The Development of Critical Thinking Abilities in Thai Literature by Using REAP Strategies Combined with Online Lessons for Mathayom 4 Students

Abstract

The purposes of this study were to: 1. develop and improve instructional lesson plans using the REAP strategy integrated with online lessons to enhance the critical thinking skills of Mathayomsuksa 4 students in Thai literature; 2. compare students’ critical thinking skills in Thai literature before and after the instructional intervention; and 3. investigate students’ satisfaction with the learning process. The sample consisted of Mathayomsuksa 4/1 students from Ulitphaiboonchanupatham School during the second semester of the 2024 academic year, selected through simple random sampling by classroom. The research instruments included: 1) instructional lesson plans utilizing the REAP strategy with online lessons, 2) online learning materials, 3) a critical thinking assessment in Thai literature administered as both a pretest and posttest, and 4) a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, and paired sample t-tests.

The findings revealed that: 1. the developed instructional lesson plans were rated at the highest level of appropriateness; 2. students’ critical thinking skills in Thai literature significantly improved after the instructional intervention at the .05 level of significance; and 3.students reported the highest level of satisfaction with the instructional approach integrating the REAP strategy and online lessons.