The Development of Critical Reading Model through Mind Mapping with the Concept-Oriented Reading Instruction (CORI) Technique for First-Year Undergraduate Students

Abstract

The objectives of this research are to develop a critical reading model, to study the critical reading ability of undergraduate students, and to study the students’ satisfaction with the critical reading model based on mind mapping and concept-based reading techniques (CORI). The study was conducted with 15 first-year undergraduate students.
The activities were organized using a learning activity plan using critical reading model based on mind mapping and concept-based reading techniques (CORI), a reading ability test, and a learning satisfaction questionnaire. The tools used in this study were an ability test and a questionnaire. The study found that:

1. Learning plan for critical reading from concept maps combined with concept-focused reading (CORI) techniques for undergraduate students. Year 1 level, 4 plans, efficiency (E1/E2) equal to 78 /80.
2. Critical reading ability Before studying and after studying A form of critical reading from mind maps with Concept-focused reading techniques (CORI) were significantly different at the 0.01 level, showing that reading comprehension ability Before studying and after studying Using the form of critical reading from the mind map together with The concept-focused reading technique (CORI) was different, with the mean score after studying (15.21) being higher than the mean score before studying (11.17).
3. Results of the study of student satisfaction towards the management of concept map learning together with concept-focused reading (CORI) techniques for undergraduate students. Year 1 level is at the highest level. The average is 4.70.