Factors Influencing Electronic Textbooks’ Reading Skills among Students in Secondary Schools of Muhanga District, Rwanda

Vedaste Ntagwabira; Jean De Dieu Amini Ngabonziza; Patrick Ujwiga Anguru

doi:10.51867/ajernet.5.4.4

Authors

Vedaste Ntagwabira
ntagwabiravedaste09@gmail.com
University of Rwanda- College of Education (UR-CE)
Jean De Dieu Amini Ngabonziza University of Rwanda- College of Education (UR-CE) https://orcid.org/0000-0002-0248-6812
Patrick Ujwiga Anguru University of Rwanda- College of Education (UR-CE) https://orcid.org/0000-0002-0578-8162

Keywords:

Electronic Textbooks, Reading Skills, Students Performance, Twelve Years Basic Education

Abstract

This paper seeks to investigate the effect and availability of English electronic textbooks on students' performance in reading skills, focusing on both students and teachers. Specifically, the research aims to: (1) assess the role of English electronic textbooks in enhancing students' reading fluency, (2) compare the reading skills performance of students using electronic textbooks with those using traditional printed textbooks, and (3) identify the challenges and benefits perceived by students and teachers. The Technology Acceptance Model (TAM), developed by Davis, was used as the interpretive framework. The research adopted a mixed methods approach, combining both quantitative and qualitative designs to achieve the general and specific research objectives. Questionnaires and interview schedules were used to collect primary data, while a documentary review was used to gather secondary data. The study population consisted of 1,231 respondents, with a sample size of 92 respondents. The data was presented in tables and analyzed using a T-test. The results indicate that students' English reading skills have significantly improved in a school equipped with a smart classroom compared to a school without smart classrooms after the introduction of e-textbooks. The benefits of e-textbooks in the teaching and learning process were evident. Therefore, the Ministry of Education, Rwanda (MINEDUC), school leaders, and teachers should address the challenges to further enhance the effectiveness of e-textbooks in teaching English reading skills.

Dimensions

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