By Chan Veasna Kin
Year 2019
ABSTRACT
The objectives of this study were to: 1) develop and evaluate the efficiency of web-based instruction using self-directed learning to enhance English reading comprehension of undergraduate students, 2) compare the achievement scores before and after learning English reading comprehension through web-based instruction, and 3) evaluate students’ satisfaction towards web-based instruction using self-directed learning.
The samples in this study were 30 first year students who were currently studying at Royal University of Phnom Penh in the academic year 2019 selected by purposive random sampling. The research instruments were 1) web-based instruction lesson on English reading comprehension, 2) the achievement tests, and 3) the satisfaction questionnaires of the students. The statistics used in the study were mean, standard deviation, and independent t-test.
The result indicated that the quality of both content and web-based instruction was at good level of X [Bar] = 3.84, S.D. = 0.13, and X [Bar] = 4.24, S.D. = 0.10, respectively. It was also found that the efficiency of web-based instruction lessons was at 82.83/81.53, higher than the hypothesis of 80/80. Furthermore, the post-test scores (X [Bar] = 25.83, S.D. = 3.10) were higher than pre-test ones (X [Bar] = 18.60, S.D. = 4.74), and the t-test analysis was 11.97. The satisfaction towards web-based instruction using self-directed learning in learning English reading comprehension was at a high level (X [Bar] = 4.22, S.D.= 0.17).