Development of Reading Comprehension and Storytelling Abilities with Murdoch's Reading Instructional Model and Kegan’s Techniques of Grade 4 Students

Abstract

The objectives of this research were to 1) compare the reading comprehension ability of grade 4 students before and after using Murdoch’s reading instructional model with Kegan’s techniques, 2) compare the storytelling ability of grade 4 students before and after using Murdoch’s reading instructional model and Kegan’s techniques, and 3) compare the reading comprehension and storytelling abilities of grade 4 students by using Murdoch’s reading instructional model with Kegan’s techniques and traditional method. The sample groups used in this research were 20 grade 4 students at Wat Pa Sakae School who were studying in the second semester of the academic year 2020 as a control group and 20 students of Wat Namphu School who were studying in the second semester of the academic year 2020 as an experimental group, derived by cluster random sampling. The research instruments were: 1) the lesson plans developed by researcher, 2) the lesson plans of traditional method, 3) a reading comprehension ability test, and 4) a storytelling ability test. The data were analyzed by mean, standard deviation and ttest. The results were as follows: 1. The reading comprehension ability of grade 4 students using Murdoch’s reading instructional model with Kegan’s techniques was higher than that of before with statistical significance at .05. 2. The storytelling ability of grade 4 students using Murdoch’s reading instructional model with Kegan’s techniques was higher than that of before with statistical significance at .05. 3. The reading comprehension and the storytelling abilities of grade 4 students using Murdoch’s reading instructional model with Kegan’s techniques were higher than grade 4 students using the traditional learning with statistical significance at .05.