The Development of English Reading Comprehension Skills Using Problem-Based Learning with the Think-Pair-Share Technique to Enhance the Reading Achievement of Vocational Students

Abstract

This research aimed to 1) develop lesson plans using the Problem-Based Learning (PBL) approach integrated with the Think-Pair-Share (TPS) technique to enhance English reading comprehension ability among second-year vocational certificate students at Banhong Industrial and Community Education College, Lamphun Province; 2) compare students' reading comprehension achievement before and after the implementation of the PBL with TPS; and 3) examine students’ attitudes toward learning through PBL with TPS. The sample consisted of 20 second-year vocational certificate students from Class 1 in the second semester of the 2024 academic year, selected through purposive sampling using the intact class as the sampling unit. The total duration of the intervention was 18 hours. Research instruments included six lesson plans, an English reading comprehension test, and a semi-structured interview. Data were analyzed using mean, standard deviation, t-test, and content analysis. The findings revealed that 1) the developed lesson plans were highly appropriate ( = 4.80, S.D. = 0.32); 2) students’ post-test scores in English reading comprehension were significantly higher than their pre-test scores at the 0.05 level; and 3) students expressed positive attitudes toward learning through PBL with TPS, especially regarding the learning process, collaboration in class, development of reading comprehension skills, and learning outcomes. The results confirm the effectiveness of the Problem-Based Learning approach integrated with the Think-Pair-Share technique in developing English reading comprehension skills among vocational students. This approach also promotes active learning, analytical thinking, and student engagement, which can be applied effectively in vocational English instruction.