其他摘要：The purposes of this research were as follows: 1) to compare reading comprehension ability and summary writing ability of seventh grade secondary school students before and after being taught with the active learning and cubing strategy; and 2) to compare the reading comprehension ability and summary writing ability of seventh grade secondary school students taught with active learning and cubing strategy with those taught with conventional instruction. The samples in this study were two classrooms of seventh grade secondary school students in Prasarnmit Demonstration School (Secondary) at Srinakharinwirot University, Bangkok. There were sixty students chosen by purposive sampling; with thirty students in the experimental group and thirty students in the control group. The research instruments included the following: 1) lesson plans with active learning and cubing strategy; 2) lesson plans for conventional instruction; 3) a reading comprehension ability test; and 4) summary writing ability test. The data were analyzed by mean (M), standard deviation (SD) Hotelling’s T2 and One-Way MANOVA. The results revealed the following: 1) the reading comprehension ability and summary writing ability of the seventh grade secondary school students taught with active learning and cubing strategy had significantly higher scores on the posttest than the pretest at a statistically significant level of .05; 2) the reading comprehension ability and summary writing ability of seventh grade secondary school students taught with active learning and cubing strategy was significantly higher than those taught using conventional instruction at a level of .05.
