Develop Thai Spelling and Writing Skills Through Brain Based Learning Activities and Skill Training For Primary School Students 1

Abstract

This research aims to: 1) enhance Thai spelling skills in Grade 1 students through the implementation of brain-based learning activities coupled with skill exercises, targeting an achievement criterion of 75 percent; and 2) investigate the learning behaviors associated with these brain-based learning activities and skill training. The study focuses on Grade 1 students as the target group This study was conducted at Ban Nong Khlong Mai Hua Na Kham School and Ban Nuea Don Man Nam School, both under the Maha Sarakham Primary Educational Service Area Office, Area 2, during the second semester of the 2023 academic year, involving 7 participants. The research employed an action research model with three operational cycles. The tools used in this study are categorized into three types. The tools utilized in the operational experiment include a learning plan designed to develop spelling skills through brain-based learning activities combined with skill exercises. 2) The tools used to assess the results of the operations include: a test administered at the end of each cycle, an observation form for learning behavior, and a reflection tool. Tools used to evaluate the research results include a spelling skills test. Data were analyzed using statistical methods such as mean, standard deviation, and percentage. The results showed that in Operation Cycle 1, the test measuring spelling ability yielded a score of 52.85 percent. When analyzing individual students, it was found that some students did not meet the standard due to a lack of interest in the learning activities. Student learning behavior, which was evaluated, showed that 68.57 percent were at the passing level. In the second action cycle, the researcher enhanced the brain-based learning activities by making the games more engaging and ensuring the timing was appropriate, resulting in an improvement to 78.57 percent. When considering individual students, it was observed that 2 students, representing 28.57 percent, did not meet the criteria for developing spelling skills. However, the overall learning behavior of students using brain-based learning activities combined with skill training for Grade 1 was at a good level, with 79.99 percent demonstrating effective engagement and improvement. In Operational Cycle 3, test scores measuring spelling skills improved to 88.57%, with all students meeting the criteria of 75%. Additionally, students demonstrated effective learning behavior using brain-based learning activities combined with skill training for Grade 1, achieving 79.99%, which is considered a good level. Overall, learning behavior across all five aspects was rated at 87.61%. This indicates that the students' learning behavior is of very high quality.