Factors and Success of Active Reading Learning of Secondary Teachers

Abstract

          This research has two main objectives. The first objective is to synthesize the important characteristics of active reading learning management using document research. This involves synthesizing information on the principles of active learning management and the principles of learning for reading comprehension. The research findings identified three key characteristics of active reading learning management: 1) managing reading comprehension learning in conjunction with presenting reading results through speaking and writing to facilitate knowledge exchange with peers and teachers; 2) managing learning for analytical reading and evaluation, which promotes analytical and critical thinking processes; and 3) managing reading learning that connects to real life through exploration and raising awareness of the value of reading for learning and applying reading results in real life.
          The second objective of the research is to analyze the factors and success outcomes of secondary school teachers' active reading learning management. Using survey research, the population consists of Thai language teachers in secondary schools affiliated with the Office of Secondary Educational Service Area in the Northeast. The sample group includes Thai language teachers from secondary schools affiliated with the Ubon Ratchathani and Amnat Charoen Secondary Educational Service Areas. The respondents were randomly stratified according to school size, totaling 175 people: 50 from extra-large schools, 50 from large schools, 45 from medium-sized schools, and 30 from small schools. A 40-question questionnaire was used to analyze the data with frequency and percentage distribution. Then, 18 multi-stage interviewees were randomly selected from schools where 8 students had reading success from four-size schools and 10 schools where students had below-standard reading achievement from three-size schools. The interview form was used, and the data were analyzed using content analysis. The research found that the factors affecting the success of proactive reading learning were that the teachers graduated directly from the Thai language teaching field and had more than 5 years of experience teaching mainly Thai language. They organized learning to read together with presenting reading results through speaking and writing, developing analytical and critical thinking processes, and connecting to real life through exploring and raising awareness of the value of reading. Schools and stakeholders supported learning resources, the Thai language development project, reading bases in the community, and the educational area supported reading teaching materials, reading innovation, manpower allocation, and personnel development training. The university organized a camp program, sent Thai language teaching students to practice professional experience, and allowed internal personnel to be lecturers for a workshop project on organizing active reading learning. Factors that affect reading achievement below standard include teachers who have not completed their education in the field of Thai language teaching, have less than 5 years of experience teaching Thai language alongside other subjects, and organize learning to read by lecturing, telling methods, and hinting at the benefits of reading in real life.