Development of the MPAC Instructional Model to Enhance Reading Skills through Local Illustrated Storybooks for Kindergarten 3 at Municipal School 5, Surat Thani Municipality Mueang Surat Thani District, Surat Thani Province
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Abstract
This research aimed to develop the MPAC instructional model to enhance reading skills among kindergarten students, specifically those in level 3 (aged 5), by utilizing local illustrated storybooks. This study employed a Research and Development (R&D) methodology with four main objectives: (1) to study the basic needs for developing the MPAC instructional model, (2) to develop the model, (3) to implement the model in a real educational setting, and (4) to evaluate the model’s effectiveness. The evaluation focused on three aspects: (1) the model's effectiveness according to the E1/E2 criterion, (2) a comparison of students’ reading skills before and after the implementation, and (3) student satisfaction with the MPAC model. The sample group consisted of 30 kindergarten 3/2 students from Municipal School 5, Surat Thani Municipality, selected through purposive sampling in the first semester of the 2024 academic year. The research instruments included a needs assessment questionnaire for parents, teachers, and students; focus group discussions involving teachers, educational personnel, school board members, and administrators; and a satisfaction questionnaire for students. The MPAC instructional model consisted of a user manual, 18 experiential lesson plans, and six local illustrated storybooks. The experimental teaching was conducted over six weeks, three days a week, with one-hour sessions, totaling 18 hours. Data were analyzed using descriptive statistics (mean and standard deviation), hypothesis testing (dependent t-test), and content analysis. Instrument quality was evaluated through Item-Objective Congruence (IOC), Cronbach’s Alpha, KR-20, item difficulty (p), and discrimination index (r). The instructional model’s effectiveness was assessed using the E1/E2 efficiency formula. The results showed that the MPAC instructional model was highly effective in enhancing reading skills, significantly improved students’ reading performance, and was well-received by the learners. The results of the comparison of reading skills before and after using the MPAC teaching model to promote reading skills showed that the average score after learning was 33.00, which was higher than the pre-learning score.
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