Enhancing Analytical Reading Skills in Elementary School Students through Self-Regulation and Collaborative Learning

The purpose of this study was to investigate the effects of integrating self-regulation and collaborative learning on elementary school students' analytical reading skills. The study employed a one-group experimental design, involving 39 Grade 3 students from public schools in Thailand. A learning management system was developed based on needs analysis and expert evaluation, incorporating principles of self-regulated and collaborative learning. Instruments included an analytical reading test, a learning achievement test, and a rubric for systematic assessment. Data were analyzed using mean scores, standard deviation, percentage, and one-sample t-tests. Results indicated that participants' analytical reading skills and learning achievement significantly improved. These findings contribute to the understanding of how self-regulated and collaborative learning can enhance educational outcomes, particularly in elementary language education.