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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/3378
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dc.contributor.advisorTechameth Pianchana-
dc.contributor.authorMengmei Ying-
dc.date.accessioned2026-06-23T05:51:21Z-
dc.date.available2026-06-23T05:51:21Z-
dc.date.issued2025-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/3378-
dc.descriptionThesis (M.Ed. (Curriculum and Instruction)) -- Rangsit University, 2024en_US
dc.language.isootheren_US
dc.publisherRangsit University. Libraryen_US
dc.subjectEnglish language -- Reading -- Study and teachingen_US
dc.subjectProject-based learningen_US
dc.subjectReading abilityen_US
dc.subjectElementary school students -- Education -- Chinaen_US
dc.titleThe application of project-based learning to improve English reading skill of grade 6 students in Guangdong Province, Chinaen_US
dc.typeThesisen_US
dc.description.other-abstractThis study aimed to compare the English reading skill of Grade 6 Chinese students before and after implementing Project-Based Learning (PBL) and to assess their learning satisfaction with the PBL. In this study, 30 sixth-grade students from a compulsory school in Guangdong Province participated in practical teaching sessions. The experimental process was structured into distinct phases: a pre-test conducted before the experiment, instructional activities during the experiment, and a post-test, followed by the administration of questionnaire, semi-structured interview, and statistical analysis after the experiment. Data analysis revealed a significant difference between the pre-test and posttest scores. The average pre-test score was 10.10 while the average post-test score increased to 15.80, reflecting an average improvement of 5.70 points, equivalent to a 28.50% increase. The average results of the questionnaire indicated high levels of satisfaction across all categories. For Part A: Interest and Motivation, the mean score was 4.26 (SD = 0.88); for Part B: Engagement, the mean was 4.31 (SD = 0.96); and for Part C: Efficacy of PBL on Student Learning, the mean was 4.27 (SD = 0.88). Additionally, responses from the semi-structured interview revealed that students were satisfied with the application of PBL in their English reading class. The findings of the study suggest that the application of Project-Based Learning significantly improved the English reading skill of Grade 6 Chinese studentsen_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineCurriculum and Instructionen_US
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