Using Thinking-based Learning and Short Stories to Improve Grade-10 Students' Critical Reading Skills at Sukhothaiwittayakom School, Sukhothai Province

Abstract

This study aimed to examine grade-10 students’ critical reading skills and opinions. Designed critical reading skills instruction framework with thinking-based learning and short stories were designed to achieve the aim. Thinking-based learning and short stories were used to improving critical reading skills, including making inferences and drawing conclusions. The samples were 39 grade-10 students, Sukhothaiwittayakom School at Sukhothai. The findings revealed that the mean score of the pre-test was 14.00, while the mean score of the post-test was 25.97. There was a significant difference at the 0.05 level (p < 0.05) between pretest and post-test. According to the findings of the questionnaire, the students were very satisfied with critical reading skills instruction framework with thinking-based learning and short stories. The research concluded that this instructional approach could effectively enhance the critical reading skills of grade-10 students