The Development of Learning Activities Using the Cooperative Integrated Reading and Composition (CIRC) Technique to Enhance Reading Comprehension Skills of Grade 1 Students
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Abstract
The objectives of this research article were to: 1) develop learning activities using the Cooperative Integrated Reading and Composition (CIRC) technique to enhance the reading comprehension skills of Grade 1 students; 2) compare the learning achievement of Grade 1 students before and after participating in the CIRC-based learning activities; and 3) study student satisfaction with the implemented activities. The sample consisted of 24 Grade 1 students from Anuban Sawang Wirawong School, Sawang Wirawong District, Ubon Ratchathani Province, during the second semester of the 2024 academic year, who were obtained through cluster random sampling. The research instruments included 15 lesson plans totaling 15 hours, a reading comprehension achievement test, and a satisfaction questionnaire. Data were analyzed using mean, percentage, standard deviation, and a t-test for dependent samples.
The research findings revealed that: 1) the development of the 15-hour CIRC-based learning activities was of the highest propriety, with a mean score of 4.92 (S.D. = 0.13) and an Index of Item-Objective Congruence (IOC) ranging from 0.80 to 1.00; 2) the students' post-test learning achievement was significantly higher than their pre-test scores at the .05 level; and 3) the satisfaction toward these learning activities was at a high level ( = 2.85, S.D. = 0.35). This high level of satisfaction was attributed to the diverse activities and hands-on experiences, integrated with teaching media that allowed students to read, write, and learn through games and classroom competitions. Such cooperation required every group member to be enthusiastic and responsible for their assigned roles, fostering self-worth and mutual appreciation for collective success. Furthermore, the use of varied assessment methods and reflection (between teacher and students, as well as peer-to-peer) allowed learners to monitor their progress and improve in subsequent activities.
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