IMPROVING GRADE 5 STUDENTS’ READING COMPREHENSION USING THE CIPPA MODEL AT THASALA SCHOOL, CHIANG MAI PROVINCE

Abstract

The objectives of this research were 1) to determine the effectiveness of reading comprehension skill exercises based on the 75/75 (E1/E2) criterion for fifth-grade students at Thasala School; 2) to compare the reading comprehension ability of fifth-grade students at Thasala School before and after the implementation of the CIPPA Model; and 3) to study the satisfaction of fifth-grade students at Thasala School with the implementation of the CIPPA Model. This was a quasi-experimental, one-group pretest-posttest design. The sample consisted of 21 fifth-grade students from Thasala School, Chiang Mai Province, during the first semester of the 2025 academic year. The entire population of the researcher's class was selected using purposive sampling. The research design was a one-group pretest-posttest design. The research instruments included CIPPA-based lesson plans, six sets of skill exercises, pre- and post-tests, and a satisfaction questionnaire. Statistical analysis included mean, standard deviation, and correlational t-test.

          The results indicated that 1) the exercises achieved an efficiency of E1/E2 = 76.11/81.60, exceeding the 75/75 criterion, 2) posttest scores (M = 24.48, SD = 2.91) were significantly higher than pretest scores (M = 10.81, SD = 1.81), t(20) = 18.28, p < .001, and 3) overall satisfaction with the CIPPA Model-based learning management was at the highest level (M = 4.44, SD = 0.10).