The Development of Reading and Writing Basic Thai Language Words Abilities by Using Brain-Based Learning with Game Activities for Pratomsuksa 3 Students

Abstract

This research has the objectives 1) to develop learning activities in reading and writing basic Thai language words abilities by using brain-based learning with game for Pratomsuksa 3 students to be effective according to the 75/75 criteria, 2) to compare the reading and writing basic Thai language words abilities by using brain-based learning with game of Pratomsuksa 3 students between before and after learning, 3) to study the students’ learning behavior towards the brain-based learning with game activities. Target group of the study was Pratomsuksa 3 students at Khok Prasit Wittaya School at Kalasin Primary Educational Service Office Area 2 in the second semester of academic year 2020, there were 6 people who were obtained from purposive selection. The tools used in the research were 1) 8 Thai language lesson plans, 2) a 20-item achievement test, Discriminations index of tests ranged between 0.23-0.81 and Reliability 0.78 3) students reading and writing behavior towards the brain-based learning with game activities form. There were 2 cycles of the classroom action research. Statistics used to analyze the data were included percentage, mean, and standard deviation.
   The research results found as follows. Part 1: Results of the learning activities in reading and writing basic Thai language words abilities by using brain-based learning with game for Pratomsuksa 3 students had the efficiency value at 87.08/92.50. Part 2: The comparison of the students’ reading and writing basic Thai language words abilities by using brain-based learning with game of Pratomsuksa 3 students found that their total score before the learning was 63 points with the mean score at 10.50, which could be calculated as 52.50 percent. While the standard deviation was at 2.26. After the learning, the total score was 111 points with the mean score at 18.50, which could be calculated as 92.50 percent. And the standard deviation was at 1.38. The average academic achievement score after the learning was higher than before Part 3: The study of the students learning behavior towards the brain-based learning with game activities has the details for each cycle as follows:  Cycle 1: The students had group work behavior at good level. The talented students would lead the group in setting goals and explain the work objectives to their group members. While the students who had leadership skill would be the group leader who directed and followed up on the members in carrying out the work and supported them. There was a good division of work duties. There had continuous discussion going on during the work process. Although there were times when members did not understand the common goal but they were able to solve the problem together. The information was being shared between groups as well. Cycle 2: The student had group work behavior in a good level. Every student understood the goals and objectives of their team. They took turns being the leader in the group. Every group leader had participated in planning group activities before carrying out the work. There was a division of work duties among them. All group members in every group committed to perform their own duties responsively. There were communications between every group members. Consultation was given to all group members as well. Every group participated in expressing opinions and listening to other members.