DIGITAL VS.

PHYSICAL BOOKS: READING PREFERENCES AND

HABITS OF UMDC COLLEGE STUDENTS

Bachelor of Secondary Education Major in English

GE4-416

BARORO, FAITH ASHLEE O.

LAMAN, CHARRY BIE S.

MAGALSO, CHARISSE MAY A.

MONTAREAL, BRITNEY
 INTRODUCTION

This research investigates the reading preferences and habits of UMDC college
students, exploring the ongoing debate surrounding digital versus physical books.
With the proliferation of e-readers and digital platforms, understanding how students
engage with different reading formats is crucial for educators, librarians, and
publishers. This study examines the prevalence of digital and physical book usage
among UMDC students, analyzing potential factors influencing their choices and
exploring the impact on their reading experiences. Preliminary data from a survey of
50 respondents (see Figure 1) illustrates the departmental distribution of the
respondents, revealing a significant concentration (66%) from the DTE department,
with the remaining respondents distributed across DCJE: 12% , DBA: 12%, DAE: 6%
, DAS: 0%, and DTP: 0% departments. This diverse representation allows for an
examination of potential departmental influences on reading preferences and habits.
The following section will present the findings of the survey, analyzing the
differences in reading preferences between digital and physical books and exploring
the factors that contribute to these choices.

Figure 1: College/Department
Objectives:

The primary objectives of this research are:

1. To determine the dominant reading format (digital vs. physical) among UMDC
college students.

2. To identify the key factors influencing students' choices between digital and
physical books (e.g., cost, convenience, reading experience, accessibility).

3. To analyze the impact of reading format on students' reading habits (e.g., reading
speed, comprehension, engagement).
 RESULTS AND DISCUSSION

Table 1: Mean Scores for students Regarding Reading Format Preferences

Reading Reference Mean Std. Numbers of

Deviation respondents

1. I prefer reading physical books over digital 3.66 50

books.
1.08
2. Digital books are more convenient for me 3.6 50
to carry around. 0.96
3. I find it easier to concentrate when reading 3.88 50
a physical book.
0.96
4. I prefer the feel of a physical book in my 3.84 50
hands.
0.93
5. Digital books allow for easier searching 3.74 50
and note-taking.
0.98
6. I prefer highlighting and annotating 4 50
physical books.
1.04
7. Digital books offer a wider selection of 3.64 50
titles.
0.98
8. I prefer the visual appeal of a physical 3.64 50
book 0.98
9. I find it easier to navigate a physical book. 50

3.57 1.02
10. Digital books are more affordable. 3.66 50
1.04
Mean 3.723 0.046
 This table 1 analyzes the reading reference of UMDC college students based on a
survey of 50 respondents using a 5-point Likert scale (1=Strongly Disagree to
5=Strongly Agree). The table 1 displays the mean score and standard deviation for
each statement related to reading preferences. Statements reflecting a preference for
physical books consistently received higher mean scores than those favoring digital
books.

Specifically, statements 1, 3, 4, 6, and 8, all related to tactile and visual aspects of

physical books (e.g., "I prefer reading physical books over digital books," "I find it
easier to concentrate when reading a physical book," "I prefer the feel of a physical
book in my hands," "I prefer highlighting and annotating physical books," and "I
prefer the visual appeal of a physical book"), show means above 3.6 on a scale.This
suggests a strong overall preference among UMDC students for physical books over
digital alternatives.

While physical books are preferred for sensory and engagement reasons, the data
reveals a more balanced perspective on convenience and affordability. Statement 2
("Digital books are more convenient for me to carry around") has a mean of 3.6,
suggesting that convenience is a factor that is not significantly different from the
preference for physical books. Statement 10 ("Digital books are more affordable") has
a mean of 3.66, indicating a slight preference for the affordability of digital books, but
this difference is not substantial.

Statement 5 ("Digital books allow for easier searching and note-taking") has a
mean of 3.74, suggesting that the functionality of digital books is valued by students.
This highlights the potential benefits of digital books for research and academic tasks.
However, this is still lower than the mean for statements related to the sensory
experience of reading physical books.

The overall mean score of 3.723 across all statements suggests a slight overall
leaning towards positive attitudes towards both physical and digital books, with a
stronger preference for physical books based on sensory experiences and engagement.
Table 2: Mean Scores and Standard Deviations for Statements Regarding Reading
Habits

Reading Habits Mean Std. Numbers of

Deviation respondents
1. I find it easy to keep track of the books I've 50
read.
3.58 0.92
2. I often reread books. 50
3.32 1.09
3. I usually finish the books I start. 50
3.08 1.06
4. I prefer to read in short bursts rather than long 50
sessions.
3.44 1.10
5. I often use bookmarks or note-taking features 50
while reading. 3.6 1.03
6. I am influenced by book reviews or 50
recommendations when choosing what to read.
3.54 1.12
7. I usually borrow books from libraries or 50
friends.
3 0.97
8. I prefer to purchase my books rather than 50
borrow them.
3.36 1.10
9. I often read multiple books simultaneously. 50
3.14 1.06
10. I usually read in a quiet environment. 50
4.14 1.03
Mean 3.42 0.063

This table 2 analyzes the reading habits of UMDC college students based on a
survey of 50 respondents using a 5-point Likert scale (1=Strongly Disagree to
5=Strongly Agree). The data shows the mean score and standard deviation for each
statement.
 Students generally find it easy to keep track of the books they've read (mean 3.58),
and a significant portion usually finishes the books they start (mean 3.32). However,
the mean for rereading books (3.58) is higher than the mean for finishing books
(3.32), indicating that students are more likely to keep track of books read than to
always finish them.

The mean score of 3.08 for statement 4 ("I prefer to read in short bursts rather
than long sessions") suggests that a considerable number of students prefer shorter
reading sessions. This could be due to various factors, including time constraints and
attention spans.

A significant number of students use bookmarks or note-taking features while

reading (mean 3.44), and many are influenced by book reviews or recommendations
when choosing what to read (mean 3.6). This suggests that external influences play a
role in their reading choices.

The mean score of 3 for statement 8 ("I prefer to purchase my books rather than
borrow them") indicates a relatively balanced preference between purchasing and
borrowing books. This suggests that cost and convenience are factors influencing
how students acquire reading materials.

Students tend to read multiple books simultaneously (mean 3.36) and prefer
reading in a quiet environment (mean 3.14). The preference for a quiet environment
suggests that students value focused reading sessions.

The overall mean score of 3.42, slightly above the midpoint, suggests a generally
positive attitude towards the described reading habits. The low standard deviation of
0.063 indicates a relatively low variability in responses across the statements,
suggesting consistency in reading habits among the surveyed students.
 Summary and Conclusion

The primary objectives of this study were to analyze the reading preferences and
habits of UMDC college students, focusing on their attitudes towards physical and
digital books, and to explore the factors influencing their reading practices.
Specifically, the study aimed to identify preferences for physical versus digital books
based on sensory experiences and practical functionalities, examine the reading habits
of students, including tracking and completion rates, reading preferences, and
acquisition methods, and understand the influence of external factors on students'
reading choices and habits.

The analysis revealed several significant trends regarding UMDC students'

reading preferences and habits. First, there was a strong overall preference for
physical books, with students valuing the tactile and visual aspects of reading. Mean
scores for statements related to physical books consistently exceeded 3.6, reinforcing
the notion that sensory experiences play a crucial role in students' reading choices.
However, while physical books were preferred for sensory engagement, students
acknowledged the convenience and affordability of digital books. Mean scores for
convenience (3.6) and affordability (3.66) reflected a more balanced perspective,
suggesting that these factors are important considerations in their reading habits.

Additionally, the functionality of digital books, particularly features like easy

searching and note-taking, was valued, with a mean score of 3.74. This highlights the
potential benefits of digital formats for academic tasks. In terms of reading habits,
students demonstrated a tendency to track their reading (mean 3.58) and often finish
the books they start (mean 3.32), though they were more inclined to reread books than
to finish new ones. A preference for shorter reading sessions (mean 3.08) indicated a
possible alignment with contemporary attention spans and time constraints. External
factors, such as book reviews (mean 3.6) and the use of reading aids (mean 3.44),
significantly influenced students' reading choices, emphasizing the social context of
reading. Furthermore, the preference for purchasing versus borrowing books was
relatively equal, indicating that factors like cost and convenience play essential roles
in how students acquire reading materials.
 In conclusion, the findings of this study illustrate a complex interplay between the
preference for physical books and the practical advantages offered by digital formats
among UMDC college students. While the sensory experience associated with
physical books remains highly valued, the functionality and convenience of digital
books are recognized as important factors that contribute to students' reading
practices. The overall positive attitudes toward both formats suggest that students may
benefit from a hybrid approach to reading that incorporates the strengths of each.

The consistency in students' reading habits, as indicated by low standard

deviations, suggests a level of stability in their practices. Future research could build
upon these findings by exploring the impact of these reading preferences on
comprehension and academic performance. Additionally, investigating specific digital
features that could enhance the sensory experience of reading may lead to more
effective digital reading tools tailored to students' needs. A larger and more diverse
sample would further strengthen the generalizability of these conclusions, providing a
comprehensive understanding of reading habits in contemporary academic settings.