EFFECTS OF USING AN INSTRUCTIONAL MODEL BASED ON THE READER-RESPONSE THEORY THAT HAS AN EFFECT ON ACADEMIC ACHIEVEMENT IN THAI LITERATURE OF MATTHAYOMSUKSA 1

Abstract

          This research aimed to compare the academic achievement in Thai literature of Mathayom 1 students before and after learning management by teaching model based on Reader Response Theory. This research was an experimental research. A single-group design was used with a pre-test and a post-test. The population used in the research was Mathayom 1 students, second semester, academic year 2023. Mattayom Wat Sichanpradit School Under The Royal Patronage of His Majesty The King. Total of 5 classrooms, total number of students 148. The researcher used a cluster random sampling method for the sample group. Obtained through a classroom lottery. The results were obtained by drawing lots for each classroom. There was one sample group, consisting of 43 students from Mathayom 1/4. The research instruments consisted of a learning management plan based on reader response theory. The story of King Ramathibodi, the episode of Saming Phra Ram Asa, 3 episodes, 2 hours each, total 6 hours. Achievement test before and after learning about the topic of King Ramathirat, Saming Phra Ram Asa, 60 multiple choice questions, 4 choices, 1 point each, is the same test set as the pre-test and post-test. Statistics used for data analysis use mean and standard deviation and t-test.

          The research results found that the academic achievement in Thai literature of Mathayom 1 students after learning management based on the reader response theory was higher than before learning, with a mean value of 18.19 and a standard deviation value of 4.63, higher than before learning management using the teaching model based on the reader response theory, with statistical significance at the .05 level, consistent with the hypothesis.