Effects of a reading instruction program using team-based learning approach on english reading comprehension ability of upper secondary school students

Abstract

The objectives of this study were to: 1) investigate the effects of using a reading instruction based on team-based learning approach on English reading comprehension ability of upper secondary school students, and 2) examine the English reading ability scores of the participants with high, moderate, and low English ability. The subjects were 40 upper secondary students (Grade 10) who studied at Chulalongkorn University Demonstration School. The duration of experiment lasted for 10 weeks. In this study, the researcher constructed the reading instruction program based on team-based learning approach to teach reading. The data were analyzed using arithmetic mean, t-test, frequency, percentage, and content analysis. The results of the analyses revealed that (1) students who learned a reading instruction program based on team-based learning approach gained significantly higher average scores on the post English reading comprehension test than the pre English reading comprehension test at the significant level of 0.05 and the mean of the effect size was at 0.77 which referred to large effect, and (2) The participants with high, moderate, and low English ability who learned through this reading instruction program gained significantly higher average scores on the post English reading comprehension test than the pre English reading comprehension test at the significant level of 0.05 and the mean of the effect size was at 0.58, 0.65, and 0.41 respectively which referred to medium effect. This research confirms the effectiveness of this reading instruction program. Through the teaching and learning process, students could improve their reading ability and simultaneously they gained their team learning skill.