DEVELOPMENT OF READING COMPREHENSION AND IMAGINATIVE WRITING ABILITIES THROUGH A LEARNING ACTIVITY SET FOR READING AND WRITING IN THAI COMBINED WITH THE SQ6R TECHNIQUE USING MIXED-GRADE CLASSROOM MANAGEMENT FOR GRADE 3 AND GRADE 4 STUDENTS

Abstract

This research aimed: (1) to systematically develop the reading comprehension ability of third and fourth-grade students, with at least 80% of students achieving a score of 80% or higher, and (2) to effectively develop the ability to write imaginative stories for third and fourth-grade students, by using the SQ6R learning management model combined with a Thai reading and writing activity set, with at least 80% of students achieving a score of 80% or higher. The target group consisted of a total of 7 students from the 3rd and 4th grades, selected using a purposive sampling method. The research tools used were divided into three categories: 1) essential tools for organizing the learning process, including lesson plans; 2) tools for reflecting on the results of the teaching process, including (1) post-lesson reflection logs, (2) observation of students’ learning behavior, (3) reading comprehension tests, and (4) imaginative writing tests; and 3) tools for data analysis, including reading comprehension tests and imaginative writing tests (essay-type). The data was analyzed quantitatively using basic statistical values such as mean, standard deviation, and percentage, and qualitatively using content analysis. The findings of the research indicated that: (1) overall, the reading comprehension ability of third and fourth-grade students showed 100% of students meeting the set standard of 80% or higher, which was above the established criterion, and (2) similarly, the ability to write imaginative stories of third and fourth-grade students also showed 100% of students meeting the set standard of 80% or higher, which was above the established criterion.