Abstract: This study
investigated the impacts of print and digital reading materials on the
performance in comprehension, and engagement of literature students in their
major classes. Specifically, the study aimed to discover the influence of the
shift from physical books to digital texts on the academic outcomes and student
interaction with reading materials, in the broader educational landscape of
literary studies. The study utilized a quasi-experimental quantitative research
design and conducted pre-test and post-test to evaluate the significance of
differences in academic outcomes before and after exposure to both formats.
Participants were distributed randomly to either the print-based or
digital-based reading material groups. Findings showed that students using
printed materials achieved significantly higher comprehension scores (M =
21.00, SD = 4.44) compared to those exposed in the digital materials (M =
18.14, SD = 4.52, p = 0.022). The performance metrics of students engaging with
digital materials did not demonstrate statistically significant improvements.
Based from the results, it is suggested that print resources must also be
continuously emphasized to foster deeper comprehension and learning. Further,
the need for a balanced integration of both print and digital formats to
maximize student engagement and optimization of performance be underscored
especially in major courses. The proposed teaching strategies are designed to
improve the strengths of each medium and to enhance students' interest,
critical reading abilities, and overall learning experiences. Furthermore, the
utilization of the output of the study is recommended for educators to
effectively incorporate both printed and digital resources in their lessons;
thus, improving student engagement and advancing the attainment of course
learning outcomes.
Keywords: Comprehension, Digital
materials, Engagement, Printed materials, Student performance.