The Development of Thai Teaching Model Trough Collaborative Learning Combined with Higher Order Thinking Processes to Enhance Critical Reading and Teamwork of Upper Secondary Students

Abstract

This research aimed to study 1) to develop and validate a Thai language instructional model based on cooperative learning integrated with higher-order thinking processes; and 2) to evaluate the effectiveness of the said model. This study employed a mixed-methods research design, utilizing quantitative methods as the primary approach and qualitative methods as the secondary approach. The sample consisted of 40 Mathayom Suksa 6/2 students at Protpittayapayat School, selected via cluster random sampling using the classroom as the sampling unit. The research instruments included the Thai language instructional model based on cooperative learning and higher-order thinking processes, a critical reading proficiency test, a teamwork assessment form, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, dependent samples t-test, and content analysis. The research findings were as follows:

            1) The developed Thai language instructional model is designated as the “PICSA Model,” which aims to enhance critical reading abilities and teamwork skills. 2) Regarding the effectiveness of the model, it was found that: 2.1) Students' critical reading abilities after using the model were significantly higher than before using the model at the .05 level. 2.2) Students' teamwork abilities after using the model were at a good level. 2.3) Students' satisfaction toward the model was at the highest level.