English Reading Development Using Computer Assisted Instruction on COVID-19 Prevention for Grade 10 Students of Ummaoprachasan school

Abstract

This thesis entitled “Effect of using mind mapping towards English reading comprehension skill of students at WatLinthong school” has three objectives: 1) to develop using mind mapping for students in WatLinthong school, 2) to compare reading comprehension skill of students before and after using mind mapping, and 3) study result of using mind mapping of students in WatLinthong school. The target groups of this study were 26 students at grade 8-9 in WatLinthong school, Ang Thong, Thailand who were selected to participate in this study conducted in the second semester academic year 2021. The research instruments used were 1) the test to measure reading comprehension before and after using the mind mapping in teaching reading is a multiple-choice, 4 choices, and 20 items and 2) plan of learning activities used in the experiment. The statistics analyzed mean (x̄), S.D., percent (%), and a t-test (independent sample) were adopted to evaluate the difference between the students' results using mind mapping.

The results of the study revealed that 1) post-test scores of the students were higher than pre-test scores. Additionally, the post-test means scores of students at grade 8 were x̄ = 16.75 and students at grade 9 were x̄ = 16.64. There was statistically significant difference of the post-test mean scores experiment group at .01 level of significance and 2) and the total mean of group work by the construction of the mind mapping of 4 groups of students, of which 2 groups had 6 members and 2 groups had 7 members, by using the mind mapping assessment criteria and rated the quality of student's mind mapping creation scores into 4 levels, namely very good level, good level, fair level, and improvement level. The result found that students can score points on creating a mind mapping by reading a given reading and get an average score of 35.14, and the results of the quality rating from the scores of the mind mapping of each group of students. Overall, the students were of very good quality.

The content analysis on qualitative data spelt out the positive impacts of mind mapping technique on elevating not only students to learn reading English comprehension, but also motivation and confidence in writing.