The Development of Abilities of Using SQ4R Teaching Methods with Graphics for Mathayomsuksa 1 Students

Abstract

Background and Aim: The reading comprehension problem among Mathayom Suksa 1 students at Kururatsamakkee School, Kaset Wisai District, Roi Et Province, is primarily caused by the students' lack of reading skills, particularly in comprehending the main ideas of texts. As a result, students are unable to summarize or extract key points effectively. To address this issue, the SQ4R learning model was implemented in combination with graphic organizer techniques as part of the instructional activities to enhance reading comprehension skills. This research aims to: (1) develop the reading comprehension abilities of Mathayom Suksa 1 students through the application of the SQ4R learning model integrated with graphic organizer techniques, to achieve a minimum proficiency level of 75 percent.

Materials and Methods: This study is an action research project conducted using Kurt Lewin’s model, which comprises three main stages: planning, action, and reflection, leading to discovery and understanding. The researcher applied the principles of action research to classroom instruction, which was carried out in three cycles. The target group consisted of six Mathayom Suksa 1 students from Kururatsamakkee School during the second semester of the 2024 academic year. The research instruments included: 1) Nine lesson plans, which were assessed for appropriateness with mean suitability scores ranging from 4.70 to 5.00, indicating the highest level of appropriateness. 2) Reading comprehension assessments, each consisting of six situational questions per cycle. The content validity (IOC) ranged from 0.50 to 1.00, item difficulty ranged from 0.20 to 0.73, discrimination indices ranged from 0.20 to 0.80, and the reliability coefficient was 0.83. 3) Student behavior observation forms. The data were analyzed using percentages, mean, and standard deviation.

Results: The study revealed that the assessment of reading comprehension skills at the end of Action Cycles 1 and 2 (with a maximum score of 30 points) yielded the following results: In Action Cycle 1, the total score obtained was 116 points, with a mean score of 19.33 and a standard deviation of 2.16. In Action Cycle 2, the total score increased to 150 points, with a mean score of 25 and a standard deviation of 2.19. The number of students who met the proficiency criteria in each cycle was 6, accounting for 16.67% and 100%, respectively. These results indicate that students demonstrated continuous improvement in reading comprehension ability across the action cycles. The average score increased by 18.89%, and in Action Cycle 2, all students (100%) achieved scores that met or exceeded the proficiency threshold, which was set by the researcher at 75%.

Conclusion: The findings indicated that students' reading comprehension scores exceeded the predetermined proficiency criterion. Specifically, students achieved scores above the 75% benchmark from Action Cycle 2 onwards. In this cycle, 6 students met the criterion, accounting for 100% of the sample. The average score showed an improvement of 18.89%, with all students achieving scores ranging from 83.33% and above, reflecting a 100% success rate in meeting the assessment standard.