EFFECTS OF INDUCTIVE INSTRUCTION AND FEEDBACK ON SUMMARY WRITING SKILL OF LOWER SECONDARY STUDENTS

Abstract

The purposes of this research were: 1) to compare the summary writing abilities of lower secondary school students in the experimental group before and after implementing inductive learning management combined with feedback; and 2) to compare the summary writing abilities between the experimental group taught through inductive learning management with feedback and the control group taught using conventional methods. The research sample, selected through multi-stage sampling, consisted of 60 Grade 9 (Matthayomsuksa 3) students during the second semester of the 2025 academic year, divided equally into an experimental group (n = 30) and a control group (n = 30). The experimental treatment lasted for 12 hours. The research instruments included: 1) lesson plans based on inductive learning management and feedback, 2) conventional lesson plans, and 3) pre-test and post-test summary writing ability assessment tools. Data were analyzed using arithmetic mean, standard deviation (SD), paired samples t-test, and independent samples t-test. The findings revealed that: 1) after the experiment, the overall summary writing ability of the sample group was statistically significantly higher than before the experiment at the .05 level, with the mean score increasing from 10.80 (SD = 0.90) before the experiment to 12.53 (SD = 1.71) after the experiment and 2) the summary writing ability of the experimental group taught through inductive learning management with feedback was statistically significantly higher than that of the control group taught by conventional methods at the .05 level, with the experimental group scoring a mean of 12.82 (SD = 0.82) and the control group scoring a mean of 9.65 (SD = 0.75), which was consistent with the hypothesis.