Running head: ELECTRONIC VERSUS PRINT TEXTBOOKS

Electronic versus Print Textbooks in High School Science

Shannon Maion
UBC ETEC 500
Instructor: Oksana Bartosh

ELECTRONIC VERSUS PRINT TEXTBOOKS

Introduction
High school students today have utilized technology for everyday uses from a very young
age and thus have very different learning styles than those of previous generations (Walker,
2010). Many high school classrooms are being infused with various types of tablet technology to
help address the different learning styles of this new generation of learners. The ability to use
electronic textbooks is one feature that tablets afford. The arguments for using electronic
textbooks widely revolve around electronic textbooks offering inexpensive, interactive
lessons that engage todays technologically savvy students and keeps the content fresh (Meyers,
2010, para. 2).
Educational research needs to be considered before implementing electronic textbooks so
that they are not just being used for the sake of using technology. Side by side compassion of
electronic texts versus print text clearly reveals that electronic textbooks are lighter, less bulky,
can be updated easier with current information and environmentally friendly. Electronic
textbooks also afford a more convenient access to the multimedia, interactivities and online
connections to help students learn the material. Print textbooks have many of these same
features but access to these features is not as convenient as being at the students fingertips.
Since electronic and print textbooks have many of the same features it is important to compare
the impact of knowledge acquisition that these two formats have on students. Schools should
then use this information decide whether purchasing tablets and electronic textbooks is
educationally significant or if the money allotted for technology would be better spend
elsewhere.

ELECTRONIC VERSUS PRINT TEXTBOOKS

Problem Statement
The purpose of this research is to examine the impact of electronic textbooks on student
achievement in a high school science classroom versus that of print textbooks. Specifically, I will
examine:
1. What is the difference in achievement for students using electronic textbooks versus print
textbooks in mainstream science classes (i.e. academic science courses)?
2. What is the difference in achievement for students using electronic textbooks versus print
textbooks in remedial science classes?
3. What impact do electronic textbooks have on student engagement levels compared to
print textbooks?
4. To what extent are the additional online resources that both print and electronic textbooks
feature used when students use an electronic textbook versus a print textbook?

Literature Review
Research on electronic textbooks has been conducted on how the many affordances of
electronic text impacts student learning as well as comparing the differences of student learning
between print and electronic text. The studies in this literature review first investigate the online
features of electronic text and its academic impact on gender and students at different
achievement levels. Student preference and factors affecting those preferences to text format is
then investigated. Comparisons are then made between the text formats and academic
performance. Amount of study time and possible distractions are also noted for their effect on
academic performance.

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One of the major differences between electronic textbooks and print textbooks are the
multimedia features being right at your fingertips and interactive menus allowing students to
navigate the textbook in a nonlinear fashion with ease. Mikk and Luik (2005) examine the
differences in uses of these features of electronic textbooks between boys and girls. The study is
conducted on 54 high school students. Students completed 35 units from electronic textbooks on
various subject areas. These textbook units were then analyzed for various design features that
they contained such as hyperlinks, menus and self-assessment. Criterion reference tests in paper
format were given to each student to complete at the end of each unit as well a questionnaire to
evaluate their usage of hyperlinks and self-assessment. Questionnaires were done by the
students prior to starting the units to measure the students confidence in using computers,
computer-skills and attitudes towards learning with a computer. Mikk and Luik (2005) found
that girls had significantly lower post test scores than boys. It was also found that post test
scores for girls correlated with navigation and presentation information contain in the electronic
text. The researchers concluded that girls need simpler electronic textbooks than boys.
In a later second study, Luik and Mikk (2008) examined the effects of these navigation
and presentation features and what effect they have on learners of different achievement levels.
The study used an electronic textbook with 35 units and compared the performance of 19 lowachieving students to 19 high achieving students. Each unit contained a pretest, study time and a
post-test. Thirty-five features were found to have a significance effect of knowledge acquisition
of both low and high achieving students. Low achieving students benefitted from clear
instructions and a simple interface. High achieving students benefited from a more complex
interface in which they were able to explore to lead their own learning. The authors conclude that

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designers of textbooks should consider the academic achievement levels of their audiences to
maximize knowledge acquisition.
The findings of Luik and Mikks 2005 and 2008 studies are significant because a teacher
can look at the various characteristics of an electronic textbook and decide on its value to their
class based on the academic level of the students. This information is useful for textbook
designers as incorporating some level of personalization to the electronic textbook navigation
and additional features may provide a wider range of students maximum learning benefits.
When given a choice between print and electronic text a students preference in textbook
format maybe influence by a variety of factors. Woody, Daniel and Baker (2010) designed a
study to examine factors that may influence a preference for electronic textbooks, academic
success and reported use of the electronic textbook content. Participants in the study included 91
college psychology students who were selected based on an indication from the student that they
had previously had an option to use an electronic textbook for a college course. Results from
student questionnaires did not find that gender nor previous electronic textbook use or comfort
with computers, had any influence on the use of electronic textbooks. Familiarity was not a
factor textbook preference as past users of electronic textbooks also report a preference for using
print texts for learning. Woody et al. (2010) did not find any significant difference between the
learning outcomes of electronic text users compared to that of print text users. Lastly, electronic
book users reported that they were not more likely to engage in online features compared to
when using print textbooks.
In 2008, Shepperd, Grace and Koch conducted a study to examine a class of introductory
psychology students perceptions, academic performance and amount of time spent reading of
students who used an electronic textbook versus a paper textbook. The study was conducted

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with 392 students who chose between the two formats of textbooks they would like to use for
their course. Most of the students choose to purchase the paper text (n =330, 90%); only 37
(10%) choose to purchase the electronic version which was a compact disc (CD) version of the
text. The study found that students who used the electronic textbook spent slightly less time each
week studying and Shepperd et al. (2008) account for this by suggesting that the electronic text
can help facilitate studying and note taking though features such as cutting and pasting which
would make studying more efficient. No significant difference was found in the academic
achievement of those who used electronic texts versus print texts. Students who used an
electronic text did not spend more time reading than students who used a print text. Students
using electronic textbooks also filled out a survey evaluating the use of the electronic text.
Results showed that although the text was easy to use, it was inconvenient as the CD needed to
be installed on a computer which limited its portability and thus they were reluctant to
recommend it to others. Shepperd et al. (2008) conclude that we should not abandon the
traditional paper text in favour of the electronic text.
Rockison-Szapkiw, Courduff, Carter, & Bennett (2013) examine the relationship between
the grades and perceived learning scores of university students who use electronic textbook
versus those who use print. 538 students were used in the study of whom all had the choice of
using an electronic textbook or print textbook for their online or face to face course. The study
found that students who used an electronic textbook had an increased positive attitude toward the
subject matter and greater perception of their skill acquisition for the course. Students using the
electronic textbooks were active in their learning and seemed to enjoy it. This study found no
significant differences in the grades of students who used electronic versus print textbooks.
Descriptive findings from a student survey also report that there was no significant difference in

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study time between the users of the two textbooks. In contrast to Woody et al. (2010) findings,
users of the e-textbooks actually interacted with the text to a greater degree through the use of
electronic features such as highlighting and note taking (Rockison-Szapkiw et al., 2013, p.264).
Student interactions with text and academic performance using a variety of print and
electronic formats was examined by Daniel and Woodys 2013 study. Participants were made up
of 298 university students that were randomly assigned a text format and location, at home or in
the lab, to complete the reading for their quizzes. The researchers found that students using
electronic text did not perform better than those using print text. Although academic
achievement levels were maintain when using electronic text, Daniel and Woody (2013) found
that this came at a cost compared to print text. Students reading electronic text spent more time
reading without improvement in academic performance this finding is in contrast to other studies
(Rockison-Szapkiw et al., 2013; Shepperd et al., 2008) who found students using electronic text
spent equal or less time reading for similar academic achievement as their print text peers.
Student self-report questionnaires done by those using electronic text show that this extra time
may have been spent on multitasking with competing computer-based activities such as chatting
and Facebook.
Murray and Perez (2011) conducted a study which compared the exam scores of 68
online students taking an asynchronous online class. Students in the class were randomly
assigned the use of an electronic textbook or print textbooks. Thirty-two students used the print
textbook and 36 students were assigned the electronic textbook. Two exams were given for the
course and the researchers found that students did not differ in their scores. This study is
supported by Daniel and Woodys (2013) and Rockison-Szapkiw et al. (2013) later findings that
textbook format had no significant impact on academic achievement.

ELECTRONIC VERSUS PRINT TEXTBOOKS

Mangen, Walgermo and Bronnick (2013) findings contrasts the previously reported
academic achievement differences reported between electronic text and print text users. Mangen
et als. (2013) study explores the effects of electronic text and paper text on reading
comprehension in 72 tenth grade students. Students were randomly place in two groups. Each
group read two different styles of essays and completed a multiple choice test on each. Multiple
choice tests were taken using the same medium as to which they read the essays with. Mangen
et al. (2013) found that students who read text on paper performed significantly better than
students who used electronic text. The researchers offer up several explanations of other
possibilities which could have affected the reading comprehension of those students using
electronic text. Some of the distractions that electronic readers faced that print text do not are
scrolling, seeing the complete layout of the text, feeling the paper and having to switch windows
and thus losing contact with the reading when answering the multiple choice tests. In Daniel and
Woodys (2013) study student distraction when using electronic textbooks was also a factor but it
did not influence the academic performance of these university students. It is interesting to note
that academic performance was effected in high school students but not in the university students
when distraction was a factor.
In all but one study, the use of electronic textbooks had no significant impact on
academic performance. Overall, students preferred electronic texts and reported equal
interaction with additional textbook features offered in both formats. Electronic texts do offer
additional distractions to students which may increase their time reading and studying compared
to their print text peers (Daniel & Woody, 2013). These distractions did not seem to have a
significant effect on the academic performance of university students (Daniel & Woody, 2013).
In contrast, high school students academic performance decreased when exposed to the extra

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distractions the electronic text can offer (Mangen et al., 2013). It was also shown that online
features and complexity of textbook navigation varies within electronic text formats and can
have an effect on high school students learning (Luik & Mikk, 2008; Mikk & Luik, 2005).
Most of the research on electronic text influence on learning has been conducted on
students in higher education. Reviews of these students perceptions on electronic text
consistently demonstrates a lack of preference for the electronic text and is not influenced by
familiarity or prior use (Shepperd et al., 2008; Woody et al., 2010). Further research needs to be
done on high school aged students as there is a large difference in the immersion of technology
that high school students today are experiencing in their lives when compared to their older
university counterparts. Research (Luik & Mikk, 2008; Mikk & Luik, 2005) has described
features of electronic text that be promotes learning in different student gender and achievement
levels but does not compare the use of print text and electronic texts to these same conditions.
Overall, there needs to be more research done in high school aged students. This is an
age group who has grown up with technology in their lives and may provide different results if
studies previously done with university students are done with high school students. This life
time exposure to technology may provide increased engagement with the text and therefore
increased academic performance.
Method
Design
This study is quantitative research which follows a quasi-experimental non-equivalent control
group design. A quasi-experimental design is applicable here because the study aims to provide
an intervention and examine the causality of the outcome. The intervention in this study is the
addition of electronic textbooks to experimental groups and comparing the outcomes of

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engagement levels and academic achievement with the control groups. A non-equivalent control
group design is used because students were not randomly selected to groups as this depended on
which classes they selected in their course selection process. Selecting groups to use the
electronic textbook instead of print textbook will be done randomly.
Participants
Participants for this study are grade 11 students enrolled in chemistry 11 (an academic science)
or earth science 11 (a remedial science) from Lord Tweedsmuir Secondary School in Surrey,
British Columbia. There is a lack of selection control as students are not randomly assigned to
these classes. Students selected their classes during a course selection process that took place
during the spring of 2014. The school principal and science department head need to give
permission for the study. All student information will be kept confidential as no student names
will be used in the process. Students will not be informed that they are part of a study group in
order to minimized effects of reactive arrangements.
Chemistry 11 students. The 2014/2015 school year has 4 classes of students taking
chemistry 11 with each class containing 27 students. Two chemistry classes are offered in the
first semester (September January) and two classes are being offered in the second semester
(Febuary June). One class in each semester will be randomly assigned the control group using
print textbooks, and the other class will be the experimental group using the electronic textbook.
Earth science 11 students. The2014/2015 school year has 2 classes of students taking
earth science 11 with each class containing 30 students. Both classes are offered in the first
semester (September January) of the school year. One class will be randomly assigned
electronic textbooks, the experimental group, and the other class will use the print textbook, the

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control group.
Instruments
Pretest for academic achievement levels. A prerequisite to taking chemistry 11 and
earth science 11 is science 10. All students will have completed science 10 including the science
10 provincial exam. The science 10 provincial exam mark will be used to determine the mean
academic achievement baseline for each class.
Measuring student engagement levels. All students will fill out a researcher created
self-report questionnaire using rating scales to assess their level of engagement throughout the
course. The teacher will also fill out a researcher created rating scale questionnaire to assess
student engagement based on observable behaviours such as participation and time on task.
Textbook evaluation. All students will complete another researcher created
questionnaire using rating scales to assess the use of additional technology related features in the
textbook that they used, print or online.
Materials
Student in classes receiving the online textbook will use school iPads that must remain in the
classroom. Students will have access to online textbooks via the iPads when in class and on their
own devices when not in class. All students have additional access to computer in the school
library before, during and afterschool.
Chemistry 11. The textbook used for chemistry 11 will be the print and online version of
Nelson Chemistry, B.C. ed. by Frank Jenkins. The online version of the textbook is a pdf file of
the print textbook.

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Earth science 11. The textbook used for the earth science 11 classes is Heath Earth
Science by Nancy E. Spaulding. The online version of the textbook is a pdf file of the print
textbook.
Procedure
The study will take place during the regularly scheduled timetable for the school year 201/2015.
In total there will be 4 academic and 2 remedial science classes in this study. The same teacher
teaches all classes. Classes will be randomly assigned the use of a print textbook or online
textbook for the use throughout their course. See figure 1.
Print textbooks

Electronic textbooks

(chemistry)
Remedial science

Group C1 & C3

Group C2 & C4

(earth science)

Group E1

Group E2

Academic science

Figure 1. Illustration of study groups assigned to specific treatment, print textbook or

electronic textbook. Odd numbered groups receive print textbooks and even numbered
groups receive electronic textbooks. Groups labelled 1 & 2 occur in first semester and
groups labelled 3&4 occur in second semester of 2014/2015 school year.

Data collection. At the beginning of each course science 10 provincial exam marks are
used for each student and a mean will be calculated to provide a baseline for academic
achievement in each class. Upon completion of the course, final marks need to be calculated to
provide a new mean academic level for the current course and class.

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After each unit in all course groups students will fill out the engagement questionnaire
and textbook evaluation questionnaire. Students will fill these out after each unit for a maximum
of five units in order to take in to account the fact that some units are more interesting than
others, contain different activities and assignments. All questionnaires will be filled out
anonymously to promote honest answers from the students.
Teachers will also complete the engagement level questionnaire five times throughout the
course but will do so on a randomly assigned day each month of the semester. The random
assignment of a day during the month is to prevent choosing observation days based on bias of
activity types.
Data analysis. A major weakness in quasi-experimental design is the lack of random
assignment of participants to groups. In this study participants are not randomly assigned to
groups and therefore it is difficult to get an equivalent baseline amongst the groups for
comparison. In order to minimize this threat to validity past science 10 provincial exam marks
will be used in determining a group mean and standard deviation for academic achievement
level. Once the courses are complete then final course marks are used to calculate the group
mean and standard deviation. An analysis of covariance (ANOVA) will then be conducted to
adjust for differences in groups based on past science 10 scores so that if there is an initial
academic advantage of one group then it can be accounted for and equate the groups statistically
for comparison of final academic achievement means.
Initial group means will be compared to final group means. A t-test will be performed to
measure if there were any significant differences in-group achievement levels. A table will then
be prepared to examine for significant differences in achievement between groups using
electronic textbooks and those using print. Academic course achievement versus remedial

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science achievement will also be compared for significant difference. This will allow us to see
which type of textbook will have a greater impact, if any, on lower and higher achieving
students.
Data from student engagement questionnaires, student textbook evaluation questionnaire
and teacher engagement questionnaires will all be presented in a table providing mean scores for
each question topic. These mean scores are compared between all groups that used electronic
textbooks and print textbooks and scores evaluated for significance using t-tests.
Schedule of Activities.
Table 1
Timeline of the research.
Date
June 2014

Activity
Obtain permission to perform research study
from school principal and science department

September 2014 January 2015

head.
Collect data from two chemistry 11 classes
(one using print text and one using electronic
text)
Collect data from earth science 11 classes
(one using print text and one using electronic

February 2015 June 2015

text)
Collect data from two chemistry 11 classes
(one using print text and one using electronic

July August 2015

September 2015

text).
Analyze date and write up report on findings.
Present findings to school staff and if possible

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school district.

Discussion
Limitations
As with most quasi-experimental designs the major threat to validity in this study is that
there is not differential selection of participants. Groups should be selected that are as similar as
possible and in this research design the students were already preselected to groups / classes
based on their own course selection guidelines. An effort will be made to equate these groups
academically through the use of the science 10 provincial exam as the pretest and then an
analysis of covariance will be performed to statistically equate any academic differences between
the groups.
When analyzing the results of this study it is important to realize that a cause-effect
relationship may not be as it appears. There are other possible variables that may play a role in
the outcome. The student groups could not be equated based on gender, socioeconomic status,
ethnicity or previous experience with technology. Each of these factors may play a role in
influencing the outcome and may be looked at in future studies to determine any relationship to
the outcome.
It will also be interesting to compare the results of the student engagement surveys from
the first unit to the last unit as the novelty effect of using electronic textbooks may have an initial
influence on the students response and may diminish in later responses.
Significance

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Knowing what effects electronic textbooks have in the classroom on student learning is
important information for teachers and administration. Many school districts as well as parents
are pushing using technology in the classroom. It is important to select and use technology
based on its effect on student achievement and not just for the sake of having it in the classroom.
The adoption of electronic textbooks, and any technology, should be driven by its educational
value. Understanding what resources will help which type of students acquire the most
knowledge should play an important part in resource allocations in schools. If learning
difference from electronic textbooks are found not to be significant then maybe one text will still
better suit the schools when advantages of costs, portability, ability to be updated, environmental
concerns and student engagement levels are taken into account.

References
Daniel, D. B., & Woody, W. (2013). E-Textbooks at What Cost? Performance and Use of
Electronic v. Print Texts. Computers & Education, 62, 18-23. Retrieved from
http://www.sciencedirect.com/science/article/pii/S0360131512002448
Luik, P., & Mikk, J. (2008). What is important in electronic textbooks for students of different
achievement levels? Computers & Education, 50(4), 1483-1494. Retrieved from
http://www.sciencedirect.com/science/article/pii/S0360131507000164

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Mangen, A., Walgermo, B. R., & Bronnick, K. (2013). Reading Linear Texts on Paper versus
Computer Screen: Effects on Reading Comprehension. International Journal of
Educational Research, 58, 61-68. Retrieved from
http://www.sciencedirect.com/science/article/pii/S0883035512001127
Meyers, J. (2010, April 19). More Texas school districts look at whether to switch to online
textbooks. Retrieved from
http://www.dallasnews.com/news/education/headlines/20100418-More-Texas-schooldistricts-look-at-125.ece
Mikk, J., & Luik, P. (2005). Do Girls and Boys need Different Electronic Books? Innovations In
Education And Teaching International, 42(2), 167-180. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/14703290500062565?
journalCode=riie20#.U0Gxbadrazk
Murray, M., & Prez, J. (2011). E-Textbooks Are Coming: Are we ready? Issues in Informing
Science & Information Technology, 8, 49-60. Retrieved from
http://digitalcommons.kennesaw.edu/facpubs/1383/
Rockison-Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus
traditional print textbooks: A comparison study on the influence of university students
learning. Computers & Education, 63, 259-266. Retrieved from
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Shepperd, J. A., Grace, J. L., & Koch, E. J. (2008). Evaluating the electronic textbooks: Is it time
to dispense with the paper text? Teaching of Psychology, 35(1), 2-5. Retrieved from
http://www.psych.ufl.edu/~shepperd/articles/TOP2008.pdf

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Walker, K. (2010). eTexts: the wave of the future? Retrieved from ERIC database. (ED537584)
Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer
textbooks. Computers & Education, 55(3), 945-948. Retrieved from
http://www.sciencedirect.com/science/article/pii/S0360131510001120