Books Vs Tablets Modern Learning Tool of PDF

Ateneo de Davao University
Jacinto Street, Davao City
This Argumentative Research Paper Entitled
“BOOKS VS TABLETS: MODERN LEARNING TOOL OF ADDU FIRST YEAR

CS AND IT COLLEGE STUDENTS”
is Presented to the Faculty
of the Humanities Department
Presented by
Javellana, Jonathan C.
Jover, Gregg Meyrick S.
Perez, Dwight Ian S.
March 2014
ii
ABSTRACT
Thestudy entitled, “Books vs. Tablets: Modern Learning Tool of ADDU First
Year CS and IT Students”, sought to know the benefits and the preference of the
learning tools, book and the tablet in accordance to the 1st Year BS Computer Science
and BS Information Technology students of the Ateneo de Davao University.
Following the quantitative-comparative research design, about thirty (30)
respondents undergone a survey questionnaire. They evaluated different factors in
considering a good instrument for learning. Furthermore, they also answered questions
about the challenges of the administration in implementing tablets in the modern learning
environment.
According to the findings of the study, it has been found out that using a tablet is
a more preferable learning method than using a book. Additionally, after checking the
students’ answers on the challenges of the administration in implementing tablets, it has
been known that they support their endeavours along with the risks associated with
implementing tablets in classrooms, all for a better learning environment.
After conducting and analysing this research, it has been found out that tablets are
effective tools for reading electronic texts. Although the study has been a success, the
proponents provided a better statistical treatment of data, broadening the benefits of each
tool identified for learning, and to maximize teaching efficiency.

iii
ACKNOWLEDGEMENT
Even though writing this research paper was an overwhelming task, a lot of
knowledge and experience has been acquired at the end of it all. This would not have
been possible without the support and co-operation of other people.
First of all, the researchers would like to acknowledge the support of the
respondents who were actively participated in this research survey.
Second, to their English 23 instructor, Mr. Arjay B. Arcena who made us
carefully understand every nook and cranny of the argumentative research paper, the
researchers are grateful for it.
To the extended support of Atenews, this allowed their office to use as a place for
research making.
To the researchers' families, this showed in their love and moral support.
Most of all, to Almighty God, that never fails in giving inspiration and hope to
overcome and accomplish this research paper.
- J.C.J, G.S.J, D.S.P.

iv
DEDICATION
This study is dedicated to
 The students, for they will experience improved classroom instruction at a
later time.
 The teachers, for they will enhance their teaching skills with the aid of
modern-day technology.
 The administration, for they will plan new strategies to conduct a better
learning environment
 To the reader for this will be a guide to broaden your mind into technology
The researchers hope that this will contribute to the growth of the university.
- J.C.J, G.S.J, D.S.P.

TABLE OF CONTENTS
Title Page.............................................................................................................................i
Abstract..............................................................................................................................ii
Acknowledgement.............................................................................................................iii
Dedication..........................................................................................................................iv
Table of Contents...............................................................................................................v
List of Tables……………...............................................................................................vii
CHAPTERS Pages
I INTRODUCTION
Background of the Study...............................................................1
Statements of the Problem............................................................2
Hypotheses......................................................................................3
Significance of the Study...............................................................3
Scope and Delimitation..................................................................4
Definition of Terms........................................................................4
II REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature..........................................................................5
Related Studies.............................................................................11
Conceptual Framework...............................................................14
III METHODS
Research Design...........................................................................15
Respondents..................................................................................15
Research Locale...........................................................................16
Statistical Treatment...................................................................16
Research Procedure.................................................................................16
Research Instruments..............................................................................17
Data Analysis............................................................................................17
IV RESULTS AND INTERPRETATION OF DATA
Results and Discussion.............................................................................18
V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary...................................................................................................22
Conclusions...............................................................................................23
Recommendations....................................................................................23
BIBLIOGRAPHY............................................................................................................24
APPENDICES
Appendix A...............................................................................................28
Appendix B...............................................................................................29
CURRICULUM VITAE..................................................................................................30
List of Tables
Table 1. Possible Benefits of Books. ............................................................................................. 18
Table 2. Possible Benefits of Tablets............................................................................................. 19
Table 3. Possible Benefits of Both Instruments. ............................................................................ 20
Table 4. Challenges of the School in Providing Tablets................................................................ 21

Chapter 1
INTRODUCTION
Background of the Study
In the field of education, students of all generations are equipped withbooks and
writing materials as their way to learn and make the mark. But as time changes, the
emergence of new technology changed the way the classroom lives. It is because of touch
screen devices which forever changed the learning standards of students. This is a study
which identifies the gap between the book and the touch screen device called a tablet. A
touch screen is a computer display screen that is also an input device. According to Junja
(2013), the screens are sensitive to pressure; a user interacts with the computer by
touching pictures or words on the screen. There is no doubt that tablets such as the iPad
and their multiple applications, along with other mobile devices and online learning could
bring amazing resources into the very foundations of the educative process (Burke, 2013).
Since the inception of tablets in the 21st century, education has never been the
same; it is in man’s changing lifestyle being dependent on technology and the questions
of students having difficulty in using books that had caused the change. One might
simply take pictures of the classroom board instead of taking down notes. The
possibilities are endless; however budgets are always a concern in education. In a recent
survey of more than 225 Kindergarten through grade-12 educators in the United States,
57% of responders selected “No budget to purchase applications/e-books” as the biggest
challenge in integrating tablets in their lessons. Educators are still in the infancy stage of
integrating them into their academic curricula (Bacon, 2013). According to a post in
debate.org, books use trees, bunches of them, and trees replace carbon dioxide with pure
Books vs. Tablets: Modern Learning Method of ADDU First Year CS and IT… 2
oxygen. Without trees, pure oxygen would disappear and carbon dioxide would most
likely kill us. Tablets may help students improve their performance inside the classroom
and it helps sustain the environment.
Schools should replace tablets with textbooks because as time keeps passing,
technology is chronically advancing. Students obtain more information throughout
technology using interaction towards apps and games. Many students have digital
instruments for their own convenience.
People are engaged with the modern, flexible, and reliable technological devices
that have been frequently used as a part of their lifestyle. This is the manifestation of the
digital world through the presence of touch devices and reliable technological gadgets.
These are stepping stones to a paperless generation. This research paper is made possible
because technological advances are generally known and practical to learning. At the end,
the study will be able to identify the benefits and the limitations of the learning tools
based on the viewpoints of the First Year CS and IT students.
Statements of the Problem
The study sought to answer the following questions:
1. What are the benefits of using real books in learning school lessons?
2. What are the benefits of using tablets in learning school lessons?
3. What are the challenges that the school can handle in providing tablet devices in
the classroom?
Hypotheses
1. Books will still remain as an irreplaceable learning supply for all students. All of
us from every generation have been well-acquainted by its discipline, realness of

its text, a well-respected tool. It is the number one student companion when it
comes to grade improvement.
2. The tablet is the tool that has an easier and faster way of learning. It is lightweight.
The interaction of the objects in the tablet device would be direct as if there is a
real virtual human connection, which makes learning be within your reach. The
younger generation of learners will be tablet-dependent.
3. The installation of a tablet in a classroom, replacing desktop computers to tablets,
budget allocation and the student’s views in the said challenges might affect the
decision of the administration.
Significance of the Study
The study, Books vs. Tablets: Modern Learning Method of ADDU First Year CS
and IT College Students will be beneficial to the following:
The students, as they will be informed about better options to improve their
studies. The study will enable them to be aware of the different benefits and limitations
between the two learning tools.
The teachers, as they will be able to create new learning instructions for their
students to excel in their classes. This study will remind them that there are other
methods such as going to an onlineclassroom site where they will create their activities,
quizzes and examsthat virtually enable students to be productive with their touch devices.
The future researchers, for they will be oriented with the different learning tools
and will follow up in the common research of integrating new technologies for modern
education. This study will enable the new generation of learners to embrace the learning
tool which benefits from their academic lifestyle.

Scope and Delimitation of the Study
This study is focused on the students’ benefits of using books or tablets for their
studies and classroom activities. This study is delimited to the first year IT and CS
students of ADDU. Hence, the data that will be acquired is based from those students
who were delimited for this research.
Operational Definition of Terms
In this study, the following terms are operationally defined as follows:
AdDU – refers to the locale of the study, Ateneo de Davao University.
AdDU CS Students – refers to the Computer Science student respondents of
Ateneo de Davao University that were randomly selected in the survey.
AdDU IT Students – refers to the Information Technology student respondents
of Ateneo de Davao University that were randomly selected in the survey.
Book – refers to the standard educational tool which is being compared with the
modern tablet.
Modern Learning Tool – it is a well-known modern instrument which is being
used by students.
Tablet –refers to the modern digital device that simplifies the learning activity of
students.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides related literatures, studies and theories about the study as
well as the modern learning methods in the classroom that would be useful for thorough
understanding of the study.
Related Literature
Touch Screen Devices
Tablets help students better prepare for a world immersed in technology. Students
that are equipped with the necessary technological skills in their early life will be better
prepared to pursue relevant careers later in life. According to the US Bureau of Labor
Statistics, the fastest growing and highest paying jobs in the United States are
technologically intensive, and because States are technologically intensive, employment
in “computer and information systems” is expected to grow by 18% between 2010 – 2020.
Besides helping the students in their education, tablets have a significant impact in the
cost of paper.
The Elograph : Tablet’s Forerunner
Touch screen technology was originally created during the 1970's. Though the
years of development, touch screen technology has become a part of our routine lives in
order to simplify daily tasks. This technology has more improvements to be made in
order to benefit other aspects of the human life. The first "touch sensor" was developed in
1971 by a professor at the University of Kentucky named Dr. Sam Hurst. This sensor
was called the "Elograph," and was patented by The University of Kentucky Research
Foundation. The "Elograph" was not transparent like the touch screens we use today, but
nevertheless, it was a significant mile-stone for this technology. The first true touch
screen came on the scene in 1974, and was again developed by Dr. Hurst. In 1977,
Elographics was developed by the Dr. Hursts Company and patented five-wire resistive
technology which remains the most popular touch screen technology in use today.
Books and their Significance
A book is a set of written, printed, illustrated, or blank sheets, made of ink, paper,
parchment, or other materials, usually fastened together to hinge at one side (Wikipedia,
2013). A single sheet within a book is called a leaf, and each side of a leaf is called a
page. With the advantages the tablet gives to students, many wonder if the traditional
book will go away and be replaced by an electronic version. Traditional books are that
books can be read anywhere and do not need for power, for a computer or tablet, to read
them. Readers know how to mark the page they are reading, how to take notes and where
to find or buy them. No tech manuals are needed. Furthermore, many people simply
enjoy the feeling of turning the page and holding a book in their hands.
Advantages of Books over Electronic Text
In simple terms, there exist two schools of thought on the subject of electronic
texts. The first holds that paper is far superior and will never be replaced by screens. The
argument is frequently supported by reference either to the type of reading scenarios that
would currently prove difficult if not impossible to support acceptably with electronic
text, e.g., reading a newspaper on the beach or a magazine in bed, or the unique tactile
qualities of paper. The latter aspect is summed up neatly in the comment of Garland
(1982) that electronic text may have potential uses but“A book is a book. A reassuring,
feel-the-weight, take-your-own-time kind of thing...” (Cited in Whaller 1987, p. 261).

Books have provenance, your favorite books define you, and digital versions
don’t seem to impart connections that are quite as deep (Catone, 2013). The conventional
printed book dates back as early as the 9th century (Printed Books, 2010) and there are
plenty of reasons for its long-lasting existence and relatively unchanged design over the
centuries. Famous Italian author Umberto Eco sums up accurately their everlasting nature:
“Books belong to the kind of instruments that, once invented, have not been further
improved because they are already all right, such as the hammer, the knife, the spoon or
scissors” (Eco, 2003). The fact that hardback leather cases have been designed for the
iPad to mimic the feel and look of an antique book verifies a reluctance to relinquish the
form of the traditional printed book.
According to Ching (2010), “There’s a sense of achievement that comes from
tracking the progress of your bookmark or dog-ear down the width of the spine. You
don’t get this sense of progress from e-readers – the hammer wheels and treadmills of
reading – because you’re physically always on the same page.” His reflection identifies
the importance of reading as an experience, one which is simply not replicated with an e-
book regardless of how it may be dressed up to imitate a real book. Similarly, some
books simply cannot be digitally reproduced. Books are inexpensive and do not require a
device such as an iPad, Kindle or personal computer to function (Hulme, 2011).
The Evolution from Paper to Tablet, Changes in Learning and the Digital World
Tablets can lower the amount of paper; teachers don’t have to print for handouts
and assignments, helping to save the environment and money. In a school with 100
teachers uses on average 250,000 pieces of paper annually; a thousand students on

average spends between $3,000 - $4,000 a month on paper, ink, and toner, not counting
printer wear and tear or technical support costs. This is very costly in the long run.
Secretary of Education Arne Duncan and Federal Communications Commission chair
Julius Genachowski said on Feb. 1, 2012 that schools and publishers should “switch to
digital textbooks within five years to foster interactive education, save money on books,
and ensure classrooms in the US use up-to-date content.” The federal government, in
collaboration with several tech organizations, released a 70-page guide for schools called
the “Digital Textbook Playbook,” a “roadmap for educators to accelerate the transition to
digital textbooks.”
Many districts, schools, and states have begun transitioning from paper textbook
to digital learning environments, according to the “Digital Textbook Playbook.” Florida
has mandated that all K-12 instructional materials are required to be provided in
electronic format by 2015–2016. California launched a free digital textbooks initiative in
2009, and West Virginia replaced social studies print textbook purchases with digital
textbooks. Georgia state law requires that electronic copies of K-12 textbooks be made
available for use by students, and the San Diego Unified School district has distributed
78,000 digital textbooks to teachers and students since 2011 and purchased 26,000 iPads
for district use in June 2012.
The percentage of K-12 classrooms with internet access has increased from 51%
in 1998 to 98% in 2012 and 40% of elementary school teachers use computers during in-
class instruction. Several meta-studies on the use of computer technology in the
classroom show small but statistically significant learning outcomes. Nineteen percent of
children ages 2–5 in the United States, Canada, Japan, Australia, New Zealand, Czech
Republic, France, Spain, Italy, Germany, and the UK can use a smartphone application.
By comparison, 9% can tie their own shoelaces. More children ages 2–5 can open a web
browser (25%) than swim unaided (20%). 20% of children ages 6–9 use email, and 14%
are on Facebook. A study by Nielsen Mobile Insights found that 53% of blacks and 57%
of Latinos are smartphone users, well above the 45% rate of non-Hispanic whites. Blacks
and Hispanics are more than twice as likely to use Twitter and rely on mobile phones as a
primary connection to the Internet than whites.
An important point which the teacher also considers is the students’ prior
experiences with technology. Teachers should consider the digital skills students will
need to learn and to participate in the lesson. Teachers should envision how the
instruction will take place when using this digital tool. Considerations in this element
might include physical space, classroom environment, classroom management, work time
of students, directions or explanations and assessments. Teachers should have a clear idea
how to use the digital tool to accomplish the learning goal. If this tool is a digital tool,
then teachers will begin to think specifically about how the tool may contribute to
instruction. If it is evident that a non-digital tool will best suit the instructional goal and
approach, then teachers will not need to use this model of technology integration. An
important consideration at this step is whether or not a digital tool might complement the
non-digital.
Other reasons that digital tools are valuable in the literacy classroom is that they
can support literacy skill development (Barone & Wright, 2008), enhance existing
literacy practices (Hutchison, Beschorner & Schmidt-Crawford, 2012; Vasinda &
McLeod, 2011), support differentiated learning opportunities (Stanford, Crowe & Flice,
2010), and act as a resource through which students can independently construct new
knowledge with guidance from a teacher (Northrop & Killeen, 2013).
Technological Lifestyle in Schools
Tablets does not only affect the way teachers and students think, but they also
change the way they interact with each other. By using computerized feedback tools, for
example, instructors can scale the progress of each student, and if a child needs extra
support, like one-on-one time, the software in the device can alert the teacher without
interrupting the classroom. “Tablets have motivated students to continue the learning at
home, too, and digital tools, like a glossary of terms, or the ability to find content to
support a book report, help to streamline that trial-and-error process”, Rabbi Schwartz
added. It also builds confidence in students, it lightens their backpacks. Schwartz said
tablets, which are monitored, also helps him to keep focused, and actually lowers cyber-
bullying, too.
One-room computers became desktops, which became laptops, which now are
tablets and smartphones. The next platform for such physical compression seems to be
the written word in the form of novels and books. The eBook isthe digital version of a
traditional paperback, in a digital page-by-page format, readable on a compatible device.
This electronic reading ability has taken the tech market by storm, with Amazon and
Barnes and Noble, two major publishers fighting it out with their respective eBook
readers. So ultimately will eBooks replace paper books and relegate them to the literal
bookshelves of history?
According to Morehead (2013), educators today need to detach themselves from
the past and accept technology as an integral part of the education of students in the 21st
century. With resources exploding, lesson ideas available, and student activities at their
fingertips teachers must embrace the accessibility of information on the World Wide Web.
Many teachers are becoming more responsive to learning about the computer and modern
technology like the tablets and its use in the classroom versus labs only. However, the
largest problem that remains in education today is connecting technology to curriculum
content and to the learning processes. Schools need a staff development model that assists
teachers in understanding technology as a tool for connecting curriculum content to
learning processes. Institutions of higher learning should consider the same model as
prospective teachers are prepared to enter the teaching profession.
Related Studies
Accessibility of Modern Technology for Educators
Many previous studies have examined the shift from printed text to electronic
texts due to the widespread use of personal computers in the 1980s (Mills & Weldon, 187;
Dillon, 1992). The findings of these studies suggest that it is 20 – 30% slower to read a
paper printout compared with an electronic text (Muter et al., 1982; Gould &
Grischkowsky, 1984; Gould et al., 1986; Mayes, Sims, Koonce, 2001). A studyconducted
by Wagner and Sternberg (1987) determined that students reading electronic texts were
capable of understanding the main theme of the text, but they were not capableof
remembering the details of the text. Computer use is tiresome compared to reading a
book, and computer displays cause eye fatigue. Therefore, the use of electronic texts
remains low in comparison with printed texts (Kropman, Schoch &Yeoh, 2004; Young,
2000). In recent years, the situation has continued despite developments in technology
and software. Readers continue to experience physical problems and decreased
performance when reading electronic texts, and they prefer printed texts (Woody, Daniel
& Baker, 2010).
Studies have also examined why e-books are ineffective when compared to
printed texts. Paper has been found to be more effective because readers are able to
browse electronic texts more easily, reducing their ability to remember the details of a
text (Muter & Maurutto, 1991; Nielson, 1997; Rho & Gedeon, 2000). According to
Garland and Noyes (2004), the vibrations that occur when CRT (Cathode Ray Tube)
monitors refresh negatively affect reading performance. According to Blanco and Leirøs
(2000), because CRT monitors are brighter than paper, readers prefer printed paper to
reduce eye fatigue. Another reason for this preference is that the brightness of a monitor
negatively affects brain activities, thereby reducing efficiency (Kammer, Lehr &
Kirschfeld, 1999). Belmore (1985) concluded that people who used computer monitors
more often read faster and more effectively than people reading printed texts. Dyson and
Haselgrove (2000) similarly concluded that people with experience reading on computer
monitors have increased reading speed and comprehension levels. According to Carlson
(2002), it is very tiresome for e-book users to navigate pages, and it is difficult for readers
to advance to a desired section.
In the 2000s, LCD monitors began to be used rather than the larger CRT monitors
that were not suitable for reading. LCD monitors were expected to solve these technical
problems as the use of laptops became widespread. However, studies found that computer
monitors were technically difficult to use and placed a physical strain on users (Dockrell,
Earle & Galvin, 2010; Woody, Daniel & Baker, 2010). Furthermore, readers found it
boring to interact with the mouse and to be unable to touch the text. The physical contact
and the scent of the paper are important for readers. For this reason, rather than spending
extended amounts of time looking at a monitor, readers prefer to read books that they can
hold in their hands (Spencer, 2006). The results of a study by Woo (2005) on 2654
students found that 71.8% of the students preferred paper texts. The findings of a study
by Shepperd, Grace and Koch (2008) showed that 90% of students preferred textbooks,
despite the greater accessibility and lower cost of e-books.

Conceptual Framework
The figure presented shows the conceptual framework of this study. Both the
book and the tablet are the covariates to be examined. These are independent variables
which determine the first year IT and CS students’ preference of the right learning tool
method. Their preference will be evaluated in a way it would answer the problems of
improving the learning tools in the University. Looking beyond the physical aspect, this
framework enhances their capabilities to excel in their respective fields.
Variable 1 Variable 2
Book as a Tablet as a
learning tool learning tool
Independent Variable Independent Variable
Variable 1, book as a learning tool is connected to variable 2, Tablet as a learning
tool because they have similarities that are visible towards learning. They are aids to
instruction, can make a student be equipped with necessary information. The function of
both tools is to unlock the student’s willingness to learn in a particular field.
It is essential to understand their connection and their good sides in order to
determine which of these learning tools is more beneficial to the modern learner.
Chapter III
METHODS
This chapter presents information about the research design, instruments,
respondents and the corpora of the study. It also provides the procedures for the research
process.
Research Design
The present study follows the quantitative-comparative research design which
values comparative research between books and tablets in the learning environment of
Ateneo de Davao University. It values comparative design because it aims to evaluate
which among the tools is more beneficial by the respondents in their present learning
lifestyle. It will also track quantitative because the research seeks to understand the
analysis of the comparison between the two learning tools, book and a touch screen tablet
used by the First Year Computer Science and Information Technology students in a form
of a survey questionnaire.
Comparative research is the act of comparing two or more things with a view to
determine the similarities and the differences between subjects, objects, and other
(Merriam-Webster, 2013). This technique often utilizes multiple disciplines in one study.
The quantitative research is an objective-driven research which refers to the systematic
empirical investigation of social phenomena via statistical, mathematical or numerical
data or computational techniques (wikipedia.com, 2013).
Research Respondents
The researchers randomly selected the First Year Information Technology and
Computer Science students of Ateneo de Davao University, under the School Year 2013-
Books vs. Tablets: Modern Learning Method of ADDU First Year CS and IT... 16
2014, Second Semester. The number of respondents in the study is thirty (30). The
researchers only focused on the two first year sections, Z1 and Z5 of respected CS and IT
students.
Research Locale
The research activity took place at the Ateneo de Davao University, Computer
Studies Division, at the 6th Floor Finster Building in the Second Semester of School Year
2013-2014.
Statistical Treatment
The researchers used arithmetic mean and computing for the percentage of the
answers to determine what the respondent prefers or believe in a certain question.
Formula:
Research Procedure
This section presented the following procedures that the study undergone.
First, the researchers formulated statements of the problem that were guided
toward the whole study.
Second, the researchers randomly selected thirty (30) first year CS (Computer
Science) and IT (Information Technology) students from the Computer Studies Division
as the respondents of the survey.
Third, the researchers created survey questionnaires that were based on the
benefits of each learning method and the possible challenges of implementing tablets in
the University.
Fourth, the researchers validated their research survey questionnaire to their
English 23 instructor.
Fifth, the researchers distributed the survey questionnaires to the respondents
which focused on the understanding of identifying the learning method that benefits their
studies and whether the University will be ready for tablets.
Sixth, the researchers recorded, tabulated and analysed the results of the survey,
as well as formulated the conclusion when the analysis was completed.
Research Instruments
The researchers prepared survey questionnaires in gathering data. The
questionnaire was divided into two parts. The first part asked about the respondent’s
viewpoints on the book, tablet or both that helps to their learning lifestyle. The second
part covered questions about the University’s challenges on implementing the use of
tablet devices, as a modern learning tool.
Data Analysis
The data gathered was analysed based on finding the total arithmetic mean and
the percentage of the two variables, the book and the tablet. Arithmetic mean was used to
determine the analysis of the two variables and was based on the highest average among
the choices in the survey, book, tablet or both variables.
The researchers used arithmetic mean (average) to determine the choices within
the survey statements that the respondents answered the most.

Chapter IV
RESULTS, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and the results of the study with regards to the
benefits of using books and tablets among the first year CS and IT students, and
determining what are those challenges to implement tablets in the classroom.
Results and Discussion
The data from the survey questionnaires were interpreted through a two-column
table, showing how many of the respondents who answered on the benefits of a book, a
tablet, and both instruments (see Tables 1, 2, and 3).
Possible Benefits of Books

Benefits Book average
1. Convenience 0.13
2. Use in free time 0.17
3. Improves grades 0.37
4. Use for studying 0.27
5. Helps retain memory after
studying 0.37
6. More accessible for
research 0.13
7. Handier in a learning
environment 0.17
8. Budget-friendly 0.27
9. Motivates studies 0.23
10. Durable 0.23
11. Reads faster 0.17
12. Productive 0.17
13. Enhances creativity 0.20
14. Better learning style 0.10
15. Better in presentations 0.03
Arithmetic Mean: 0.200
Percentage: 20.00%
*Those in RED represent the determined benefits of a book that most respondents
answered.
Table 1. Possible Benefits of Books.
The following benefits of books were presented in the table. The respondents
mostly answered the 3rd and 5th benefits to which it improved their grades and helped in
their memory retention, with an average of 0.37 respectively. There were other benefits in
the survey which the respondents considered to be of less importance, the 15th benefit,
which says “better in presentations”, appeared to have 0.03 which had the lowest average
that the few respondents answered and thus, having 20% of the respondents chose the
book as beneficial in terms of improving grades, and memory retention.
Possible Benefits of Tablets

1.Convenience 0.27
2.Use in free time 0.63
3.Improves grades 0.27
4.Use for studying 0.20
5.Helps retain memory after
studying 0.27
6. More accessible for research 0.43
7. Handier in a learning environment 0.53
10. Durable 0.53
12. Productive 0.47
Percentage: 42.7%
*Those in RED represent the determined benefits of a tablet that the respondents
answered.
Table 2. Possible Benefits of Tablets.
The following table showed that most respondents conformed to all the benefits
except the fourth benefit, use for studying, with an average of 0.20. Better to use in
presentations and use in free time were the determined benefits of the tablet that both
have the highest average of 0.63 respectively. Overall, 43% of the respondents believed
that the tablet is the modern learning tool since it has more benefits than the other tool.
Possible Benefits of Both Instruments

1.Convenience 0.60
2.Use in free time 0.20
3.Improves grades 0.37
4.Use for studying 0.53
5.Helps retain memory after
studying 0.37
6. More accessible for research 0.43
7. Handier in a learning
environment 0.30
10. Durable 0.23
12. Productive 0.37
Percentage: 37.3%
*Those in RED represent the determined benefits of both instruments that the
respondents answered.
Table 3. Possible Benefits of Both Instruments.
The table showed the comparison of both tools based on the understanding of the
respondents through their studies. Most of the respondents agreed that both tools were
beneficial in terms of convenience, which had an average of 0.60. Overall, 37% of the
respondents answered that both tools were beneficial.

Challenges of the School in Providing Tablets

0.9
Respondent Percentage 0.8
0.7
0.6
0.5
0.4 Yes
0.3 No
0.2
0.1
0
1 2 3 4 5 6 7 8 9 10
Statement Numbers
Table 4. Challenges of the School in Providing Tablets.
The following figure presented was based on the yes/no part of the survey
questionnaire which seeks to understand those challenges that the university can manage.
The following challenges that the school can manage were all challenges except number
7, about renting of tablets, and number 8, about the sufficient distribution of tablets in
classrooms. Here are the following challenges that were agreeable: First Challenge is
providing at least one tablet in each classroom. Second Challenge is the tablet device
laboratory as an added facility. Third Challenge is the inclusion ofone week training for
faculty members on tablets. Fourth Challenge is the prevalence of the technologically-
inclined students. Fifth Challenge is the increase in tuition fee because of tablet
integration. Sixth challenge is the budget allocation for tablets. Ninth challenge is
responding to criticisms of tablets being an alternative method for learning and the tenth
challenge is to enforce the rules on proper tablet usage.

Chapter V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the study as well as the conclusion drawn
from the results and findings of the study. Recommendations for further study are also
included.
Summary
This study compared the benefits of each tool that considered being the modern
learning tool of First Year BS Information Technology and Computer Science students.
All of the students chosen in the survey exhibited positive attitudes toward tablets.
Students preferred tablets to reading printed books because books are heavier and
difficult to carry. It is much easier for students to carry a tablet than to carry many books.
This is an important factor in the students’ preference for tablets. Thus, tablets have more
benefits than the book.
1. Improving their grades and helping them retain what they have studied were the
mentioned benefits of real books to the students.
2. Based on the acquired data, the benefits of using tablets to students were on
improving the delivery of their presentations and helping them study during their free
time. The students were more inclined in technology, which helped them make their
grade.
3. With respect to the challenges presented to the school, it was shown that they
can handle all of the challenges with the exception of the rental and distribution of tablets
in classrooms. The school believed that the accountability of each tablet would be an
issue, depending on the students’ use, and the funds required to add tablets in classrooms
should be considered.
Conclusions
In the modern world, computer technology continuously develops and increases
its field of application in every sector. In education, information technology continues to
expand its sphere of influence through various applications and projects. Interactive
application in education, such as the utilization of enriched texts in courses, suggests that
the effectiveness of computer technologies will increase in educational environments.
This study found that student opinions about the use of tablets were significantly
positive. In addition to the benefits of being ergonomic and easy to carry, students found
the use of tablets enjoyable. The tablet is considered to be the modern learning method in
the study because of its aforementioned benefits and advantages to students. The school
would take steps to facilitate in the dissemination of tablets in classrooms and to educate
students’ proper conduct on using these digital instruments.
Recommendations
Additional studies can be planned to measure not only preference but also
academic success and students’ attitudes about the courses available in primary and
secondary education. Another phase of this study could be performed to examine teachers’
learning strategies toward tablets and their level of utilization and application.
Applications of tablets for students can also be examined based on the opinions of
teachers. There should be cooperation between the students and the administration in
terms of tablet implementation, making sure that the students will never question the
concrete decision of the administration towards it.

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webster.com/dictionary/comparative
APPENDIX A
Survey Questionnaire
Name: ________________________________________ Gender: M F
Course: ________________________________________
This questionnaire seeks to get your ideas in order to improve the quality of education in the
university. Please check the box that corresponds to your answer. There are no right or wrong
answers here. Take your time as you answer each question in the survey and be honest in giving
your answers. Your feedback is generally appreciated and will be used to change the standards of
teaching.
Books Tablets Both

1.) Which tool is more convenient to use?
2.) Which of the two do you use in your free time?
3.) Which tool improves your grades?
4.) Which tool do you use for studying?
5.) Which tool helps retain memory after studying?
6.) Which tool is more accessible for research?
7.) Which tool is handier in a learning environment?
8.) Which tool saves you more money?
9.) Which tool motivates you in your studies?
10.) Which tool is more durable?
11.) Which tool makes you read faster?
12.) Which tool is more productive?
13.) Which tool boosts creativity and imagination?
14.) Which tool has a better learning style?
15.) Which tool is better for presentations?
The following statements are current challenges to the administration’s decision to implement the
touch screen tablet device in the classroom. Please check Yes if you agree that the University can
take the challenge, and No otherwise.
6.) The University shall consider the

Yes No budget allocation for a tablet
1.) The University shall provide at investment.
least one tabletin each classroom. 7.) Renting of tablets is another
2.) A tablet device laboratory will concern for the University,
be established as an added facility. considering that not many students
3.) The University shall allot one own a tablet.
week training for faculty members 8.) The distribution of tablets to
on tablet usage. students is enough.
4.) Most students are 9.) The University must respond to
technologically inclined. the criticism of using tablets as an
5.) The addition of tablets in alternative method for modern
classrooms affects the tuition fee of learning.
the students. 10.) The University shall enforce
the rules of proper tablet usage.
APPENDIX B
Table of Results
B.1 Benefits
Questions Books Tablets
1.) Which tool is more convenient to use? 0.13 0.67

2.) Which of the two do you use in your free time? 0.17 0.79
3.) Which tool improves your grades? 0.58 0.42
4.) Which tool do you use for studying? 0.57 0.43
5.) Which tool helps retain memory after studying? 0.58 0.42
6.) Which tool is more accessible for research? 0.24 0.76
7.) Which tool is handier in a learning
environment? 0.24 0.76
8.) Which tool saves you more money? 0.32 0.68
9.) Which tool motivates you in your studies? 0.35 0.65
10.) Which tool is more durable? 0.30 0.70
11.) Which tool makes you read faster? 0.36 0.64
12.) Which tool is more productive? 0.26 0.74
13.) Which tool boosts creativity and imagination? 0.27 0.73
14.) Which tool has a better learning style? 0.23 0.77
15.) Which tool is better for presentations? 0.05 0.95
TOTAL: 4.89 10.11
AVERAGE: 0.3262 0.6738
B.2 Challenges
Question Yes No
Average Average
1.) The University shall provide at least one tablet in each classroom. 0.70 0.30
2.) A tablet device laboratory will be established as an added facility. 0.53 0.47
3.) The University shall allot one week training for faculty members on
tablet usage. 0.67 0.33
4.) Most students are technologically inclined. 0.63 0.37
5.) The addition of tablets in classrooms affects the tuition fee of the
students. 0.63 0.37
6.) The University shall consider the budget allocation for a tablet
investment. 0.63 0.37
7.) Renting of tablets is another concern for the University, considering
that not many students own a tablet. 0.50 0.50
8.) The distribution of tablets to students is enough. 0.50 0.50
9.) The University must respond to the criticism of using tablets as an
alternative method for modern learning. 0.77 0.23
10.) The University shall enforce the rules of proper tablet usage. 0.50 0.50
CURRICULUM VITAE
Jonathan C. Javellana
javellac20@gmail.com
October 20, 1995
Jovel and Zorayda Javellana
BS Information Technology
EDUCATIONAL ATTAINMENT
Undergraduate
Year: 2012 –present
Secondary
Colegio de San Ignacio
Year Graduated: 2012
Primary
Colegio de San Ignacio
ACHIEVEMENTS
4th Regional Computer Competition – IT Mind Challenge – Participant
Chinese Elocution Contest – 3rd Place – Bronze Medal
Loyalty Award – Colegio de San Ignacio

Gregg Meyrick S. Jover
greggmeyrick@gmail.com
October 29, 1995
Greg and Doris Jover
BS Computer Science
Undergraduate
2012
Secondary
Primary
Ateneo de Davao Universirty
ACHIEVEMENTS
Ateneo Forever Award – Ateneo de Davao University

Dwight Ian S. Perez
dwight41@gmail.com
September 26, 1995
Mary Beth and Meth Perez
BS Computer Science
Tertiary
2012 – present
Secondary
Cor Jesu College, Digos City
Primary
Digos S.D.A. Grade School
ACHIEVEMENTS
2-time Awitenista Finalist (Composer)

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Ateneo de Davao University

Jacinto Street, Davao City

This Argumentative Research Paper Entitled

“BOOKS VS TABLETS: MODERN LEARNING TOOL OF ADDU FIRST YEAR

is Presented to the Faculty

of the Humanities Department

Jover, Gregg Meyrick S.

Perez, Dwight Ian S.

and BS Information Technology students of the Ateneo de Davao University.

Following the quantitative-comparative research design, about thirty (30)

respondents undergone a survey questionnaire. They evaluated different factors in

students’ answers on the challenges of the administration in implementing tablets, it has

implementing tablets in classrooms, all for a better learning environment.

tool identified for learning, and to maximize teaching efficiency.

been possible without the support and co-operation of other people.

respondents who were actively participated in this research survey.

Second, to their English 23 instructor, Mr. Arjay B. Arcena who made us

researchers are grateful for it.

overcome and accomplish this research paper.

- J.C.J, G.S.J, D.S.P.

This study is dedicated to

 The students, for they will experience improved classroom instruction at a

- J.C.J, G.S.J, D.S.P.

Background of the Study...............................................................1

Statements of the Problem............................................................2

Significance of the Study...............................................................3

Scope and Delimitation..................................................................4

II REVIEW OF RELATED LITERATURE AND STUDIES

IV RESULTS AND INTERPRETATION OF DATA

Results and Discussion.............................................................................18

V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Table 1. Possible Benefits of Books. ............................................................................................. 18

Table 2. Possible Benefits of Tablets............................................................................................. 19

Table 3. Possible Benefits of Both Instruments. ............................................................................ 20

Table 4. Challenges of the School in Providing Tablets................................................................ 21

Background of the Study

57% of responders selected “No budget to purchase applications/e-books” as the biggest

and it helps sustain the environment.

technology is chronically advancing. Students obtain more information throughout

instruments for their own convenience.

based on the viewpoints of the First Year CS and IT students.

Statements of the Problem

The study sought to answer the following questions:

2. What are the benefits of using tablets in learning school lessons?

us from every generation have been well-acquainted by its discipline, realness of

comes to grade improvement.

younger generation of learners will be tablet-dependent.

3. The installation of a tablet in a classroom, replacing desktop computers to tablets,

decision of the administration.

Significance of the Study

and IT College Students will be beneficial to the following:

between the two learning tools.

tool which benefits from their academic lifestyle.

Scope and Delimitation of the Study

who were delimited for this research.

Operational Definition of Terms

In this study, the following terms are operationally defined as follows:

AdDU – refers to the locale of the study, Ateneo de Davao University.

AdDU CS Students – refers to the Computer Science student respondents of

Ateneo de Davao University that were randomly selected in the survey.

AdDU IT Students – refers to the Information Technology student respondents

of Ateneo de Davao University that were randomly selected in the survey.