Learning Management Through the Explicit Teaching Method Supplemented by 5W1H Questioning Technique in Relation to the Reading Comprehension Ability of the Second-grade Elementary School Students
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Abstract
The research article consisted of the following objectives: 1) to explore the pretest and posttest on reading comprehension ability of the second-grade elementary school students who received learning management using the explicit teaching method, supplemented by 5W1H questioning technique; and 2) to compare the pretest and posttest of Thai reading comprehension ability of the second-grade elementary school students who received learning management using the explicit teaching method, supplemented by 5W1H questioning technique, as well as comparing with the criteria of 80%. The study used a pretest-posttest non-equivalent comparison group design with a sample group of 25 elementary school students in the second-grade semester of academic year B.E. 2565, who were selected by cluster sampling. The tools used in the study included 1) learning management plan using explicit teaching method and supplemented by 5W1H questioning technique; and 2) test of Thai reading comprehension ability. The obtained data were analyzed by mean, standard deviation, percentage, pre-test and post-test, t-test dependent and one sample t-test.
From the study, the following results are found:
1) The second-grade elementary school students who received learning management using the explicit teaching method, supplemented by 5W1H questioning, had a higher posttest reading comprehension score than the pretest.
2) Students that received learning management using the explicit teaching method, supplemented by 5W1H questioning, had higher reading comprehension ability than the 80% criteria.
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