The Impact of Electronic Storybook and Print Picture Book on the Reading Comprehension of Undergraduates with Varying Levels of Critical Thinking

Abstract

Information technology has changed many aspects of life, including how people consume media and information using tablet PCs, iPads, cellphones, computers, internet access, and electronic books. These advancements boost the capacity of teaching and learning processes to fulfill the digital world's needs successfully. This study explored the impact of introducing an electronic storybook in the experimental group and a print picture book.  The sample was drawn from two classes of 29 students each for the experimental and control groups at a private university in West Java, Indonesia, using a factorial 2 x 2 quantitative research design. A questionnaire and a test were used as tools, and the data was analyzed using a two-way ANOVA. The conclusions demonstrated a substantial difference in the experimental and control groups' reading comprehension achievement. In the Basic Reading Comprehension course, students with a high degree of critical thinking outscored those with a low level of critical thinking. There was a link between teaching media and students' critical thinking skills regarding undergraduate reading comprehension ability. These findings also encourage teachers  to employ electronic storybooks to teach reading and help students build critical thinking skills. Texts and technology are used to facilitate meaningful learning.  More research and development on various books and educational materials is recommended.