A comparison of Learning Achievement in Thai Language Reading of Prathom Suksa 2th Students between the Teaching with Supplementary Reading Books of Moo Daeng Best Reader Set and the Normal Learning Teaching.

Abstract

The purposes of this research were to (1) construct and find the effectiveness of supplement reading books of the Moo Daeng Best Reader Set of Prathom Suksa 2^th students to be effective, as of the standardized criterion 80/80 (2) compare the effectiveness of learning achievement in reading Thai language of Prathom Suksa 2^th students between the teaching with supplementary reading books of the Moo Daeng Best Reader Set and the normal learning teaching. The population and sample group consisted of Prathom Suksa 2 students in academic year 2020 at Klongnongyai School (Thongkam Parnkham-anusorn) Bangkhae District, Bangkok. Selected by purposive sampling technique by the subjects’ experimental group were 30 students by using the randomized control group, pretest-posttest design. The instruments were (1) the supplement reading books of the Moo Daeng Best Reader Set (2) lesson plans (3) learning achievement test with reading reliability of the test equal to 0.88 The data were analyzed by percentage, means, standard deviation, and t-test independent test samples. The research results were found as follows;

1. The supplement reading books of the Moo Daeng Best Reader Set in Thai Language Reading achieved the efficiency at the 81.53/82.25 which met the 80/80


2. The students’ learning achievement after using the supplement reading books of the Moo Daeng Best Reader Set in Thai Language Reading was significantly higher than the students using the normal learning teaching at the .05 level.