The Validation of Constructivist Web-Based Learning Environment Model to Enhance Critical Reading in Thai Language Courses for Students Grade 6

Abstract

This research aims to examine the validation of a Constructivist Web-Based Learning Environment Model to Enhance Critical Reading in Thai Language Courses for Students Grade 6. The Model research Phase 2 was employed in this research including both internal and external validation. Internal validity will be evaluated by 3 experts. The sample group for external validity will be 6th grade students from Phonchareon Elementary School who enroll Thai Language Courses in semester 2, year 2565 by cluster sampling. The study will evaluate in 3 aspects as follow: content, media, and designing model. Data collecting in both quantity and quality data. Mean, Standard deviation and Pearson correlation were used to analyze quantity data. Protocol analysis and summarize were used to analysis quality data. The results reveal that 1) the internal validation appropriate in accordance with the theories and designing framework. 2) The external validation revealed that (1) learner’s critical reading by protocol analysis reveal that learner use 8 processes of critical reading as follow: Decode text, Skimming, Activation and connecting, Questioning, Inferring, Determine importance, Summarize and Synthesize. 2) The correlation between critical reading and learning achievement score by Pearson correlation revealed a high correlation (r = 0.818) between critical reading and learning achievement. 3) The learners’ opinions toward the constructivist web-based learning environment model revealed that 3 domains, as follows: content, media, and the designing model, were appropriate and enhanced knowledge construction and critical reading.