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Thesis Title              A Comparison of Reading Ability and Attitude towards Reading English of Matthayomsuksa 3 Students Implementing Vygotsky’s Sociocultural Theory and the Schema Theory  

Thesis Advisors         Asst. Prof. Dr. Pratoom  Sriruksa

                             Asst. Prof. Dr. Wilai  Thongpae

Name                     Pilantorn Manpanpanich

Concentration           Curriculum and Instruction

Academic Year          2011

ABSTRACT

            The objectives of this research were to compare 1) English reading ability of Matthayomsuksa 3 students before and after the implementation of Vygotsky’s sociocultural theory, 2) English reading ability of Matthayomsuksa 3 students before and after the implementation of the schema theory, 3) English reading ability of Matthayomsuksa 3 students between the implementation of Vygotsky’s sociocultural theory and the schema theory and 4) the students’ attitude towards reading in English  after the implementation of Vygotsky’s sociocultural theory and the schema theory. The sample drawn using simple random sampling was 95 Matthayomsuksa 3 students from the Demonstration School of Thepsatri Rajabhat University during the second semester of academic year 2011.
The sample drawn was 2 out of 5 classes. 48 Matthayomsuksa 3 students from Class 4 were taught using the Vygotsky’s sociocultural theory and 47 Matthayomsuksa 3 students from Class 3 were taught using the schema theory. The instruments were  lesson plan using Vygotsky’s sociocultural theory, lesson plan using the schema theory, an English reading ability test with a reliability of 0.880 and an English reading attitude test with a reliability of 0.844. The data were analyzed in terms of mean, standard deviation and t-test.

            The results were as follows:

            1. The students’ reading ability was better  after they were taught using the Vygotsky’s sociocultural theory at a significance level of .05.

            2. Their reading ability was also better after they were taught using the schema theory at a significance level of .05.

            3. Their reading ability was not different after being taught using Vygotsky’s sociocultural theory and the schema theory.

            4. After being taught using Vygotsky’s sociocultural theory and the schema theory, the students’ attitude towards reading English was not different.