การพัฒนารูปแบบการจัดการเรียนรู้ภาษาไทยตามแนวคิด Active Learning ร่วมกับเทคนิค KWL และ 5W1H เพื่อเสริมสร้างทักษะการอ่านจับใจความสำคัญ สำหรับนักเรียนชั้นประถมศึกษาปีที่ 3

Abstract

The purposes of this research were to: 1) study the current states and needs for developing learning activities; 2) create and develop a Thai language learning management model; 3) study the outcomes of implementing the model by: 3.1) determining its efficiency, comparing students' learning achievements and reading comprehension skills before and after learning, and investigating students' satisfaction toward learning with the model; and 4) evaluate teachers' opinions on the implementation of the model. The research was divided into four phases. The sample consisted of 24 Grade 3/1 students enrolled in the second semester of the 2025 academic year at Tessaban Pattana School, under the jurisdiction of Kaeng Khoi Town Municipality. The research instruments included learning activity plans, a learning achievement test, a reading comprehension skill assessment form, a satisfaction questionnaire, and a teacher's opinion evaluation form. The statistics used for data analysis were mean, standard deviation, and t-test. The research findings were as follows: 1) Most students encountered difficulties in reading comprehension; they were unable to identify main ideas, summarize passages, and answer questions. Their poor spelling and lack of reading fluency resulted in academic achievements falling below the established criteria. Both teachers and students expressed a need for participatory learning activities, diverse methodologies, and the utilization of modern media to effectively enhance students' reading comprehension skills. 2) The developed learning management model (EKWALE Model) comprised six components: (1) Principles, (2) Objectives, (3) Learning Process, (4) Social System, (5) Principles of Reaction, and (6) Support System. The learning process consisted of six steps: Step 1: Engagement (E); Step 2: Knowledge Activation (K); Step 3: Want to Know (W); Step 4: Active Learning (A); Step 5: Learning and Summary (L); and Step 6: Evaluation and Reflection (E). The evaluation of the model's suitability revealed that its quality was appropriate at the highest level. 3) The results of implementing the developed model showed that: 3.1) the efficiency of the model (E1/E2) was 84.59/83.94, which met the established criteria of 80/80; 3.2) the students' post-learning academic achievement was significantly higher than their pre-learning achievement at the .05 statistical level; 3.3) the students' post-learning reading comprehension skills were significantly higher than their pre-learning skills at the .05 statistical level; and 3.4) the students' overall satisfaction toward learning with the developed model was at a high level. 4) The overall evaluation of teachers' opinions regarding the implementation of the developed model was at the highest level.