Advisers

Abraham P. Muyrong II, PhD

Discipline

Education

Abstract

This study assessed the effectiveness of interactive e-books in enhancing critical thinking skills (reading/writing) among Grade 12 HUMSS students at Bestlink College of the Philippines. It explored the impact of interactive e-books on students’ ability to analyze texts, evaluate arguments, formulate logical responses, and draw conclusions. A quasi-experimental design was used, involving 60 HUMSS students divided into experimental (interactive e-books) and control (traditional methods) groups. Data collection included questionnaires (demographics, prior knowledge) and pre/posttests measuring critical thinking skills. Statistical analyses included frequency distribution, weighted means, and Likert scale interpretation. Both groups achieved scores interpreted as “excellent” on the posttest. The experimental group obtained a composite mean of 42.73, compared with 37.57 for the control group. Students also reported high perceived impact across text analysis, argument evaluation, logical-response formulation, and conclusion drawing, as well as challenges in using the interactive e-book. No pretest values or inferential comparison between groups were reported. Interactive e-books may support interest and engagement through multimedia and interactive features. However, the reported posttest means alone do not establish that the experimental group improved more than the control group or that the e-book enhanced critical thinking. Complete pretest results, variability measures, and a between-group statistical test are needed.

Keywords

grade 12 students, interactive e-book, critical-thinking skills, reading and writing, instructional technology