Please read important information below and then click on the ETD Collection linkThe General Rules of the University requires every post-graduate student to submit two final, corrected copies of the dissertation or research report or thesis in a printed format as well as a final, corrected copy in electronic format.
The availability of Wits theses and dissertations electronically will undoubtedly lead to increased visibility of the institution internationally.The advantages and attraction of electronic theses and dissertations (ETDs) include the following:
By creating ETDs students can use more innovative approaches, as well as print on paper, including audio, video, hypertext, multimedia and hypermedia.Access to graduate research information is enhanced by making it available to researchers on the Internet (ETDs are accessed ten to a hundred times more than the paper copy).
Collaboration between research programmes can be promoted at separate universities by making research work visible and accessible via a network archive.The costs of submitting and handling theses and dissertations will be reduced.
The theses and dissertations will be available 24 hours a day and are never checked out of the library.For any help with ETD questions you might have, please contact Library Education & Training
ETD Submission Form
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Students submitting a Thesis or Dissertation must be aware of current copyright issues. Both for the protection of your original work as well as the protection of another's copyrighted work, you should follow all current copyright law.
Collections in this community
School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, General; Education, Reading; Education, Technology; Education, Secondary
Electronic Books, Reading Comprehension, Reading Motivation
Education | Educational Assessment, Evaluation, and Research | Educational Methods | Liberal Studies | Science and Technology Studies
Wells, Casey, "Do Students Using Electronic Books Display Different Reading Comprehension and Motivation Levels Than Students Using Traditional Print Books?" (2012). Doctoral Dissertations and Projects. 623.
The effect of electronic books on the reading comprehension of middle and high school students was examined using an experimental posttest-only control-group design. A convenience sample of 140 randomly assigned middle and high school English students at an independent school in eastern North Carolina participated. Half of the students used passages from text read on tablets while half utilized traditional print text passages. Data was collected during one class period in which the reading comprehension section of the Gates-MacGinitie Reading Tests®, a 35 minute test containing 48 questions, was administered. Reading comprehension data was analyzed using an independent t-test. The effect of electronic books on the reading motivation of middle and high school students was examined using a quasi-experimental pretest-posttest control-group design. All students from the Reading Comprehension testing took the initial Motivations for Reading Questionnaire, a 15-20 minute survey containing 53 questions, on day two. A posttest MRQ was administered in which 27 participants completed the MRQ after reading a book excerpt in paper form, and 27 participants completed the MRQ after reading the same excerpt in electronic form. Reading motivation data was analyzed using a MANOVA. Results demonstrated no significant differences in either reading comprehension or motivation levels based on book format.