The Development of English Reading Skills through Knowledge Int egration of Technology, Pedagogy and Content for the Ninth Graders

Abstract

The objectives of this research were to 1) create and identify the efficiency of the English reading activity packages through the knowledge integration via technology, pedagogy and content to enhance the English reading ability for the ninth-graders to meet the criterion of 80/80, 2) study the result of imple menting the English reading activity packages through technology, pedagogy and content, and 3) study the satisfaction of the students toward English reading activity packages through knowledge integration via technology, pedagogy and content. The study population was 40 ninth-graders selected through cluster random sampling. The research tools included six English reading activity packages, a multiple-choice English reading test with a discrimination range of 0.20 to 1.00, and a 5-scale satisfaction evaluation questionnaire with a reliability score of 0.88. The data were analyzed using percentage, mean, standard deviation, and t-test.
The research results revealed that 1) the English reading activity package through knowledge integration via technology, pedagogy and content to enhance English reading ability had an efficiency of 89.35/88.56, which was higher than the specified criteria of 80/80, 2) the English reading ability of students after learning through the activity packages was higher than before learning at the statistically significant level of .01 and the English reading skill increased 58.13 percent which was at a high level, and 3) the student satisfaction in learning the English reading activity packages through knowledge integration via technology, pedagogy and content had an overall mean score at 4.51 which was at the most satisfied level.