The Effects of Using Fictional Reading Passages on Achievements and Relationship of Reading Comperhension and Summary Writing of Mathayom Suksa I Students at Ban Khao Phra School in Songkhla Province

Abstract

The objectives of this research were (1) to compare reading comprehension achievement scores of Mathayom Suksa I students at Ban Kho Phra School before and after learning with the use of fictional reading passages as learning media; (2) to compare summary writing achievement scores of the students before and after learning with the use of fictional reading passages as learning media; and (3) to study the relationship between reading comprehension achievement scores and summary writing achievement scores of the students.  The research sample consisted of Mathayom Suksa I students in one classroom of Ban Kho Phra School in Songkhla province during the first semester of the 2015 academic year, obtained by cluster sampling. The employed research instruments were a learning achievement test on reading comprehension, a learning achievement test on summary writing, and learning management plans.  Statistics employed for data analysis were the mean, standard deviation, t-test, and Pearson correlation.

            Research findings showed that (1) the post-learning reading comprehension achievement scores of Mathayom Suksa I students at Ban Kho Phra School who learned with the use of fictional reading passages as learning media were significantly higher than their pre-learning counterpart scores. (2) the post-learning summary writing achievement scores of the students who learned with the use of fictional reading passages as learning media were significantly higher than their pre-learning counterpart scores. and (3) the students’reading comprehension achievement scores correlated positively with their summary writing achievement scores.