Improving Critical Reading Abilities in 10th Graders: An Active Learning Approach

Naphatsawan Phimphimon, Autthapon Intasena, Thussaneewan Srimunta, Praiwan Khantasiri

Abstract


The current study aimed to assess the impact of an active learning approach on the development of critical reading skills among 10th-grade students. The research involved 40 10th-grade students from a Thai public school, selected through purposive sampling methods. Data collection followed a one-group pre-test and post-test design, allowing for the assessment of changes in student performance before and after the implementation of an active learning management plan. An effectiveness index was employed to measure the relationship between post-test performance and initial proficiency, while a paired samples t-test was used to determine significant differences in pre-test and post-test scores. The results revealed the noteworthy effectiveness of the active learning approach in enhancing critical reading skills among the 10th-grade participants. Pre-test and post-test comparisons indicated substantial improvements in critical reading abilities, with an effectiveness index of 0.325, highlighting a significant 32.50% improvement. This result significantly contributes to the field of education by providing empirical evidence of the efficacy of the active learning approach in enhancing critical reading skills. Educators and instructional designers are encouraged to incorporate active learning strategies, such as game-based learning, think-pair-share, and Cooperative Integrated Reading and Composition into their teaching approaches. These strategies not only enhance critical reading but also nurture a holistic reading skill set.

https://doi.org/10.26803/ijlter.23.3.10


Keywords


Active learning; critical reading; reading development

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References


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