THE DEVELOPMENT OF LEARNING ACHIEVEMENT IN THAI LANGUAGE ON THE TOPIC OF FOREIGN WORDS IN THAI USING THE CIPPA MODEL COMBINED WITH LEARNING ACTIVITY PACKAGES FOR PRIMARY 6 AT ANUBAN BANPHIA MITTRAPHAP 138 SCHOOL
Keywords:
CIPPA MODEL, Foreign Words in Thai, Learning Activity PackageAbstract
This research article aims to: (1) develop the learning achievement in Thai language on the topic of foreign words in Thai to meet the efficiency standard of 80/80, and (2) compare students' learning achievement before and after studying the Thai language topic of foreign words in Thai using the CIPPA Model-based instructional approach combined with a set of learning activities. This study employs a quantitative research methodology and is based on the fundamental theoretical framework of the CIPPA Model. The target group consists of 29 Grade 6/3 students from Anuban BanPhia Mittraphap 138 School, selected through purposive sampling. The research instruments include three components: (1) a lesson plan utilizing the CIPPA Model along with the learning activity set, (2) a set of learning activities on foreign words in Thai, and (3) an achievement test in Thai language. Data were analyzed using mean, percentage, standard deviation, efficiency index (E1/E2), effectiveness index (E.I.), and a paired t-test. The research findings indicate that.
- The development of Thai language instruction using the CIPPA Model-based learning process combined with a set of learning activities for primary 6 students demonstrated an efficiency of 88.97/80.52, which exceeds the standard criterion of 80/80.
- The learning achievement in the Thai language on the topic of foreign words in Thai, using the CIPPA Model-based learning process combined with a set of learning activities for primary 6 students, showed a statistically significant improvement in post-learning achievement compared to pre-learning achievement at the .05 level.
The key knowledge and findings from this research indicate that implementing learning activities using the CIPPA Model-based instructional process, combined with a structured set of learning activities arranged from simple to complex concepts, effectively enhances students’ skills in using foreign words in Thai. This structured approach significantly contributes to the development of students’ language proficiency in an efficient manner.
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