Effects of CIRC with reflective thinking technique on english comprehension reading ability and attitude towards learning management of mathayomsuksa 3 students
The purposes of this research were 1) to study the learning outcomes in English reading before and after studying in the CIRC with Reflective Thinking Technique based experimental class affecting English comprehensive reading ability, 2) to study the learning outcomes of the CIRC with Reflective Thinking Technique based learning management affecting the attitude towards English comprehensive reading ability, and 3) to compare English comprehensive reading ability shown in the experimental group taught by the CIRC and in the control group taught by the CIRC with Reflective Thinking Technique. The research sample group consisted of students who studied in Mathayomsuksa 3 in the second semester of the 2016 academic year at Bannoenjampa School, Kanghangmaew District, Chanthaburi Province. They were selected by using the simple random sampling method and were divided into two groups, 30 students each. The students in both groups were arranged to study in the mixed ability groups, and they were selected into the experimental group and the control group by drawing lots. The result was the students in Mathayomsuksa 3/2 were taught by the CIRC and the students in Mathayomsuksa 3/1 were taught by the CIRC with Reflective Thinking Technique. The research instruments were the CIRC based lesson plans, the CIRC with Reflective Thinking Technique based lesson plans, English reading ability tests, and a questionnaire asking the students about the attitude towards learning management. The statistics for data analysis were mean, standard deviation, and t-test.
The research results were as follows: 1) the English reading ability of the experimental group after studying in the CIRC class was significantly higher than before studying, showing the statistical significance level of .05, 2) the English reading ability of the experimental group after studying in the CIRC with Reflective Thinking Technique class was significantly higher than before studying, showing the statistical significance level of .05, 3) the English reading ability of the experimental group taught by the CIRC with Reflective Thinking Technique was significantly higher than the control group taught by the CIRC, showing the statistical significance level of .05, and 4) the attitude towards learning management of the CIRC and the CIRC with Reflective Thinking Technique was ranked as the high level.
