THE EFFECT OF LEARNING MATERIAL ON A STUDENTS 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 students
memory retention.

TABLE OF CONTENTS
Chapter I Background of the Study
Rationale

Significance of the Study

Problem Statement and Hypothesis

Review of Related Literature

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

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 students memory retention?

Hypothesis
H0: Printed

learning material is less effective than digital

learning material in a students memory retention.

H1: Printed learning material is more effective than digital
learning material in a students 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

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

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

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

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), Kretzschmars 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

provide experimental support for the idea that the physicality

of

text

is

important

for

comprehension,

psychologist

Anne

Mangen (2013) devised a reading test that would require subjects

to

return

to

comprehension

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

relationship between reading comprehension and ones ability to

mentally reconstruct a text: the fixity of text printed on
paper

supports

readers

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.

The cognitive distraction posed by clickable text can no

doubt

be

confirmed

through

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

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 sourceit is known.
Without understanding, a newly learned concept is nothing more
than

short-term

memory

that

may

not

be

available

as

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

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

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

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

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 students
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

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

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

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

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

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

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 Wstlund 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

students

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 students 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 computers 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 youd installed on your
computers 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

Appendix E.1
Raw Data
1.00
2.00
3.00
4.00
5.00
6.00
7.00
8.00
9.00
10.00
11.00
12.00
13.00
14.00
15.00
16.00
17.00
18.00
19.00
20.00
21.00
22.00
23.00
24.00
25.00
26.00
27.00
28.00
29.00
30.00
31.00
32.00
33.00
34.00
35.00
36.00

1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00

13.00
13.00
13.00
12.00
11.00
11.00
11.00
11.00
11.00
10.00
10.00
10.00
10.00
9.00
9.00
8.00
8.00
7.00
7.00
6.00
5.00
5.00
5.00
4.00
4.00
3.00
3.00
3.00
2.00
2.00
1.00
1.00
7.00
6.00
6.00
5.00
33

Appendix E.2
Raw Data
37.00
38.00
39.00
40.00
41.00
42.00
43.00
44.00
45.00
46.00
47.00
48.00
49.00
50.00
51.00
52.00
53.00
54.00
55.00
56.00
57.00
58.00
59.00
60.00
61.00
62.00
63.00
64.00
65.00
66.00
67.00
68.00
69.00
70.00
71.00

1.00
1.00
1.00
1.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00

5.00
5.00
4.00
4.00
1.00
1.00
15.00
15.00
15.00
14.00
14.00
14.00
14.00
14.00
13.00
13.00
12.00
12.00
12.00
12.00
12.00
12.00
11.00
11.00
11.00
10.00
10.00
10.00
9.00
9.00
9.00
9.00
9.00
8.00
8.00
34

Appendix E.3
Raw Data
72.00
73.00
74.00
75.00
76.00
77.00
78.00
79.00
80.00

2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00

8.00
8.00
8.00
7.00
7.00
7.00
7.00
7.00
7.00

35

Appendix F
T-test Results
Group Statistics
Group

Scores

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

.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