Hard Copy Vs Soft Copy: A More Effective Studying Tool For Grade 12 Stem Students

HARD COPY VS SOFT COPY:
A MORE EFFECTIVE STUDYING TOOL

FOR GRADE 12 STEM STUDENTS
A Quantitative Research Paper

Presented to the Senior High School Department
University of the Cordilleras
In Partial Fulfillment of
the Requirements for the Senior High School II
STEM Strand
NICASIO D. MANGOSAN JR.

KYLE A. MANLONGAT
ARJAY B. MARASIGAN
ALICIA KATE S. MANGUSAN
RHEA JOY B. MEANA
EFRELLA MHAE K. MELANO
CRIZZA JOI T. MENDOZA
March 2019
ACKNOWLEDGEMENT
First and foremost, we would like to give our gratitude to the almighty God for having blessed us with the
necessary knowledge and strength to do all the tasks designated to us.
The completion of this study would not also have been possible if not for the help of the following
teachers who have reached out their hands when the study was still ongoing. To the expertise of Ma’am
Joan Pucya who have lent us her wisdom and knowledge for the validity test of our questionnaires; to Sir
Dexter Apnoyan who let us do our reliability testing of our questionnaires in his class; and finally to
ma’am Gerlem Datic, who we consulted in order to verify our results of our reliability test.
This research paper has been prepared and completed by all the members involved, but it wouldn’t have
been completed without the participation of all the classes that were involved in our data gathering,
specifically STEM D, E, H, I, L, N, O, R and T who gave their most accurate and humble answers in our
test questionnaires.
We would also like to give our gratitude to our teacher Ma’am Angeli Nerisse Cedo who have always
been by our side continuing to guide us in keeping track of what we are to do in order to complete the
research paper we have been working on.
Lastly, we express our immense appreciation to our parents. They have always provided us with the
things we need, whether monetary or emotional support, that let us do our best for the completion of our
work. Without them, none of these would indeed be possible.
ABSTRACT
Students in a digital age is presented with two hand-outs that are used for studying, they are soft copy or
hard copy. It is unknown however, which of the two hand-out tool is more effective in studying for Grade
12 STEM students. The researchers assessed the effectiveness of the two hand-out tools through a survey,
and saw the difference of effectiveness between the two tools. The respondents were 300 Grade 12 STEM
students of the University of the Cordilleras and all of them had the choice of whether to accept the
survey or not. The hard copy hand-outs were agreed to be fairly effective in the studying of Grade 12
STEM students, as it was the same for the soft copy hand-outs. But it was also found out that there was a
significant difference in the level of effectiveness between the two tools. The results provided enough
data that showed soft copy hand-outs to be more effective than the hard copy hand-outs.
Keywords: effectiveness; hard copy; soft copy; hand-out; studying tool, Grade 12-STEM
Hard Copy vs Soft Copy: A More Effective
Studying Tool for Grade 12 STEM Students
I. INTRODUCTION
Background of the Study
Since before even technological devices were incorporated as a means of recording information,
classrooms in the past have always been using the common way of transcribing notes being taught
through the pen and paper. This group acknowledges the emergence of the ever increasing smart phones
and touch screen devices; it has changed the way students make their notes. The traditional making of
hand-outs in which students use the pen to take notes or when they receive a rough copy of the lesson is
termed a hard copy; while the modernized version of the notes that are being kept on electronic devices is
called a soft copy. When it comes to studying, the differences of preference between the two methods,
hard and soft copy hand-outs vary from student to student. It is in this thought that the researchers aim to
discover the effectiveness rates of hard and soft hand-out copies and how it affects the studying of
students.
According to Ferry (2015), in relation to the problem being tackled, Taiwan has a school where
their library has been transformed into an e-learning area. Instead of the usual books that dominate most
libraries everywhere, their library is an open space with easy chairs and tables for using their iPads.
Teachers in that school believe that making use of technology, like searching for their lessons in
YouTube, is vital to the modern classroom. However, many educators disagree with the rush to put
technology into the classroom, citing the lack of concrete evidence that students learn better through
technology and suggesting that such gadgets can simply be a distraction.
In addition, Avvisati (2015), author of the Organization for Economic Co-operation and
Development (OECD) reports “Students, Computers, and Learning: Making the Connection,” over the
past decades, countries including Australia, New Zealand, the United Kingdom and the United States,
have put a great emphasis on bringing technology into classrooms. “Yet there has been no appreciable
improvement in student achievement in reading, mathematics or science in most of the countries that have
invested heavily in ICT for education,” He also added with his interview in an online publisher
CMRubinWorld that, even when disadvantaged students had access to the latest Educational Technology,
it failed to close gaps between disadvantaged and privileged students. This shows how one country might
consider investing in e-learning would be a difficult choice.
The research of Doeppner (2000) explicates the benefits that students have received when the
creation of electronic notebook is incorporated into studying. It was found out that electronic notebook
device would enhance the interactive learning experience of students. They would be able to receive,
organize, and annotate both instructor-supplied lecture notes and other course materials, all of which will
be distributed electronically. Devices like this then could help students to efficiently mass produce
materials for their lessons.
In the study made by Javellana et al. (2014) their study found out that student opinions about the
use of tablets were significantly positive. In addition to the benefits of being economically cheap and easy
to carry, students found the use of tablets enjoyable.
In addition to their research however showed the ineffectiveness of e-books when compared to
printed texts. The study of Muter and Maurutto (1991); Nielson (1997); Rho and Gedeon (2000) spotted
that paper has been found to be more effective because readers are able to browse electronic texts more
easily, reducing their ability to remember the details of a text. According to Blanco and Leirøs (2000),
because Cathode Ray Tubes (CRT) monitors are brighter than paper, readers prefer printed paper to
reduce eye fatigue.
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Possible effects of using hand outs were also provided through the study of Stacy and Cain (2015)
that showed giving hand-outs to students did affect the learning of students but it was more in a negative
way. Hand-outs gave issues like student’s decreased attendance and a reliance on external aids for
learning. Another study also presented the effects of either method to note-taking students; here, students
who were having the traditional way of taking hand outs (by pen and paper) where ‘somewhat distracted’
but it was even more so when electronic devices were used for taking notes (Berkovatz and De Guzman,
2011).
Through devices, the sharing of handouts is truly a simple task. Problems may arise however
when users do not use them in the right way. A potential problem may happen however with students
using their devices for social media instead of focusing on their lessons (Wainwright, 2014). Through the
pen and paper, this may significantly be reduced as students could focus more on the thoughts that they
are writing than using soft copies. The reason for it is because downloaded handouts on your device can
make you lose focus to your main objective.
In the digital age that we are living, we cannot disapprove of the fact that technology is catching
up in how it affects the studying of students in the classroom. In the posts by statista.com and
publishersweekly.com, electronic books that were sold only in 2017 amounted to about 266 million units
while the traditional books were 687.2 million units. Though the number of traditional books was more
than the amount of e-books, it stipulated enough that the buying of electronic books is becoming more
apparent. This is so as e-books are nearly a quarter of the global book sales.
This gives reason as to why the researchers also believe in what Javellana et al. believes about
how devices are becoming the ‘stepping stones to a paperless generation’. With the amount of devices
becoming more and more through the years, people will soon realize the worth of using smart phones and
the like in writing their handouts. Likewise, students may still prefer the traditional kind of notes for they
want less distractions and less strain in the eyes (Schaub, 2016). This research paper will be able to find
out the effectiveness of the two tools, hard copy hand-outs and soft copy hand-outs, and what they bring
to the students who are studying in a digital age.
Conceptual Framework
This study has adapted the concepts or definitions of the necessary terminologies of the following
studies to be a guide and basis on the main objective of the research, which is to determine the
effectiveness of the two tools, hard copy or soft copy, to the studying of Grade 12 STEM Students.
Student-Focused Hand-outs Theory
A theory explaining the effectiveness of tools to learning is based on the research, Students’
Perceptions of ‘Technology-Based’ Lecture Hand-outs by Islam et al. (2005). According to them, these
tools are more of a supplement to the overall studying of a student rather than a substitute to a student’s
regular reading. For them, hand-outs made lectures ‘bearable’ and has led to greater information
recollection and student performance. During their time in 2005, only a few researches were done in this
topic so they took the initiative to learn the effectiveness of two different kinds of hand-outs. The two
types were conventional paper-based and the computer-based or web-based hand-outs.
In their study, they gave questionnaires to 142 first year medical students to determine their
insights with regards to lecture hand-outs provided for them. Their questionnaires were consisted of
statements to which students listed their level of agreement using five-point Likert type scale as well as
two open-ended questions on strength and weaknesses of the hand-outs provided to them over the past
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one year. The results showed that almost all of the students agreed to the point of hand-outs as being a
basis for reference in studying. However, a majority of the students has expressed their discontent with
how the format of the hand-outs was presented. Overall, the usage of hand-outs was very beneficial to
students who were using them.
The following are the major variables affecting our research and definitions of terms:
Age
Age is included in our research as it is believed to affect our study as it is according to the study
authored by Clark, R., et al. (2015), age affects cognitive abilities that are often associated with learning
new skills. It is said in their research that the ability to acquire knowledge is unaffected by cognitive
aging. In another research, it shows that student age and student preference has a significant relationship
for certain types of online learning activities. Older students have a higher preference for lecture-type
learning as they find it to be useful learning activities while the younger students prefer more of the
interactive-type as they seem to be more of kinesthetic learners (Simonds, T. and Brock, B., n.d).
Gender
These studies present the result of how gender can affect studying, which is not always true in
every area but is significant enough to be included. The study made by Joseph, A., et al. (2015) and
another research of Wangu, M. (2014) explains the effect of gender in studying. Both researches showed
that males outperformed the females overall however males did not outperform females in every area.
Effectiveness
This is the degree of which something is useful in producing a desired result (Oxford University
Press, 2018).
Hand-out
A physical/written or digital information given by an instructor before or after a lesson. It is a

general term used by the researchers that refers to either the hard copy or soft copy.
Hard Copy
It is the physical and/or written information about a lesson or topic taught by an instructor or
teacher. Examples of these include: a student’s hand-written notes, a teacher’s overall lecture summarized
and printed on paper/s, and a printed copy of a lesson or topic from the Internet.
Soft Copy
It is the digital information of the lesson or topic taught by an instructor or teacher. Examples of
these include: the notes of the teacher on the topic that can be in the file format of PDF, Word,
PowerPoint, etc., and the downloaded file of the lesson from the Internet.
Studying
It is the learning about a subject, especially in an educational course or by reading books

(Cambridge Dictionaries, 2018).
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Studying Tool
It refers to both hard and soft copy notes that the researchers are studying on, specifically on its
effectiveness.
In relation to the study, the researchers used IPO (input-process-output) model. This model of
teamwork examines relationships between variables that people bring with them to an interaction (inputs),
the interaction among people (process), and the subjective and objective outcomes of this interaction
(output) (Savan, et.al, n.d). The IPO model will provide the general structure guide for the direction of the
study. (Eusebio, 2014)
The method is used to in different ways such as planning, processing, and troubleshooting. It
gives a visual understanding when explaining complex processes (Patrick,n.d).
INPUT PROCESS OUTPUT
STEM student’s age and Analysis of data Profiles of STEM

gender through questionnaire students are determined
and statistical treatment
How effective are the two Effectiveness of the
tools, soft copy or hard copy, two tools to the
in the studying of students studying of students,
and the difference of
Difference of effectiveness effectiveness of the
between students who use soft two tools are
copy for studying and students determined
who use hard copy for
studying
Figure 1. Paradigm of the Study

Statement of the Problem
This study aims to determine which of the two tools, hard copy and soft copy, is more effective in
studying for Grade 12 STEM students.
Moreover, it seeks to answer the following:
1. What is the level of effectiveness of hard copy hand-outs to Grade 12 STEM students when compared
according to their age and gender?
Hypothesis: There is a significant level of effectiveness of hard copy hand-outs to Grade 12 STEM
students when compared according to their age and gender.
2. What is the level of effectiveness of soft copy hand-outs to Grade 12 STEM students when compared
according to their age and gender?
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Hypothesis: There is a significant level of effectiveness of soft copy hand-outs to Grade 12 STEM
students when compared according to their age and gender.
3. What is the difference in the level of effectiveness of hard copy and soft copy hand-outs according to
Grade 12 STEM Students?
Hypothesis: There is a significant difference in the level of effectiveness of hard copy and soft copy hand-
outs.
II. MATERIALS AND METHODS
Research Design
This study is a quantitative type of research. According to Matthews and Ross (2010),
quantitative research methods are basically applied to the collection of data that is structured and which
could be represented numerically. This study needs data techniques to answer questions of the problem;
thus needing a quantitative design to explicate the effectiveness of the two tools, i.e. hard copy and soft
copy. Quantitative design in this study is used to emphasize statistical analysis of numerical data collected
through a survey method in the form of a questionnaire. The objective of this study is for the researchers
to have a general idea of the people’s awareness and knowledge towards the topic.
The specific designs used in this study are descriptive and comparative methods. The descriptive
method research was defined by Polit and Hungler (1997) as a method that involves the collection of data
that will provide an account or description of individual or groups. This type of research also describes
what exist and may help to uncover new facts and meanings. The researchers used descriptive for them to
determine the efficiency of the said tools for their studies.
They also used comparative method to compare the effectiveness of the two tools to the studying
of Grade 12 STEM students as based on their age and gender. According to Richardson (2018),
comparative research essentially compares two or more groups in an attempt to draw a conclusion about
the study. They used comparative method for them to know the more effective tool for studying.
Population and Locale of the Study
The respondents of the researchers were the Grade 12 STEM students as the researchers
specifically wanted to know the thoughts and opinions of the respondents towards the topic. As the Grade
12 STEM students are about to graduate and transition into college where a lot of hand-outs are used, the
dilemma of which hand-out tool to use for studying comes into mind. With this, they could prove to be
great respondents in order to know which type of hand-out is more effective. Later, when they are in
college, they could use the results of the study as insights to choose the better type of hand-out for
studying. The population of the study was the whole Grade 12 STEM students, which had a total
population of 1116 students with 24 sections. The researchers used the Slovin’s formula on determining
the number of samples. In the Slovin’s formula, the researchers used 0.05 as their margin of error. The
computed value using the Slovin’s formula was 295 students, thus the required sample size for this study
is at least 295 STEM students.
The researchers used cluster sampling in selecting their respondents. Cluster sampling is a
probability sampling technique that is usually applied to large populations or geographic areas (Kolb,
2008). This sampling allows the researchers to ascertain that every element in the research population has
an equal chance of being selected; thereby making the results representative (Leedy and Ormrod, 2005).
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The research was conducted in a private University in the City of Baguio, Philippines. The
University offers various Senior High School strands, and one of which was the population of this study,
grade 12 STEM (Science, Technology, Engineering, and Mathematics). The researchers conducted a
study in an institution that is more accessible for them since the accessibility of a population is a factor to
have a better study (Daniel, 2012) and that is affected by the ability of the researchers to successfully
implement a research design.
Table 1. The Respondents

Section Number of Students
STEM D 47
STEM E 31
STEM H 24
STEM I 35
STEM L 39
STEM N 18
STEM O 44
STEM R 39
STEM T 23
TOTAL 300
Data Collection Tool
The research instrument for the data that the researchers used was questionnaire which is a set of
systematically structured questions used by researchers to get needed information from respondents
(Ododa, 2009). The questionnaire is designed as structured questionnaire. This type is also called close-
ended where questions have limited set of possible answers and it can easily be analyzed statistically
(Farrell, 2016). It includes getting the demographic profile of STEM students specifically the gender and
age in order to answer the following data needed for the study: Profile of STEM students, the efficacy of
the two tools to the studying of students and the difference of effectiveness of the two tools.
The questionnaire contains 16 questions, which is divided into 2 for each type of tool where
responses are graded in a four-point scale. Four-point scales are also called as a forced scale since the user
is forced to form an opinion. The difference of this four-point scale from a five-point scale is that it has no
neutral option. It only contains four distinguishing patterns or levels. Four-point scales are done in order
to extract a specific response from the respondents (Marketing Universe, 2012). As a result, the
researches choose the pattern ‘strongly agree’ as the most positive statement and it follows that it has the
highest numerical value, ’4’. Conversely, ‘strongly disagree’ as the most negative statement and it has the
lowest numerical value, ‘1’.
Questions on the study underwent a validity test in order to approve whether the questionnaires
made by the researchers is efficient. Furthermore, the researchers conducted a pilot testing that proved the
internal validity of the questionnaire. It is also called pre-testing that provides better information on
whether the type of survey is effective in fulfilling the purpose of the study (Sincero, 2012). It was then
analyzed using the Cronbach’s Alpha which is a measure used to assess the reliability, or internal
consistency, of a set of scale or test items. In other words, the reliability of any given measurement refers
to the extent to which it is a consistent measure of a concept, and Cronbach’s alpha is one way of
measuring the strength of that consistency (Goforth, 2015).
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With regards to the survey relating the effectiveness of hard copy and soft copy hand-out that was
handed out by the researchers, it has a reliability coefficient of 0.79 in Cronbach’s Alpha and 0.74 in
Guttman Split-Half Correlation that were both interpreted as acceptable.
Data Collection Procedures
To begin the study, the researchers constructed their title and determine the scope of the study
and identified its limitations to make sure that it is research worthy then it got accredited by their Practical
Research 1 teacher. Then they constructed the first chapter wherein a brief background of the study and is
discussed. Next, the researchers plotted on how to process the data through a paradigm and decided to
produce their own questionnaire.
The type of sampling that the researchers decided to do is cluster sampling and to ensure the
questions being asked in the questionnaire is acceptable to the parameters of the study, it underwent to a
validity test and a reliability test to check if it is both valid and reliable.
Then the researchers prepared the questionnaires and the letter asking for the consent of the
respondents to participate in their study is already embedded on top of the questionnaire. The researchers
then proceeded to the classroom of the selected respondents of Grade 12 STEM sections.
The researchers then seek for permission to the teacher in charge during that period to give the
researchers for at least 5-10 minutes of their time to conduct their survey. After given permission, the
researchers explained the purpose of the study and the data to be gathered was ensured to be kept at
outmost confidentiality and made sure that each participant answered their distributed questionnaires
honestly.
The researchers facilitated the whole process of the data gathering and entertained questions that
needed clarification. The researchers collected the data by means of survey questionnaire that comprises
their age and gender. After the papers were compiled, tallied, interpreted and analyzed by the researchers
for proof and evidence to help their work through the use of different statistical tools.
Treatment of Data
All data gathered throughout the study were kept in total confidentiality. Using a questionnaire
prepared by the researchers, the data needed were gathered from respondents who were informed of the
topic and were willing to partake in it. The researchers also took in consideration the age and gender of
the respondents of which the data were gathered from.
In this study, the researchers used the following statistical tools: percent frequency distribution,
mean and Mann-Whitney U test to determine the difference in the level of effectiveness of each hand-out
tool according to the respondents.
Percent Frequency Distribution
In order to determine the profile of Grade 12 STEM students of the University of the Cordilleras,
the researchers used the percentage frequency distribution method. According to Lavrakas (2008), this
method is a display of data that specifies the percentage of observations that exist for each data point or
grouping of data points. It is a particularly useful method of expressing the relative frequency of survey
responses and other data.
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Also, he added that the process of creating a percentage frequency distribution involves first
identifying the total number of observations to be represented; then counting the total number of
observations within each data point or grouping of data points; and then dividing the number of
observations within each data point or grouping of data points by the total number of observations
(Lavrakas, 2008).
Mean
By definition, the statistical mean refers to the mean or average that is used to derive the central
tendency of the data in question. It is determined by adding all the data points in a population and then
dividing the total by the number of points (Technopedia, 2018). In relation to the study, statistical mean
was used to compare the different sets of data and to determine the respondent’s opinion on the level of
effectiveness of the two tools.
Items that discussed the effectiveness of the two tools were measured using the four-point scale in
order to see the difference of the level of effectiveness between the two hand-outs.
Table 1. Interpretation Guide for the Mean

Rating Description Hard Copy Hand-out Soft Copy Hand-out
Interpretation Interpretation
4 Strongly Agree The participant firmly approves The participant firmly approves
that the hard copy hand-out is that the soft copy hand-out is
effective in that area. effective in that area.
3 Agree The participant approves that the The participant approves that the
hard copy hand-out is effective soft copy hand-out is effective in
in that area. that area.
2 Disagree The participant disapproves that The participant disapproves that the
the hard copy hand-out is soft copy hand-out is effective in
effective in that area. that area.
1 Strongly Disagree The participant firmly The participant firmly disapproves
disapproves that the hard copy that the soft copy hand-out is
hand-out is effective in that area. effective in that area.
Table 2. Interpretation Guide for the Level of Effectiveness of the Use of Hand-outs
Mean Description Hard Copy Hand-out Soft Copy Hand-out
Interval Interpretation Interpretation
4.00-3.50 Very High The participant’s level of The participant’s level of
Effectiveness effectiveness to the use of hard effectiveness to the use of soft copy
copy handouts is greatly efficient. handouts is greatly efficient.
3.49-2.50 Fairly High The participant’s level of The participant’s level of
copy handouts is efficient. handouts is efficient.
2.49-1.50 Low The participant’s level of The participant’s level of
copy handouts is inefficient. handouts is inefficient.
1.49-1.00 Very Low The participant’s level of The participant’s level of
copy handouts is greatly inefficient. handouts is greatly inefficient.
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Mann-Whitney U Test
According to Statistics Solutions (2018), the test mentioned is the non-parametric alternative test
to the independent sample t-test. It is a non-parametric test that is used to compare two sample means that
come from the same population, and used to test whether two sample means are equal or not.
Mann-Whitney U test was used by the researchers to compare two different sets of sample means.
The test was used to see the differences in the level of effectiveness of the two tools. To consider the data
gathered is significant, they used a 0.05 level of significance.
III. RESULTS AND DISCUSSIONS
In this chapter presents the outcomes of the data that was gathered regarding the level of
effectiveness of hard and soft copy hand-outs according to Grade 12 STEM students in the University of
the Cordilleras. It also aims to present the discussion of the main statement of the problem that seeks to
determine which of the two hand-outs, hard copy or soft copy, is a better tool for studying among Grade
12 STEM students. Also, the results of the study were validated by a statistician in which it was
considered valid.
Profile of the Respondents
In this study, the profile of the respondents was determined according to their age and gender, in
which the respondents must only be from the Academic Track – STEM.
The results of the survey are as follows:
Table 1: Profile of the respondents according to age and gender

Male Female Total
Frequency Percent Frequency Percent Frequency Percent
16 0 0% 3 1% 3 1%
17 43 14.33% 79 26.33% 122 40.67%
18 63 21% 97 32.33% 160 53.33%
19 10 3.33% 5 1.7% 15 5%
Total 116 38.67% 184 61.33% 300 100%
Table 1 shows that most of the responses came from female students with the age of 18 which
implies that they believe hard copy and soft copy hand-outs have an effect to their studying.
A research which has a similar result had concluded that people’s abilities generally grow as a
function of age until they reach a plateau or even decline at old age (Zhang, 2010). This means that age
has an impact on what style and or preferences individuals may take as they grow older.
In another research, Wehrwein et al. (2007) discussed the gender differences in learning style
preferences among undergraduate physiology students. They concluded that females preferred single-
mode instruction with a preference toward kinesthetic learning or through the five senses.
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Table 2: Level of effectiveness of hard copy hand-outs according to age

Age Mean Rank Interpretation
16 2.92 4 Fairly High Effectiveness
Table 2 shows the level of effectiveness of hard copy hand-outs according to the different age
groups which implies that students of all the different ages agree that the aforementioned hand-out has a
fairly high effectiveness when used for studying.
A research by Mizrachi (2014) has a similar result which states that students primarily in their
late teens still prefer reading their academic texts in print format when they want to achieve a deep
learning outcome. They acknowledge that they comprehend material better when they learn in print
format, especially more complex material.
Table 3: Level of effectiveness of hard copy hand-outs according to gender

Gender Mean Rank Interpretation
Male 3.30 1 Fairly High Effectiveness
Female 3.27 2 Fairly High Effectiveness
Table 3 shows the level of effectiveness of hard copy hand-outs according to the different genders
which implies that whether the student is male or female; the respondents’ level of effectiveness of hard
copy hand-outs to their studying is fairly high.
A research by Woody et al. (2010) shows that the experience of reading e-books is not equivalent
to reading textbooks and Shepperd et al. (2008) also stated that students spent less time reading electronic
text compared to students using the paper text and generally evaluated the electronic text unfavorably.
Table 4: Level of effectiveness of soft copy hand-outs according to age

Age Mean Rank Interpretation
Table 4 shows the level of effectiveness of soft copy hand-outs according to the different age
groups which implies that students of all the different ages agree that the aforementioned hand-out has a
fairly high effectiveness when used for studying.
A research by Rockinson et al. (2012) states that students who used e-textbooks in the study had
higher levels of affective and psychomotor learning – they learned actively and they liked it.
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Table 5: Level of effectiveness of soft copy hand-outs according to gender

Gender Mean Rank Interpretation
Male 3.40 1 Fairly High Effectiveness
Female 3.32 2 Fairly High Effectiveness
Table 5 shows the level of effectiveness of hard copy hand-outs according to the different genders
which implies that whether the student is male or female; the respondents’ level of effectiveness of hard
copy hand-outs to their studying is fairly high.
A research by Kobayashi (2006) shows the usage of students of a dictionary in the form of an
electronic device and a printed material. In the research, it was discovered that the electronic device was
preferred more than the printed device. The reason for this was that electronic devices was more effective
to use with the different tools the student could use.
In the context of gender-focused preference of hand-outs however, a research stated that gender
differences may not impact the use and selection of e-books (Shepperd et al., 2008).
Table 6: Difference in the level of effectiveness of hard copy and soft copy hand-outs according to
Grade 12 STEM students
Hand-out Mean Level of Effectiveness U P-Value
Hard Copy 3.28 Fairly High Effectiveness 40636.500 0.039
Soft Copy 3.35 Fairly High Effectiveness 40636.500 0.039
Lastly, table 6 shows the difference in the level of effectiveness of hard copy and soft copy hand-
outs according to Grade 12 STEM students. Through the Mann-Whitney test, it was discovered that the P-
value of both hand-outs were 0.039 and with it being less than the 0.05 level of significance given earlier,
it means that the data gathered was significant. This means that between the two hand-outs, there is a
significant difference in the level of effectiveness of hard copy and soft copy hand-outs.
A research by Rockinson et al. (2012) had similar results in which their mean results indicated
that students who chose e-textbooks for their education courses had significantly higher perceived
affective learning and psychomotor learning than students who chose to use traditional print textbooks.
IV. CONCLUSIONS AND RECOMMENDATIONS
This chapter discussed the conclusions and recommendations of the researchers based on the
results of the survey that the researchers gathered. The results of the survey provide some of the first
empirical data about the Level of Effectiveness of Hard Copy and Soft Copy Hand-outs according to
Grade 12 STEM students in the University of the Cordilleras.
Conclusions
Throughout the study, three problems were set to be answered by the researchers, mainly:
1. In the first problem in which the researchers hypothesized that there is a significant level of
effectiveness of hard copy hand-outs according to age and gender, it was concluded that the
participants’ level of effectiveness to the use of hard copy hand-outs according to age and gender
was fairly high.
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2. In the second problem in which it was hypothesized that there is a significant level of
effectiveness of soft copy hand-outs according to age and gender, it was concluded that the
participants’ level of effectiveness to the use of soft copy hand-outs according to age and gender
is fairly high.
3. For the last problem, the hypothesis that the researchers set indicating a difference in the level of
effectiveness of hard copy and soft copy hand-outs according to Grade 12 STEM students was
met. It was concluded that given the mean score of the two hand-outs, the soft copy hand-out had
a higher mean score than the hard copy hand-out. This means that between the two tools, the soft
copy hand-out was more effective than the hard copy hand-out.
Recommendations
Based on the conclusions of the study, the researchers recommended the following in order to
improve the study for future research:
1. Given that the study concluded hard copy hand-outs to be a fairly effective tool for the studying
of students, the researchers then encourage students to continue using hard copy hand-outs as
studying tools. Also, given its effectiveness to the studying of students, it is strongly suggested
for instructors and teachers to make use of hard copy hand-outs as a standard operating procedure
for all teachers.
2. Given that the study concluded soft copy hand-outs to be a fairly effective tool for the studying of
students, the researchers then encourage students to continue using soft copy hand-outs as
studying tools. Also, given its effectiveness to the studying of students, it is strongly suggested
for instructors and teachers to make use of soft copy hand-outs as a standard operating procedure
for all teachers.
3. With the results of the study concluding that soft copy hand-outs were more effective than hard
copy hand-outs, the researchers then encourage students to use soft copy hand-outs more rather
than its counterpart, hard copy hand-outs. Also, it is strongly suggested that instructors and
teachers use soft copy hand-outs as a standard operating procedure for all teachers.
12
V. APPENDICES
APPENDIX A
LETTER TO CONDUCT
13
APPENDIX B
LETTER FOR VALIDITY TEST
14
APPENDIX C
LETTER FOR RELIABILITY TEST
15
APPENDIX D
RELIABILITY TEST RESULTS
16
APPENDIX E
LETTER TO RESPONDENTS
17
APPENDIX F
SAMPLE QUESTIONNAIRE
18
APPENDIX G
SUPPORTING COMPUTATIONS
19
APPENDIX H
CURRICULUM VITAE
NICASIO D. MANGOSAN JR.

Address: #8013A Purok 8 Kias, B.C
Contact Number: 09397652596
Email Address: nicasio148@gmail.com
PERSONAL PROFILE
I am a logical and analytical person. I perform task with
utmost quality while making good judgments and just decision. I can
manage time appropriately while working under pressure and still
perform practical and technical skill.
EDUCATION
Baguio Higher Grounds
PRIMARY

SECONDARY
CORE SKILLS
 Logical and analytical mind
 Good judgment and decision-making ability
 Good listener
 Critical thinker
20
KYLE A. MANLONGAT
Address: Lot 23-A, Block 6, Eagle Crest Subdivision,
Phase 2, Bakakeng, B.C
Email Address: four.bleue@gmail.com
PERSONAL PROFILE
I am persevering, responsible, quick thinker and hardworking
person. I am good under pressure and adaptable to any situation that
might try to impede my work. I am a team leader and can cooperate well
with my fellow workers. I do my best to do all work given to me and
follow rules as long as it is morally acceptable.
EDUCATION
San Vicente Elementary School
PRIMARY

SECONDARY
CORE SKILLS
 Good under pressure
 Honest
 Responsible
 Cooperative
21
ARJAY B. MARASIGAN
Address: Fe 037s Mamaga, Balili, L.T.B
Email Address: marasigana533@gmail.com
PERSONAL PROFILE
I am a responsible and hardworking person. I can easily get
along with other people and can manage time.
EDUCATION
Lucban Elementary School
PRIMARY
University of the Cordillera

SECONDARY
CORE SKILLS
 Trustworthy
 Responsible
 Generous
 Honest
 Loyal
22
ALICIA KATE S. MANGUSAN

Address: # 215 Upper San Vicente, B.C.
Email Address: amangusan23@gmail.com
PERSONAL PROFILE
I am responsible and hardworking individual, who always
strives to achieve a high standard possible, at any given tasks. Equipped
with a skill capable of working under pressure and I believe that I
possess a skill of determination to achieve success.
EDUCATION
Bakakeng Elementary School
PRIMARY

SECONDARY
CORE SKILLS
 Time Management
 Creative
 Adaptable
 Self-motivation
 Organizational Skill
23
RHEA B. MEANA
Address: #25 A East Bayan Park, Aurora Hill, B.C
Email Address: Rheameana@gmail.com
PERSONAL PROFILE
I am optimistic, humble and responsible person. I can easily
adapt with my environment. I am able to work neatly and can manage
my time well.
EDUCATION
Dona Aurora Elementary School
PRIMARY

SECONDARY
CORE SKILLS
 Honest
 Obedient
 Prudent
 Creative
24
EFRELLA MHAE K. MELANO

Address: Poyopoy, Taloy Sur, Tuba, Benguet
Email Address: efrellamhaemelano@gmail.com
PERSONAL PROFILE
I am an enthusiastic, responsible and hardworking person.
I can easily adapt and able to work well in a team environment. I am
able to manage my time in my work.
EDUCATION
Taloy Sur Elementary School
PRIMARY

SECONDARY
CORE SKILLS
 Creative
 Responsible
 Trustworthy
 Obedient
 Kind
25
CRIZZA JOI T. MENDOZA

Address: #185 Lower Poblacion, Tuba, Benguet
Email Address: crizzajoimendoza@gmail.com
PERSONAL PROFILE
I am trustworthy, responsible and a hardworking person who
can be trusted to any designated work. I am always ready to persevere
and work to the best that I can in order to achieve a desired goal and
to succeed.
EDUCATION
Tuba Central School
PRIMARY

SECONDARY
CORE SKILLS
 Trustworthy
 Responsible
 Musically-inclined
26
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Hard Copy Vs Soft Copy: A More Effective Studying Tool For Grade 12 Stem Students

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HARD COPY VS SOFT COPY:

A MORE EFFECTIVE STUDYING TOOL

A Quantitative Research Paper

NICASIO D. MANGOSAN JR.

Background of the Study

Student-Focused Hand-outs Theory

A physical/written or digital information given by an instructor before or after a lesson. It is a

It is the learning about a subject, especially in an educational course or by reading books

INPUT PROCESS OUTPUT

STEM student’s age and Analysis of data Profiles of STEM

Figure 1. Paradigm of the Study

Moreover, it seeks to answer the following:

II. MATERIALS AND METHODS

Population and Locale of the Study

Table 1. The Respondents

Data Collection Tool

Data Collection Procedures

Percent Frequency Distribution

Table 1. Interpretation Guide for the Mean

III. RESULTS AND DISCUSSIONS

Profile of the Respondents

The results of the survey are as follows:

Table 1: Profile of the respondents according to age and gender

Table 2: Level of effectiveness of hard copy hand-outs according to age

Table 3: Level of effectiveness of hard copy hand-outs according to gender

Table 4: Level of effectiveness of soft copy hand-outs according to age

Table 5: Level of effectiveness of soft copy hand-outs according to gender

IV. CONCLUSIONS AND RECOMMENDATIONS

NICASIO D. MANGOSAN JR.

University of the Cordilleras

University of the Cordilleras

University of the Cordillera

ALICIA KATE S. MANGUSAN

University of the Cordilleras

University of the Cordilleras

EFRELLA MHAE K. MELANO

University of the Cordilleras

CRIZZA JOI T. MENDOZA

University of the Cordilleras

Daniel, J. (2012). Sampling Essentials. Retrieved from

E-books - Statistics & Facts. (n.d.). Retrieved from https://www.statista.com/topics/1474/e-books/

Effectiveness. In Oxford Living Dictionaries. Retrieved from https://en.oxforddictionaries.com/definition

Farell, S. (2016). Open-Ended vs. Closed-Ended Research. Retrieved from https://www.nngroup.com

Hard Copy. In Whatis.com. Retrieved from https://whatis.techtarget.com/definition/hard-copy-printout

Kobayashi, C. (2006). THE USE OF POCKET ELECTRONIC DICTIONARIES AS COMPARED

Lavrakas, P. J. (2008). Percentage Frequency Distribution. Retrieved from http://methods.sagepub.com

Ododa, H. (2010). Questionnaire As a Data Collection Instrument. Retrieved from http://onganya.

Patrick, M. (n.d.). How to Use an IPO Model. Retrieved from https://smallbusiness.chron.com/use-ipo-

Repository.up.ac.za. (n.d.). Retrieved from https://repository.up.ac.za/bitstream/handle/2263/25084

Richardson, H. (2018). Charecteristics of a comparative research design. Retrieved from https://classroom

Salkind, N. J. (2010). Kruskal–Wallis Test. Retrieved from http://methods.sagepub.com/reference/encyc-

Sincero, S. (2012). Pilot Survey. Retrieved from https://explorable.com/pilot-survey

Soft Copy. In Whatis.com. Retrieved from https://whatis.techtarget.com/definition/soft-copy

Statistics Solutions. (2018). Mann-Whitney U Test. Retrieved from http://www.statisticssolutions.com

Stats Direct. (2018). P Values (Calculated Probability). Retrieved from https://www.statsdirect.com/help

Studying. In Cambridge Dictionaries. Retrieved from https://dictionary.cambridge.org/dictionary

Techopedia. (2018). Statistical Mean. Retrieved from https://www.techopedia.com/definition/26136

Wangu, M. J. (2014). The Impact of Gender Differences on Student’s Academic Performance in

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