The Design of a Unit Plan on Reading, Critical Thinking and Writing Using the GPAS 5 Steps Process for Grade 6 Students at Wat Ban Mueang Pho School, Buri Ram Province.
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Abstract
This research aimed to: (1) develop a learning unit for reading, critical thinking, and writing using the GPAS 5 Steps process; (2) examine the outcomes of implementing learning activities focused on reading, critical thinking, and writing; and (3) explore students’ opinions toward these learning activities in Thai language classes for Grade 6 students at Wat Ban Muang Pho School, Buri Ram Province. The sample group comprised 28 Grade 6 students from Wat Ban Muang Pho School, Buri Ram province, selected by purposive sampling. The research instruments included: (1) a GPAS 5 Steps–based learning unit; (2) thirteen one-hour lesson plans designed according to the GPAS 5 Steps process, totaling 13 instructional hours; (3) a four-choice multiple-choice test to assess students’ abilities in reading, critical thinking, and writing; and (4) a 5-point Likert scale questionnaire to collect students’ opinions on the learning activities.
The research findings were as follows: (1) the developed learning unit successfully enhanced students’ competencies in reading, critical thinking, and writing to Level 3, as outlined in the curriculum; (2) students’ mean scores on the post-test (31.75) were significantly higher than their pre-test scores (14.68), with the difference statistically significant at the 0.05 level; and (3) students’ overall opinions toward the GPAS 5 Steps–based learning activities were highly positive, with a mean score of 4.48.
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