The Effects of Using Cooperative Learning Activities Using the 5E Technique to Promote Interpretive and Analytical Reading Skills of 8th graders Students

Abstract

The objectives of this research were 1) to compare the learning achievement of students using 5E cooperative learning activities in promoting interpretive and analytical reading skills against the 75% criterion, 2) to compare pre-test and post-test results of students using 5E cooperative learning activities, 3) to compare post-test results between students using 5E cooperative learning activities and conventional teaching methods, and 4) to examine student satisfaction with 5E cooperative learning activities. The sample consisted of 79 second-year secondary school students from two classrooms in the first semester of academic year 2025 at Kasetsart University Laboratory School, Kamphaeng Saen Campus, Research and Development Center for Education, selected through simple random sampling using classroom as the sampling unit. Three research instruments were employed: 1) five lesson plans based on the 5E learning cycle, 2) an achievement test, and 3) The satisfaction questionnaire regarding cooperative learning activities using the 5E technique was used. Statistical analyses included mean, standard deviation, and t-tests: one-sample t-test, paired-sample t-test, and independent t-test.

The research results found that: 1) students' learning achievement after implementing 5E cooperative learning activities in promoting interpretive and analytical reading skills was significantly higher than the 75% criterion at the .05 level, 2) post-test learning achievement was significantly higher than pre-test scores at the .05 level, 3) learning achievement of students using 5E cooperative learning activities was significantly higher than those using conventional teaching methods at the .05 level, and 4) overall student satisfaction with 5E cooperative learning activities was at a high level.