A fake study for COMM 3004 @ CSUEB

1. Figure 1-2
How were students found
and chosen to participate in
this study?
Appendix A

2. Michaela Patrick, Raven Davis, Nick Sears
California State University, East Bay
Source: Readinhouston

4. 102 qualified Undergraduate students at
California State University East Bay
were tested
Source: Marshall.edu

5. There has been a rapid increase in the e-readers market
among readers in the U.S. in the past few years.
Consumers have deterred from buying print materials,
causing bookstores to close.
Technological advancement have cause e-readers to be
more prevalent in today’s society.

7. →H1: If a student elects to use an e-reader over printed school material,
he or she will be more likely to focus, therefore comprehending more of
the reading.
→H2: The flowing, electronic screen of the e-reader along with its reformatting options for the text, will allow the students to engage more
with the text.
→H3: With the e-reader being completely accessible, we believe there
will be a positive relationship in the amount of reading students
complete.

8. Figure 1-2
How were students found
and chosen to participate in
this study?
Appendix A

10. →An A/B experiment design was used
for the two types a reading methods.
→The passages were split in a way that
could be read within a 45 minute time
frame, with the last 15 minutes being
used to answer the questions.
→Following the last group meet,
participants were also asked to take a
reflection survey (Appendix C) to
compare with the survey seen in
Appendix A from the beginning.

11. Sample College-Level Reading

12. The materials we used in the experiment include an
online survey, and an online test (TOWRE) that
measured reading efficiency.
Students read from the kindle we provided as well as a
printed version of the same content.

13. A few problems included acquiring enough e-readers to provide to the
students for the study (34 devices).
Other problems including keeping the e-readers in adequate condition,
as well as a small sample size.