Students’ Reading Comprehension in Digital and Printed Instructional Formats

Abstract

This research investigates the impact of instructional formats, specifically print and digital texts, on the reading comprehension of eighth-grade students. A paired samples t-test analyses the pretest and post-test scores of the control and experimental groups, revealing no statistically significant difference in reading comprehension levels between the two platforms. However, it indicates a slightly more substantial improvement in the experimental group, suggesting a potential advantage for digital texts. The study concludes that both formats demonstrate positive impacts, with the experimental group using digital texts exhibiting a marginally more substantial improvement. Thus, it is recommended to cautiously integrate digital texts into reading instruction, potentially emphasising digital formats as the primary reading material supported by print. This balanced approach is consistent with the study’s findings and acknowledges the evolving role of technology in education.