DEVELOPMENT OF AN INSTRUCTIONAL MODEL BASED-ON TWO SYSTEM THINKING WITH ANCHORING QUESTIONS APPROACH TO ENHANCE THE ABILITY OF CRITICAL READING

Abstract

The purposes of this research were: 1) to develop an instructional model based on Two System Thinking with anchoring question approach to enhance the ability of critical reading 2) to compare critical reading ability of undergraduate students before, and after employing the instruction model. 3) disseminate an instructional model based on Two System Thinking with anchoring question approach to enhance the ability of critical reading of undergraduate students. The samples of this research were 24 undergraduate students in the second year of Thai Language major, Faculty of Education, Silpakorn University. The expansion group of this research were 24 undergraduate students in the second year of Thai Language major, Faculty of Education, Chiang Mai University. The instruments consisted of an instructional model and handbook, units lesson plans, critical reading ability test, and opinion questionnaire. The quantitative data were analyzed by mean, standard deviation, and t–test dependent. The research results were as follows: 1) The Instruction model Based - on Two System Thinking with Anchoring Questions Approach to Enhance the Ability of Critical Reading consisted of 4 components. The teaching and learning process has 4 steps as follows: (1) prompted by questions (2) primed idea (3) pinned reflection (4) repeated experience 2) The undergraduate students received the result expanding who learned by using this developed instructional model had higher critical reading ability than before starting an experiment at 0.05 level of significance. The students' opinion towards the development of an instructional model after the experiment was at a high level. 3) The undergraduate students received the result expanding who learned by using this developed instructional model had higher critical reading ability than before starting an experiment at 0.05 level of significance. The students' opinion towards the development of an instructional model after the experiment was at a high level.