Exploring the Efficacy of HyFlex Learning for Enhancing Reading Comprehension Skills of Secondary School Students: A Research and Development Study

Abstract

This study examined the effectiveness of a HyFlex learning management plan for developing the reading comprehension skills of secondary school students. The research investigated the needs and challenges of secondary school students regarding reading problems in the context of applying HyFlex, the development of a learning management model that incorporates HyFlex, and the effect of the learning management plan on enhancing students' reading comprehension. The study employed a research and development method consisting of three phases: a needs analysis, the development of the learning management plan, and its implementation with participants. The study involved three distinct groups of participants. The first group consisted of 19 stakeholders involved in reading management, who took part in the needs analysis phase. The second group comprised five experts and 30 students who participated in the development process of the learning management plan. Finally, the third group consisted of 50 students who were involved in the implementation process of the learning management plan. The instruments were an interview form, a learning management evaluation form, the HyFlex learning management tool, a reading comprehension test, and a satisfaction interview. The findings reveal the presence of reading difficulties as part of broader language problems in Thailand, thereby emphasizing the need for targeted interventions. The results also indicate that Thailand is prepared for technology integration in learning, which aligns with other research. Moreover, the study demonstrates the effectiveness of the HyFlex learning approach, which combines face-to-face and online environments, to develop students’ reading comprehension. These findings contribute to the understanding of effective instructional approaches for enhancing reading comprehension skills, and inform the implementation of evidence-based practices in reading instruction.