Developing a Process to Promote Reading Comprehension of Students in the Thai Language Department, Faculty of Education, Chiang Rai Rajabhat University
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Bibliographic record
Abstract
This research was aimed at 1) creating a process to promote reading comprehension skills of students in the Thai language department, Faculty of Education, Chiang Rai Rajabhat University, 2) studying the process effectiveness, and 3) evaluating students' satisfaction with the process. The sample group consisted of 25 students in the Thai language department, Faculty of Education, Chiang Rai Rajabhat University, year 1 of the academic year 2020, selected by a Purposive Sampling method using the reading scores of the entrance examination. The research tools included 1) reading comprehension assessment forms prior and after using the process, 2) the process to promote reading comprehension, 3) reading comprehension practice form, 4) student satisfaction assessment form for the process. The research results presented the the process of enhancing reading comprehension ability, which consisted of 5 development stages, namely the evaluation stage, the stage of problem recognition and knowledge creation, the collaborative training stage for comprehension, the individual comprehension training stage and the reading comprehension evaluation stage. It was found that (1) the process had and efficiency of 84.34 /87.49, (2) students had higher reading comprehension ability, and (3) the student satisfaction with the process was in a high level.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it