The Effects of Using the Problem-Based Instruction on the Critical Reading Ability of Sixth Year Secondary School Students

Abstract

This research article aims to (1) compare the critical reading abilities of Grade 12 students both before and after learning through problem-based learning, and (2) compare the critical reading abilities of Grade 12 students after learning with a benchmark of 75%. This study is basic experimental research. The sample used in this research consists of 37 students from one Grade 12 classroom at Donmuangtaharnargardbumrung School in Bangkok, studying in the second semester of the academic year 2024. A cluster random sampling method was employed, and a specific research design was used with pre-tests and post-tests. The data collection tool was a 30-item multiple-choice test measuring critical reading abilities, with five answer options for each question. The experimental tool was a problem-based learning plan consisting of five lesson plans, each lasting two sessions of 50 minutes. The data collection period was five weeks, with two sessions per week, totaling ten sessions. Data were analyzed using mean and standard deviation, as well as t-test statistics for dependent samples. The study found that the critical reading abilities of Grade 12 students who underwent problem-based learning after the experiment were significantly higher than before the experiment at the 0.05 level. Additionally, the critical reading abilities of Grade 12 students after problem-based learning were significantly higher than the benchmark at the 0.05 level.