International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

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 Volume 12, Issue 10 (October 2025), Pages: 195-202

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 Original Research Paper

Active learning management for enhancing 5th graders’ reading literacy: A confirmatory factor analysis approach

 Author(s): 

 Onnapa Makaew 1, Autthapon Intasena 1, *, Nattapon Yotha 2

 Affiliation(s):

  1Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University, Mahasarakham, Thailand
  2Department of Education Measurement, Evaluation and Research, Faculty of Education, Phetchabun Rajabhat University, Phetchabun 67000, Thailand

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0003-3628-5805

 Digital Object Identifier (DOI)

  https://doi.org/10.21833/ijaas.2025.10.020

 Abstract

This study investigated the impact of active learning management on the reading literacy of Thai 5th-grade students and validated its key components through confirmatory factor analysis (CFA). Using a one-group experimental design, 37 students were purposively selected to participate in an intervention based on structured active learning principles and tailored lesson plans. The instruments included an active learning management plan and a reading literacy proficiency test. Data were analyzed using mean scores, percentages, standard deviations, effectiveness indices (E1/E2 and EI), paired sample t-tests, and CFA. The results indicated that active learning significantly improved students’ reading literacy during and after the intervention, as shown by the effectiveness indices and pre- and post-test comparisons. CFA confirmed the model of reading literacy, identifying evaluation and critique, reading for analysis, inference and summarization, and reading for comprehension as key contributing factors, with evaluation and critique being the most influential. These findings highlight the effectiveness of active learning management in enhancing reading literacy among Thai 5th-grade students.

 © 2025 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license ( http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Active learning, Reading literacy, Grade 5 students, Learning management, Factor analysis

 Article history

 Received 5 February 2025, Received in revised form 2 July 2025, Accepted 3 October 2025

 Acknowledgment

This research project was financially supported by Mahasarakham University. 

 Compliance with ethical standards

 Ethical considerations

Written informed consent was obtained from the parents/guardians of all participating students, and assent was obtained from the students themselves. Participation was voluntary, and students could withdraw at any time without penalty. All data were kept confidential and used solely for research purposes. 

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Makaew O, Intasena A, and Yotha N (2025). Active learning management for enhancing 5th graders’ reading literacy: A confirmatory factor analysis approach. International Journal of Advanced and Applied Sciences, 12(10): 195-202

  Permanent Link to this page

 Figures

  Fig. 1

 Tables

  Table 1  Table 2  Table 3  Table 4  Table 5 

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