The Development of Summarizing Writing of Matthayomsuksa 3 students by using the learning activities according to the REAP strategy together with the mind mapping technique

Abstract

This research aimed to: 1) compare the knowledge of summary writing among ninth-grade students before and after learning management using the REAP strategy combined with mind mapping, 2) compare the knowledge of summary writing among ninth-grade students after learning management using the REAP strategy combined with mind mapping against predetermined criteria, 3) compare the summary writing ability of ninth-grade students after learning management using the REAP strategy combined with mind mapping against predetermined criteria, and 4) examine the coefficient of variation in summary writing after learning management using the REAP strategy combined with mind mapping. The sample comprised 34 ninth-grade students selected through cluster random sampling. The research instruments consisted of: 1) lesson plans, 2) a knowledge test on summary writing, and 3) a summary writing ability assessment rubric. Statistical analyses included percentage, mean, standard deviation, t-test, and coefficient of variation (C.V.). The findings revealed that: 1) ninth-grade students' knowledge of summary writing after learning management using the REAP strategy combined with mind mapping was significantly higher than before instruction and significantly higher than the criteria set at the 0.05 level, 2) ninth-grade students' summary writing ability after learning management using the REAP strategy combined with mind mapping was significantly higher than the criteria set at the 0.05 level, and 3) the coefficient of variation for knowledge of summary writing was 0.05, and for summary writing ability was 0.06.