การวิเคราะห์อภิมานงานวิจัยด้านการพัฒนาทักษะการอ่านภาษาอังกฤษเพื่อความเข้าใจของนักเรียน

Abstract

The purpose of this study aimed to study characteristic of research Improving students' English reading comprehension skills, for synthesis knowledge associated with learning innovation for improve students' English reading comprehensive skill and for comparing effect size value of research study between group of innovation in learning management that affects students' English reading comprehensive skill. Population in this study includes thesis, dissertation, term paper and independent study from graduate students in universities where the complete version is published (Full Text), and content study about students' English reading comprehension skills and published from 1993 to 2021. Samples used in the study include experimental research published of students from Primary school grade 1 to Secondary school grade 6 in total of 175 paper. Two sets of research tools were research quality assessment and research characteristic. The data was analyzed using descriptive statistics and effect size calculations for research studies, employing Glass's method for Meta Analysis. and analyze the research study characteristics and effect sizes using Meta Regression Analysis with Random Effects and Fixed Effects. The research findings were: 1) Results of the study of research characteristics that are variables regarding researchers and publications. Most of the research was published between the years 2009 to 2022. Most of the researcher’s study at the master’s degree. The institution that produces the most research is Rajabhat University. The field that produces most of the research is the field of curriculum and teaching. Most of the total pages fewer than 200 pages. Results of the study of research characteristics that are variables regarding content and research methods. Most of the objective was studied and compared. Research utilized directional hypotheses. The study sample was purposive, and most were in the middle school level. The sample size used in most studies is between 21 and 30 people. Most of the research was basic experimental research design. The most tools were worksheets, tests, and assessments. The quality of the instrument was found in terms of validity, reliability, discriminatory power, and objectivity. Statistics used in data analysis are mostly percentages, means, and standard deviations. Results of the study of research characteristics that are variables regarding innovation in learning management for students' English reading comprehensive skill, it was found that 4 types were used: 1) Teaching formats using learning concepts/theories (29.71%) 2) Learning management techniques (47.43%) 3) Learning management activities (12.00%) and 4) Learning management teaching instructional media (10.86%). Most of the lesson plans were used 6 to 10. Research duration 1 to 15 hours at most. The effects size of research from 175 research topics. Had effects size value between 0.030 and 9.410 and the average effect size was 3.704. 2) Learning management innovations used to develop English reading comprehension skills of students that used Post-method Pedagogy theories respectively at most. Innovation in learning management techniques used KWL Plus. Innovation in learning management activities used mind mapping, relationship diagram, graphic diagram. Innovation in teaching instrument media used of knowledge enhancement kits, activity kits, skill training kits, skill training exercises. The most education was at the 6th grade level, but no education was found at the 1st and 2nd grade levels. 3) The result of comparing learning innovation that develop to student’s English reading comprehension skills the effect size value of research study between group of learning innovation that affects students' English reading comprehensive skill that can explain the difference in mean of effect size value at the .05 significance level. And when testing the differences in teaching according to the types of learning management innovations, it was found that Innovation in learning management techniques used the Student Teams Achievement Divisions (STAD) show the greatest effect size (=6.136) and used concepts/theories using Top Level Structure show the effect size (=4.847).