The Development of Learning Management to Promote Reading Literacy and Learning Achievement Using PISA Competency-based Approach for Grade 9 Students
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Abstract
The objectives of this research were to 1) assess the effectiveness of organizing learning activities, 2) assess reading literacy, and 3) study the achievement of grade 9 students, based on the PISA competency-based approach. The sample was 41 grade 9 students, from 1 group, of Mahasarakham University Demonstration School (Secondary) in the second semester of the academic year 2022, obtained by cluster random sampling, using the student group (7 groups of students having the same characteristics) as the sampling unit. The research tools were 1) a learning plan, 2) a reading skill exercise sheet, 3) a reading literacy assessment form following PISA competency-based, and 4) a learning achievement test. The analysis of data employed percentage, standard deviation, and t-tests for hypothesis testing.
The research findings were as follows:
1. The efficiency (E1/E2) of the learning management model based on the PISA competency-based approach for grade 9 students was 84.88/85.27, higher than the preset criterion (80/80).
2. The reading literacy of the grade 9 students taught by the PISA competency-based approach, following the PISA 2018 evaluation framework, was composed of 5 components: 1) accessing and retrieving information, 2) integration and inferences, 3) evaluating and reflecting, 4) using reading information, and 5) reading engagement. On the whole, most of the students had their reading literacy at level 3 (moderate), accounting for 73.17 percent, followed by level 4 (difficult and complicated level), accounting for 26.83 percent, and there were no students in level 1 (lower than the basic level), level 2 (basic level) and level 5 (high level).
3. The students had higher learning achievement after learning (an average score of 21.32), which was higher than before learning (an average score of 14.22), using a t-test for dependent samples (t = 21.03, P <0.0001) at the significant level of .05.
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