The effect of using reading instruction with think-pair-share technique and graphic organizer on grade 9 students’ achievement and reading comprehension
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Abstract
This study aimed to compare reading comprehension and Thai language achievement of Grade 9 students in the Thai language instruction and learning management through the implementation of reading instruction utilizing Think-Pair-Share technique and graphic organizer, in relation to the 70 percent proficiency criterion after instruction. The sample group consisted of 35 Grade 9 students (Class 3/8) from Saensuk School, Chonburi province, in the academic year 2024, selected through a cluster random sampling. Three research instruments were employed in this study consisting of 5 lesson plans based on the implementation of reading instruction utilizing Think-Pair-Share technique and graphic organizer which were rated at the highest level of appropriateness (χ̅ = 4.80, SD = 0.20), a twenty-item multiple-choice reading comprehension test with a reliability coefficient of 0.82, and a twenty-item multiple-choice Thai language achievement test with a reliability coefficient of 0.80. The data were analyzed using percentage, mean scores and standard deviation, and the t-test for one sample. The results revealed that 1) the comparison of the student’s reading comprehension, after receiving instruction through the implementation of reading instruction utilizing Think-Pair-Share technique and graphic organizer, was significantly higher than the predetermined criteria of 70, at the .05 of the statistical significance. 2) the comparison of the student’s achievement in Thai language subject, after receiving instruction through the implementation of reading instruction utilizing Think-Pair-Share technique and graphic organizer, was significantly higher than the predetermined criteria of 70, at the .05 of the statistical significance.
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