Experiment 1: On Reading Process of Schoolbook in Two Formats (Electronic and Paper Formats)

Experiment 1: On Reading Process of Schoolbook in Two Formats (Electronic and Paper Formats)

Azza A. Abubaker, Joan Lu
Copyright: © 2017 |Pages: 19
DOI: 10.4018/978-1-5225-1884-6.ch010
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Abstract

In order to be sure that the level of e-text usability in early education can be improved, the following questions should be answered by the end of this chapter: RQ1: What are the existing prototypes (structure) of schoolbooks in primary education (PE)? RQ2: How are students interacting with schoolbooks in the electronic and printed version? RQ3: Is there a difference in the reading process between e-school textbook and p-school text-book? Quantitative and qualitative data were used in order to answer these three questions. The outcome was two flow charts which explain the interactions among students when reading e- schoolbook and paper schoolbook. In addition, it draws a clear picture of the design and structure of schoolbooks in Libya which are similar to schoolbooks used in other Arabic countries at the same educational level. The chapter comprises two main sections. The first section presents the data collection methods and research type. The second section displays the results of the observation. The chapter ends with a conclusion highlighting the main points that has discussed in the chapter.
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Data Collection Methods And Research Type

Qualitative and quantitative data collection methods were applied at this stage to address aspects of reality that are difficult, or if not impossible, to measure (as previously indicated to it in section 1.4). Observation was used to record the reading stages of both e-schoolbook and paper format of the schoolbook. In this case, it is important to describe students as a group not as individuals.

Applying the observation has led the researcher to face two problems on observing students: how to observe and how to record. To solve the first difficulty, the researcher listed several possible interactions based on previous findings (Juan and Ruiz-Madrid, 2009), using left space for adding new actions that could be noted (see Appendix 3). Thus, it becomes clear which aspects should be observed which can be summarised as follows:

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    What does students1 emphasises when reading a school book?

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    How do students browse the text of a schoolbook?

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    What options do students have when using schoolbook and how do they use them?

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    How do students read a textbook?

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