The Development of A Thai Language Instructional Model to Foster Analytical Thinking and Media Literacy for Lower Secondary School Students

Abstract

This study aimed at developing and investigating a Thai instructional model with the purpose of promoting analytical thinking and media literacy among lower secondary school students. The subjects of the study were 33 lower secondary school students at Thalang Pranang Sang School. The sampling was a purposive sampling technique. The research instruments were (1) Thai language instructional plans, (2) the Thai language’s achievement test, (3) a media literacy scale, (4) a scale measuring one’s analytical thinking, and (5) a scale measuring students’ satisfaction. The statistics employed were percentage, mean, standard deviation (S.D.), and paired samples t-test.
The findings were 1)The IPAT model entails 4 components: (1) Principles, (2) Aim and objectives, (3) Instructional activities of five steps, namely a) Getting students’ attention and interest, b) Doing surveys and exploration, c) Explaining and summarizing through the use of Su-Ji-Pu-Li process (Heart of the Philosopher) and analyzing based on Bloom’s Taxonomy, d) Expanding of knowledge, and e) Assessment and evaluation, and (4) Assessment and evaluation. It was found that the appropriacy level of the components of the model was at the highest level. 2) Regarding the effectiveness of the instructional model, it was found ( 1) Students’ analytical thinking posttest score was higher than that of the pretest score at 0.5 (2) Students’ post-test score was higher than that of the pretest score at 0.5 (3) Media literacy’s score was higher than that of the pretest score at 0.5 (4) Students’ satisfaction of the instructional model was found to be at the high level.