Abstract:
While several studies on electronic textbooks are found in various languages worldwide, few studies have investigated the effect of electronic textbooks in English language on Students’ reading skills performance. The overall objective of this study was to investigate the effects of English electronic textbooks on students' reading skills performance in Rwandan secondary
schools, particularly in remote areas of the Muhanga District. Specifically, the research sought to: (1) assess the role of English electronic textbooks in enhancing students' reading fluency, (2) compare the reading skills performance of students using electronic textbooks with those using traditional printed textbooks, and (3) identify the challenges and benefits perceived by students and teachers while using e-books. Interpretation was analyzed through the lens of the Cognitive Theory of Multimedia Learning proposed by Richard Mayer and Technology Acceptance Model
(TAM), developed by Davis. This research adopted a mixed design which involved both quantitative and qualitative design to achieve the general and specific research objectives. Questionnaires and interview schedules were employed to collect primary data, and documentary review was used to collect secondary data. This study had 92 respondents sampled from 1, 231
population. A t-test was used to screen and mirror the data of this research study with the p-value that stands at .000. This indicates the probability that the observed difference between the groups suggests an extremely high statistical significance. Indeed, the examination of results revealed that, students' English reading skills have greatly been improved by electronic textbooks in one school equipped with a smart classroom compared with another school, which does not have smart
classrooms after the introduction of e-textbooks. Therefore, the benefits of e-textbooks in the teaching and learning process were salient. They include, but not limited to learners’ engagement and motivation in reading comprehension of text written in English. Henceforth, this research study suggests various strategies, that is, providing technical support, ensuring the relevance and quality of content of what minimizes students’ distraction, and thus improving access to
technology. Thus, MINEDUC, school leaders, and teachers should address these challenges by enhancing effectiveness of e-textbooks to promote teaching English reading skills.
