The Developing an Active Learning Along with Providing Constructive Feedbacks That Enhances the Reading Comprehension of Grade 3 Students

Abstract

The purpose of this research was : 1 ) to develop the reading comprehension abilities of Grade 3 student by using an Active Learning Along with Providing Constructive Feedbacks with a criterion of 70 percent and 2)to compare the reading comprehension abilities before and after implementing the collaborative learning management plan coupled with feedback provision among Grade 3 students. The research sample consists of 25 students from Grade 3 students at Ban Non Yang School, under the supervision of the Office of Basic Education Area 5, Ubon Ratchathani Province, in the second semester of the 2022. The sample selection was done using cluster random sampling, with the classroom as the sampling unit. The research instruments used in this study include learning management an Active Learning Along with Providing Constructive Feedbacks provision on reading comprehension, consisting of six lesson plans, with each lesson requiring two hours of teaching, totaling 12 hours, A multiple-choice test measuring reading comprehension abilities in the Thai language, consisting of 30 items. The difficulty value (p) ranges from 0.47 to 0.77, the discrimination power (r) ranges from 0.33 to 0.53, and the reliability coefficient is 0.867 Statistical analysis of the data included descriptive statistics, means, standard deviations, and t-tests for dependent samples

            The research findings were as follows:

1. The result of the reading comprehension abilities of Grade 3 student by using an Active Learning Along with Providing Constructive Feedbacks indicated that all 25 students (100%) met the criterion 70% or higher, with and average score 82.24
2. The result of comparison of reading comprehension abilities before and after learning of Grade 3 student by using an Active Learning Along with Providing Constructive Feedbacks showed average scores before and after the intervention were 18.76 and 25.88. when comparing before and after intervention scores, a statistically significant difference was found, with the after intervention scores being significantly higher at a significance level of .01