Secondary school students reading comprehension in Bhutanese history through the use of K.W.L. model

Abstract

The objectives of this study were 1) to compare 7th grade Bhutanese students’ reading comprehension of the sample group in Bhutanese history before and after incorporating K.W.L model and 2) to find out 7th grade Bhutanese students’ learning satisfaction in Bhutanese history after using K.W.L model. A mixed method research was used to carry out the study and evaluate the effectiveness of the K.W.L model intervention with the use of pretest and posttest, satisfaction questionnaires and students’ reflective journal. Clustered random sampling was employed to choose one section of 7th grade consisting of 30 students from two sections as a research participants. The sample group was taught using K.W.L model for a duration of one month. The qualitative data collected through students’ reflective journal was examined using coding system. The quantitative data from reading comprehension test and satisfaction questionnaire were analyzed using inferential statistics t-test with p<0.05 level of significance. The results of the reading comprehension test score analysis revealed that the posttest (x̅= 13.47) was higher than the pretest (x̅= 5.93) with the mean difference of 7.53. The significance value for the group was 0.01 which indicated significant increase in the scores of the students in the posttest compared to those of pretest. Likewise, means of the student learning satisfaction were 4.55 (agree) and 4.09 (strongly agree) out of 5 on Likert scale which indicated that students were highly satisfied with the use of K.W.L model in teaching Bhutanese history