THE MULTI-LEVEL CAUSAL RELATIONSHIPS INFLUENCING ENGLISH READING COMPREHENSION ABILITY OF SIXTH-GRADE STUDENTS

Abstract

The research aimed to 1) To study the Multilevel Causal Relationships Influencing English Reading Comprehension Ability of Sixth-Grade Students, 2) To create and to develop a hypothetical model of the Causal Relationships Influencing English Reading Comprehension Ability of Sixth-Grade Students, check the developed model, examine the research instruments by experts, and 3) To examine the accordance of the multilevel causal relationship model. This quantitative research was done by selecting a multi-stage random sample. The sample group is divided into 3 groups: 1) School administrators, 2) Teachers, and 3) 6th grade students, totaling 1,614 people. The tools used are questionnaires and tests. Data are analyzed using mean, standard deviation, and structural equation model analysis. The research results were as follows: 1) Multilevel causal factors include: 1.1) School level has an influencing factor, which is the environment of the educational institution, which has a direct effect on organizational performance, 1.2) Classroom level has an influencing factor, which is the classroom atmosphere and teachers' teaching behavior, which has a direct effect on teaching quality, and 1.3) Student level has an influencing factor, which is attitude towards learning and parental encouragement, which has a direct effect on prior knowledge and motivation. 2) The development of a multilevel causal relationship model that influences English reading ability found that the model has structural validity and can show causal relationships. and 3) Examining the consistency of the multilevel causal relationship found that the model is consistent with empirical data. The statistical values ​​are: = 449.501, df = 362, p = 0.059, CFI = 0.995, TLI = 0.991, RMSEA = 0.036, SRMRw = 0.003, SRMRc = 0.037, SRMRsc = 0.048, and /df = 1.242. Statistically significant at .01.