Affiliations:
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
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.
Active learning, Reading literacy, Grade 5 students, Learning management, Factor analysis
https://doi.org/10.21833/ijaas.2025.10.020
Makaew, O., Intasena, A., & 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. https://doi.org/10.21833/ijaas.2025.10.020