Effects of a Critical Reading Instruction Using Literature on Critical Reading Ability of Upper Secondary School Students

Abstract

The study aimed 1) to examine the effects of Critical Reading Instruction Using Literature on the critical reading ability of upper secondary school students; 2) to examine the students’ opinions toward Critical Reading Instruction Using Literature. The participants in the study were 55 Mathayom Suksa Six students. The instruments to collect data were critical reading ability pre-test and post-test and questionnaire asking students’ opinion toward Critical Reading Instruction Using Literature. Mean scores, standard deviation, and t-tests were used to analyze the data. The results revealed that 1) the students’ critical reading ability posttest scores were higher than pretest at a significant level (p<0.05). Students were able to follow instructional framework and received higher score in every aspect of critical reading ability, which are drawing inference, distinguishing facts and opinions, and determining purpose and tone. 2) Students had positive attitude toward Critical Reading Instruction Using Literature. The majority of the students strongly agreed that Critical Reading Instruction Using Literature can enhance their critical reading ability. The preferred aspects of the instruction included reading text, group activity, and transfering based on personal experience.