Developing learning models with place-based education to foster seventh-grade students’ critical reading
DOI:
https://doi.org/10.64769/rdj.v29i2.283159Abstract
In today’s’ world, where vast amounts of information exist, critical reading is of importance for all citizens to understand, evaluate the validity of, and make decisions on information they receive on a regular basis. Therefore, students must develop the ability to read critically. This research aimed to develop learning models, called “3Rs”, with the premise of place-based education to foster students’ critical reading. To this end, three experts in various domains examined the “3Rs” learning models and a critical reading test consisting of 15 multiple-choice items. Subsequently, 24 seventh-grade students completed the test before and after participating in learning activities based on the models for nine fifty-minute periods. A comparison of pre- and post-test scores using Wilcoxon signed-rank test revealed that the students achieved significantly higher scores than before, with an effect size as calculated by rank-biserial correlation of 0.49. These research results indicate that the 3Rs learning models with place-based education can foster students’ abilities to read critically.
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s, 174, 1560-1566.
Facione, P. A. (2023). Critical thinking: What it is and why it counts. Retrieved from https://insightassessment.com/iaresource/critical-thinking-what-it-is-and-why-it-counts.
Follman, J., & Lowe, A. J. (1972). Empirical examination of critical reading and critical thinking-overview. Journal of Reading Behavior, 5(3), 159-168.
Freire, P. (1983). The importance of the act of Reading. Journal of Education, 165(1), 5-11.
Goss-Sampson, M. A. (2020). Statistical analysis in JASP: A guide for students. Retrieved from https://jasp-stats.org/wp-content/uploads/2020/11/Statistical-Analysis-in-JASP-A-Students-Guide-v14-Nov2020.pdf
Gruenewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619-654.
Ha, T. A., & Huertas-Abril, C. A. (2024). Teaching critical reading in higher education: A literature review and pedagogical framework proposal. Thinking Skills and Creativity, 53, 101599.
Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-377.
Jaiuey, C. (2021). Establishing professional learning community for Thai teachers to improve achievement learning, directed reading and higher-level thinking for Mathayomsuksa 3 (Unpublished master’s dissertation). Silpakorn University, Thailand.
Jatuporn, O., & Watthathorn, A. (2015). Place-based education: The development of good citizenship in youth based on community contexts. Prince of Songkla University Journal of Social Sciences and Humanities, 21(1), 81-112. (in Thai).
Kaiyawong, S. (2017). Effect size: The most important product of hypothesis testing. Panyapiwat Journal, 9(1), 276-287. (in Thai).
Kanjanawasee, S. (2016). Research and development for Thai education. Silpakorn Educational Research Journal, 8(2), 1-18. (in Thai).
Marschall, S. & Davis, C. (2012). A conceptual framework for teaching critical reading to adult college students. Adult Learning, 23(2), 63-68.
Nu-on, P., Suwankitti, S., & Saengloetuthai, J. (2023). The development of critical reading ability of Grade 6 students by START strategy together with small group discussion technique. Journal of Kanchanaburi Rajabhat University, 12(2), 14-25.
Organisation for Economic Co-operation and Development. (2019). PISA 2018 assessment and analytical framework. Paris: OECD Publishing.
Organisation for Economic Co-operation and Development. (2023a). PISA 2022 results (volume I): The state of learning and equity in education. Paris: OECD Publishing.
Organisation for Economic Co-operation and Development. (2023b). PISA 2022 results (volume I and II) – country notes: Thailand. Retrieved from https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/thailand_6138f4af-en.html.
Patphol, M. (2020). Research and development for innovative curriculum and instruction. Silpakorn Educational Research Journal, 12(1), 1-16. (in Thai).
Phutongnak, K., Tummawad, J., & Auntaya, S. (2013). Applying the six thinking hats technique to develop upper secondary school students’ critical reading achievement. Rajabhat Maha Sarakham University Journal (Humanities and Social Sciences), 7(3), 49-58. (in Thai).
Rueangnarong, P. (2013). Mali Sri Trang: Documentary from the south (second edition). Bangkok: Satapornbooks Press. (in Thai).
Russell, D. H. (1963). The prerequisite: Knowing how to read critically. Elementary English, 40(6), 579-582, 597.
Sirimangkalavanit, S., Vanichwatanavorachai, S., & Songserm, U. (2023). Learning model based on self-regulation strategies to enhance critical reading abilities. Silpakorn University Journal, 43(4), 90-100. (in Thai).
Smith, G. A. (2002). Place-based education: Learning to be where we are. The Phi Delta Kappan, 83(3), 584-594.
Tabtimchan, R. (2022). The creation of skills exercise by using the SQ5R teaching method to improve critical reading judgement for Mathayom Suksa 5 students (Unpublished master’s dissertation). Naresuan University, Thailand.
Tanvichien, A. (2020). The development of the professional learning community for Mathayomsuksa 4 Thai teachers to develop critical reading abilities from online teaching materials using the 7E learning cycle learning model (Unpublished master’s dissertation). Silpakorn University, Thailand.
Thongngam, K., & Lowriendee, W. (2014). The development of English reading instructional model-based on interactive reading approach to enhance critical reading abilities for eleventh grade students. Silpakorn Educational Research Journal, 6(2), 67-79. (in Thai).
Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265.
Wolf, W., King, M., & Huck, C. S. (1968). Teaching critical reading to elementary school children. Reading Research Quarterly, 3(4), 435-498.
Yodta, C. (2018). The development of SQ4R learning management to support reading comprehension ability for Grade 7 student (Unpublished master’s dissertation). Rajabhat Maha Sarakham University, Thailand.
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