Abstract:
This study aimed to compare 1. Thai literature learning achievement and critical reading ability of ninth grade students before and after learning by using 7E instructional model, 2. Thai literature learning achievement and critical reading ability between groups of ninth grade students using 7E instructional model and those with traditional instruction. The population of this study were ninth grade students studying in Satrinonthaburi School in the first semester of the 2015 academic year. The subjects of this study were ninth grade students selected by using a purposive sampling technique. They were divided into two groups: an experimental group of 29 students using 7E instructional model, and a control group of 30 students using traditional instruction. The duration of the instruction was 18 periods. A pretest-posttest control group design was employed for this study. The research instruments were 4 lesson plans using 7E instructional model, 4 lesson plans using traditional instruction, 30 multiple-choice test items assessing Thai literature learning achievement, and 30 multiple-choice test items assessing critical reading ability. The data were analyzed by mean, standard deviation, and MANOVA. The research findings were as follows: 1. Thai literature learning achievement and critical reading ability of the students after learning by using 7E instructional model were higher than before learning at the .05 level of significance. 2. Thai literature learning achievement and critical reading ability of the students learning by using 7E instructional model were higher than those learning by using traditional instruction at the .05 level of significance.
