THE DEVELOPMENT OF AN ENGLISH INSTRUCTIONAL MODEL INTEGRATING SCHEMA THEORY AND COOPERATIVE LEARNING TO ENHANCE READING COMPREHENSION SKILLS OF GRADE 12 STUDENTS

Abstract

This research aimed to: (1) investigate fundamental background information; (2) develop and refine an instructional model; (3) implement the model; and (4) evaluate its effectiveness. The sample consisted of 35 Grade 12 students who were enrolled in the second semester of the 2024 academic year at Chumphonpittayasan School. The sample group was randomized. The research instruments included a document analysis form, interview forms, focus group discussion records, the instructional model and its implementation manual, lesson plans, a reading comprehension test, and a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, percentage, efficiency index, and hypothesis testing through the t-test.

The findings were as follows:

1. Results of the preliminary study:

The primary problem identified was students’ limited vocabulary knowledge, which hindered their reading comprehension. The proposed solutions emphasized activities that fostered idea connection, collaborative learning, questioning practice, and group presentations.

1. The instructional model:

The model comprised six components: (1) principles, (2) objectives, (3) learning management process, (4) measurement and evaluation, (5) social system, and (6) success factors. The learning management process included Five steps under the RCAPA Model: (1) Review – activating prior knowledge and experiences; (2) Create – co-constructing new knowledge; (3) Act – engaging in collaborative and meaningful practice; (4) Present – organizing and presenting knowledge; and (5) Apply – summarizing and applying knowledge.

The model was rated at the highest level of appropriateness.

1. The findings indicated that the developed model had an efficiency of 85.83/84.86. Additionally, students’ reading comprehension skills significantly improved after the intervention, with post-test scores higher than pre-test scores at the .05 level.


2. Model evaluation results:

              4.1 In the 2023 academic year, the model demonstrated an efficiency of 84.35/83.61, while in the 2024 academic year, it achieved an efficiency of 85.83/84.86.                

             4.2 Students’ post-instruction reading comprehension achievement in the 2024 academic year was 84.86 percent, higher than that of the 2023 academic year (83.61 percent).

            4.3 Students’ satisfaction with the instructional model was at a high level.