The Study of Reading Ability and Satisfaction on Basic Chinese Reading Comprehension Using STAD Cooperative Learning Technique of the Second Year Chinese Language and Literature Students

Abstract

          The purposes of this research were to: (1) compare the pretest and posttest of reading ability on basic Chinese reading comprehension using STAD cooperative learning technique of the second year Chinese language and literature students (2) compare posttest reading ability learning achievement with the standard of 75%. (3) study the second year Chinese language and literature students’ satisfaction with the collaborative learning STAD cooperative learning technique. The sample consisted of 30 second-year students majoring in Chinese language and literature at Guangxi Normal University for Nationalities in the first semester of the 2024 academic year, using cluster random sampling.

          The research instruments were: (1) the STAD cooperative learning method was used to develop a basic Chinese reading comprehension lesson plan; (2) an achievement test consisting of 30 questions with a difficulty level (0.40–0.67), a discrimination level (0.20–0.67), and a Lovett reliability (0.86); and (3) a satisfaction questionnaire consisting of 15 questions with an objective consistency level (0.60≤IOC≤1.00) and a Cronbach’s Alpha reliability (0.86). The research design was a one-group pre- and post-test. The statistics used for data analysis were means, percentages, standard deviations, and t-tests.

          The results of the research were as follows: (1) The post-test scores of second-year Chinese language and literature students who used STAD cooperative learning technology for basic Chinese reading comprehension were higher than 75% of the full standard score at the 0.05 statistical significance level. (2) The students were satisfied with the learning activities. Overall, the average satisfaction in all aspects was 4.47, which was the highest.