The development of the enrichment curriculum on Chinese comprehension ability with KWLH Plus technique for grade 11 students

Abstract

The objectives of this research were (1) to create and verify the effectiveness index of the development of the enrichment curriculum on Chinese comprehension ability with KWLH plus technique for Secondary 5 students, and (2) to study the effects of the enrichment curriculum on Chinese comprehension ability with KWLH Plus technique. Cluster sampling methodology was used to sample the school under United Campus Bunyawat. The result of the sampling was a class of 18 Secondary5 students of Maemoh Wittaya school (Mae Moh District, Lampang Province). This is the pre-experimental research. The design is the one-group Pretest-Posttest design. The instruments used for data collection were the curriculum, the curriculum instructions, tests for Chinese comprehension ability. The data were analyzed by percentage (%), average ( ), standard deviation (S.D.), and t-test dependent.

          The results revealed that:

1. The development of the enrichment curriculum on Chinese Comprehension ability with KWLH plus technique for Secondary 5 students consists of 7 components which are 1) background 2) principles 3) purpose 4) contents 5) learning activities 6) learning materials 7) assessment and evaluation. The contents comprised 4 units of learning with a total of 16 hours, namely: unit 1 – dialogue for Chinese reading comprehension 4 hours; unit 2 – short stories for Chinese reading comprehension 4 hours; unit 3 – fairy rale for Chinese reading comprehension 4 hours; and unit 4 – the daily news for Chinese reading comprehension 4 hours. The average of the curriculum appropriateness was at the high level and the overall of the curriculum instructions was appropriated at highest level. The effectiveness index of the curriculum development was found at 0.6613


2. The results of utilizing the enrichment curriculum on Chinese Comprehension ability with KWLH plus technique was found that the posttest score was higher than the pretest at the significant level of 0.05