Abstract

As education shifts from printed pages to digital screens, understanding which instructional medium better supports English language learning has become increasingly relevant. This study, titled Print Versus Pixels: Comparative Effectiveness of Print-Based and Digital Instructional Media on English Language Proficiency Among Grade 11 Students, aimed to compare the effectiveness of traditional and technology-supported instruction in developing grammar, vocabulary, reading comprehension, and writing competencies. Employing a quantitative quasi-experimental pretest–posttest design, the study proposed two instructional groups comprising Grade 11 students from Daragutan East National High School, Schools Division of Isabela. The print-based group utilized conventional learning materials, while the digital group engaged with multimedia resources and interactive activities. Results demonstrated improvements in both groups, with the digital group recording a higher overall mean gain (32.13) than the print-based group (23.10). However, these figures represented hypothetical outcomes rather than verified empirical findings. The study highlighted the potential of digital instruction while recognizing the continuing relevance of printed resources in supporting accessible and structured learning. Its proposed findings emphasized the importance of flexible, inclusive, and evidence-based instructional strategies. Future research should validate these outcomes using actual student assessments and explore blended approaches that maximize English language learning opportunities.