The Use of Problem-Based Learning Focusing on Dhamma to Promote English Reading Comprehension
Keywords:
Problem-based Learning (PBL), Reading comprehension, Dhamma, WatsutthajindaAbstract
The purposes of this study were 1) to explore students’ satisfaction towards learning English through Problem-based Learning (PBL); 2) to compare the post-test mean score of English reading comprehension of grade seven students who have learned through Problem-based Learning (PBL) with the pre-test mean score, and 3) to compare the post-test mean score of English reading comprehension of grade seven students who have learned through Problem-based Learning (PBL) with the criteria of 60%. The samples used in this study were 35 students studying in grade seven, in the second semester of the 2018 academic year at Watsutthajinda School, Muang District, Nakhon Ratchasima. They were selected by cluster sampling. The research instruments consisted of a research questionnaire consisting of ten questions and English reading comprehension test consisting of 35 multiple choices questions. The questionnaire was used to explore students’ satisfaction and the English reading comprehension test was used to assess students’ English proficiency after learning English through Problem-based Learning (PBL). Statistics used in this study were Mean, Standard Deviation, and Dependent T-Test.
The results of the study showed that:
- Students were very highly satisfied with learning English through the Problem-based Learning (PBL) focusing on Dhamma.
- The post-test mean score of English reading comprehension of the students learning English through the problem-based-learning (PBL) focusing on Dhamma was higher than the pre-test mean score at the level of .01 statistical significance.
- The post-test mean score of English reading comprehension of the students learning English through the problem-based-learning (PBL) focusing on Dhamma was higher than the criteria of 60%.
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