Comparisons of Attitudes towards Reading Folktales and Abilities of Analytical Reading Folktales of Upper Elementary Students by Using a SQ5R Instructional Method

Abstract

This research article aimed to evaluate effects of using a SQ5R instructional method on upper elementary school students’ attitudes towards reading folktales and abilities of analytical reading folktales by comparing the average score of attitudes towards reading folktales and abilities of analytical reading folktales of upper elementary school students prior to and after learning by following the SQ5R instructional method. The target population was 18 students who studied in upper elementary school in second academic year 2022 at Wiwatwittaya (pseudonym), Bangkok, Thailand. The population was selected using a purposive sampling method. Research instruments for collecting data comprised an attitude questionnaire and a reading test. The attitude questionnaire was designed a 5-level estimation scale, 20 items. The reading test was designed a multiple-choice test, 30 items. The instruments for the experiment were 6 lesson plans designed following the SQ5R instructional method. Each lesson plan designed for a teaching session, comprised 50 minutes. The research was undertaken for 2 weeks, 3 session per week. Quantitative data were examined to check average score and standard deviation. Additionally, the results were analysis to check statistical significance by using Dependent sample t-test. The results of the study found that the average score of attitudes towards reading folktales of upper elementary students was higher than prior to the experiment at the 0.05 level of significance, the average score of analytical reading folktales of upper elementary students was higher than prior to the experiment at the 0.05 level of significance.