Effects of a Teaching Using Murdoch Integrated Approach (MIA) with Questioning of Bloom’s Taxonomy on Reading Comprehension and Analytical Thinking Abilities of the Fourth Grade Students
Keywords:
Teaching Method, Murdoch Integrated Approach, MIA, Questioning of Bloom’s Taxonomy, Reading Comprehension, Analytical Thinking AbilitiesAbstract
This experimental research aimed to: 1) compare the English reading comprehension before and after a teaching using Murdoch Integrated Approach (MIA) with questioning of Bloom’s Taxonomy, 2) compare the analytical thinking abilities before and after the teaching, 3) study the satisfaction of the fourth grade students towards the teaching. Sample was 24 students in their 4th grade in Watthammakote School in the second term of the 2017 academic year by using cluster random sampling. The research tools were the English reading comprehension test, Analytical thinking abilities test, and Satisfaction questionnaire. Data were analyzed by mean, standard deviation and t-test for dependent Samples. The findings indicated what follows.
1. Overall, the understanding in English reading comprehension after a teaching using Murdoch Integrated Approach (MIA) with questioning of Bloom’s Taxonomy (M=21.00, SD=2.43) was significantly higher than before the teaching (M=12.83, SD=4.41) (p<.01).
2. Overall, the Analytical thinking abilities after teaching (M=24.38, SD=2.22) was significantly higher than before the teaching (M=11.83, SD=5.67) (p<.01).
3. Overall, satisfaction toward the teaching using Murdoch Integrated Approach (MIA) with questioning of Bloom’s Taxonomy was at the highest level (M=4.80, SD=0.40).
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