Analytical Research Study Using CIRC Collaborative Group Learning Activities for Matthayomsuksa 2 Students at Jaruspichakorn School

Abstract

The objectives of this research were (1) to develop analytical reading using Cooperative Integrated Reading and Composition (CIRC) learning activities for the second-year secondary school students and achieve an efficiency criterion of 80/80, and (2) to compare the analytical reading abilities of the second-year secondary school students before and after learning with CIRC. The sample consisted of 30 second-year secondary school students from Jaraspichakorn School, located in Nai Mueang Subdistrict, Mueang District, Nakhon Si Thammarat Province, a private secondary school. The research was conducted in the second semester of the 2566 academic year (2023), using the following tools: (1) a learning management plan to develop analytical reading using CIRC, consisting of 6 plans with 2 hours per plan, totaling 12 hours of teaching, and (2) an achievement test in analytical reading created by the researcher, consisting of 30 multiple-choice questions. The data were analyzed as follows: (1) basic statistics such as percentage, mean, and standard deviation were calculated from the scores of content-based quizzes, group work behavior, and the achievement test in CIRC, (2) the efficiency of the learning management plan for developing analytical reading was analyzed according to the 80/80 criterion using the E1/E2 formula, (3) the effectiveness index of the learning management plan for developing analytical reading was analyzed using the E.I formula, and (4) a comparison of pre-test and post-test scores was conducted using the t-test for dependent samples. The research results were as follows: 1) The learning management plan for analytical reading using CIRC was found to be effective with a score of 83.79/82.73, exceeding the set criterion of 80/80. 2) The second-year secondary school students who learned using the CIRC learning management plan showed significantly higher post-test achievement in analytical reading compared to their pre-test scores, with statistical significance at the .05 level