Development of Thai reading comprehension ability of first-year undergraduate students at Chandrakasem Rajabhat University by using KWL Plus learning management together with cooperative learning management using round table techniques

Abstract

The objectives of this research are to 1) to design and find out the effectiveness of the learning management plan to meet the 80/80 standard criteria, 2) to compare the Thai language reading comprehension ability of students before and after the learning management, and 3) to Study of satisfaction with the KWL Plus learning management together with the roundtable technique of cooperative learning among first-year undergraduate students at Chandrakasem Rajabhat University. The sample group is first-year undergraduate students at Chandrakasem Rajabhat University, regular semester, studying the subject GELT1001 Thai for Communication, semester 2, academic year 2023, 50 people, 1 classroom, obtained by group random sampling. By means of lottery drawing Research tools Contains a learning management plan Test to measure reading comprehension ability and a questionnaire on student satisfaction with learning management. Statistics used in data analysis include mean, standard deviation, percentage, and independent t-test (t-test dependent).

The results of the research has found that 1) The design of Thai reading comprehension learning management using KWL Plus learning management together with the round table technique cooperative learning management has 5 steps, consisting of Step 1, Step K (What you know = What do students know) Step 2, W (What you want to Know = What do students want to learn) Step 3, L (What you have learned = What have students learned) Step 4, Plus1 (How do you summarize important ideas = How do students summarize important ideas) Step 5, Plus2 step (How is knowledge presented and evaluated = How do students present knowledge and evaluate results) which in every step uses learning management. Collaborate on round table techniques as well. As for the effective learning management plan (E1/E2), it was equal to 94.67/80.07, which is higher than the 80/80 criterion. 2) The ability to read and understand Thai language of students after the effective learning management was higher than before the effective learning management plan. Statistical significance at the .05 level and 3) Student satisfaction with the overall learning management was at the highest level (= 4.70 and S.D. = 0.49).