THE EFFECT OF ELECTRONIC BOOK ON THE CLASSROOM INTERACTION AS

PERCEIVED BY THE HOMOGENEOUS AND ENGINEERING AND SCIENCE

EDUCATION PROGRAM (ESEP) CLASS: BASIS FOR PROPOSED INTERACTIVE
STRATEGIES IN ELECTRONIC BOOK-DRIVEN INSTRUCTION

Statement of the Problem

1. What is the profile of the respondents in terms of Araling Panlipunan class

enrolled in?
2. What are the forms of classroom interactions in Araling Panlipunan as identified
by the respondents?
3. How may the perception of the homogenous and the engineering and science
education program on the effects of electronic book in classroom interaction be
described?
4. Is there any significant difference between the perception of the two groups of
respondents on the effects of electronic book in classroom interaction?
5. Is there any significant difference on the perception on the effects of electronic
book in classroom interaction when grouped according to Araling Panlipunan
class enrolled in?
6. Based on the findings, what strategies can be proposed to enhance the
electronic book-driven instruction?
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In this age when technology has invaded and has been invading all

activities of man, classroom structure and the traditional mode of instruction have

changed and continuously changing. “Digital classrooms” and “virtual

classrooms” were born and are becoming popular in the 21 st century schools.

These terms have been used to describe classrooms when the delivery of

instructions is technology-heavy.

Originally, technological inventions simply aimed at making the activities of

man easier, faster, and more comfortable. However, changes in technology have

been happening so swiftly that resulted to producing advanced gadgets, tools

and equipment. The uses of technology become more varied and promising,

which are found to be favorable to man’s activities. Polanka (2012) supported

this instance when he stated that “changes in technology provide new options,

acquisition and access”.

One of the sectors that is benefited by the advancement of technology is

education. Over the years, technology had and has been successfully penetrated

the education sector. From the simple using of instructional aids such as

overhead projector, television set, computer units, and others, other forms of

technology useful for instruction such as Microsoft Office, Adobe Reader, Movie

Maker, and the like were further adopted in the classroom.

 The changing landscape of classroom instruction calls for the utilization of

instructional technology. One of which is the use of Electronic-books (E-books),

also known as digital books. Electronic books are not a simple invention of

technological innovation or precursor to the modern information environment, but

also innovation to support or enhance learning process. The use of E-book

began in 1971, when Project Gutenberg was started by Michael S. Hart who

used computer in store, retrieved, and search information. It was named E-books

(Electronic books) or electronic versions of print books (Ali, et al., 2012). As one

of the modern phenomena of the information age, electronic books have caused

a rapid progress in educational media since the early 1990s. Emergence of

concepts such as electronic books and electronic learning into the field of

education indicates development of education and creation of the possibility to

learn for everyone anywhere and anytime (Biranvand, 2014).

Electronic books’ popularity as years go by, continued. Its popularity is still

growing because of the features they provide to its user. Interactive features are

the claimed benefits of electronic book enthusiasts, who used to promote this

digital textbook to the various social sectors, most especially on the academe.

The academia, across countries in the world, was convinced of the bright

promises of technology in classroom instruction, as one of the most innovative

and promising practices in education. For this reason, educational institutions in

the Philippines started to adopt E-books in the educational system’s teaching and

learning processes in mid-1900s (De Luna, 2015). Unfortunately, the integration

of electronic book in the classroom interaction is not easy.

 The use of E-book technology affects the behavior of both teachers and

students in the classroom. Students, being the more interested party, are more

comfortable users of technology; while teachers, especially those who do not

belong to the younger brood of educators, are the more challenged. Furthermore,

there were considerable amount of feedbacks that the use of E-books affects the

classroom interaction between teachers and students, both positively and

negatively (De Luna, 2015). The use of these books may either hinder or support

the learning environment, depending on course context, and how classroom

interactions take place.

In Sta. Teresa College, Bauan, Batangas the use of E-books started in

academic year 2012-2013. It was introduced to the Science classes in selected

subjects including Araling Panlipunan. In the following academic years,

homogeneous classes also used E-books. Currently, Grades 8 and 10 of both

Science and homogeneous classes use E-books. Since then, varied effects of

the use of E-books on classroom interaction have been reported and observed

by the users.

As future Araling Panlipunan teachers, the researchers opted to

investigate the effects electronic book on the classroom interaction of the

Science and homogeneous classes in Araling Panlipunan. The findings were

used as bases for proposing interactive strategies for E-book-driven instruction,

that the teachers in Araling Panlipunan could utilize.

Conceptual Framework

This research presented several concepts. This includes electronic books

or E-book and the frequency of using it; grouping of students into science class

and homogeneous class; classroom interaction and its forms which are

commonly used by teachers in Araling Panlipunan; and interactive strategies for

E-book-driven instruction.

Electronic book or E-book is a digital version of the traditional printed

books. Unlike the traditional printed books, e-books have more interactive

features that seem to fit the interest of the younger generation of learners; are

lighter and more mobile as they can be downloaded by using electronic gadgets;

and are readable on computers or other digital devices. The frequency of using

E-books was also identified in this study. Frequency of use refers to the regularity

of E-book use in Araling Panlipunan classes.

In the school, where this research was conducted, two groups of students,

namely the Science and the homogeneous classes, have been using E-books.

Science class is a group of students whose intellectual abilities are considered

higher as reflected in their academic grades. These students are more likely to

be seriously engaged in studying. They are the most active students in school

activities and programs, and most often, achievers or honor students come from

this group. Meanwhile, homogeneous group of students are those whose grade

average falls on the same bracket which suggest they have similar intellectual

abilities.
 Each level in the K to 12 Basic Education Curriculum has specific Araling

Panlipunan subject. Grade 7 takes Araling Asyano, Grade 8 takes Kasaysayan

ng Daigdig and Grade 10 has Kontemporaryong Isyu. In Araling Asyano (Asian

Studies), students will manifest the deepest understanding and appreciation in

consciousness about geography, history, culture, society, government, and

economy of the country in regions through synthesizing the identity of Asia and

have a partnership in the development and facing all the challenges of Asia.

(World History)

In Kontemporaryong Isyu (Contemporary Issues), students will manifest

the deepest understanding to the issues and challenges in environment,

economic, politics, human rights, education, personal liability that the country is

facing presently, through the use of skills in investigation, data analysis, and

different reference, research, critical thinking, effective communication, being

just, and wise decision.

Another concept that is included in this study is classroom interaction. It

describes the kind of contact or interface between the teacher and the students

in the classroom. In most cases, classroom interaction is shaped by the teaching

strategies the teachers use during instruction. In the contemporary classrooms,

classes are expected to be more interactive to make learning more fun and

interesting for students. Some of the most commonly used forms of classroom

interaction in teaching Araling Panlipunan was determined in this study.

Interactive strategies for E-book-driven instruction were the output of the

researchers. Interactive strategies are those which teachers use in teaching to

promote collaboration and cooperative learning experiences among students.

Finally, E-book-driven instruction is about classroom instruction that is heavily

dependent on E-book. Heavy dependency on E-book means that E-book serves

as the main tool in teaching a subject hence, the prime source of information that

should be learned by the students.

These concepts were all analyzed in this research. The analysis started

with identifying the profile of the respondents in terms of grouping and Araling

Panlipunan subject enrolled in. Secondly, the uses of electronic book in Araling

Panlipunan and the frequency of practice of these uses were identified.

Thirdly, the perceived effects of the use of E-book in classroom interaction was

analyzed. The difference of perception of the two groups of respondents in

relation to the effects of the use of E-book in classroom interaction was

examined. Another test of difference on the effect of the E-book in classroom

interaction was inspected utilizing the varied Araling Panlipunan class the

respondents are enrolled in. From the findings, the researchers proposed

teaching strategies that could make E-book driven instruction more interactive.

The Input-Process-Output framework was used in this study. This is

shown in Figure 1. The first box contains the input data such as the profile of the

respondents; the uses of electronic book in Araling Panlipunan and the frequency

of practice of these uses; the forms of interactions in Araling Panlipunan class as

well as the frequency of practice of these interactions; and the perceived effects

of the use of E-book in classroom interaction.

 The second box which represents the process contains data analysis such

as the difference of the two groups of respondents’ perceptions on the effect of

E-book in classroom interaction; and the difference between the perception of the

two groups of respondents on the effect of the electronic book in classroom

interaction when grouped according to Araling Panlipunan class enrolled in.

The third box contains the output which is the proposed interactive

strategies for E-book-driven instruction. The arrows between each box represent

the direction of the study which starts from the input going down to the output.
 Input Process Output

 Difference
between the
perception of
 Respondents’ the two groups
profile of respondents
on the effect of
 Forms of the electronic
interaction in book in
Araling Panlipunan classroom
interaction Proposed
class and the Interactive
frequency of  Difference Strategies for
practice of forms between the Electronic Book-
perceived Driven Instruction
 Perceived effects of the
effects of the use electronic book
of E-books in in classroom
classroom interaction
interaction when grouped
according to

Araling
Panlipunan
class enrolled in

Figure 1. Conceptual Framework

Statement of the Problem

The study aimed to determine the effects of electronic book on the

classroom interaction as perceived by the Science and homogenous classes in

Sta. Teresa College. The findings were used in proposing strategies for E-book-

driven instruction.
 Specifically, it sought answers the following questions:

Statement of the Problem

1. What is the profile of the respondents in terms of Araling Panlipunan class

enrolled in?

2. What are the forms of classroom interactions in Araling Panlipunan as

identified by the respondents?

3. How may the perception of the homogenous and the engineering and

science education program on the effects of electronic book in classroom

interaction be described?

4. Is there any significant difference between the perception of the two

groups of respondents on the effects of electronic book in classroom

interaction?

5. Is there any significant difference on the perception on the effects of

electronic book in classroom interaction when grouped according to

Araling Panlipunan class enrolled in?

6. Based on the findings, what strategies can be proposed to enhance the

electronic book-driven instruction?

Research Hypothesis

This research tested the following hypotheses:

Ho 1. There is no significant difference between the perception of the two

groups of respondents on the effect of the e-book in class interaction.

 Ho 2. There is no significant difference on the perception on the effects of

electronic book in classroom interaction when grouped according to Araling

Panlipunan class enrolled in.

Significance of the Study

The researches believed that this study would be useful and valuable to

the following:

School Administrator. As this study would reveal the effects of the use of

electronic book in classroom interaction, this would be useful for the

administrators in planning and deciding for the use of E-book in classroom

instruction.

Classroom Teacher. All findings of this study as well as the proposed interactive

strategies would be helpful for teachers especially those who are using E-book

as textbook. They may consider the findings in adjusting their strategies in

teaching and may adopt the proposed strategies to enhance their instruction in

E-book-driven classes.

Students. They would be benefited in this study through the findings on the

effects of the use of electronic book in their interaction with other students and

the teachers in the classroom.

Parents. As they pay for their child’s education, and as significant stakeholders,

they may be informed of the advantages and disadvantages of using E-book in

class thus, could give useful feedback to the school administrators related to this

technological advancement in the field of education.

Future Researchers. This study could provide background information for those

who would like to work on the same topic. They could utilize this study as one of

the useful references.

Scope and Delimitation of the Study

This study focused on determining the effects of electronic book in

classroom interaction as perceived by the Science and Homogeneous classes in

Sta. Teresa College. The findings were used in proposing interactive strategies

for E-book-driven instruction.

This work also determined the respondents’ profile in terms of grouping

and the Araling Panlipunan subject they are enrolled in. It also identified the uses

of E-book and the frequency of practice of these uses. It further studied the forms

of interactions in Araling Panlipunan class and the frequency of practice of these

interactions.

Furthermore, it determined difference of perception of the two groups of

respondents in relation to the effects of the use of E-book in classroom

interaction was examined. Lastly, the difference on the effect of the E-book in

classroom interaction was examined based on the perception of the respondents

that were grouped according to Araling Panlipunan class they are in.

Meanwhile, the study has delimitations. First, the profile variable of the

respondents only included their groupings and the Araling Panlipunan they are

enrolled in. This was done because other variables such as gender, age, and

socio-economic status could not reveal or provide essential data. Second, while

teachers could also provide essential information as respondents, only the

students were involved. This was decided upon because only four (4) Araling

Panlipunan teachers are using E-book. This number is too small and could not

be an essential source of data.

Lastly, in spite the availability of some survey tools for E-book and its

utilization in classroom instruction, the respondents opted to construct their own

tool to ensure its alignment to the objectives of the study. The items were based

on the reviewed conceptual and research literature. It also underwent content

validation.

Definition of Terms

To better understand the study, the following terms are defined

theoretically and operationally.

Electronic Books (E-books). It refers to any piece of electronic text

regardless of size and composition or a digital object (Mahari Ali, 2012). In this

study, it refers to the digital book that the Junior High School students are using

in Araling Panlipunan class.

Classroom Interaction. It refers to the contact or collaboration among

students and between students and teacher in the classroom that stimulates

involvement in class (Mwalim, 2011). In this study, it refers to the dealings or

exchange of ideas between the teacher and the students or among students

during Araling Panlipunan class.

Science Class. In this study, it refers to the grouping of students of Sta.

Teresa College whose general weighted average is from 88% and above.
 Homogeneous class. It is synonymous with homogenous grouping which

refers to the placement of students of similar abilities into one classroom

(Bainbridge, 2017). In this study, it refers to the grouping of students of Sta.

Teresa College whose general weighted average is from 85% to 87%.

Araling Asyano (Asian Studies). A program that focuses on the history,

society, politics, culture, and economics of one or more of the peoples of the

Asian Continent (NA, 2010). In this study, it refers to the class enrolled of Grade

7 students in Sta. Teresa College.

(World History)

Kontemporaryong Isyu (Contemporarry Issues). A contemporary issue

can be defined as any event, idea, opinion or topic in a given subject that is

relevant to the present day. Contemporary issues can be found in almost any

matter of interest (Arora, 2016). In this study, it refers to the class enrolled of

Grade 10 students in Sta. Teresa College.

Interactive strategies. It refers to the strategies that allow students to

make stronger connection to the course material and minimize time spent in

passive listening (Cavanaugh, 2011). In this study, it refers to the teaching

strategies used by the Araling Panlipunan teachers that stimulate students’ active

participation in class.

E-book-driven instruction. It refers to teaching that is heavily dependent

on technology (Kruse & Keil, n.a.). In this study, it refers to classroom teaching

where E-book serves as the main tool and prime source of information.
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