ENHANCEMENT OF ENGLISH READING COMPREHENSION SKILLS BY USING MURDOCH'S INTEGRATED APPROACH (MIA) WITH METACOGNITION THEORY AMONG GRADE 4 STUDENTS AT BANKHUNNAWANG SCHOOL, SUKHOTHAI PROVINCE
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Abstract
This research aimed to 1) compare the English reading comprehension skills of fourth-grade students before and after receiving instruction based on Murdoch’s Integrated Approach (MIA) combined with metacognition theory, and 2) examine students’ satisfaction with the learning activities. The study was conducted with a sample of 21 fourth-grade students from Bankhunnawang School, Sukhothai Province, during the second semester of the 2025 academic year. The participants were selected through purposive sampling. The research instruments consisted of 1) lesson plans developed based on the integrated instructional approach, 2) an English reading comprehension achievement test, 3) a student satisfaction questionnaire, and 4) a reflective interview form. Data were analyzed using mean (M), standard deviation (SD), and a dependent samples t-test. The findings revealed that 1) the students’ English reading comprehension skills after the intervention were significantly higher than those before the intervention (p < .05); 2) the students’ satisfaction with the learning activities was at the highest level (M = 4.55); and 3) qualitative analysis from the reflective interviews indicated that the majority of students held positive attitudes toward the learning activities. The students reported that the activities were engaging and enjoyable, helped improve their English reading skills, and enabled them to apply reading strategies in their daily lives.
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