Developing English Reading Comprehension Skill of Mathayomsuksa 2 Students Using SQ6R

Abstract

This research employed a pre-experimental one-group pretest–posttest design, and the purposes were: 1) investigate English reading comprehension skills of students before and after learning through the SQ6R technique, 2) compare post-test scores with a 75% criterion, and 3) explore student satisfaction with the instruction. The sample consisted of 33 eighth-grade students at Tessaban 5 Ban Nong Phakkham School, obtained through purposive sampling. Research instruments included eight SQ6R-based lesson plans, a 40-item reading comprehension test, and a satisfaction questionnaire. Data were analyzed using mean, percentage, standard deviation, Paired Samples t-test, and One-Sample t-test. The results revealed that: 1) English reading comprehension skills after using the SQ6R technique were significantly higher than before the intervention at the .05 level, with a very large effect size (Cohen’s d = 3.13). 2) The average post-test score was 83.15%, which was significantly higher than the 75% criterion at the .05 level. 3) Student satisfaction with the SQ6R-based instruction was at the highest level (  = 4.55, S.D. = 0.32). The systematic stages of SQ6R, particularly the Record, Reflect, and Reshape steps, effectively enhanced students’ cognitive processing and critical thinking skills. This approach allowed students to organize information through graphic organizers and connect the content with real-world contexts, leading to a substantial improvement in identifying main ideas and supporting details.