THE DEVELOPMENT OF THAI LANGUAGE INSTRUCTIONAL MODEL BASED ON AALC FOR ENHANCING MEANINGFUL LEARNING AND HAPPINESS LEARNING OF PRIMARY 6 STUDENTS

Abstract

The objectives of this research were 1) to survey the state, problems, suggestions and the solutions of learning management of Thai language in Primary 6, 2) to develop a Thai language instructional model based on AALC for enhancing meaningful learning and happiness learning of Primary 6, and 3) to study the effectiveness of instructional model of Thai language.

The samples were 260 Thai language teachers from Bangkok Educational Service Area and two classrooms of primary 6 students of Saint Gabriel College in the second semester of academic year 2015. One classroom was assign to be an experimental group and the other was a controlled group. The sampling method was simple random sampling. The instruments used in this research were questionnaire for Thai language teacher, Instructional Model, Basic Concept Test, Concepts Map, Learning Outcome Assessment, Behavior Observation and Happiness Questionnaire. Statistical data analyses were frequency, percent, mean, standard deviation, t-test and Pearson product moment correlation.

The results of this research were as follows:

1. The state of learning management of Thai language teachers was in the medium-level with the mean of 3.26, with standard deviation of 0.05. The problems of learning management were in the low level as the mean of 2.22, with standard deviation of 0.01. For suggestions and solutions, teachers needed a design of learning management to be simple accounted for 25 percent, different learning activities 28.13 percent, modern learning media 31.25 percent, and using authentic work assessment 34.38 percent.

2. The development of AALC based on instructional model consisted of 4 components; 1) principle of model; 2) objective of model; 3) learning and teaching phase that have 5 steps were step 1 ensuring concept, step 2 preparation of thinking, step 3 active learning, step 4 language learning strategies, and step 5 association of idea; and 4) measurement and assessment. The level of appropriateness of the AALC based on instructional model was 3.70, with standard deviation of 0.18.

3. The effectiveness of instructional model applications were 1) the experimental group has the learning achievement in Thai language meaningful learning gained after learning was found significantly higher than before learning at the level of 0.01. 2) the experimental group has the learning achievement in Thai language meaningful learning gained after learning was found significantly higher than the controlled group at the level of 0.05. 3) the experimental group has the learning achievement in Thai language meaningful learning gained after learning was found significantly higher than standard 50 percentages at the level of 0.01. 4) the experimental group has the concepts map gained after learning was found significantly higher than standard 50 percentages at the level of 0.01. 5) the experimental group had the behavior for happiness in the good-level was the average of 2.68, the standard deviation of 0.02. 6) the experimental group has the level of opinions in happiness learning gained significantly higher than the controlled group at the level of 0.01. 7) the meaningful learning with the happiness learning has the relation (r) of 0.81, and the happiness learning depended on the meaningful learning of 66 percent.