The Development of a Teaching and Learning Model to Enhance Advanced Reading Competency of High School Students
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Abstract
This study aimed to develop and evaluate a teaching model to enhance advanced reading skills among upper secondary students in a medium-sized school in Singburi-Ang Thong, Thailand. The research comprised four phases: (1) assessing needs through document analysis, interviews with 10 teachers, 10 lecturers, and 10 students, and questionnaires with 40 teachers and 400 students selected via purposive sampling; (2) developing the model through focus group discussions with 9 experts; (3) implementing the model with 40 purposively selected students, evaluating outcomes through pre- and post-learning assessments, advanced reading skills tests, and satisfaction surveys; and (4) refining the model with input from 30 stakeholders. Data were analyzed using basic statistics, Priority Needs Index, Paired Sample t-test, and content analysis.
The research findings revealed that: 1) Students lacked analytical and critical skills, underscoring the urgent need for improved teaching practices. 2) The model comprised eight components, including principles, objectives, content, teaching methods (e.g., discussions, active learning), learning processes, materials, assessments, and supporting factors. 3) Post-learning achievement significantly surpassed pre-learning levels (p < 0.05), with advanced reading skills (M = 4.53, S.D. = 0.63) and satisfaction (M = 4.53, S.D. = 0.67) rated very high. 4) The model was highly evaluated (M = 4.54, S.D. = 0.74), with suggestions to align activities with local contexts and enhance technology integration. This model supports global educational goals for advanced reading skills in the digital era.
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