Effects of Learning Management through Active Reading on Science Reading Literacy and Academic Achievement for Grade 8 Students

Abstract

          This research aims to examine the science reading literacy and academic achievement in science of grade 8 students who received active reading instruction, comparing their performance with a criteria of a achievement at least 70 percent after the learning period. The sample was a group of 32 students in grade 8 students from one general program classroom at “Piboonbumpen” Demonstration School, Burapha University, during the second semester of the academic year 2024, obtained using the cluster random sampling technique. The instruments used for the study were the active reading learning management plan for the science subject, science reading literacy test, and science achievement test. The statistics used for analyzing data were mean, standard deviation, dependent samples t-test, and one sample t-test.

                   The findings were summarized as follows:

                   1) Science reading literacy of grade 8 students who received instruction through active reading resulted in higher scores than before learning with statistical significance at the .05 level, and the after-learning scores exceeded the 70 percent criterion with none of statistical significance at the .05 level.

            2) Science academic achievement of grade 8 students who received instruction through active reading resulted in higher scores after learning than before learning, and the after-learning scores exceeded the 70 percent criterion with statistical significance at the .05 level.