The Effects of Using Fictional and Non-Fiction Reading Passage on Reading Comprehension Achievement of Mathayom Suksa I Students at Mathayom Prachaniwet school Chatuchak District Office, Bangkok Metropolitan Administration

Abstract

The purposes of this research were (1) to compare reading comprehension achievement scores of Mathayon Suksa I students at Mathayom Prachaniwet School before and after learning with the use of fictional reading passages as learning media; (2) to compare reading comprehension achievement scores of Mathayon Suksa I students at Mathayom Prachaniwet School before and after learning with the use of non-fictional reading passages as learning media; and (3) to compare reading comprehension achievement scores of the students after learning with the use of fictional and non-fictional reading passages as learning media.

            The research sample consisted of Mathayom Suksa I students in an intact classroom of Mathayom Prachaniwet School, Chatuchak District Office, Bangkok Metropolitan Administration during the first semester of the 2016 academic year, obtained by cluster sampling.  The employed research instruments were learning achievement tests on reading comprehension from reading fictional and non-fictional reading passages, learning management plans, and exercises for reading comprehension from reading fictional and non-fictional reading passages.  Statistics employed for data analysis were the mean, standard deviation, and t-test.

            Research findings showed that (1) the post-learning achievement scores of Mathayon Suksa I students at Mathayom Prachaniwet School after learning with the use of fictional reading passages as learning media was significantly higher than their pre-learning counterpart scores at the .01 level of statistical significance; (2) the post-learning achievement scores of the students after learning with the use of non-fictional reading passages as learning media was significantly higher than their pre-learning counterpart scores at the .01 level of statistical significance; and (3) the post-learning achievement scores of the students after learning with the use of non-fictional reading passages as learning media was significantly higher than their post-learning counterpart scores after learning with the use of non-fictional reading passages as learning media at the .01 level of statistical significance.