THE DEVELOPMENT OF THAI READING AND SPELLING ACHIEVEMENT THROUGH BRAIN-BASED LEARNING OF GRADE 2 STUDENTS AT CHIANG MAI RAJABHAT UNIVERSITY DEMONSTRATION SCHOOL

Abstract

The purposes of this research were to: 1) examine the current state of instructional management for reading and spelling among second-grade students, 2) develop a Thai reading and spelling instructional plan based on brain-based learning principles, and 3) evaluate students’ learning achievement in Thai reading and spelling following the implementation of brain-based learning. The sample consisted of 31 second-grade students from Class 2/2 at the Demonstration School of Chiang Mai Rajabhat University during the second semester of the 2024 academic year. The research instruments included an interview form for Thai language teachers, a Thai language instructional plan, and an achievement test. Data were analyzed using statistical measures such as mean (), standard deviation (SD), percentage, and a dependent t-test.

The findings indicated that 1) the Thai language teacher, who also served as the homeroom teacher, scheduled Thai language instruction as the first period of each day. The classroom environment was teacher-directed, with the teacher guiding the instructional process and posing questions. Students demonstrated enthusiasm, problem-solving skills, and simultaneous development of reading and spelling abilities. 2) The developed instructional plan was of high quality. ( = 4.03, SD = 0.68) 3) Students’ learning achievement in Thai reading and spelling after participating in brain-based learning was significantly higher than before the intervention
( = 33.03, SD = 3.95), with statistical significance at the .05 level.