The Development of Comprehension Reading using Collaborative Learning Process CIRC Technique for Prathomsuksa 3 Students

Abstract

The objectives of this research are as follows: 1) To study the results of developing reading comprehension skills using the collaborative learning process CIRC technique, and 2) to compare achievement in reading comprehension before and after learning using the collaborative learning process, CIRC technique. Samples used in this study consisted of 38 students in Prathomsuksa 3/5, Semester 1, Academic Year 2023, which were obtained using a Purposive Sampling method. The tools used in the research include: 1) a teaching activity plan to develop reading comprehension using the collaborative learning process CIRC technique; 2) 5 sets of reading comprehension skills tests from 5 types of literatures, namely stories, advertisements, articles, news. and documentaries; 3) achievement evaluation test for reading comprehension. Statistics used in the research are: basic statistics, including percentage, mean, and standard deviation; statistics used to test hypotheses for comparing academic achievement before and after studying by testing the t-test, where the t-statistics was set at a significance level of .01.

          The results of the research found that: 1) Grade 3 students' skills in reading comprehension using the CIRC technique improved sequentially. It was found that their overall reading comprehension skills were on average at a very good level      (= 2.51, S.D. = 0.41) By considering in individual branch of skills, it was found that, Skills in trimming words to get the main idea (= 2.54, S.D. = 0.19) were at a very good level, in summarizing the main points from what was read (= 2.59, S.D. = 0.09) was at a very good level, and in expanding to defend the answer (= 2.40, S.D. = 0.14) was at a very good level; 2) Grade 3 students who studied with a learning management plan using the CIRC technique had academic achievement after studying higher than before studying. The academic achievement after studying     (= 16.05, S.D. = 1.41) was higher than before studying (= 11.73, S.D. = 1.44), statistically significant at the .01 level.