The development of learning management model by using the CQS Teaching Model to enhance the analysis, interpretation, and criticism reading abilities in Thai for Communication of the first-year undergraduate students, Chandrakasem Rajabhat University

Abstract

The objectives of this research were 1) to study the problems and needs of the learning management model, 2) to develop the CQS Teaching Model, 3) to experiment with the CQS Teaching Model, and 4) to assess and certify the quality of the CQS Teaching Model in order to strengthen the ability to reading, analyzing, interpretation and criticism texts in the Thai Language for Communication for the first-year undergraduate students from Chandrakasem Rajabhat University. This research proceeds by the research and development procedures. The sample group was first-year undergraduate students from Chandrakasem Rajabhat University, with 50 students studying the Thai language for communication in the second semester of the academic year 2022, obtained by random sampling with a lottery method using the study group as a random unit. The research tools were interview forms, the CQS Teaching Model, learning management plans, tests, and satisfaction questionnaires. Data were analyzed using percentage, mean, standard deviation, t-test for dependent, and content analysis.

This research's results were concluded as follows: 1) Problems in reading, analyzing, interpretation, and criticism came from the uninteresting learning management activities. Students dislike reading, which requires critical thinking skills. They also need help understanding the reading process and access to deep-text reading. Therefore, they should pay more attention to the value of reading for improving the quality of life. Furthermore, the need for a learning management style, it was found that students and teachers wanted a learning management that focused on cooperative reading practice, Question-based learning, self-knowledge building, and Self-Directed Learning. 2) The CQS Teaching Model was developed from 4 theories: the Constructivist Learning Theory, Cooperative Learning, Question-Based Learning, and Self-Directed Learning. These theories have the main components, principles, objectives, and a learning management process comprising six steps: Step 1 Discuss previous knowledge. (Conversation), Step 2 Promote study theory (Study Theory), Step 3 Give more questions (Question), Step 4 Cooperate in practicing (Cooperate), Step 5 Create new knowledge (Construct), Step 6 Study with self-attention (Self-Directed) Measurement and Evaluation. 3) The learning management model experiment found that the student sample group had average scores for reading, analyzing, interpreting, and critiquing texts. After the study was higher than before, the study was statistically significant at the .05 level. The students' satisfaction with the overall learning management style was at the highest level. (=4.55, S.D. = 0.15) 4) Assessment of learning management model quality using Meguigan standard criteria found that the learning management model was effective up to the standard. (Meguigaans Ratio = 1.0028)