Effects of Using a KWL Plus Teaching Technique on Critical Reading Abilities of Fifth Year Secondary Students

Abstract

This research article aimed to evaluate effects of using a KWL Plus teaching technique on fifth year secondary school students’ critical reading abilities by comparing the average score of critical reading abilities of fifth year secondary school students prior to and after learning by following the KWL Plus teaching technique, and comparing the average score of critical reading abilities of fifth year secondary school students between experimental and control groups. The target population was 80 students who studied in fifth year secondary school in the second academic year 2022 at Rattanasuksa (pseudonym), Prachaup Khirikhan province, Thailand. The students came from 2 groups, 40 students for each group. Both student groups were divided by using a purposive sampling method to experimental and control groups. The experimental group was taught following the KWL Plus teaching technique and the control group was taught through conventional teaching methods. Research instrument for collecting data comprised a critical reading test. The test was designed a multiple-choice test, 30 items. The instruments for the experiment were 6 lesson plans designed following the KWL Plus and 6 lesson plans designed though conventional teaching methods. Each lesson plan designed for a teaching session, comprised 50 minutes. The research was undertaken for 2 weeks, 3 sessions per week. Quantitative data were examined to check average score and standard deviation. Additionally, the results were analysis to check statistical significance by using t-test. The results of the study found that the average score of critical reading abilities of fifth year secondary students was higher than prior to the experiment at the 0.05 level of significance. And the average score of critical reading abilities of experimental group was higher than control group after the experiment at the 0.05 level of significance.