DEVELOPMENT OF ENGLISH READING COMPREHENSION ABILITY THROUGH THE INTEGRATION OF METACOGNITION AND GAME-BASED LEARNING MANAGEMENT FOR HIGH VOCATIONAL CERTIFICATE STUDENTS

Abstract

The purposes of this research were to; 1) compare the English reading comprehension ability of students before and after learning the integration of metacognition and game-based learning management; 2) compare the ability after learning with 70 percent criteria; and 3) study the level of satisfaction of students with the learning management. The sample group used in the research was a high vocational certificate second grader in accounting at Nakhon Ratchasima Engineering Commercial Technological College who studied in the summer semester of 2023, comprising 19 students selected   by cluster sampling. The tools used in this research included learning management plans, a reading comprehension ability test consisting of 30 items with 5 multiple-choice questions, and a satisfaction questionnaire for learning management with approximately five levels of 15 items. The data were analyzed using computer programs to find the percentage, mean, standard deviation, and the normal curve distribution was tasted using Kolmogorov-Smirnov, which showed a normal curve. Therefore, the test was performed by using t-tests for dependent sample, and t-tests for one sample.

The results of the research found that: 1) the development of English reading comprehension ability was significantly higher than before learning at the .05 level. 2) the development of English reading comprehension ability for high vocational certificate students after learning was 83.68 percent, higher than the 70 percent criteria, with statistical significance at the .05 level and 3) the level of satisfaction with the integration of metacognition and game-based learning management was at its highest level.