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“E-Booksan Ang Kaalaman”: Development, Validation, and
Utilization of Electronic Book in Academic Performance of Grade 9
Students in Social Studies
Angel L. Adlaon
1
,
Kizza J. Eseguera
2
, Girlie C. Gasataya
3
,
Ronnielyn T. Reyes
4
,
Roselyn Taladhay
5
,
Almar J. Java
6
West Visayas State University-Himamaylan City Campus, Himamaylan City, Negros Occidental,
Philippines
DOI: https://doi.org/10.51244/IJRSI.2025.120800038
Received: 23 July 2025; Accepted: 28 July 2025; Published: 01 September 2025
ABSTRACT
This study investigated the effectiveness of an interactive electronic book (E-book) for enhancing social
studies learning among Grade 9 students in one of the Secondary School of Himamaylan City. The study
aimed to address the challenge of low student interest and performance in social studies, particularly in the
topic of "Sektor ng Paglilingkod." A quasi-experimental design was employed, with 31 students from Grade 9-
Platinum. The study involved a pre-test to assess students' baseline understanding, followed by a four-week
intervention period during which the E-book was integrated into classroom instruction. A post-test was then
administered to measure the impact of the intervention. The findings revealed a significant improvement in
students' academic performance after the introduction of the E-book. The pre-test scores categorized students'
performance as "low," while the post-test scores indicated a "very high" level of understanding. This dramatic
shift suggests that the E-book intervention had a strong positive impact on students' academic achievement in
social studies. The E-book's interactive elements, multimedia content, and personalized learning features were
found to be highly acceptable and contributed to increased student engagement and comprehension.
Keywords: Action Research, Electronic Book, Instruction, Mixed Methods, Social Studies
INTRODUCTION
In this 21st century, technology is considered a need in the learning process, especially to motivate and gain
students' interest during learning activities (Hidayat, 2020). One material is interactive E-books which have
been found to have a significant impact on developing scientific concepts to students and would help them in
these modern technological innovations (Shemmy, 2020); Alberto (2019) interactive E-books are gaining
increasing momentum because of their comprehensive coverage of many media and sources, whether audible,
visual, or readable. These can include combined resources (Kitchen and Gole, 2017) and interactive books
beyond merely written text compared to traditional books or text-support electronic books.
According to Klatt Karola (2020), Estonia has embraced E-books as instructional materials, recognizing their
potential to create interactive classrooms and enhance student engagement. Estonia's education system is
known for its high performance and its embrace of digital technologies, making it a model for other countries
seeking to leverage technology for improved learning outcomes.
Research shows that interactive E-books based on certain learning strategies are more effective on learning
outcomes (Chen et al., 2019). E-books developed without integration with appropriate learning strategies or
methods may be insufficient to meet learning-related expectations (Peng et al., 2009) and to support high-level
thinking processes such as analysis, evaluation, and synthesis (Batoon et al., 2018). Welldesigned interactive
E-books can support students’ higher-order thinking skills (Bozkurt & Bozkaya, 2015).
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Recent studies in Indonesia have explored the development and effectiveness of electronic books (E-books) for
Social Studies education. Although, textbooks serve a significant role in the daily constructs of students in
school as noted by Java (2024) for Junior high schools, e-learning-based social studies media have been
developed and validated as practical and effective tools for teaching (Rosmandi et al., 2021). Interactive E-
books have shown significant positive impacts on students' learning outcomes in social studies, with
experimental groups outperforming control groups (Asrowi et al., 2019). Additionally, Edmodo-based E-books
have been developed and validated as practical learning media for high school students (Novitasari et al.,
2019). These studies collectively demonstrate the potential of E-books as valuable educational resources across
different grade levels, offering benefits such as improved learning outcomes, practicality, and the integration of
technology in social studies education.
Unfortunately, in the Philippines, there are many obstacles to learning social studies, one of which is the lack
of interest and enthusiasm on the part of the students. Students are unable to understand the value of social
studies as a result (Wijanarko, Eskasasnanda, & Kurniawan, 2020). According to data gathered from children's
academic performance, Social Studies has consistently been the lowest performing topic in the national
context, scoring only 74% on the National Achievement Test (NAT) out of a possible 100% competency norm.
There may be a split in how the subject is taught if these numbers continue to have an effect on students'
performance. It was rumored that attaining academic objectives in Social Studies was challenging.
Students' test results occasionally may deteriorate (Tomines, Tipolo, & Pantao, 2021) The researchers observed
that today's students seemed too often find traditional social studies classes to be boring and unengaging
because they heavily rely on lectures and textbooks. Specifically, this would result in a lack of engagement and
lower-class participation. This provided an opportunity for the researchers to explore the development and
validation of an electronic book for social studies classrooms. This study may be of use for the students to
ensure that the E-book is effective in enhancing student engagement and improving the level of performance.
Thus, the integration of interactive E-books into the educational landscape represents a promising approach to
enhance student engagement and improve learning outcomes, particularly in subjects like Social Studies.
Research indicates that these digital resources, when developed with appropriate learning strategies, can
significantly foster higher-order thinking skills and motivate students who may otherwise find traditional
teaching methods unengaging. The positive experiences from countries like Estonia and recent studies in
Indonesia highlight the potential of Ebooks to transform classrooms into interactive learning environments.
However, challenges remain, particularly in regions like the Philippines, where students exhibit low interest
and performance in Social Studies. Addressing these issues through the effective implementation of interactive
E-books may not only foster greater enthusiasm for the subject but also facilitate improved academic
achievement. Overall, the adoption of technology in education, particularly through interactive E-books, can
pave the way for a more engaging and effective learning experience for students across various educational
contexts.
Theoretical Framework
The creation, calibration and utilization of the E-books for the Grade 9 Social Studies students of one of the
Secondary Schools in Himamaylan City is based on several learning and educational theories focusing on the
use of technology towards the improvement of the learning process. These theories describe how E-books may
affect the performance and learning achievements of students. The constructivist learning theory by Piaget
(1964) and Vygotsky (1978) notes that knowledge is constructed during learning through active participation
and interactivity. E-books, which contain information and media presentations within social studies lessons,
can provide more opportunities for revisiting the topic. It was found that constructivism has been adopted as
the framework for developing the E-book that that seeks to give learners an engaging environment that
empowers them to build knowledge.
E-books support individual learning and participation, which can be considered as constructivism when the
students interact with content based on prior knowledge. Multimedia learning theory (1990s) Richard Mayer, a
psychologist from Canada, introduced his theory of multimedia learning in 1990 and made further
improvements to the theory in 2001. Information presented in the form of text, image, video, and maps make
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learning easier as different channels are used to pass information. Among the guidelines are best practices that
can be adopted in the process of multimedia design in E-books to foster learning. Working memory is another
aspect of the learning theory of cognitive load introduced in the 1980s by John Sweller. Informed by this
framework, good E-books can help to decrease extraneous cognitive load by organizing information in a
coherent and easy-to-navigate manner. Multimedia and interactivity can assist in controlling the level of
intrinsic cognitive load by chunking large amounts of information.
The Theoretical framework of this study is grounded on the principles of integrating multimedia-supported e-
learning platforms such as E-books into the learning process so as to increase learner activity and enhance their
performance. Based on the ideas of constructivist learning theory, multimedia learning theory, cognitive load
theory, the E-book designed for this investigation serves the purpose of self-learning, improved understanding,
and avoidance of excessive cognitive load. These theories are explained below with regard to the development
of the E-book and the extent to which its use would enhance the teaching pedagogy in the Grade 9 Social
Studies classroom.
Purpose of the Study
This study aims to determine the effects of the developed, validated and utilized electronic books for social
studies classrooms of Grade 9 students at one of the Secondary Schools in Himamaylan City. Specifically, it
sought to answer the following questions:
What is the least mastered competency of the students?
What is the pre- and post-intervention academic performance of the students in Social Studies?
Is there a significant difference in the pre- and post-intervention performance of the students in Social Studies?
What is the acceptability level of the E-book developed in terms of Content and Relevance, Technical Aspects,
and Ethical Considerations?
What are the insights of the students after using the E-book?
Hypothesis
There is a significant difference in the academic performance of Grade 9 students in Social Studies after the
utilization of the developed E-book.
METHODS
Research design
The researchers employed an explanatory sequential mixed-methods research design, integrating quantitative
and qualitative approaches, to develop, validate and use an electronic book ("E-book") for Social Studies
classrooms. This design aimed to investigate the impact of the E-book on student learning and engagement. It
was highlighted by the framework of Creswell & Plano Clark (2018) for mixed methods research, which it
combines the strengths of both quantitative and qualitative data collection and analysis to provide a
comprehensive understanding of the E-book's effectiveness.
The quantitative component utilized a one group pre- and post-test design to measure changes in students'
Social Studies knowledge and comprehension scores following the use of the E-book. The qualitative
component employed a researcher made questionnaire with students to explore their perceptions and
experiences with the E-book. This qualitative data served to complement the qualitative results by providing
rich, contextual insights into the "why" behind any observed quantitative differences. Data analysis involved
statistical comparisons of pre- and post-test scores between the groups, followed by thematic analysis of
interview transcripts to identify recurring patterns and themes related to E-book usage.
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Participants of the Study
The respondents of the study identified were the 31 students of Grade 9- STE Platinum, officially enrolled for
the school year 2024-2025. Eleven (11) were males and twenty (20) were females of one of the Secondary
Schools in Himamaylan City.
These students were selected using convenience sampling because of the following reasons:
1. The researchers were conducting their internship with Grade 9 students,
2. The lesson was all about Economics.
3. Grade 9 Platinum had a television in their classroom, which will be used in presenting E-books.
In addition, ten (10) students were selected randomly to respond in qualitative question. These 10 students
were given codenames to hide their identity. The following are the participants codename with corresponding
descriptions:
Participant 1. Mateo - “The MATEOrial Witness” to countless classroom breakthroughs.
Participant 2. Sofia - “The SOFIAsticated learner”, always ahead of the curve.
Participant 3. Migue l- “The MIGUEL-ious problem solver”, always finding the answer.
Participant 4. Isabella - “The ISABELLA-bly bright”, illuminating the classroom with knowledge.
Participant 5. David - “The DAVID-edly dedicated” a true champion of learning.
Participant 6. Maria - ”The MARIA-velous storyteller”, captivating everyone with her tales.
Participant 7. Jose - “The JOSE-ful contributor”, enriching the classroom with his insights.
Participant 8. Elena - ”The ELENA-gant” in her approach, always graceful and precise.
Participant 9. Ana - “The ANA-lytical thinker”, approaching problems with logic and precision.
Participant 10. Samantha - “The SAMANTHA-sized impact”, leaving a lasting impression on everyone.
Data Gathering Instrument
This research has two phases: Phase 1 is the Quantitative Phase Part while Phase 2 is the Qualitative Part.
Quantitative Phase (Phase 1). The instrument used to collect the data was the adapted 40-item standardized
questionnaire from the Grade 9 Social Studies module at one of the Secondary Schools in Himamaylan City.
This questionnaire was used to determine the least mastered competency of Grade 9 students. After identifying
the least mastered competency, the researchers made the Table of Specifications (TOS) to ensure and equitable
distribution of items. The researchers then created a 50-item questionnaire based from the TOS to assess
students’ performance levels before and after the E-book intervention. The scale below was employed to
determine the student’s performance levels before and after the E-book intervention.
Table 1
Scale
Descriptive Rating
Interpretation
40.01-50.00
Very High
Identifies with very high level performance of the
students
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30.01-40.00
High
Identifies with high level performance of the
students
20.01-30.00
Average
Identifies with average level of performance of the
students
10.01-20.00
Low
Identifies with low level of performance of the
students
0.00-10.00
Very Low
Identifies with very low level of performance of
the students
The scale below was employed to determine the acceptability level of the E-book in terms of Content and
Relevance, Technical Aspects, and Ethical Considerations.
Table 2
Scale
Interpretation
4.51 - 5.00
Indicates that the E-book is of excellent quality in
the given aspect.
3.51 - 4.50
Indicates that the E-book meets expectations with
minor improvements needed.
2.51 - 3.50
Indicates that the E-book is fair but requires
significant improvement.
1.51 - 2.50
Indicates that the E-book is of poor quality and
not suitable for use.
1.00 - 1.50
Indicates that the E-book is extremely poor and
should not be used.
Qualitative Phase (Phase 2)
Another researcher-made questionnaire was used to gather student insights on using E-books in the Grade 9
classroom. This study employed a written questionnaire administered to the respondents at the same time as a
post-test. The questionnaire focused on gathering insights regarding their experiences using E-books in Araling
Panlipunan. Students were informed beforehand that the essay's purpose was to reflect on their experiences and
insights with E-books in the subject. The researcher managed the collection and storage of completed
questionnaires for subsequent analysis. This approach provided data to complement and verify the quantitative
results from the assessments.
Validity of the Instrument
The researchers used Standardized Test Questionnaire to determine the least mastered competency. It has been
confirmed that this particular instrument was “Quality Assured”, therefore, it was considered standardized and
does not necessarily need to undergo the process of validity and reliability testing. Then, the researchers came
up with another researcher-made questionnaire to determine the development and validation of electronic book
for social studies classroom in terms of level of performance of Grade 9 pupils in learning Social Studies
(Social Studies). The questionnaire was a 50-item multiple choice and was validated by three expert faculty,
especially in this kind of topic.
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Also, the researchers developed an E-book. The E-book's content, technical aspects, ethical considerations, and
overall quality were assessed by eight evaluators: three social studies teachers, two IT experts, and three
students. Each evaluator independently rated the E-book across these four criteria on a scale of 1.00-5.00, with
higher scores indicating greater acceptability. The scale was defined as follows: 4.515.00 is "Highly
Acceptable," 3.51-4.50 is "Acceptable," 2.51-3.50 is "Neutral," 1.51-2.50 is "Unacceptable," and 1.00-1.50 is
"Highly Unacceptable."
For each evaluator, the table showed the mean score and a corresponding description of the rating (Highly
Acceptable, Acceptable, etc.) for each criterion: Content and Relevance, Technical Aspects, Ethical
Considerations, and an overall assessment ("As a Whole"). The "Grand Mean" row provided the average score
across all eight evaluators for each criterion, offering a summary of the overall evaluation.
Reliability of the Instrument
According to Twycross (2015), the term reliability in quantitative study or the accuracy of an instrument is the
extent to which a research instrument consistently has the same results, if it is used in the same situation on
repeated occasions. In this study, after the validation of the research instrument and with the cue of the
validators, the instrument had been pilot tested and was subjected to reliability test using Cronbach Alpha set at
0.05 level of significance. The reliability test resulted to Cronbach Alpha value 0.943 was interpreted as
"Excellent" and made the instrument reliable.
Data Collection Procedure
First, the researchers secured the necessary permissions by sending a formal letter to the principal of
Himamaylan National High School. Additionally, approval was obtained from the parents of the respondents to
conduct the study. Second, upon receiving the required approvals, the researchers secured the consent of the
student respondents. The objectives and potential benefits of the study were carefully explained to them to
ensure informed participation. Third, the researchers personally administered the standardized questionnaire to
gather data on the least mastered topics and the students' level of performance. The respondents were given
thirty (30) minutes to complete the questionnaire. After the allotted time, all completed questionnaires and
answer sheets were collected and prepared for statistical analysis. Fourth, an intervention involving the use of
electronic books (E-books) in teaching Social Studies was introduced. This intervention was carried out over a
period of four (4) weeks. Fifth, on the first day of the first week, immediately after securing consent and
approval, the researchers conducted a class with the Grade 9 STE-Platinum students focusing on economics
competencies from the fourth quarter. This session also served to support the development and validation of
the electronic book for the Social Studies class. Sixth, the researchers implemented the E-book intervention
over four (4) weeks, with one session per week conducted every Thursday. To ensure the validity of the
findings, only one of the researchers was assigned to deliver the lessons, thereby minimizing the influence of
teacher variability and focusing on the effectiveness of the Ebook intervention. Seventh, during the fourth
week, the respondents were given a post-test questionnaire to assess the impact of the E-book intervention on
their learning outcomes. Lastly, the students’ post-test data were collected, organized, and prepared for
statistical treatment and analysis.
Data Analysis Procedure
The following statistical tool was used to interpret the data collected:
Quantitative Data Analysis For problem number 1, which states that, "What are the least mastered lessons of
the student?" Frequency and percentage were used. For problem number 2, which states that, "What is the
pre-and post-intervention academic performance of the students in Social Studies?" Mean and Standard
deviation was used. For problem number 3, which states that, "Is there a significant difference in the pre- and
post-intervention performance of the students in Social Studies?" Wilcoxon Signed-Ranks Test was used. For
problem number 4, which states that" What is the acceptability level of the E-book developed in terms of
Content and Relevance, Technical Aspects, and Ethical Considerations?" Mean was used.
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Qualitative Data Analysis
For problem number 5, which states that "What are the insights of the students after using the E-book?”
Thematic Analysis was used. To acquire insights into the development, validation and utilization of the
electronic book for Grade 9 Social Studies, the researchers collected data from participants, both teachers and
students using written responses (Essays). This feedback gave vital insights on the E-book's usability,
effectiveness, and engagement. Following data gathering, Thematic Analysis was used to systematically
arrange and analyze the information. Thematic Analysis is a popular qualitative technique that enables
researchers to locate, evaluate, and understand trends or common themes in the collected information (Braun
& Clarke, 2006). It is a successful and adaptable way to assessing several sorts of qualitative data, including
participant feedback, making it exquisite for our study (Nowell et al., 2017). The steps of Thematic analysis
used in this study includes:
Step 1: Familiarizing. The researchers thoroughly read all written essays responses.
Step 2: Generating Initial Codes. After closely examining the data, the researchers developed preliminary
codes based on repeating themes and noticeable assertions.
Step 3: Generating Themes. Upon sorting the initial codes, the researchers recognized highly probable themes
emerging from the coded data.
Step 4: Reviewing Themes. The researchers examined and adjusted the themes, selecting those that most
accurately captured the participants' experiences.
Step 5: Defining and Naming themes. Each finalized theme was properly defined and given a descriptive name
that reflected its main concept.
Step 6: Creating the Report. The researchers synthesized the final themes using the selected themes as the basis
for their analysis.
Ethical Considerations
This research requires that all participants, including both Teachers and students must give their informed
consent after being fully informed about the purpose, methodology, and anticipated outcomes of the research.
Participants were guaranteed that participation is entirely voluntary and that they can leave at any time without
facing any repercussions.
By not revealing any identifying information in the research outputs, confidentiality and anonymity were
preserved. All information gathered were safely saved and utilized only for academic and research reasons.
The E-book was designed to be age-appropriate, culturally sensitive, and educationally relevant to ensure that
users find it useful and not offensive. To guarantee the accuracy, relevance, and appropriateness of the content,
validation processes Social Studies experts were involved.
Furthermore, approval from the research adviser, institutional review board or ethics committee, and school
administrators was obtained prior to implementation. The researchers ensured that no harm psychological,
emotional, or educational resulted from participation in the study.
Prior to implementation, the research adviser, the university's review board or ethical committee, and school
administration provided their permission. The researchers ensured that participation in the study did not cause
any psychological, emotional, or educational harm.
RESULTS AND DISCUSSIONS
Descriptive Data Analysis
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This study was conducted to determine the level of the students’ level of pre-intervention and post-intervention
academic performance of Grade 9 – STE Platinum students of Himamaylan National High School using quasi-
experimental design. The mean scores and standard deviation showed the level of student’s academic
performance below.
Table 2
The Least Mastered Competency of Grade-9 Platinum in Social Studies
Competency
Number of Items
based on TOS
% of Wrong
Answers
% of Correct Answers
Pambansang Kaunlaran
9
40.50%
59.49%
Sektor ng Agrikultura
9
45.87%
57.34%
Sektor ng Industriya
5
57.41%
42.58%
*Sektor ng Paglilingkod
12
*67.74%
*32. 35%
Impormal na Sektor
3
59.13%
40.86%
Kalakalang Panlabas
2
62.90%
37.09%
*Note: The competency with the lowest percentage of correct answers was made as the basis in developing,
validating, and utilizing the E-book.
Table 4 shows the six competencies and indicates that the competency "Sektor ng Paglilingkod" has the lowest
percentage of correct answers at 32.35% and the highest error rate at 67.74%. This significant gap suggests
several reasons for students' difficulties in mastering this competency. These are the complexity of the
concepts, which includes the different Sub-topics namely; (1) Sub-Sektor ng Paglilingkod; (2) Mga Ahensyang
Bumubuo sa Sektor ng Paglilingkod; (3) Hamon at Oportuninad sa Sektor ng Paglilingkod and (4) Mga Batas
na Nangangalaga sa mga Karapatan ng Manggagawa — can present significant difficulties, particularly for
students who may lack the necessary foundational knowledge. According to Tindowen (2019), the complexity
of certain academic concepts—especially those involving multiple sub-sectors, government agencies, and
labor laws—can overwhelm students who lack foundational knowledge, leading to poor performance and
disengagement. Similarly, Cajayon et al. (2021) highlighted that teaching methods that are not responsive to
diverse learners often result in low student motivation and limited comprehension. Given these complexities
and results, this suggests that "Sektor ng Paglilingkod" is the least mastered competency among Grade 9
students, making it the best choice as a foundation for the validation and creation of an Electronic Book
specifically designed for Grade 9 Social Studies.
Table 5
Means and Standard Deviations of the Academic Performance of Students in Social Studies
Before and After the Intervention
N
Mean
SD
Verbal Description
Pre-intervention Academic
Performance in Social Studies
31
16.13
5.31
Low
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Post-intervention Academic
Performance in Social Studies
31
41.61
3.40
Very High
Note: 40.01-50.00 Very High; 30.01-40.00 High; 20.01-30.00 Average; 10.01-20.00 Low; 0.00-10.00 Very
Low
Table 5 indicates that the students' pre-intervention mean score of 16.13 (SD = 5.31) categorized their
performance as "low." However, after the introduction of the Ebook intervention, there is a significant
improvement in performance, with the postintervention mean score rising to 41.61 (SD = 3.40), classified as
"very high." This dramatic shift suggests that the E-book intervention has a strong positive impact on students'
academic achievement in social studies. Before the intervention, students performed at a "low" level, with a
mean score of 16.13. The relatively high standard deviation of 5.31 indicates that there is variability in student
performance, meaning that while most students are struggling, there are a few students who might have
performed somewhat better. However, the overall low mean suggests that many students has difficulty
understanding or engaging with the content before the intervention.
After the introduction of the E-book as intervention, there is a dramatic increase in performance, with the
mean score rising to 41.61, which is categorized as "very high." The reduced standard deviation of 3.40
indicates that there is less variability in performance post-intervention, meaning that most students are able to
benefit from the E-book tool and their performance becomes more consistent. This suggests that the Ebook
intervention helps bring students up to a higher level of understanding and achievement in social studies, with
fewer students left behind. This dramatic shift indicates that the E-book provided students with a more
engaging, interactive, and effective way of learning social studies content, helping them grasp concepts more
easily and achieve higher academic results.
According to Turner (2020), the use of E-books, especially in subjects like Social Studies, offers several
benefits over traditional textbooks. E-books can provide interactive elements such as multimedia (videos,
audio, animations) that enhance learning by making abstract or complex concepts more tangible. This aligns
with Mayer's (2005) Cognitive Theory of Multimedia Learning, which emphasizes that students learn better
when information is presented through both visual and auditory channels. Additionally, E-books allow students
to learn at their own pace, revisiting content as needed, and can offer personalized learning experiences that
cater to individual needs (Larson, 2010). Hence, these features likely contributed to the significant
improvement observed in the study.
The E-book format may have increased student engagement and motivation, which are key factors in academic
achievement. Research by Mayer (2005) and Guthrie & Wigfield (2000) shows that interactive and
multimedia-enhanced E-books can boost student motivation by making learning more engaging and accessible.
The use of technology may have sparked students' interest in social studies, making them more willing to
engage with the material and increasing their overall academic performance.
The reduction in standard deviation from 5.31 to 3.40 suggests that the E-book intervention led to more
uniform improvement in student performance. According to Fraenkel, Wallen, and Hyun (2012), a smaller
standard deviation in post-test scores indicates less variability among learners, suggesting that the intervention
may have supported students with diverse prior knowledge to reach more consistent levels of understanding.
This implies that the E-book was effective in narrowing the performance gap and enabling a broader group of
students to succeed.
The effectiveness of the E-book intervention is supported by Cognitive Load Theory (CLT), proposed by John
Sweller (1988), learning is most effective when cognitive load is optimized. E-books with multimedia content
can reduce cognitive load by breaking down complex information into smaller, more manageable chunks. This
is particularly relevant in social studies, where students may need to grasp complex historical events, concepts,
and terminology. The multimedia elements in e-books can help students process information more effectively
and with less mental strain.
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In addition, Mayer’s (2005) Multimedia Learning Theory states that students learn better when they are
presented with both visual and verbal information. E-books are an ideal medium for implementing this theory,
as they often incorporate text, images, videos, and interactive elements that allow students to process
information through multiple sensory channels. This multimodal approach likely enhanced students'
understanding of social studies content and contributed to their improved performance.
Moreover, Vygotsky’s (1978) constructivist theory posits that learners construct knowledge through interaction
with their environment and peers. E-books offer an interactive learning environment where students can
engage with content at their own pace, revisit concepts, and apply what they've learned in interactive ways.
This aligns with the idea of active learning, which may have contributed to the students' improved academic
performance (Bransford, Brown, & Cocking, 2000).
Inferential Data Analysis
The Wilcoxon Signed-Ranks Test was used to determine whether there was a statistically significant difference
between the students' pre-intervention and postintervention academic performance. The quasi-experimental
study investigated the impact of using an E-book as an intervention to improve the academic performance of
Grade 9 students in Social Studies, a method supported by educational researchers who emphasize the value of
digital tools in enhancing student engagement and learning outcomes (Larson, 2010; Woody, Daniel, & Baker,
2010).
Table 6
Difference in the Academic Performance of Grade 9 Students in Social Studies Before and After the
Intervention
Mean Rank
Sum of Ranks
Z
Sig.
Post-intervention
Vocabulary Skills
Pre-intervention
Vocabulary Skills
.00
16.00
.00 496.00
-4.861
.000
*p < .01, significant
The quasi-experimental study investigated the impact of using an eBook as an intervention to improve the
academic performance of Grade 9 students in social studies. The findings indicate a significant difference in
students' performance from preintervention to post-intervention. Specifically, the statistical analysis reveals a
Z-score of -4.861 with a p-value of .000, suggesting that the intervention has a substantial and statistically
significant effect on students' academic performance. According to Field (2013), such a Z-score indicates a
large effect size. In the context of statistical testing, a Z-score of this magnitude suggests that the observed
differences between preintervention and post-intervention performance are highly unlikely to have occurred
due to chance alone.
The Z-score of -4.861 indicates a large effect size. In the context of statistical testing, a Z-score of this
magnitude suggests that the observed differences between pre-intervention and post-intervention performance
are highly unlikely to have occurred due to chance alone. In fact, a Z-score with such a large absolute value is
typically interpreted as a very strong indicator of statistical significance (Corder & Foreman, 2014).
In addition, the p-value of .000 further supports the statistical significance of the findings. A p-value of less
than 0.05 indicates that the null hypothesis (which typically posits no effect or no difference) can be rejected.
The .000 p-value suggests that the difference observed in students' performance before and after the E-book
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intervention is significant and not attributable to random variation. This reinforces the conclusion that the
intervention likely had a meaningful impact.
The statistically significant results, highlighted by the Z-score of -4.861 and pvalue of .000, strongly suggest
that the E-book intervention was highly effective in enhancing students' academic performance in social
studies. This dramatic improvement in scores indicates that the E-book provided a more engaging, interactive,
and effective learning experience compared to traditional methods. Several factors likely contributed to this
positive impact.
First, the E-book's multimedia features, such as interactive quizzes, videos, and diagrams, can make abstract
social studies concepts more accessible and engaging, leading to better comprehension and retention.
Second, the personalized learning opportunities afforded by E-books, allowing students to work at their own
pace, revisit content, and access tailored resources, may have helped them master concepts more effectively.
Finally, technology-based tools like E-books have been shown to increase student motivation and engagement
(Mayer, 2005), likely capturing students' attention and boosting their interest in social studies. It's also
important to note that while the initial focus was on vocabulary skills, E-books can significantly improve
vocabulary acquisition and conceptual understanding in social studies. Interactive features like multimedia
glossaries, highlighted key terms, and contextual examples help students grasp complex concepts and
terminology central to the study of history, geography, and civics.
Table 7
Acceptability Level of the E-book Developed in Terms of Content and Relevance,
Technical Aspects, and Ethical Considerations
Evaluator
Content and
Relevance
Technical Aspects
Ethical Considerations
As a Whole
Mean
Description
Mean
Description
Mean
Description
Mean
Description
1
4.89
Highly
Acceptable
4.67
Highly
Acceptable
4.67
Highly
Acceptable
4.74
Highly
Acceptable
2
4.89
Highly
Acceptable
4.83
Highly
Acceptable
5.00
Highly
Acceptable
4.91
Highly
Acceptable
3
4.22
Acceptable
4.17
Acceptable
3.67
Acceptable
4.02
Acceptable
4
4.56
Highly
Acceptable
4.67
Highly
Acceptable
4.00
Acceptable
4.41
Acceptable
5
4.67
Highly
Acceptable
4.50
Acceptable
5.00
Highly
Acceptable
4.72
Highly
Acceptable
6
5.00
Highly
Acceptable
5.00
Highly
Acceptable
5.00
Highly
Acceptable
5.00
Highly
Acceptable
7
5.00
Highly
Acceptable
5.00
Highly
Acceptable
5.00
Highly
Acceptable
5.00
Highly
Acceptable
8
4.78
Highly
Acceptable
5.00
Highly
Acceptable
5.00
Highly
Acceptable
4.93
Highly
Acceptable
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Grand
Mean
4.75
Highly
Acceptable
4.73
Highly
Acceptable
4.67
Highly
Acceptable
4.71
Highly
Acceptable
Note: 4.51-5.00 Highly Acceptable, 3.51-4.50 Acceptable, 2.51-3.50 Neutral, Unacceptable 1.51- 2.50, Highly
Unacceptable 1.00-1.50
Table 7 presents the results of an evaluation of an E-book designed for social studies instruction. The data
reveals that the E-book receives consistently high ratings across all criteria. The Grand Means for Content and
Relevance (4.75), Technical Aspects (4.73), and "As a Whole" (4.71) all fall within the "Highly Acceptable"
range, indicating a strong positive evaluation of the E-book's content, functionality, and overall effectiveness.
The mean score for Ethical Considerations (4.67) is also within the "Highly Acceptable" range, suggesting that
the E-book adheres to ethical standards. While slightly lower than the other Grand Means, it still indicates a
favorable evaluation. The diversity of the evaluator group—including the perspectives of social studies
teachers, IT experts, and students may have contributed to the reliability of these findings.
The relatively small variations in scores between evaluators (as reflected in the individual mean scores)
suggests a high degree of consistency in the assessment of the E-book's quality. This overall positive feedback,
informed by the varied expertise of the evaluators, strongly supports the E-book's suitability and effectiveness
as an educational tool.
Insights of the Students After Using the E-Book
Increase Interest and Motivation
The integration of technology in education has transformed traditional learning experiences into engaging and
interactive encounters for students. E-books, in particular, have revolutionized how students’ access and
interact with educational content, making subjects like Social Studies more appealing and comprehensible. The
dynamic features of E-books—including multimedia elements, interactive activities, and customizable
interfaces—have sparked renewed interest in academic subjects that were previously considered unexciting by
many students. Specifically, Mateo said that,
"Bago sa akin ang paggamit ng E-books. Mas naging interesting at informative ang Social Studies. Mas
madali ko nang naiintindihan ang aralin." (Using E-books is new to me. Social Studies has become more
interesting and informative. I can now understand the lessons more easily.)
This was supported by Sofia when she said,
"I find Social Studies interesting and important dahil tinutulungan akong maintindihan ang mundo at ang mga
lipunan. E-books add a modern and engaging way to explore history, culture, and current events. Mas nakaka-
excite magbasa ngayon." (I find Social Studies interesting and important because it helps me understand the
world and societies. E-books add a modern and engaging way to explore history, culture, and current events.
Reading is more exciting now.)
Furthermore, Miguel stated that,
“Fascinating talaga ang Social Studies! Ang pag-aaral ng kultura, kasaysayan, at lipunan ay mas interesting
na ngayon. E-books make it easier with interactive tools.” (Learning about culture, history, and society has
become more interesting now. E-books make the experience easier and more engaging through interactive
tools.)
E-books play a significant role in making learning more interesting and accessible to students. Kožuh et al.
(2019) emphasized how multimedia, hyperlinks, and adjustable texts meet various learning styles and promote
independent learning. These features make the reading experience dynamic and student-centered, especially in
the flexible setup of digital education. With interactive components, students feel more in control of their
learning, leading to increased motivation. This motivation is crucial in sustaining attention and interest in
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academic tasks, especially in Social Studies. As observed, learners tend to stay engaged longer when they can
personalize how they access content. The adaptability of E-books gives students a sense of ownership and
curiosity in their own learning journey.
Enhance Self-Assessment and Retention
The integration of self-assessment tools in E-books has revolutionized how students measure their
understanding and retain knowledge in modern educational environments. These digital features transform
traditional reading into an interactive experience that offers immediate feedback, personalized review
opportunities, and continuous learning support. Self-assessment components create a virtual study companion
that students can access anytime, making the learning process more efficient and tailored to individual needs
while fostering academic independence. Specifically, Ana said that,
"Yung quizzes pagkatapos ng section, sobrang useful. Nagiging self-check ko siya kung tama ba ang
pagkaintindi ko. Parang may mini-review ka agad pagkatapos ng lesson." (The quizzes after each section are
very useful. They serve as my selfcheck to confirm if my understanding is correct. It's like having an
immediate minireview after the lesson.)
This was supported by Samantha when she said,
"Isa sa mga pinaka-useful na feature para sa akin ay 'yung highlighting at notetaking. Pwede kong i-mark ang
important points tapos balikan anytime. Parang may sariling reviewer na akong nagagawa habang
nagbabasa." (One of the most useful features for me is highlighting and note-taking. I can mark important
points and revisit them anytime. It's like creating my own reviewer while reading.)
Furthermore, Ellena stated that,
"Para sa akin, malaking tulong 'yung instant feedback after ng activities. Nalalaman ko agad kung saan ako
nagkamali at kung anong part ng lesson ang kailangan ko pang balikan. Parang may study buddy ka talaga na
nag-ga-guide habang nagaaral, kaya mas madali kong nare-retain 'yung mga natutunan ko." (For me, the
instant feedback after the activities is a big help. I immediately find out where I made mistakes and which part
of the lesson I need to review. It's like having a study buddy guiding me while I'm studying, so it's easier for
me to retain what I've learned.)
E-books equipped with self-assessment tools can significantly boost learning retention. Huang and Liang
(2021) showed that students using E-books with embedded quizzes retained 31% more knowledge than those
using traditional materials. These tools help students test their understanding immediately after learning,
reinforcing what they've studied. For Social Studies, where dates, concepts, and historical analysis matter,
quick reviews can make all the difference. Self-assessments provide instant feedback, guiding learners to
revisit unclear topics. Having a built-in study buddy helps make learning continuous and accessible anytime. It
empowers students to take charge of their progress.
Engaging and Deep Learning
E-books have transformed Social Studies from a traditional subject of memorization into an engaging field of
exploration and critical thinking through their interactive features and collaborative capabilities. These digital
resources provide students with opportunities to engage with content more deeply, offering multiple
perspectives and encouraging analytical thinking that traditional textbooks often fail to facilitate. The dynamic
nature of E-books creates an environment where students develop not just subject knowledge but also essential
critical thinking skills that extend beyond the classroom.
Specifically, Maria said that,
"Engaging ang Social Studies sa classroom lalo na kapag may E-books. They allow
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deeper discussions and offer different perspectives. Nakakatulong ito para mas maging open-minded ako."
(Social Studies is engaging in the classroom especially with E-books. They allow deeper discussions and offer
different perspectives. This helps me become more open-minded.)
This was supported by Jose when he said,
"E-books make learning dynamic and interactive. Hindi nakakabagot ang lessons. Mas napapanatili ang
interest ko sa subject." (E-books make learning dynamic and interactive. The lessons aren't boring. My interest
in the subject is better maintained.
Furthermore, Isabella stated that,
“Mas na-iintindihan ko ang mga historical events at connections dahil sa visual features ng E-books. Hindi
lang ako basta nagbabasa, parang nag-e-explore ako ng history mismo. Mas exciting at mas malalim ang
pagkaunawa ko sa mga aralin.' These tools, according to her, make Social Studies feel like an exploration
rather than just a subject to study." (I understand historical events and connections better because of the visual
features of E-books. It's not just reading; it feels like I'm exploring history itself. It makes the lessons more
exciting and deepens my understanding.)
E-books can go beyond surface-level learning and encourage students to think critically. Ramírez-Montoya and
Lugo-Ocando (2020) documented how collaborative Ebooks with discussion features improved critical
thinking skills among students. These tools promote dialogue, reflection, and peer learning—essential elements
in developing deeper understanding. In Social Studies, where analysis and interpretation are key, having
embedded tools for collaboration can enhance classroom discourse. When learners engage with content and
each other, they begin to see multiple perspectives and think more analytically. E-books help shift learning
from passive reading to active inquiry. With the right tools, Social Studies becomes not just informative, but
transformative.
Visual and Interactive Enhancements
The visual and interactive capabilities of E-books create a multi-sensory learning experience that captivates
students' attention and enhances their engagement with educational content. By incorporating videos,
animations, and interactive elements, Ebooks transform static information into dynamic learning experiences
that appeal to different learning preferences and maintain student interest. These enhancements make complex
or challenging topics more accessible and enjoyable, turning potential academic obstacles into opportunities
for deeper understanding and appreciation.
Specifically, Mateo said that,
"I think to make the E-book more interesting; it should have more videos. Hindi lang siya basta nagpapakita
ng information, kundi nagiging mas masaya at engaging para sa amin. Mas magiging meaningful yung
learning experience kapag may visual and audio components din." (I think to make the E-book more
interesting; it should have more videos. It doesn't just show information but becomes more fun and engaging
for us. The learning experience becomes more meaningful when there are visual and audio components too.)
This was supported by Sofia when she said,
"A lot of animation is one of the best things to improve in the E-book. Kapag mas maraming animation, mas
nagiging interesting ang lesson, lalo na sa mga mahihirap na topics. Kasi, parang hindi lang kami basta
nagbabasa—mas entertaining at engaging pa." (A lot of animation is one of the best things to improve in the
E-book. With more animations, the lesson becomes more interesting, especially for difficult topics. Because it's
not just reading—it's more entertaining and engaging.)
Furthermore, David stated that,
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“I would suggest adding more visuals like videos and animations. Mas engaging siya at mas nakakatulong sa
mga concepts na mahirap intindihin. Kaya pag may visual aids, mas nakikita ko kung paano nangyayari ang
mga historical events at connections nila.” (I would suggest adding more visuals like videos and animations.
It's more engaging and helps with concepts that are hard to understand. So, with visual aids, I can see how
historical events happen and their connections.")
Visual and interactive enhancements in E-books increase student engagement and retention. Tzeng and Hsu
(2022) emphasized that adding animations, clickable diagrams, and interactive lessons helped improve focus
and comprehension. In Social Studies, these enhancements turn static content into lively narratives. Students
enjoy learning more when information is delivered in dynamic, visual formats. These features help both visual
and kinesthetic learners connect with the material. E-books become tools not just for reading but for
exploration. It makes the experience mentally stimulating and visually enjoyable.
Visual Aid for Understanding
Visual elements in E-books serve as powerful cognitive scaffolds that bridge abstract concepts with concrete
representations, making complex information more accessible and comprehensible for students. The strategic
integration of images, interactive diagrams, and sequential visual presentations helps learners process
information more efficiently and develop deeper conceptual understanding. These visual aids transform the
learning experience by providing clear pathways through complex material and encouraging exploration of
educational content at individual paces.
Specifically, Maria said that,
"Para sa akin, sobrang nakakatulong 'yung images sa E-book kasi mas mabilis kong naiintindihan ang aralin.
May mga detalyadong impormasyon rin na malinaw at direkta. Kaya mas madali kong nasusundan ang topic."
(For me, the images in the E-book are incredibly helpful because I can understand the lessons more quickly.
There are detailed pieces of information that are clear and direct. This makes it easier for me to follow the
topic.)
This was supported by Jose when he said that,
"Sobrang helpful ng visual sequence ng E-book—parang step-by-step ang dating. Kapag nagki-click ako sa
mga part ng lesson, parang may bagong info agad na lumalabas. Nakaka-curious tuloy mag-explore pa." (The
visual sequence of the Ebook is extremely helpful—it feels like a step-by-step process. When I click on
different parts of the lesson, new information pops up right away. This makes me curious to explore even
more.)
Furthermore, David stated that,
“Ang images at charts ng E-book ay sobrang nakakatulong sa akin. Kapag may timeline o graph, mas
madaling i-connect ang mga pangyayari. Hindi lang ako basta nagbabasa—nakikita ko talaga ang buong
picture.” (The images and charts in the E-book are really helpful to me. When there’s a timeline or graph, it’s
easier to connect the events. I’m not just reading—I can really see the whole picture.)
Digital features in E-books serve as powerful visual aids for better comprehension. Bus, de Jong, and Verhallen
(2006) found that these features support prediction, connection, and inference-making strategies in students.
By allowing learners to visualize concepts and stories, E-books help deepen understanding. In Social Studies,
where students often deal with abstract ideas or historical narratives, visuals can bring lessons to life.
Interactive maps, animations, and illustrated timelines help learners grasp complex ideas faster. These aids
promote active thinking and long-term memory.
Visual learning makes information easier to retain and apply.
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CONCLUSIONS
The findings from this quasi-experimental study highlighted the effectiveness of E-books in improving the
academic performance of Grade 9 students in Social Studies. Initially, the least mastered competency was
identified as “Sektor ng Paglilingkod,” based on the lowest percentage of correct responses. Before the
intervention, students' performance was generally categorized as "low," indicating that many struggled to
understand and engage with the content. After the implementation of the E-Book intervention, there was a
significant improvement in academic performance of the students, categorized as "very high." This dramatic
shift not only indicated a highly significant difference between the pre- and post-intervention results but also
suggested that the E-book had a substantial and positive impact on students’ learning outcomes.
Furthermore, the E-book was rated highly across all evaluated areas,
including content, technical aspects, and ethical considerations, reflecting its overall high level of acceptability.
Qualitative feedback from students also reinforced the E-book’s value, with recurring themes such as enhanced
self-assessment and retention, increased interest and motivation, visually stimulating content, deeper
engagement, and improved understanding through visuals.
These results demonstrated that E-books not only improved academic
performance but also enriched the learning experience. The integration of interactive, multimedia-rich, and
student-centered digital tools like E-books can therefore serve as an effective strategy for enhancing
educational outcomes, fostering consistent learning gains, and increasing student engagement in Social
Studies.
Implications
Accordingly, the first major theoretical implication of the present research is the affirmation and application of
three foundational learning theories: Constructivist Learning Theory, Multimedia Learning Theory, and
Cognitive Load Theory. The findings suggest that interactive electronic books (E-books) contribute
significantly to improved academic performance by aligning with these theories. Constructivism was seen in
how students actively engaged with content and built knowledge through exploration. Multimedia Learning
Theory was evident in students’ increased comprehension when visual and auditory elements were combined.
Moreover, Cognitive Load Theory was supported as the E-book’s structured content helped reduce extraneous
load, allowing students to focus on key concepts in Social Studies. These theories collectively frame the
effectiveness of the intervention and support its replicability in other contexts.
An important implication drawn from the study lies in how technology can
practically support instruction in traditionally challenging subjects like Social Studies. Prior to the intervention,
students showed low performance and disengagement; however, the introduction of a multimedia-rich E-book
facilitated not only higher comprehension but also improved consistency in scores, as shown by the reduced
standard deviation. This implies that incorporating educational technology like E-books is not merely about
digital innovation but about designing effective learning experiences that meet pedagogical goals. The E-book
bridged the gap between students with varying abilities, supporting differentiated instruction and creating a
more equitable learning environment.
In analyzing the findings and linking them to practical classroom dynamics,
the researchers established the potential for this intervention to be integrated not only within one classroom but
also across broader school systems. Educational institutions, particularly in resource-constrained settings,
could benefit from adapting this type of digital material to enhance curriculum delivery. The use of interactive
features—such as quizzes, videos, timelines, and self-assessment tools—offered students autonomy over their
learning and helped foster engagement, which may have long-term benefits in knowledge retention and
academic interest.
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It also implies the growing importance of reimagining instructional materials in ways that speak to 21st-
century learners. This includes moving beyond traditional textbooks and fostering active learning through
digital means. The positive feedback from student participants in terms of usability, clarity, and motivation
further validates that well-designed E-books are not just supplementary materials but viable central tools in
instruction. Teachers, therefore, are encouraged to integrate E-books into their lesson planning and adopt
learner-centered strategies that maximize their potential.
Accordingly, this research brings forward a crucial issue—how to continuously support the meaningful
integration of educational technology through teacher training and curriculum innovation. This includes
addressing challenges related to access, digital skills, and institutional readiness. Based on the findings, the
development of E-books should be accompanied by ongoing evaluation and refinement. Reflective practice,
user feedback, and collaboration with subject experts and technologists are vital in sustaining the effectiveness
of such innovations.
In conclusion, the findings offer a timely contribution to both theory and
practice. They reinforce established educational principles while presenting a concrete, validated instructional
tool that addresses real classroom challenges. The significant improvement in students’ academic performance
highlights the value of integrating interactive digital resources into the Social Studies curriculum. This study
demonstrates that when theory and technology merge with contextualized pedagogy, transformative learning
outcomes can be achieved.
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