ผลของการสอนตามทฤษฎีการตอบสนองของผู้อ่านที่มีต่อผลสัมฤทธิ์ทางการเรียนวรรณคดีไทยและความสามารถในการอ่านอย่างมีวิจารณญาณ ของนักเรียนชั้นมัธยมศึกษาปีที่ 2

Abstract

The aims of this research were to study The Effects of Instruction based on The Reader Response Theory on Thai Literature Learning Achievement and Critical Reading Ability of Mattayomsuksa 2 students at Navamindarajudis Krungthepmahanakorn School under the Office of Education Service Area 2.The Subjects were divided into two groups: an experiment groups with 36 students taught by Instruction based on The Reader Response Theory. It took 18 period, 50 minutes per period. The data were analyzed by arithmetic means, the percentage of arithmetic means, repeated measures MANOVA and One –way MANOVA. The results showed that; 1) Thai Literature Learning Achievement and Critical Reading Ability of Mattayomsuksa 2 students taught by Instruction based on The Reader Response Theory was significantly higher than before receiving instruction at the level of .05. 2) Thai Literature Learning Achievement and Critical Reading Ability of Mattayomsuksa 2 students taught by Instruction based on The Reader Response Theory was significantly higher than those taught by conventional instruction at the level of .05.