A COMPARISON OF CHINESE READING ABILITY BEFORE AND AFTER LEARNING WITH TASK-BASED LEARNING ACTIVITIES OF MATHAYOM 3 STUDENTS

Abstract

This research aimed to compare the Chinese reading ability of Mathayom 3 students before and after engaging in task-based learning activities. The sample group consisted of 23 Mathayom 3 students from Chan Krong School during the first semester of the 2024 academic year, selected using a specific method. The primary focus was on using task-based learning activities to enhance the Chinese reading skills of these third-year high school students. To assess their reading ability in Chinese, statistical analysis was conducted using mean, standard deviation, and t-tests to evaluate the results. The findings demonstrated a significant improvement in students' Chinese reading abilities after the learning activities, with a noteworthy increase at the .01 level.