The Development of Learning Achievement in Analytical Reading through the Implementation of Question-Answer Relationship (QAR) Teaching Strategy among Fifth-Grade Elementary Students

Abstract

This classroom action research aimed to develop analytical reading learning achievement through the implementation of the Question–Answer Relationship (QAR) teaching strategy for fifth-grade elementary students. The objectives of the study were to enhance students’ analytical reading achievement in Thai language and to examine whether students’ learning achievement met the evaluation criterion of 60 percent. The target group consisted of 89 fifth- grade students studying at the Demonstration School of Suan Sunandha Rajabhat University (Elementary Division) in the academic year 2025, selected by purposive sampling. The research instruments included (1) six lesson plans on analytical reading developed using the QAR teaching strategy and (2) an analytical reading achievement test consisting of 20 four- option multiple-choice items administered as pre-test and post-test. The data were analyzed using mean, percentage, and standard deviation to determine students’ analytical reading achievement levels, to compare learning achievement before and after the implementation of the QAR teaching strategy, and to examine students’ achievement in relation to the 60 percent evaluation criterion. The results revealed that after learning through the QAR teaching strategy, students’ post-test scores in analytical reading were higher than their pre-test scores. In addition, the majority of students achieved scores that met or exceeded the evaluation criterion of 60 percent. These findings indicate that the implementation of the QAR teaching strategy effectively enhanced analytical reading learning achievement among fifth-grade elementary students.