The Development of Poetic Composition Skills in Inthawichianchan 11 and Creative Thinking Skills Using the CIPPA Learning Model Combined with Gamification Techniques for Matthayomsuksa 6 Students

Abstract

This research article aims to: (1) compare the skills in composing “Inthawichianchan 11” poetry and creative thinking of students before and after learning using the CIPPA model combined with gamification techniques, (2) compare the skills in composing “Inthawichianchan 11” poetry and creative thinking after learning between students who were taught using the CIPPA model with gamification techniques and those who were taught using traditional methods, and (3) examine the students' satisfaction with learning through the CIPPA model combined with gamification techniques. The sample consisted of 70 Grade 12 students in the first semester of the 2024 academic year at Saparachinee 2 School, selected through cluster sampling and divided into an experimental group and a control group. Data collection tools included: 1) a lesson plan using the CIPPA model combined with gamification techniques, 2) a traditional lesson plan, 3) a test for evaluating skills in composing “Inthawichianchan 11” poetry, 4) a creative thinking assessment, and 5) a satisfaction questionnaire. The statistics used for data analysis included mean, standard deviation, and dependent and independent t-tests. The findings of this sesearch were as follows : 1) students taught using the CIPPA model with gamification techniques showed significantly higher post-learning skills in composing “Inthawichianchan 11” poetry and creative thinking at the .05 level, 2) students taught using the CIPPA model with gamification techniques had significantly higher skills in composing “Inthawichianchan 11” poetry and creative thinking after learning compared to those taught with traditional methods at the .05 level, and 3) students’ satisfaction with learning through the CIPPA model combined with gamification techniques was overall at the highest level.