The Effects of E-Reading and Printed Document Reading on Students’ Comprehension and Retention Power

The study attempted to measure the effects of e-reading (reading from the screen of a laptop, tablet or other

electronic display) and printed documents reading. Objectives of the study were to measure the effects of ereading

materials on students’ comprehension and their retention power, to investigate the effects of

traditional printed documents reading on students’ comprehension and their retention power and measure the

differences between the effects of both types of readings (printed and electronic). The study was experimental

in nature and from true experimental research design pre-test posttest comparative group design was adopted

for the study. Students of B. Ed honor constituted the population of the study. After pre-test students were

divided into two groups and one group was presented for e-reading and the second group to reading from

printed documents. Reading materials were selected from the subject of research methods in education.

Students understanding and retention power was measured through a self-developed test. The collected data

were analyzed through Mean, standard deviation and t-paired sample test. Results obtained, illustrated, that

students reading from printed documents had more retention power and greater understanding of the text than

students who read from screen (e-reading). Students’ retention power was found strongly associated with their

interest in the media (E/printed) of reading. Expected causes according to the respondents were students’

concentration, interests, and level of comfort in reading from printed materials than from electronic materials.

The study recommended reading of printed materials for better understanding and high retention power of

students.

KEYWORDS: Electronic Reading, Printed Document Reading, Comprehension, Retention Power