ผลของเพื่อนช่วยสอนร่วมกับการเสริมแรงที่มีต่อ เจตคติ ความสามารถในการอ่านออกเสียง และความสามารถในการอ่านจับใจความของนักเรียนชั้นประถมศึกษาปีที่ 4 ที่มีความสามารถในการอ่านต่ำ / จีเรียง บุญสม = Effects of peer tutoring with reinforcement on attitude, abilities of reading aloud and reading comprehension of prathom suksa four students with low reading abilities / Jeeriang Boonsom
The purpose of this research was to study effects of peer tutoring with reinforcement on attitude, abilities of reading aloud and reading comprehension of prathom suksa four students with low reading abilities. The subjects were forty-five prathom suksa four students with low reading abilities of the Pattana group school in Danmakhamtia district Kanchanaburi province. There were fifteen students in each two experimental groups and a control group. The first experimental group was taught by peer tutoring with reinforcement, the second experimental group by peer tutoring only and the control group by usual teacher. All subjects were pretested, posttested and follow-up tested on attitude, abilities in reading aloud and reading comprehension. The testing scores were analyzed by using the one-way analysis of variance and the t-test. The results were as follows: 1. In the posttest, students in the first experimental group obtained significantly higher scores on attitude and reading aloud ability than the studentsin the second experimental group and the control group at the .05 level but no significant differences on reading comprehension scores. 2. In the posttest, students in the second experimental group obtained significantly higher scores on attitude and reading aloud ability than the students in the control group at the .05 level but no significant differences on reading comprehension ability scores. 3. The students in the first experimental group obtained significantly higher attitude, reading aloud and reading comprehension abilities scores in the posttest than the pretest at .01 level and significantly higher attitude scores in the posttest than the follow-up test at the .01 level while there were no significant differences on reading aloud and reading comprehension scores. 4. The students in the second experimental group obtained significantly higher attitude, reading aloud and reading comprehension scores in the posstest than the pretest at the .01 level, there were no significant differences between theposttest and the follow-up test.