The การจัดกิจกรรมการเรียนรู้แบบร่วมมือ CIRC ร่วมกับ เทคนิคการใช้คำถามด้านพุทธิพิสัยของบลูม เพื่อพัฒนาความสามารถการอ่านจับใจความ สำหรับนักเรียนชั้นมัธยมศึกษาปีที่ 1 THE EFFECTS OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) APPROACH WITH BLOOM’S TAXONOMY QUESTION STEMS TECHNIQUE ON READING COMPREHENSION ABILITY OF MATTHAYOMSUKSA 1 STUDENTS

Abstract

This study aimed at 1) identifying the effectiveness index of the Cooperative Integrated Reading and Composition (CIRC) Approach with Bloom’s Taxonomy Question Stems Technique on Reading Comprehension Ability of Matthayomsuksa 1 Students, 2) comparing reading comprehension ability of Matthayomsuksa 1 students before and after implementing Cooperative Integrated Reading and Composition (CIRC) Approach with Bloom’s Taxonomy Question Stems Technique, and exploring attitudes of the students towards the Cooperative Integrated Reading and Composition (CIRC) Approach with Bloom’s Taxonomy Question Stems Technique. The participants were 30 students in Matthayomsuksa 1/4, Second semester of academic year 2021 at Witthayanukulnaree School, Amphoe Muang, Petchabun Province. They were selected by using Cluster Sampling to compare reading ability before and after experiencing the Cooperative Integrated Reading and Composition (CIRC) Approach with Bloom’s Taxonomy Question Stems Technique.

The instruments used in this study were 1) the Cooperative Integrated Reading and Composition (CIRC) Approach with Bloom’s Taxonomy Question Stems Technique lesson plans, 2) The reading comprehension ability test, and 3) the questionnaire to explore student’s attitudes after experiencing the Cooperative Integrated Reading and Composition (CIRC) Approach with Bloom’s Taxonomy Question Stems Technique. The data analysis was proceeded using statistics data including mean scores ( ), standard deviation (S.D) and dependent t-test. The results have shown that the effectiveness index was = 0.5852 indicating that the students have improve their reading comprehension ability for 0.5852 or 58.52 percent, and the students’ reading comprehension ability has been improved as the post-test score has been significantly increased (p<0.05). In addition, the students showed positive attitudes towards the designed lessons in excellent level ( = 4.28, S.D. = 0.44)