The Effects of an Instructional Model Using the SQ5R Reading Method Combined with Multimedia on Thai Reading Comprehension Ability of Grade 6 Students

Abstract

          This research aimed to: 1) examine the efficiency of a learning management model using the SQ5R reading instruction method combined with multimedia, based on the 80/80 criterion; 2) investigate the effectiveness index of the learning management model using the SQ5R reading instruction method combined with multimedia; 3) compare the Thai reading comprehension ability of Grade 6 students after learning through the SQ5R method combined with multimedia against the 80% criterion; 4) compare the Thai reading comprehension ability of Grade 6 students before and after learning through the SQ5R method combined with multimedia; and 5) examine students' satisfaction with the learning management model using the SQ5R reading instruction method combined with multimedia. The sample consisted of 35 students, selected through cluster random sampling. The research instruments were: 1) SQ5R lesson plans combined with multimedia; 2) a 30-item Thai reading comprehension test with difficulty values (p) ranging from 0.47–0.77, discrimination values (r) ranging from 0.20–0.40, and a reliability coefficient of 0.799; and 3) a satisfaction questionnaire regarding the SQ5R learning management model combined with multimedia. Statistics used for data analysis included percentage, mean, standard deviation, dependent t-test, and one-sample t-test.

          Research Findings:

          1. The learning management model using the SQ5R reading instruction method combined with multimedia yielded an efficiency of 80.25/86.33, which exceeded the established 80/80 criterion.

          2. The effectiveness index of the model was 0.7004, indicating that students' Thai reading comprehension ability improved by 70.04%.

           3. Students' Thai reading comprehension ability after learning through the SQ5R model combined with multimedia was significantly higher than the 80% criterion at a statistical significance level of .05.

           4. Students' Thai reading comprehension ability after learning was significantly higher than before learning through the SQ5R model combined with multimedia at a statistical significance level of .05.

           5. Students' satisfaction with the learning management model using the SQ5R reading instruction method combined with multimedia was rated at the highest level.