The Development of Instructional Model by Thinking-based Learning to Enhance English Reading Comprehension Abilities and Analytical Thinking Skills of Upper Secondary School Students.
Keywords:
Instructional Model, Thinking- Based Learning, Reading Comprehension Abilities, Analytical Thinking SkillsAbstract
This research is being conducted based on the following objectives:
1) to develop and find the quality of an instructional model by thinking-based learning to enhance English reading comprehension abilities and analytical thinking skills of upper secondary school students, and 2) to study the effectiveness of an instructional model by thinking-based learning. The sample group used in this study comprised 42 Mathayom 5 students, majoring in Chinese, and was conducted during the 1st Semester of the 2021 academic year, at Srinakharinwirot Prasarnmit University Demonstration School (Secondary Division). The research instruments consisted of an instructional model by thinking-based learning, the English reading comprehension learning management plan user guide, the student’s analytical thinking skills assessment form, and a questionnaire to seek students’ opinions on learning activities. The data were analyzed statistically through the determination of the mean, standard deviation, dependent t-test, and content analysis. The results of the study revealed the following; (1) The instructional model by thinking-based learning to enhance the ability to read English for comprehension and analytical thinking skills of upper secondary school students, is named “AUAE”, and consists of 4 main components: 1) Principles, 2) Objectives, 3) Learning activities, which consist of 4 steps: Step 1: A: Activating, Step 2: U: Understanding, comprising 3 sub-steps: 2.1 Pre-reading, 2.2 While-reading, and 2.3 Post-reading; Step 3: A: Analyzing, and Step 4: E: Evaluating. Quality assessment was conducted and was found to be at the appropriate level (X= 4.35, S.D. = 0.58). (2) The model’s efficacy revealed that 2.1) after studying, the student’s ability to read English for comprehension was significantly higher prior to their studies at a level of .05. 2.2) Students who studied according to the instructional model by thinking-based learning developed higher analytical thinking skills. 2.3) After studying, the students’ opinions on the thinking-based learning management activities were found to be at a high level of agreement.
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