THE DEVELOPMENT OF ANALYTICAL READING SKILLS IN GRADE 8 STUDENTS USING HMONG FOLK TALE EXERCISES AND METACOGNITIVE READING STRATEGIES

Abstract

This research aimed to: 1) compare the analytical reading ability of Mathayom Suksa 2 (Grade 8) students before and after learning through the use of Hmong folktale-based skill exercises integrated with metacognitive reading strategies; 2) compare the students’ post-learning analytical reading ability against the 75 percent criterion; and 3) investigate the students’ satisfaction with the learning management. The sample group included 35 students from Class 2/1 at Ruam Thai Pattana 5 School, selected through simple random sampling using the classroom as the sampling unit. The research instruments included: 1) a learning management plan, 2) Hmong folktale-based skill exercises, 3) an analytical reading ability test, and 4) a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, and t-test.

The research findings revealed that: 1) the students’ post-learning analytical reading scores were significantly higher than their pre-learning scores at the .05 level; 2) the students’ post-learning scores were significantly higher than the 75 percent criterion at the .05 level; and 3) the students’ overall satisfaction with the learning management was at a high level.