The Development of Critical Reading Ability in Matthayomsuksa 4 Students Using the ECOLA Technique
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Abstract
The purposes of this study were to 1) compare the critical reading ability of Matthayomsuksa 4 students before and after learning through the ECOLA technique and 2) examine the students' opinions toward learning through the ECOLA technique. The sample consisted of 35 Matthayomsuksa 4/2 students from Benjamarachanusorn School, Mueang Nonthaburi District, Nonthaburi Province, under the Office of Secondary Educational Service Area Nonthaburi, in the second semester of the 2024 academic year. The sample was selected using a simple random sampling method by drawing lots with classrooms as the sampling unit. The research instruments consisted of 1) lesson plans for teaching critical reading to Matthayomsuksa 4 students using the ECOLA technique, 2) a critical reading ability test for Matthayomsuksa 4 students, and 3) a questionnaire on students’ opinions toward learning through the ECOLA technique. The data were analyzed using mean (M), standard deviation (SD), and t-test for dependent samples. The study found as follows 1) The critical reading ability of Matthayomsuksa 4 students after learning through the ECOLA technique was significantly higher than before learning at the .05 level. 2) The overall opinions of Matthayomsuksa 4 students toward learning through the ECOLA technique were at the highest agreement level.
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