Use of Participative Learning enhance English Reading Abilities of Second Year Students, Lampang Rajabhat University, Muang District, Lampang Province

Abstract

The purposes of this research were to compare and examine the English reading ability of second-year students before and after learning through Participative Learning. The target group consisted of 23 second-year students enrolled in Critical Reading for Teachers of English (1091306) at Lampang Rajabhat University, Maung District, Lampang Province, during the first semester of the academic year 2021. The study utilized 6 lesson plans designed with Participative Learning as the experimental tool. The data collection instrument was a reading ability test, which was validated for content validity using the Index of Item-Objective Congruence (IOC) by three experts, with an average IOC score of 0.88. Data analysis was performed using mean, percentage, and standard deviation.

The results showed that the students' English reading ability significantly improved, progressing from a moderate level to a very good level after the intervention. The study found that Participative Learning not only enhanced students' reading abilities but also contributed to their overall learning skills and self-development. It promoted critical thinking, deeper engagement with the content, and more effective collaboration among peers. Furthermore, Participative Learning facilitated the application of knowledge in real-life contexts, thus preparing students for lifelong learning. This approach also fostered empathy, mutual support, and a better understanding of individual roles and responsibilities, which are essential for personal growth and adaptability in both academic and social settings. In conclusion, Participative Learning proved to be an effective approach in improving English reading skills and fostering essential life skills, allowing students to apply what they learned both inside and outside the classroom. The findings suggest that this teaching method can contribute significantly to students' academic performance and personal settings.