Enhancing Students’ Reading Interest through Book Presentations with Infographics
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Abstract
This study aimed to 1) examine students’ reading interest before and after participating in a book-presentation activity using infographic media, 2) compare reading interest between the pre- and post-activity assessments, and 3) investigate students’ satisfaction with the activity. The participants were 19 second-year undergraduate students enrolled in the course Information Services and Reading Promotion in the first semester of the 2025 academic year (B.E. 2568). The research instruments comprised (1) a 15-item reading interest questionnaire on a five-point Likert scale covering two dimensions: intrinsic interest and extrinsic interest, and (2) a satisfaction questionnaire covering four aspects, also on a five-point Likert scale. Content validity of both instruments was evaluated, with item–objective congruence (IOC) indices ranging from 0.67 to 1.00. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics, specifically a dependent-samples t-test.
The results indicated that, prior to the activity, students’ extrinsic reading interest was at a moderate level. After the activity, the overall mean reading interest score was significantly higher than the pre-activity score at the .05 level, suggesting that the infographic-based book-presentation activity was effective in enhancing students’ reading interest. In addition, students reported the highest level of overall satisfaction with the activity, indicating that the activity can be appropriately applied as a reading-promotion approach in related courses.
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