The Development of Experience-Based Instructional Model for Enhancing Critical Thinking Skills of Mathayomsuksa 4 Students in Thai Language Subject on Analytical Reading

Abstract

This research consists purposes were 1. to develop an experience-based instructional model for enhancing critical thinking skills of Mathayomsuksa 4 students in Thai Language subject on analytical reading and 2. to investigate the effects of the developed model, including comparing students' critical thinking skills before and after instruction and examining students' satisfaction. This study used a Research and Development (R&D) design with four phases: analysis (R₁), design and development (D₁), implementation (R₂), and evaluation (D₂). The sample consisted of 31 Mathayomsuksa 4/1 students at Kud Salao Wittayakhom School during the second semester of the 2024 academic year, selected through cluster random sampling. Research instruments included the instructional model, 13 lesson plans, a 40-item critical thinking test, and a satisfaction questionnaire. Data were analyzed using Shapiro-Wilk test for normality, mean, standard deviation, dependent t-test with 95% confidence interval and Cohen's dz effect size. The results showed that 1) the instructional model comprised five phases Knowledge and Awareness (KA), Enhancement (E), Construction (C), Presentation and Application (PA), and Assessment and Reflection (AR) with an efficiency index (E₁/E₂) of 84.26/83.63, exceeding the 80/80 criterion and 2) students' post-test critical thinking scores were significantly higher than pretest scores at the .05 level (t = 35.62, p < .001, 95% CI [16.90, 18.96]) with a very large effect size (Cohen's dz = 6.40, calculated as dz = M_diff / SD_diff for paired samples; Lakens, 2013) and an Effectiveness Index (EI) of 0.74, indicating 74% learning gain and students' overall satisfaction was at a high level (x̅ = 4.41, S.D. = 0.61).