PREFERENCE OF FINAL YEAR STUDENTS BETWEEN TRADITIONAL READING

MODE AND NON TRADITIONAL READING MODE : A CASE STUDY OF FINAL

YEAR STUDENTS OF PATNA WOMEN’S COLLEGE

DISSERTATION PROJECT

PATNA WOMEN’S COLLEGE

2024
Department of Economics
Patna Women's College Autonomous
PATNA UNIVERSITY
3rd Cycle NAAC: 'A' Grade with (3.58/4)
'College with potential for excellence' (CPE) Status accorded by UGC
 DECLERATION

I, SAKSHI KUMARI hereby declare that the research paper titled "Preference of traditional and non
traditional reading mode: A study of students Patna women’s college Patna, Bihar, India" submitted by me is
based on actual and original work. Any references to other work done by any other person or institution or
material obtained from other sources have been duly cited and referred. I further certify that the research
paper has not been submitted for any other university. My ineptness to other work has been duly
acknowledged at the relevant places.
 CERTIFICATE

This to certify that the dissertation project on "Preference of final year students between
traditional mode of reading and non traditional mode of reading :A case study of students of
patna women’s college, Patna, Bihar, India" submitted by SAKSHI KUMARI,
(21PWC00070) of Spession 2021-24, in partial fulfilment of the requirements for the degree
of B.A, ECONOMICS, is an original work carried out by her under my supervision, during
the period of December 2023 to March 2024
 ACKNOWLEDGEMENT

In completion of my DISSERTATION PROJECT, I had to take assistance and guidance of some respected
persons, who deserves the greatest gratitude. Whatever I have done only dure to such guidance and
assistance and therefore I would not forget to thank them. I am grateful to my Principal, Dr. Sister M.
Rashmi A.C. for giving me an opportunity to do this Dissertation work. I am completely indebted to Dr.
Zareen Fatima, Head, Department of Economics for providing such valuable support, ideas, and
encouragement. I would like to express my sense of obligation towards my supervisor Priti kumari, Assistant
Professor, Department of Economics for her constant guidance, inputs and valuable suggestions. I would
like to thank the faculty members of my department for their encouragement. This project would never have
been ventured without the blessings of the Almighty who blessed me with motivations, guidance, and
strength to overcome hurdles. I would also like to thank my friends and family for the motivation and
support without which this project would not have taken its shape. Last but not the least would like to
express my gratitude to everyone who directly or indirectly provided support, encouragement and helped me
to complete this project
 1.1. INRODUCTION

Books first appeared in the middle of the Renaissance, primarily because there was a tremendous appetite
for knowledge at that time. The increase in the demand for manuscripts was due to the development of
universities. This is what made Gutenberg’s invention so successful. Humanity progresses when it has a
project.
Commercial expansion and advances in knowledge have led to a continuous inflation of writing:
At the end of the Middle Ages, universities were training more and more students and were demanding
larger quantities of copies. It was the pecia, the technique of copying books in series, that encouraged the
creation of the first libraries in universities;
The development of the administration, the notary’s office and, of course, the trade led to an increase in the
number of documents;
As international trade grew, the use of bills of exchange became more and more common.
Interestingly, the increase in demand for books also helped establish the first merchant booksellers who
offered, on their own initiative, certain copies for sale. These merchants were, in a way, the first publishers,
and thus preceded the invention of printing.
We do not appreciate enough the importance of paper in the progress of our civilization: paper has become
the indisputable medium of our memory for knowledge, financial, and legal acts. Our culture is indeed a
culture of writing, in which all social structures are based on the unquestionable value of printed texts. Our
increasingly forgetful age would do well to remember this as it approaches uncertain shores
Reading is not a solitary action rather, it can appear in assorted structures, and readers who are talented are
aware of these reading styles and strategies used by them in various circumstances for various purposes.
Reading in the 21st century networked society is no more restricted to the print reading. The extent of the
reading has reached out to the Internet sources that changed the conventional reading culture of the readers
(Loan, 2012). There is a continuous transition of reading from print to screen and the book is challenged by
an expanding number of advanced reading gadgets like personal computers, laptops, tablets, and smart
phones. The worldview of reading, specifically for youngsters, is progressively screen-based rather than
paperbound. The amount of text-based information available online is steadily increasing. The widespread
use of the Internet and alternative reading resources with hypertexts and multimedia has made drastic
changes in reading patterns. Gradual decrease in reading habit of individuals is a typical phenomenon in the
developing nations as well as in the developed ones. Among the youngsters, this decline is most perceptible,
since they are the population who are most influenced by the developing digital technologies and
advancements, particularly the Internet. Many university libraries are reporting a decline in the usage of
print journals and magazines as more users, especially the younger generations are using more online media
Reading on screen is indeed different to reading on paper. Each medium provides its own benefits. Reading
on the digital media presents numerous positive impacts; for example, improved user experience through
media rich content, efficiency, increased reading capacity, flexibility, cost effectiveness, and comprehension;
and also negative aspects such as impact on short and long term memory, lack of comprehension, inability of
annotation, and absence of concentration. De Groote and Dorsch (2003) reported the following reasons
behind utilising printed documents: better quality design, document portability, and capacity to highlight the
article, original formatting retained and more legible tables. Reasons for preferring online publications
included quicker and easier to locate, 24-hour access, lower cost, access from home/office, efficiency and
convenience. Liu (2005) finds that in the print environment annotating and highlighting while reading is a
typical action. In any case this “traditional” pattern has not yet moved to the digital environment when
individuals read electronic documents, most likely in light of the fact that technology as of now does not
permit easy annotating. Readers’ decisions and inclinations for reading on screen and reading on paper are
contextual. Currently, the exponential growth of information and entertainment created in a digital format is
gaining importance particularly among younger people. Students have distinctive perceptions and
preferences in their choices of print and digital resources. In view of the development of online materials
and the increased availability of devices that allow reading from the screen, there has been growing
academic interest in focusing on students’ preference of reading print and digital resources. The main
objective of this study is to assess the students’ preference of reading traditional mode non traditional mode
among students of patna womens college
 1.2 RESARCH OBJECTIVE

1.) To find out amount of time students spends reading books

2.) To identify their preference between printed material and digital materials
3.) To understand the reason for their preference
4.) To find out amount of screen time of UG students in a day

1.3.RESARCH HYPOTHESIS

1.) UG students is most likely to prefer to digital materials over printed

books
2.) UG students spends more time on screen than on books

1.4. RESEARCH METHODOLOGY

1.4.1. Research paradigms:
This work is case study research that employed both qualitative and quantitative research
paradigms known as mixed paradigms research, mixed paradigms is the method of research
in which researchers uses the qualitative paradigms research for one phase and quantitative
paradigms research for another phase of study

1.4.2. Population of interest and sample size:

A population refers to the total number of the issue to be investigated in which all the possible observations
of same kind are made. This work is survey of final year students of patna women’s college. The selection of
domain is based on the fact that patna women’s college is one of the most presitigious college in bihar . A
sample size of 40 students of final year is determined statistically.
 1.4.3. SAMPLING TECHNIQUES
Simple random sampling techniques is used to identify preference of students. Simple random sampling
technique is used when population size is large.

1.4.5.SOURCE OF DATA
Sources of data indicate the way through which researchers collect necessary information and data to
complete the study. It also reveals the originality of collected information, basically, data sources can be of
two types such as primary and secondary data sources. In this research study, only primary data source will
be used.

1.4.6. Primary source of data collection:

In this study, primary data source implies original raw data collected from final year students of patna
women’s college, Patna. These will be collected through questions and direct interviews with household
owners.

1.4.7. Data collection method:

The main data collection method points out interviews and the use of questions.

1.4.8Data presentation:
Data was collected to make useful analysis, significant explanations and interpretations were represented in
the form of graphs, charts, and tables. Microsoft excel is used to generate graphical representation of
different dependent and independent variables.

1.4.9. Data analysis method:

The summarization of descriptive statistical data is done by using the 'percentage' index, mean, median and
mode and the conclusion of the inferential statistical data is done by analyzing hypothesis.
 CHAPTER 2
2.1. LITERATURE REVIEW
Learning design is defined as “the application of learning design knowledge when developing a concrete
unit of learning, e.g. a course, a lesson, a curriculum, a learning event” (Koper, 2005: 3). Different
approaches can be employed while applying learning design to an online course. The initial one is offered as
the instructional design approach consisting various design principles, while another method focuses on best
practices in teaching and learning, and the last one considers pedagogical design principles (Koper, 2005).
The use of technologies and activities, especially the projects and assignments, in e-learning promotes
learners’ interest, self-regulation, and motivation for participation (Fisher and Baird, 2005). For the design
of motivational e-learning, Keller and Suzuki (2004) offered the implementation of the ARCS (attention,
relevance, confidence, and satisfaction) model. This model involves the processes of acquiring attention of
learners, building relevance of the instruction to goals and learning styles of learners, establishing
confidence in terms of anticipations and individual duties for consequences, and enabling the instruction to
be satisfactory for achieving students’ intrinsic and extrinsic gaining. According to the study of Fisher and
Baird (2005), motivating activities in online course design are social collaboration activities, newsgroups,
wikis (collaborative web site), blogs, instant messaging, streaming audio/video, and other participatory
media technologies, whereas self-regulation activities are student-led discussions, user-centered design,
social networks, web-based collaborative tools, support, and feedback from peers.

In the context of e-learning, learning design involves learning design strategies for constructing the structure
of the online course. Initial strategies were mostly based on learning theories that view the design as the
transmission of knowledge to learners. On the other hand, more recent strategies consider learning theories
that propose the construction of knowledge by learners (Hall, 2007). Hence, e-learning design is advised to
focus on all types of interaction (i.e., learner–learner, learner–instructor, and learner–content interactions) at
the same time considering “context,” “activity,” and “multi-learner” dimensions of e-learning (Dalziel,
2003).
As the standards/specifications of learning design, IMS Global Learning Consortium proposed the IMS
Learning Design specification (IMS, 2003), which can be identified as a notational language for the
definition of “meta-model” of instructional design. Universal Design for Learning (CAST, n.d.) was
developed as a comprehensive framework to enhance and optimize instruction for learners while addressing
individual needs and directing the design of instructional goals, assessments, methods, and materials. UDL
offers three major principles for learning design: Provide Multiple Means of Representation (the “what” of
learning), Provide Multiple Means of Action and Expression (the “how” of learning), Provide Multiple
Means of Engagement (the “why” of learning).
As the recent model of learning design, design thinking has been offered as an iterative process with the
purposes as to understand users, identify assumptions, redefine problems, provide novel solutions for
prototyping, and testing issues. Design thinking proposes five phases: Empathize, Define, Ideate, Prototype,
and Test. The use of design thinking in e-learning is also possible if designers consider the essentials of the
phases. The other recent model is agile design model, which can be employed to provide rich and constantly
shifting learning environments while preparing learners for a volatile, uncertain, complex, and ambiguous
world. According to agile design model, the course is directed by instructional principles that cover “clear
learning outcomes or goals, assessment linked to these goals, strong learner support, including timely and
individualized feedback, active learning, collaborative learning, and regular course maintenance based on
learner feedback, all within a rich learning environment” (Bates, 2015).
Northrup (2002) investigated learner perceptions toward online interaction by the tool called e-learning
Interaction Inventory (OLLI) that they developed for this purpose. The results explored that learners stated
their desire for online audio narrated lectures, note-taking guides, case studies, debates, role-plays, games,
and also expected an immediate response from instructors and from their peers.
In their study, Zhao et al. (2009) investigated the use of information technologies by faculty and learners.
According to the results, learners indicated that they were generally using lecture notes, assignments, e-mail,
discussions, and chat in their distant courses. Surprisingly, more than 50% of faculty and learners were not
using the Internet and TV-based live videos and audios, special computer network, fax, and traditional mail
correspondence.
Morris (2012) analyzed perceptions of faculty and students towards the use of web-based technologies for
online interaction considering the learner–instructor, learner–content, learner–learner dimensions. According
to the results, students recommended an increase in the use of movies, video lectures, tutorials, interactive
assignments, interactive tutorials, and online conferencing sessions. On the other hand, they found
discussion forums not useful enough since forum activity is designed to be completed by a group of learners.
Simonds and Brock (2014) inspected the relationship between students’ demographic characteristics and
their preference for types of learning activities in online courses. The study revealed that age groups differ in
terms of their e-learning activity choices. That is, while older students indicated the preference for watching
archived lectures asynchronously, younger students indicated the preference for synchronous interactive
instructional methods like live chats and group projects.

2.2 LITERATURE GAP

The literature gap in the research of preference of students , reliance and demand behavior in Patna, Bihar
lies in the lack of in-depth studies that examines the students behavior, impact on efficiency, affordability
and access, technology and innovation, students satisfaction and perception. While there are number of
studies done on the demand and on its impact within the whole education system, very few of them focuses
on the understanding of students about its functioning and the difference they are facing in terms of use and
access in Patna, Bihar.
While ebooks and online materials are found to be effective in increasing the accessibility and reach for
students, not much research shows how students feel about these materials and how their experiences with
them have impacted their overall satisfaction with their study. With the advancement of technology, there is
a need to explore new and innovative ways of learning methods . More research can be done to determine
students satisfaction and perception with online materials. This can help utilities and policymakers develop
strategies to improve students experience and address any concerns or issues that students may have with
the use of different reading materials. research can be done to examine how ebooks and pdfs affect the
learning outcomes of students . This can help policymakers and utilities develop strategies to make learning
more accessible for all.
This work of research will be filling in the gap by conducting a missed study that will include the students
preference and reason for their preference of students of Patna women’s college, Patna, Bihar.
 CHAPTER 3
3.1IMPACT OF ONLINE MATERIAL ON STUDENTS

The impact of online materials on learning outcomes can be significant and multifaceted. Here are some
ways in which online materials can influence learning outcomes:

1. Accessibility: Online materials can make learning more accessible to a wider audience, including
those who may not have access to traditional educational resources due to geographical, financial, or
physical constraints.
2. Flexibility: Online materials often offer flexibility in terms of when and where learners can access
them. This flexibility allows learners to study at their own pace and fit learning around their existing
commitments, potentially leading to increased engagement and retention of knowledge.
3. Personalization: Online materials can be tailored to individual learners' needs and preferences
through adaptive learning technologies, allowing for personalized learning experiences that cater to
different learning styles and abilities.
4. Interactivity: Many online materials incorporate interactive elements such as quizzes, simulations,
and multimedia content, which can enhance engagement and provide opportunities for active
learning and immediate feedback.
5. Collaboration: Online materials can facilitate collaboration among learners through features such as
discussion forums, group projects, and virtual classrooms, fostering a sense of community and
enabling peer learning.
6. Data-driven insights: Online learning platforms often collect data on learners' interactions and
progress, allowing instructors to gain insights into learners' behavior and performance. This data can
inform instructional design and intervention strategies to support learners' success.
7. Lifelong learning: Online materials can support lifelong learning by providing access to a wide
range of resources and courses that allow individuals to continuously update their skills and
knowledge throughout their lives.

However, it's important to note that the impact of online materials on learning outcomes can vary depending
on various factors, including the quality of the materials, the instructional design, the level of learner
motivation and engagement, and the extent of support and guidance provided to learners. Additionally,
online learning may not be suitable for all learners or all subjects, and there may be challenges such as
digital divide issues or difficulties with self-regulated learning in online environments.
 CHAPTER 4

ADVANTAGES OF BOOK

Books have been a fundamental source of knowledge and entertainment for centuries, and they offer several
advantages that contribute to their enduring popularity:

1. Depth of Content: Books often provide in-depth exploration of topics, allowing readers to gain
comprehensive understanding and insights that may not be possible through other mediums.

2. Portability: Books are portable and can be easily carried and accessed anytime, anywhere, without
the need for electricity or internet connectivity. This makes them convenient for reading during
commutes, travel, or in places where electronic devices may not be practical or allowed.

3. No Distractions: Unlike digital media, books typically do not contain distracting advertisements,
notifications, or hyperlinks that can interrupt the reading experience and detract from
comprehension.

4. Enhanced Concentration: Reading a physical book encourages focused attention and deep
engagement with the material, which can enhance concentration and retention of information
compared to reading on digital devices, where multitasking is common.

5. Tactile Experience: The tactile experience of holding a book, turning its pages, and physically
interacting with it can be satisfying and enjoyable for many readers. This sensory engagement may
contribute to a deeper connection with the content and a more immersive reading experience.

6. Reduced Eye Strain: Reading printed text on paper is generally easier on the eyes compared to
reading on electronic screens, which emit blue light and can cause eye strain and fatigue, particularly
during prolonged periods of use.

7. Collectibility and Aesthetics: Books are often cherished as collectible items and can hold
sentimental value as physical artifacts. Additionally, the cover design, typography, and layout of a
book can enhance its aesthetic appeal and contribute to the overall reading experience.

8. Versatility: Books come in various formats and genres, catering to diverse interests, preferences, and
reading levels. From fiction to non-fiction, reference books to novels, books offer something for
everyone and can be enjoyed by readers of all ages.

9. Promotion of Literacy: Books play a crucial role in promoting literacy and language development,
serving as foundational tools for learning and communication across cultures and generations.

Overall, books continue to offer unique benefits and remain an essential medium for knowledge
dissemination, entertainment, and personal enrichment in an increasingly digital world.
 CHAPTER 5

.DISADVANTAGES OF PRINTED BOOKS

While printed books offer numerous advantages, they also have some disadvantages, particularly in
comparison to digital alternatives. Here are some drawbacks of printed books:

1. Limited Accessibility: Printed books require physical access, which can be challenging for
individuals who live in remote areas or have limited mobility. Additionally, accessing specific books
may require a trip to a bookstore or library.

2. Storage and Space: Printed books occupy physical space and can accumulate over time, requiring
storage solutions that may become cumbersome, especially for avid readers or in small living spaces.

3. Environmental Impact: The production of printed books involves the consumption of natural
resources, including paper and ink, as well as energy for printing, transportation, and distribution.
This can contribute to deforestation, pollution, and greenhouse gas emissions.

4. Cost: Printed books can be expensive, especially for hardcover editions or specialized academic
texts. Purchasing multiple books can quickly become a significant financial investment, particularly
for students or those on a tight budget.

5. Limited Interactivity: Printed books typically lack interactive features such as multimedia content,
hyperlinks, or search functionality, which are common in digital formats. This can limit the depth of
engagement and exploration, particularly for subjects that benefit from dynamic or interactive
learning experiences.

6. Updates and Revisions: Printed books cannot be easily updated or revised once published, meaning
that information may become outdated over time. This is particularly problematic for fields where
knowledge is rapidly evolving, such as technology or science.

7. Accessibility for Visually Impaired: Printed books may pose accessibility challenges for
individuals with visual impairments, as they often rely on standard printed text without features like
adjustable font sizes or screen readers commonly found in digital formats.

8. Durability and Preservation: Printed books are susceptible to wear and tear over time, including
damage from water, pests, or physical handling. Preserving older or rare printed books may require
special storage conditions or conservation efforts.

9. Distribution Limitations: Printed books must be physically distributed to reach readers, which can
lead to delays, shipping costs, and logistical challenges, particularly in regions with limited
infrastructure or during periods of disruption such as natural disasters or pandemics.

Despite these disadvantages, printed books continue to hold value for many readers, and their unique
characteristics contribute to their enduring appeal alongside digital alternatives.
 CHAPTER 6

TRADITIONAL MODE OF READING VS NON-TRADITIONAL MODE OF READING

The traditional mode of reading typically refers to the conventional practice of reading printed materials,
such as books, newspapers, magazines, or any other physical documents. In this mode, readers engage with
text on paper, turning physical pages to progress through the material.

On the other hand, the non-traditional mode of reading encompasses various digital formats and
technologies that allow readers to access written content electronically. This includes:

1. E-books: Electronic books, or e-books, are digital versions of printed books that can be read on
devices such as e-readers, tablets, smartphones, or computers. E-books are often available for
purchase or download from online platforms and can offer features such as adjustable font sizes,
search functionality, and annotations.

2. Audiobooks: Audiobooks are recordings of spoken word content, typically narrated by voice actors
or authors, allowing listeners to enjoy books without reading text. Audiobooks are accessible through
digital platforms, streaming services, or downloadable files and are often preferred by individuals
who prefer to consume content through auditory channels.

3. Digital Magazines and Newspapers: Many print publications offer digital editions that readers can
access via websites, mobile apps, or digital subscription services. Digital magazines and newspapers
often include interactive features, multimedia content, and updated news feeds, enhancing the
reading experience compared to their print counterparts.

4. Online Articles and Blogs: With the proliferation of the internet, readers have access to a vast array
of online articles, blogs, and web-based content covering a wide range of topics and genres. Online
reading typically involves accessing text-based content through web browsers or specialized apps on
computers, smartphones, or tablets.

5. Social Media and Microcontent: Social media platforms and microcontent apps deliver short-form
written content, such as status updates, tweets, or posts, which users can consume quickly and easily
on their digital devices. While not typically associated with long-form reading, these platforms play a
significant role in modern reading habits.

6. Interactive and Multimedia Reading Platforms: Some digital platforms offer interactive reading
experiences that incorporate multimedia elements such as videos, animations, infographics, and
hyperlinks, allowing readers to engage with content in dynamic and immersive ways.

The distinction between traditional and non-traditional modes of reading reflects the evolving landscape of
reading practices in response to advancements in technology and changes in media consumption habits.
While traditional reading methods remain prevalent, non-traditional formats offer new opportunities for
accessing and engaging with written content in diverse and innovative ways.
 CHAPTER 7
CASE STUDY: DATA ANAYLSIS AND INTERPRETATION
7.1 AREA OF STUDY :
Patna women’s college is located in Patna, Bihar. Here are some information related to pwc :
PATNA WOMEN’S COLLEGE is the first institution of higher learning opened to cater to the
educational needs of women in Bihar. Bishop B.J. Sullivan S.J., Bishop of Patna (Founder) and Mother M.
Josephine A.C. Superior General of the Apostolic Carmel named it Patna Women’s College and presented it
as a gift to the Women of Bihar, thereby placing at their disposal an opportunity for higher education. The
College is run by the Catholic Religious Sisters of the Apostolic Carmel, an indigenous educational body
founded in 1870
The college has come a long way from the time the pioneers envisioned and undertook the difficult task of
establishing a women’s college at a time when only a few truly enlightened and far-sighted persons were
prepared to support this infant project in a place where higher education for women was frowned upon, if
not rejected outright.
In the year 1952, a Special Status was given by the Government of Bihar and it became a ‘Constituent
College’ of Patna University. On 25.07.2007, the Government of Bihar, officially declared Patna Women’s
College as a ‘Religious Minority College’.
The College whose hallmark has always been Quality and Excellence, has been accredited by NAAC with
‘A’ grade for three consecutive cycles with CGPA 3.51/4 in 2010 and CGPA 3.58/4 in 2015. The college also
has been accorded as ‘College with Potential for Excellence (CPE)’ status from UGC in three phases in
2004, 2010 and 2015. The University Grants Commission (UGC) has conferred Autonomous status to Patna
Women’s College in January, 2018 which was further notified by the Parent University (Patna University) in
July, 2018.
Choice Based Credit System (CBCS) and Semester System have been introduced in July 2018. This is the
only college in the state to have taken this initiative for UG courses.
The college provides holistic education through UGC approved 26 undergraduate degree programmes in all
the major streams of Humanities, Sciences, Commerce & Management, Education, 9 Post Graduate degree
programmes and 4 Post Graduate Diploma programmes.
 7.2 VARIABLES OF THE STUDY
In the context of academic research, variables are attributes or characteristics that can vary and are
measured, controlled, or manipulated in a study. Variables are essential components of research design and
analysis, as they allow researchers to investigate relationships, make comparisons, and draw conclusions
about the phenomena under investigation.

FOLLOWINGS ARE THE INCLUDED VARIABLES:

1.amout of time students spend on screen
2.amount of time students spend on books
3.Age of respondents
4.preference

7.2.1.AGE OF RESPONDENTS
TABLE 7.1. AGE OF RESPONDENTS

OPTIONS PERCENTAGE COUNT

15-20 35.00 14
20-25 65.00 26
25-30 00 00

FIGURE 7.1 PIE CHART REPRESENTING AGE OF RESPONDENTS

 FINDINGS:
Respondents were mainly of age group 20-25 comprising 65% of the respondents. On the other hand
Responents of age group 15-20 were 35% out of total sample size.

7.2 AMOUNT OF TIME SPENT ON MOBILE DAILY

TABLE 7.2 REPRESENTATION OF TIME STUDNETS SPEND ON MOBILE

SCREEN TIME IN HOURS PERCENTAGE COUNT

1 TO 2 17.5 7
2 TO 3 20 8
3 TO 4 20 8
4 TO 5 20 8
MORE THAN 5 22.5 9

FIGURE 7.2 PIE CHART OF DAILY SCREEN TIME OF STUDENTS

FINDINGS:
About 17.5% of students spend less than 2 hours daily on phone. 22.5% of students spend more than 5
hours daily on phone. On an average students spend 3 hours daily on mobile and highest number students
i.e. mode of the study spend more than 5 hours on mobile.
 7..3 PREFERENCE OF DIGITAL MODE OVER TRADITIONAL MODE
TABLE 7.3 REPRESENTATION OF STUDENT’ PREFERENCE

Students prefer digital mode percentage count

over traditional mode of
reading
yes 65 26
no 25 10
maybe 10 4

FIGURE7.3 PIECHART REPRESENTATION OF PREFERENCE

FINDINGS:
Majority of students prefer digital mode over traditional mode of reading. 65% of respondents have
answered yes as answer of the question that shows that they prefer digital mode over non digital mode . on
the other hand 25% of respondents have picked NO as answer that implies that they prefer traditional mode
of reading . 10 % of respondents do not have clarity over their preference.
 7.4 DIGITAL MODE IS MORE ACCESSIBLE AND RELIABLE THAN
PRINTED MATERIALS

TABLE 7.4.REPRESENTATION OF STUDENT’ OPINION

OPTIONS PERCENTAGE COUNTS

YES 60 24
NO 15 6
MAYBE 25 10

FIGURE7.4 PIECHART REPRESENTATION

FINDINGS:
About 60% of respondents find non traditional mode of reading more accessible and reliable than
traditional mode whereas 15% do not agree with this opinion as they find digital mode of reading less
reliable and accessible than printed materials .25% of respondents are not sure with their answer
 7.5 AMOUNT OF TIME STUDENTS SPEND ON READING BOOKS

TABLE 7.5 REPRESENTATION OF AVERAGE DAILY TIME STUDENTS \

READ BOOKS
AMOUNT OF HOURS percentage count
1 TO 2 55 22
2 TO 3 32.5 13
3 TO 4 5 2
MORE THAN 4 7.5 3

FIGURE 7.4 PIE CHART

FINDINGS:
About 55% of respondents spend 1 to 2 hours reading books that shows majority of students spend less
than 2 hours with books. A meagre 7.5% of respondents spend more than 4 hour on an average daily with
books .
 CHAPTER 8

HYPOTHESIS ANALYSIS
8.1HYPOTHESIS 1
H1: UG students is most likely to prefer to digital materials over printed books
From figure 7.3 and its findings that shows that 65% of respondents prefer digital materials over printed
books proves that majority of UG students prefer non traditional mode of reading over traditional mode of
reading . so based on response we can conclude that this hypothesis is correct.

8.2 HYPOTHESIS 2

H2: UG students spends more time on screen than on books

From figure 7.2 and figure 7.5 and its respective findings we can see that majority of students i.e. 55% of
respondents spend less than 2 hours on an average daily on books. On the other hand only 17.5% of
respondents spend less than 2 hours on screen. Its shows that students spend more time on screen than on
book and other printed materials .so on basis of findings this hypothesis proved to be correct

8.3HYPOTHESIS 3

H3: UG Students find online material more accessible than printed materials
On basis of figure 7.4 and its findings, we can see that 60% of respondents find digital materials more
accessible than printed materials . since 60% comprise major chunk of respondents so this hypothesis is
proved to correct.
 CHAPTER 9
CONCLUSION:
 CHAPTER 10
SUGGESTIONS
With growing use of technology and innovation, online materials use can not be restricted. A
comprehensive approach need to be adopted to develop a learning system where a balance is maintained
between books and digital materials . some of measures that can help are as follows:
1. Blend digital and print resources: Provide students with a combination of digital and print materials. This
could involve using e-books alongside physical textbooks, worksheets, or handouts.

2. Establish a structured routine: Design a structured routine that includes dedicated time for both
digital and traditional reading activities. For example, students might engage in e-learning activities
during certain times of the day and reserve other times for traditional reading assignments.
3. Promote digital literacy skills: Teach students how to navigate and utilize digital learning platforms
effectively. This includes skills such as online research, evaluating online sources, and digital note-
taking.
4. Encourage active reading strategies: Regardless of the format, encourage students to engage in
active reading strategies such as highlighting, annotating, summarizing, and asking questions. These
strategies can be applied to both digital and print texts.
5. Provide choice: Offer students a choice in how they access and engage with course materials. Some
students may prefer digital formats for their convenience, while others may prefer the tactile
experience of reading print materials.
6. Facilitate discussion and reflection: Create opportunities for students to discuss and reflect on their
reading experiences, regardless of the format. This could involve online discussion forums, in-class
discussions, or written reflections.
7. Utilize multimedia resources: Take advantage of multimedia resources to enhance traditional
reading materials. For example, supplementing a printed text with online videos, interactive
simulations, or audio recordings can provide additional context and support different learning styles.
8. Provide accessibility options: Ensure that digital learning materials are accessible to all students,
including those with disabilities. This may involve providing alternative formats, such as audio
versions of texts or screen reader compatibility for digital resources.
9. Monitor progress and provide feedback: Regularly monitor students' progress and provide
feedback on their reading comprehension and engagement. This can be done through quizzes,
assessments, discussions, or individual conferences.
By integrating these strategies, educators can create a learning environment that accommodates both e-
learning and traditional modes of reading, catering to the diverse needs and preferences of students.
 CHAPETR 11
LIMITATIONS OF STUDY
findings of this work have seen in the light of some limitations

1. Lack of Previous studies in the research project:

I could not find sufficient scholarly papers for the same. While some researchers conducted large scale
surveys for understanding preference of students, resources available solely on this micro scale was fairly
less.

2 Sample Size:
I have based my study on the basis of primary data provided by 40 participants. While the sample size
efficiently represented the target population, it was a small proportion of the true population size.

3.Time Constraint:
It was a little difficult for me to complete my research work within the given time period, as I had to juggle
between college studies, exams and research work. If given more time, I could have done an even more
detailed study.

4.Self-Reported Data:
I have collected primary data from different individuals. Since the data was self- reported, I had no method
to verify the information I was presented the correspondents. There might have been erroneous details owing
to different factors like selective memory (not remembering the whole information), telescoping (mixing up
the time of occurrence of different events), etc.

5.Negligent Behaviour of Individuals:

There were a lot of people who denied to answer the questions as they felt it was a wastage of their time or
was some kind of survey being conducted by some organization for their own benefit.