The Comparisons of English reading comprehension abilities between Using DR-TA Learning Approaches and KWL Plus Learning Approaches for Matthayomsuksa 2 Students

Abstract

The purposes of this study were: (1) to develop plans for learning organization using DR-TA learning approaches and KWL-Plus learning approaches for Matthayomsuksa 2 Students level with a required efficiency of 75/75, (2) to find out effectiveness indices of those plans
for learning organization, and (3) to compare reading comprehension of Matthayomsuksa 2
students, between who learned using the two different approaches. The instruments used
in the study were: (1) plans for organization of learning activities using of the two mentioned
approaches, 3 hours per each plan, for a total of 15 hours of each approach; (2) a 30-item reading comprehension test. They were divided into 2 groups: an experiment group of 43 students taught using DR-TA learning approaches, and control group of 43 students taught using KWL-Plus learning approaches attending in the first semester of the academic year 2021 at Phadungnaree school, Mueang district, Mahasarakham Province. They were selected by the cluster random sampling technique. The statistics used for analyzing data were mean,standard deviation, percentage, and T-test (Independent sample) was employed for testing the hypotheses.

The results of the study were as follows:

1. The plans for learning organization using DR-TA Learning approaches and KWL Plus Learning approaches for Matthayomsuksa 2 Students level had efficiencies (E1/E2) of 75.72/78.06 and 75.79/84.57 respectively, which were higher than the established requirement.

2. The plans for learning organization of using DR-TA Learning approaches and KWL Plus Learning approaches had the effectiveness indices of 0.57 and 0.72 respectively. This shows that the percentage of students’ academic achievement is 78.06 and 84.57.

3. The students who learned by using KWL Plus Learning approaches showed higher in English reading comprehension than the counterpart, at the level of significance.05