Volume 13, Issue 4 (April 2026), Pages: 65-71

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 Original Research Paper

Developing reading comprehension of Thai primary students through the 5W1H learning management technique integrated with mind mapping

 Author(s): 

Sunisa Phachuenjai, Autthapon Intasena *

 Affiliation(s):

Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University, Mahasarakham, Thailand

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 * Corresponding Author. 

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

 Digital Object Identifier (DOI)

  https://doi.org/10.21833/ijaas.2026.04.007

 Abstract

The purpose of this study was to examine the effectiveness of the 5W1H learning management technique integrated with mind mapping in improving the reading comprehension of Grade 5 students. It also aimed to compare students’ reading comprehension before and after instruction and to assess their satisfaction with the learning process. The participants were 33 Grade 5 students from Bhuraphapittayakarn Municipal School in Maha Sarakham Province during the second semester of the 2024 academic year, selected using cluster random sampling. The research instruments included six learning management plans based on the 5W1H–mind mapping technique, a 30-item reading comprehension test, and a 10-item satisfaction questionnaire. Data were analyzed using mean, standard deviation, percentage, efficiency index (E1/E2), and a paired-samples t-test. The results showed that the learning management plans achieved an efficiency level of 88.58/81.00, exceeding the standard criterion of 80/80. Students’ post-test reading comprehension scores were significantly higher than their pretest scores at the 0.05 level. In addition, students reported a high level of satisfaction with the learning activities (mean = 4.11, SD = 1.06). These findings suggest that the 5W1H–mind mapping approach is effective in improving reading comprehension, analytical thinking, and positive learning attitudes among primary school students in Thailand. This study contributes to instructional design research by showing that combining structured questioning with visual mapping can support active, reflective, and meaningful reading in elementary education.

 © 2026 The Authors. Published by IASE.

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

 Keywords

5W1H technique, Mind mapping, Reading comprehension, Learning management, Grade 5 students

 Article history

Received 16 November 2025, Received in revised form 26 March 2026, Accepted 1 April 2026

 Acknowledgment

This research project was financially supported by Mahasarakham University. 

 Compliance with ethical standards

 Ethical considerations:

The study adhered to basic ethical principles in educational research. Participation in the study was voluntary, and all participants were informed about the purpose of the research before data collection. Informed consent was obtained from the students and their guardians. The questionnaire used in this study was a satisfaction questionnaire and did not involve any sensitive or harmful content. Participants’ responses were kept confidential and used solely for research purposes. No personal identifying information was collected, and anonymity was ensured throughout the study. 

 Citation:

Phachuenjai S and Intasena A (2026). Developing reading comprehension of Thai primary students through the 5W1H learning management technique integrated with mind mapping. International Journal of Advanced and Applied Sciences, 13(4): 65-71

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