two
significance
groups,
level
their
were
standard
looked
into.
deviation,
After
the
t-value,
results
and
were
obtained, the researchers have made a decision regarding the
null hypothesis.
18
CHAPTER III
Results and Discussion
Treatment
N
Condition
Sig.
Standard
Mean
t-value
Deviation
(2-
Decision
tailed)
Digital
Learning
40
7.0000
3.55181
Material
4.042
Printed
Learning
40
10.1250
Reject
.000
Ho
3.36031
Material
Table 1: Mean, Standard Deviation, and T-test Result
Table 1 shows the comparison of the results between the
digital
There
learning
were
material
equal
number
and
the
printed
of
participants
learning
for
material.
both
of
the
treatment conditions (N=40); while they differ in terms of the
mean
score.
Participants
who
were
exposed
to
the
digital
learning material have a lower mean score (Mean=7.0000) compared
to the participants who were exposed to the printed learning
material
(Mean=10.1250).
deviation
for
the
It
group
can
whose
be
seen
that
treatment
the
condition
standard
was
the
digital learning material (SD = 3.55101) is higher than the
printed
learning
result,
it
material
means
that
the
group
(SD
scores
on
=
3.36031).
the
digital
With
this
learning
material group are widely spread than the scores on the printed
learning
material.
The
t-value
signifies
that
there
is
a
19
significant
difference
between
since the t-observed is
the
two
treatment
conditions
higher than the t-critical (4.042 >
1.6646). The significant value yielded to 0.000 which means that
the result is statistically significant (p < 0.05); therefore, Ho
is rejected.
The
result
of
the
study
shows
a
significant
difference
between the independent variables, digital learning material and
printed learning material, on the students’ memory retention.
Basing from the mean score of the participants, it displays that
printed learning material is more effective than the digital
learning material. Several studies support the effectiveness of
the
printed
learning
materials
to
the
students’
memory
retention. According to Sellen & Harper (2002), paper supports
learning in reading through handouts in the following ways: ―1)
handouts
help
the
students
flexibly
navigate
through
the
readings; 2) handouts facilitate the cross referencing of more
than
one
document
document;
4)
writing.‖
Another
students
at
handouts
would
a
allow
study
find
time;
the
from
books
3)
as
allow
students
interweaving
of
Falc
(2013)
proved
more
informative,
to
annotate
reading
and
that
some
offers
good
examples and help when writing outlines and that students find
it
hard
for
them
interact
with
digital
learning
materials.
20
Printed learning materials have a strong point when it comes to
its support in fostering the different phases of learning.
According
to
a
study
by
Shepperd
and
Grace
(2010),
it
serves as a primary source of instruction, because students do
not need to use any special equipment in order to support it.
Students get more pleasure with the physicality of their printed
material and it helps them keep more engaged in their reading;
they prefer long term academic texts and long form reading in
print. A survey conducted by Direct Textbook reported that seven
out
of
ten
percent
of
college
students
preferred
printed
learning material such as textbooks than the modernized ebooks.
Even though the rise of the ebooks and other software learning
materials
is
evident,
college
students
would
still
prefer
printed learning materials for studying. The students from the
survey commonly cited the following reasons: 1) students prefer
to
highlight
important
information,
2)
printed
learning
materials are easier to read, 3) students do not like the text
formatting of ebooks, 4) ebooks are complicated to navigate and
students cannot bookmark important pages, 5) the availability of
ebooks are not limited, and 6) some teachers do not require
students to print some pages from ebooks anyway.
A factor in which digital learning is less effective is
supported
by
Kolowich,
(2011)
the
researchers
affirms
that
21
students
(PDF)
struggled
because
of
with
its
e-books
or
portable
functionality
such
document
locating
format
readings,
making bookmarks, using highlighting tools and writing notes. A
recent long term study by Thayer et. al. (2011) about the use of
digital learning material such as PDF and ebook that involves
college students concludes that the students are hindered by
limitations in their ability to annotate and construct cognitive
maps of texts. Additionally, ebooks make it harder for readers
to "retrace their path and locate ideas which at first seemed
irrelevant but now need more attention".
A Swedish study by Erik Wästlund et. al. (2010) found that
students seemed to learn better when reading from the paper, and
concluded that the ebook presence hinders recall of assimilated
information whilst the presence of the paper support tends to
facilitate it. In the study, the researchers determined that the
most influential factor was the ability to entirely see the
pages in physical form and, scrolling was identified to be one
of the main reasons for the poorer performance of students when
they read on screen. The use of a mouse required more investment
of attention than flipping a page and the vertical movement of
text disrupted visual attention. Students found it difficult to
highlight and write notes in using the digital learning material
22
which then causes them to read passively wherein their ability
to recall information is reduced (Marmarelli & Ringle, 2010).
Printed materials give greater spatial associations about
information, whereas ebooks only gives a few in the spatial
associations.
American
Furthermore,
Article
(2012),
a
a
recent
study
research-based
from
Scientific
article,
recent
studies have shown that in a reading comprehension test, the
people who read from ebooks and other form of digital materials
have
slower
have
the
reading
tendency
to
comprehension
just
"skim
and
and
memory
scan"
retention.
on
the
They
articles,
looking only for articles, and thus losing the full content of
the material. In addition to this, reading on screen can also
take up more mental energy. Thus, the energy that was supposed
to be for reading comprehension and memory retention would be
redirected to the act of screen reading itself.
In fact, the research conducted by the same article also
showed that students who used actual textbooks retained not only
more information but memory as to where that information was
located. ABC News, a well-known and reliable news station in
USA, also reported physical threats cause by reading in digital
materials such as: eye strain and dry eyes which is the common
problem among adolescents nowadays according to Arnolds, et al.
(2012).
23
The
result
of
the
study
implies
that
printed
learning
materials are more effective in the memory retention of the
students. Despite of the fact that nowadays, people are into
using technology in many ways especially in school but still,
the researchers’ study proves that printed materials such as
hand-outs
and
textbooks
should
be
preferred
more
than
the
digital learning materials due to its effectiveness. Even though
technology
allowed
providing
digital
books,
textbooks
and
printed materials are more helpful for the students yet.
The
limits
researchers
the
ability
believe
of
the
that
digital
students
to
learning
annotate
material
(such
as
highlighting and writing side notes) that can help the student
retain information. There is still a difficulty for the students
to concentrate in studying their lessons on a digital format for
some reasons such as distractions in studying in computers and
tablets; also it can cause eye irritation. Looking at the screen
with light will make the eyes tired and irritated so it will
make the student to read slower compared to the textbook which
give lesser tiredness in the eyes.
24
CHAPTER IV
Conclusion and Recommendation
Conclusion
The result of this study proves that reading in printed
learning materials is more effective than reading in digital
learning
material
on
a
student’s
memory
retention.
Printed
learning materials enable students to easily navigate on the
printed text which makes their learning experience to be more
engaging.
Through
printed
materials,
students
would
hardly
encounter access problems and technical difficulties which is a
problem one has to face when using Digital Materials. Thus,
using
the
textbook
is
physically
and
mentally
effective
and
helpful in aiding a student’s learning.
Recommendation
The researchers highly recommend that, for teachers, it is
best to know the learning styles of the students. With this, the
teachers can now assess the processing of information of the
students and make use of printed materials over e-book ones for
better memory retention of the students. For the reason that
students prefer digital materials for their convenience (due to
heaviness, necessity of bringing books to school) teachers are
recommended to use handouts which are easier to be brought and
used for students. The teachers are also encouraged to recommend
25
the
use
of
printed
learning
materials
(textbooks,
handouts)
rather than digital learning materials (E-books, PDFs) in school
since there can be a lot of benefits to students upon using
printed materials in school compared to digital materials.
For further studies, it is recommended that the independent
variable will be expose to other treatment conditions such as
the
addition
Furthermore,
of
colored
future
pictures
researches
in
may
the
learning
widen
the
materials.
scope
of
participants to older or younger age groups.
26
REFERENCES
Blessinger, P., & Wankel, L.A. (2013). Increasing student
engagement and retention using mobile applications: smart
phones, Skype and texting technologies. Bingley, UK:
Emerald Group Publishing Limited, Howard House
Li,
C., et al. (2011). University of California Libraries
academic e-book usage survey: Springer e-book pilot
project.
Retrieved
from:
http://www.cdlib.org/services/uxdesign/docs/2011/academic_e
book_usage_survey.pdf
Marmarelli, T., & Ringle, M. (2010). The Reed College Kindle
study.
Retrieved
from:
http://www.reedinstitute.org/cis/about/kindle_pilot/Reed_Ki
ndle_report.pdf
Sweller, J., (1988). Cognitive load during problem solving:
Effects on learning. Cognitive Science, 12, 257-285.
Sweller, J., (1999). Instructional Design in Technical Areas.
Camberwell, Victoria, Australia: Australian Council for
Educational Research
Tanner, M. J. (2014). Digital vs. print: Reading comprehension
and the future of the book. SJSU School of Information
Student
Research
Journal,
4(2).
Retrieved
from:
http://scholarworks.sjsu.edu/slissrj/vol4/iss2/6
The Trustees of Princeton University. (2010). The E-reader pilot
at Princeton. Final report (Executive Summary). Retrieved
from:
http://www.princeton.edu/ereaderpilot/eReaderFinalReportSho
rt.pdf
27
APPENDICES
Appendix A
Letter to the Dean
August 24, 2015
Mr. Gerardo S. Doroja
Dean, College of Computer Studies
Xavier University – Ateneo de Cagayan
Dear Mr. Doroja,
Pax Christi!
We are BS Psychology students who are currently taking up Experimental
Psychology. In line with this, we would like to ask for your permission to conduct an
experiment on first year students taking Computer 10.1. The experiment is all about testing
the memory retention of students in response to different learning materials (PDF and
Handouts). This experiment requires two blocks handled by the same professor.
If you have any concerns or queries, you may contact us through this number, 0917854-9358 or you can e-mail us at
[email protected]. Thank you for taking time in
reading this letter. We hope for a favourable response from you. Have a nice day!
Sincerely Yours,
Marie Loraine G. Bacungan
Rio Rosal B. Baliling
Janilyn D. Callora
Diovince Paulo H. Kinaging
Glydelle Mae E. Peduche
Kathreen B. Valmores
Na Yeon Lee
Noted by:
Rogelio Lee
Research Adviser
28
Appendix B
Letter to the Teacher
August 24, 2015
_______________________________
College of Computer Studies
Xavier University – Ateneo de Cagayan
Dear ____________________,
Pax Christi!
We are BS Psychology students who are currently taking up Experimental
Psychology. In line with this, we would like to ask for your permission to conduct an
experiment on your class- first year students taking Computer 10.1. The experiment is all
about testing the memory retention of students in response to different learning materials
(PDF and Handouts). This experiment requires two blocks handled by the same professor.
If you have any concerns or queries, you may contact us through this number, 0917854-9358 or you can e-mail us at
[email protected]. Thank you for taking time in
reading this letter. We hope for a favourable response from you. Have a nice day!
Sincerely Yours,
Marie Loraine G. Bacungan
Rio Rosal B. Baliling
Janilyn D. Callora
Diovince Paulo H. Kinaging
Glydelle Mae E. Peduche
Kathreen B. Valmores
Na Yeon Lee
Noted by:
Approved by:
Rogelio Lee
Research Adviser
Gerardo S. Doroja
Dean, College of Computer Studies
29
Appendix C
Content of the Learning Material (PDF & Printed)
WE LIVE IN THE INFORMATION AGE: a period in history when information is easy to access and
affects many aspects of everyday life, from the economy to politics and social relationships. The
importance of information is not new. It has always been a powerful tool. Scrolls treasured by monks
during the Middle Ages, scientific knowledge collected during the Renaissance, and intelligence data
collected during the Cold War were all critical in shaping world events. The Information Age is unique
because of its underlying technology based on digital electronics. Section A offers an over- view of the
digital revolution that ushered in the Information Age.
TERMINOLOGY NOTE:
The word digital comes from the root digit. In Latin, the word digitus means finger or toe. The modern use
of the term digital is probably derived from the idea of counting on your fingers.
THE DIGITAL REVOLUTION
What is the digital revolution?
The digital revolution is an ongoing process of social, political, and economic change brought about by
digital technology, such as computers and the Internet.
What is the significance of digitization?
Digitization is the process of converting text, numbers, sound, photos, and video into data that can be
processed by digital devices. The significant advantage of digitization is that things as diverse as books,
movies, songs, conversations, documents, and photos can all be distilled down to a common set of
signals that do not require separate devices.
Before digitization, a phone conversation required a telephone handset and dedicated phone lines.
Viewing photos required a slide projector and screen. Reading required a paper book. Viewing movies
required a film projector. Once digitized, however, conversations, photos, books, and movies can all be
managed by a single device or transmitted over a single set of communication lines.
DATA PROCESSING
When did the digital revolution begin? Some historians mark the 1980s as the beginning of the digital
revolution, but engineers built the first digital computers during World War II for breaking codes and
calculating missile trajectories. In the 1950s, computers were marketed for business applications, such as
payroll and inventory management.
What is data processing?
Data processing is based on an input- processing-output cycle. Data goes into a computer, it is
processed, and then it is output. For example, a batch of employee time cards are entered into a payroll
computer system; the payroll data is processed to calculate take-home pay, deductions, and taxes;
paychecks are output.
30
PERSONAL COMPUTING
What is personal computing?
The model for the second phase of the digital revolution, personal computing is characterized by small,
standalone computers powered by local software. Local software refers to any software that is installed
on a computer’s hard drive.
NETWORK COMPUTING
What caused the sudden upswing in computer ownership during the 1990s? The third phase of the digital
revolution materialized as computers became networked and when the Internet was opened to public
use. A computer network is a group of computers linked together to share data and resources.
The Internet is a global computer network originally developed as a military project, and was then handed
over to the National Science Foundation for research and academic use. When restrictions on
commercial use of the Internet were lifted in 1995, companies such as AOL and CompuServe became
popular services for access to e-mail and the World Wide Web. Internet access was a major factor
contributing to the upswing in computer ownership during the 1990s.
What about the Web?
When historians look back on the digital revolution, they are certain to identify the Web as a major
transformative influence. The Web (short for World Wide Web) is a collection of linked documents,
graphics, and sounds that can be accessed over the Internet.
A key aspect of the Web is that it adds content and substance to the Internet. Without the Web, the
Internet would be like a library without any books or a railroad without any trains. Online storefronts,
auction sites, news, sports, travel reservations, and music downloads made the Web a compelling digital
technology for just about everyone.
CLOUD COMPUTING
What is cloud computing?
Cloud computing provides access to information, applications, communications, and storage over the
Internet. Before cloud computing, your computer typically ran software based locally. For example, to use
a word processor, you might fire up the latest edition of Microsoft Word, which you’d installed on your
computer’s hard disk.
The Cloud represents Internet- based services, such as applications and social media that are available
from computers and handheld digital devices.
What is convergence?
The expansion of cloud computing is due in part to convergence, a process by which several
technologies with dis- tinct functionalities evolve to form a single product. Your computer plays movies.
Your cell phone has a camera. Your clock has a radio. Your watch functions as a compass. You can store
data on your iPod touch. All these are examples of technological convergence.
31
Appendix D
Questionnaire
Name:________________________________
Date:_________________
Section:_______________
Directions: Write the correct answer in the space provided.
_______________ 1. What is the Latin word which means finger or toe. (DIGITUS)
_______________ 2. It is an ongoing process of social, political and economic change brought about by
digital technology, such as computers and the Internet. (DIGITAL REVOLUTION)
_______________ 3. The process of converting text, numbers, sounds, photos, and videos into data that
can be processed be digital devices. (DIGITALIZATION)
_______________ 4. It requires a telephone handset and dedicated phone lines. (Phone Converstation)
_______________ 5. What year did some historian mark the beginning of the digital Revolution? (1980s)
_______________ 6. Based on input-processing-output cycle. (DATA PROCESSING)
_______________ 7. The first phase of the Digital Revolution. (DATA PROCESSING)
_______________ 8. The second phase of the Digital Revolution. It is characterized by small, standalone
computers powered by the local software. (Personal Computing)
_______________ 9.A global computer network originally developed as a military project. (Internet)
_______________ 10. A group of computers linked together to share data and resources. (computer
network)
_______________ 11. Is a collection of linked documents, graphics and sounds that can be accessed
over in the internet. (WEB)
_______________ 12. It represents Internet- based services, such as applications and social media that
are available from computers and handheld digital devices. (CLOUD)
_______________ 13. It provides access to information, applications, communications, and storage over
the Internet.(Cloud computing)
_______________ 14. A process by which several technologies with distinct functionalities evolve to form
a single product. (Convergence)
_______________ 15. A period in history when information is easy to access and affects many aspects of
everyday life, from the economy to politics and social relationships. (Information Age)
32
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35
Appendix F
T-test Results
Group Statistics
Group
Scores
N
Mean
Std.
Std. Error
Deviation
Mean
7.0000
3.55181
.56159
Digital Learning
Material
40
Printed Learning
Material
40 10.1250
3.36031
.53131
Independent Samples Test
Levene
's
Test
for
Equali
ty of
Varian
ces
F Si
g.
Equal
varian
ces
assume
d
Scor
Equal
es
varian
ces
not
assume
d
.7
78
t-test for Equality of Means
T
.3
81 4.0
42
Df
Sig.
Mean
Std.
95%
(2- Differe Error
Confidence
taile
nce
Differe Interval of
d)
nce
the
Difference
Lower Upper
78
.000
3.12500
.77310
4.664 1.585
11
89
- 77.7
4.0
62
42
.000
3.12500
.77310
4.664 1.585
19
81
36
Appendix G
Documentation
The participants were exposed to digital learning material in
the form of Portable Document Format (PDF).
The participants were answering the 15-item quiz about the
history of Digital Revolution.
37