The Effects of Task-Based Learning And Blooket on Enhancing Reading Comprehension In The Eleventh Grader

Abstract

The objectives of this research were to 1) compare the English reading comprehension skills of students before and after learning through Task-based learning activities integrated with Blooket, and 2) study students’ opinions towards the task-based learning integrated with Blooket. The sample consisted of 36 Grade 11th students during the first semester of the 2024 academic year. The sample was selected by a clutter random sampling technique from a secondary school in Dusit District, under the Secondary Educational Service Area Office Bangkok Area 1. The research instruments consisted of 1) four lesson plans utilizing Task-based learning with Blooket, 2) an English reading comprehension achievement test, and 3) a questionnaire on students’ opinions towards the task-based learning with Blooket. The data were analyzed by Mean ( ), Standard deviation (S.D.), and t-test dependent.

The research results showed that 1) the English reading comprehension skills of Grade 11 students after learning through Task-based learning with Blooket were significantly higher than before using Task-based learning with Blooket at the .05 level, and 2) students’ opinions towards Task-based learning with Blooket was rated at the highest level of agreement.