How Computer Affects a Student’s Reading Habit

Chapter 1 The Problem Background of the Study People are very thankful for this digital age. It has contributed a lot in everyday activities. Specifically it gave a big leap to businesses, the government, and education. According to Albert Einstein, “It has become appallingly obvious that our technology exceeded our humanity. ” Humans nowadays have learned to become dependent on the technology available today. A research by the Asian Institute stated that Filipino schoolchildren are computer literate as almost three-fourths (74%) have access to the Internet.

In the same research it is stated; since the emergence of internet in our computers, media dominate activities of students and youth—from play to leisure, family relations to schooling, socialization to education. Because it has made students’ life easier, it had become so powerful that it could shape a person’s attitude, belief, values, and lifestyles. As to the country’s Internet population, an AC Nielsen 2002 survey described it as “urban, young and sophisticated. ” Almost half of the total of internet users were the youngest group, aged 12 to 19.

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Because of this growing issue, there is an emergence of surveys and researches conducted specifically in the first world countries like The United States of America (USA). Since computer and internet has been part of a student’s major source for assignments, researches and the like that has changed a student’s habit of reading and the deeper understanding of reading. According to izyanraihanah of www. oppapers. com, Reading is an aspect associated with literacy. However, the reading process is not simple in its nature.

It does not merely involve recognizing a single character and pronouncing it correctly or to recognize and pronounce a few characters that are arranged in a particular manner, but more importantly it is the ability to understand the meaning of these arrangements. According to Bullock (1975), reading is more than a reconstruction of the authors’ meanings; it is the perception of those meanings within the total context of the relevant experiences of the reader that is a much more active and demanding process.

In an article published in Middle School Journal, Jackson (2009) described the need for middle school students to be able to use the Internet to gather and synthesize information relevant to learning. However, while the Internet can speed students’ access to varying sources of information, it may also present new challenges to learning. While Liwag (2007) claimed that exposure to imagery in electronic technologies might have contributed to the selective increases in non-verbal intelligence scores during the past century. In a research by L.

Brent Lgo, Roger A. Bruning and Paul J. Riccomini (2009) they did the following, Each of 15 MSSLD were assigned to take notes in three ways (type, paste, and write) from an Internet source. Immediate and delayed measures of learning indicated that students could recall little of the information they had noted, irrespective of note-taking style. Follow-up interviews with the students revealed more enlightening data. The students described typing notes as an especially unnerving task, attributing it to a troubling degree of anxiety.

They described attempting to monitor spelling and searching the keyboard for the appropriate letter keys while typing notes. Further, an analysis of students’ notes showed that when students wrote or typed their notes, they did so in verbatim fashion, which has been linked to shallow mental processing. When the students attempted to type or write paraphrase notes, however, they tended to omit certain important details from the text. Subsequently, their paraphrase notes often were incomplete.

But because students feel more comfortable using the computer, they have learned different styles in doing their academic work, which gave way to Plagiarism. Many students simply do not know what plagiarism is. Their awareness, if any, often derives from urban legends and myths. Everything on the Internet is public domain and can be copied without citation. Laura Hennessey DeSena (2010). The popularity of using the Internet to gathering information, coupled with the aforementioned problems associated with student approaches to notetaking. Led Igo, Riccomini, and Bruning (2006).

An example of plagiarism is the method of copying and pasting without acknowledging sources. Many students do not seem to realize that whenever they cite a source, they are strengthening their writing. Citing a source, whether paraphrased or quoted, reveals that they have performed research work and synthesized the findings into their own argument. Linda Stern (2010). In the experimental phase of this mixed-methods study, 49 middle school students receiving special education services took notes from the Internet under either a written notes or a copy-and-paste notes condition. Paul Bruning (2009)

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