A Comparison of the Analytical Ability in the Thai Subject of Matthayom Sueksa Three Students at Srinakharinwirot University Prasarnmit Demonstration School (Secondary) Using Problem-Based Learning and Traditional Method

Abstract

In this thesis, the researcher compares the analytical reading ability in the Thai subject of selected matthayom sueksa three students at Srinakharinwirot University Prasarnmit Demonstration School (Secondary) (SUPDS-S) using problem-based learning and traditional methods, and also compares the analytical reading ability of students prior to the commencement and after the completion of the study using problem-based learning and traditional method.Using the simple random sampling method, the researcher selected a sample population consisting of two classrooms of matthayom sueksa three students at SUPDS-S enrolled in the first semester of the academic year 2017. In order to determine that the students in the first classroom were instructed using problem-based learning and those in the second classroom were taught utilizing traditional methods, the researcher had the students to draw lots.The research instruments consisted of lesson plans for problem-based learning and traditional methods in addition to a test for measuring analytical reading ability in Thai as tested by experts, who determined the test's index of congruence (IOC).Using techniques of descriptive statistics, the researcher analyzed the data collected in terms of mean (X) and standard deviation (S.D.) the dependent samples and the independent samples t tests were also employed by the researcher.Findings are indicated that in comparing analytical reading ability between the two groups, the researcher found that the group instructed through problem-based learning and the group taught by traditional methods did not exhibit differences. Both of the Students instructed through problem-based learning and traditional method displayed higher scores in the analytical reading of Thai after the completion of the study than prior to its commencement at the statistically significant level of .05.