The Use of Thinking-Based Learning Strategies combined with English Short Stories to Enhance Critical Reading Skills of Matthayom Suksa 4 Students at Sukhothai Wittayakom School, Sukhothai Province

Abstract

The purposes of this research article were 1) to compare the critical reading skills of Matthayom Suksa 4 students before and after instruction focusing on thinking processes combined with English short stories; and 2) to study the level of satisfaction with the thinking-based learning activities using English short stories to develop critical reading skills. A quasi-experimental research design was used. The target group for this research consisted of 39 Matthayom Suksa 4 students in the first semester of the 2024 academic year at Sukhothai Wittayakom School, Ban Kluai Subdistrict, Mueang District, Sukhothai Province, selected using simple random sampling. The research instruments included 1) three lesson plans using the thinking-based learning activities combined with three English short stories; 2) a critical reading  skills test, including inference and summarization; and 3) a questionnaire on satisfaction with the instruction using the thinking-based learning activities combined with English short stories. The instruments underwent content validity testing and had an IOC value between 0.80–1.00, which was considered good. The reliability of the critical reading skills test had a Cronbach's alpha coefficient of 0.87, and the satisfaction questionnaire had a coefficient of 0.90. The research findings revealed that 1) students' critical reading skills improved significantly, with the post-test mean score (Mean = 25.97) being significantly higher than the pre-test mean score (Mean = 14.00); and 2) results from the satisfaction questionnaire showed that students had a high level of satisfaction (Mean = 4.59), with positive comments regarding the lesson content, activities used, teacher support, and peer interaction. In addition, qualitative data indicated that students valued analyzing diverse perspectives arising from the thinking-based learning activities, and suggestions also included increasing the time allocated for feedback and activities that promoted collaboration.