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Use of E-Book in Science Learning of Junior High Students in the University of Batangas

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Document pages: 11 pages

Abstract: The Department of Education Order 105, s. 2009 stated that as this country advances through the 21st- century, the use of technology to research, organize, evaluate and communicate information has grown. In response to this, the use of E-book or Electronic Book is one of the 21st - century educational tools that provide opportunities to practice learning fundamentals in as many as possible. Moreover, this study aimed to assess the use of e-book as an instructional material in science learning among the junior high students of the University of Batangas, Batangas City, Philippines with the end purpose of developing activities that will enhance the teaching-learning process. It determined the usefulness of e-book in improving students’ achievement, study habits and acquired skills including the common problems met by teachers and students in using an e-book. The descriptive method was used with a questionnaire as the main data gathering instrument with an interview. The respondents were composed of two groups, 40 Grade 10 students and 42 teachers are selected through purposive sampling. The statistical tools used were t-test and weighted mean. The results of the study revealed that teachers agreed that the content presents a series of activities in each section or unit, while students agreed that the contents have comprehensive and appropriate topics. The teachers agreed that the graphics use contrasting colors to the background for easy reading, while students agreed that it uses varying fonts and sizes. There are no significant differences between the assessment of teachers and students on the use of e-book as instructional material in learning Science in terms of contents, design, and graphics. The teachers and students agreed that e-book helps in enhancing student’s achievement in the attainment of the content standard. The teachers agreed that students enhanced their acquired skills by demonstrating independent learning, while students agreed that their skills improved because they can transfer specific print-based reading skills to interactive. The common problems met by the respondents are the compatibility and design limitation of the software. The proposed activities have interactive visual features, varying fonts, sizes and color that can sustain the interest of the learners.

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