Cooperative learning using CIRC techniques with mind mapping on reading comprehension skills and summarizing skills of local literature for Grade 7 students
Main Article Content
Abstract
Purpose
This research aimed to (1) compare students’ reading comprehension and summary writing skills before and after participating in Cooperative Learning using the CIRC technique combined with mind mapping, and (2) examine differences in these abilities between students who learned through the CIRC technique with mind mapping and those who received conventional instruction.
Methodology
The study involved 80 Grade 7 (Mathayom 1) students, split equally into an experimental group (40) and a control group (40). Pre-tests were administered to both groups before the 5-week intervention (15 hours total). The experimental group received CIRC combined with mind mapping on local literature, while the control group received conventional instruction. Post-tests were administered immediately after the intervention to measure skill gains and analyze differences statistically.
Results/Findings
The results showed that: (1) post-test scores of the experimental group were significantly higher than their pre-test scores (), and (2) students taught using the CIRC technique with mind mapping achieved significantly higher scores than those in the conventional group (). This indicates that CIRC's structured cooperative framework effectively enhances language skills, critical thinking, and main idea identification.
Implications
Teachers should integrate the CIRC model with mind mapping to systematically improve reading comprehension and summary writing skills. To optimize results, instructors should strictly follow the CIRC procedure while catering to individual differences. Additionally, consistent mind mapping practice, supported by guidance and examples, will enable students to synthesize content and write summaries more proficiently.
Article Details
References
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