USING BRAIN-BASED LEARNING TO IMPROVE ENGLISH READING COMPREHENSION ABILITY OF PRATHOMSUKSA 5 STUDENTS
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Abstract
The purposes of this research were to study and compare the English reading comprehension ability of Prathomsuksa 5 students before and after studying English reading comprehension using brain-based learning, and to investigate the students’ attitude toward teaching English reading comprehension using brain-based learning. The sample consisted of 15 Prathomsuksa 5 students at Phonsawangpatongwittaya School, Nongkhai, under Nongkhai Primary Education Service Area Office 1 in the first semester of the academic year 2024, selected by using cluster random sampling. This research was designed using a one-group pretest-posttest design. Research instruments included 12 lesson plans, an English reading comprehension ability test, and an attitude questionnaire. The experiment lasted for 12 weeks, with two hours per week, totaling 24 hours. The mean, percentage, standard deviation, t-test for dependent samples, and one-sample t-test were used for data analysis. The findings of this research were as follows: 1) The students’ mean scores for the pretest and posttest on English reading comprehension ability were 13.60 (34.00 percent) and 31.06 (77.66 percent) respectively. The students’ posttest mean score on English reading comprehension ability was higher than the set criterion of 70 percent and was higher than their pretest scores. 2) The students’ attitude toward teaching English reading comprehension using brain-based learning was at a good level.
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