The effects of Murdoch’s integrated approach (MIA) on learning achievement in English reading skills
(in progress)
DOI:
https://doi.org/10.62819/jel.2025.999Keywords:
English reading skills, learning achievement, MIAAbstract
The objectives of this research were to 1) compare students’ reading achievement before and after instruction using MIA approach, Basic English subject for grade 4 students, and 2) study the satisfaction for grade 4 students towards learning management, Basic English subject using MIA. The sample group by purposive sampling was 21 grade 4 students from Banlao Wittayakarn School, Chaiyaphum Province in the second semester of the 2024 academic year. Research instruments consisted of eight lesson plans based on MIA approach., pre-test, post-test (achievement test) consisting of forty items and satisfaction questionnaire with twelve items. The descriptive statistics including, percentage that was used to analyze percentage of sample group, mean and standard deviation were used to analyze level of students’ satisfaction, reliability of achievement test was used to analyze content validity and reliability and a paired-sample t-test was used to compare pre-test and post-test scores. The results of the research showed that students’ learning achievement was higher than pre-test score and it had statistical significance at .05 level. Students’ satisfaction towards learning management, Basic English subject using MIA with overall satisfaction average was 4.75, this indicated that it was at the highest level.
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