The Comparative Study of Reading and Writing Word Spelling Abilities of The First Grade Students Between Learning by Picture Word Inductive Model and Conventional Method

Abstract

This research article aims to (1) compare the reading and spelling ability of the first grade students during PWIM teaching method and normal teaching method, (2) compare students' writing word spelling abilities of the first grade between PWIM teaching and Conventional teaching, (3) compare students' reading word spelling abilities of the first grade receiving PWIM instruction between before and after learning, and (4) compare students' writing word spelling abilities of the first grade receiving PWIM instruction between before and after learning. The sample consisted of 60 first grade students at Wat Sai School. They were selected by purposive sampling, divided into an experimental group and a control group, each group of 30 people. The instrument for collecting data was 1) Lesson plans based on PWIM and lesson plans based on conventional instruction each eight sets. 2) The evaluation form the reading word spelling abilities. 3) The evaluation form the writing word spelling abilities. Data were analyzed by averaging, Standard Deviation, Dependent Samples t-test and Independent Samples t-test. The research results found that Reading and spelling ability of the first grade students studying PWIM was higher than students studying normally at the .05 level of significance. The writing and spelling ability of the first grade students studying PWIM was higher than that of normal students at the .05 level of significance. The assessment results of reading word spelling ability of PWIM students after learning were higher than before learning at a statistically significant level of 0.05. The assessment results of writing word spelling ability of PWIM students after learning were higher than before learning at a statistically significant level of 0.05.