The Effects of Learning Management Using the TGT Cooperative Technique Approach on the Spelling Through Reading and Writing Abilities of First Year Elementary School Students

Abstract

This research aimed to compare the reading and spelling abilities of Grade 1 students before and after instruction using the TGT (Teams-Games-Tournaments) cooperative learning method. This was a pre-experimental study using a one-group pretest-posttest design. The target population was 64 Grade 1 students from two classrooms in a school in Prachuap Khiri Khan Province, enrolled in the second semester of the 2024 academic year. Cluster random sampling was employed by randomly selecting one classroom as a cluster, and all 30 students in that classroom were included as the sample. The data collection instrument was a 30-item test to measure reading and spelling abilities, with a content validity of 1.00, reliability of 0.80, difficulty index between 0.60-0.80, and discrimination index between 0.20-0.53. The experimental tool was 9 lesson plans using the TGT cooperative instructional method, each lasting 60 minutes, with a quality rating of “most appropriate” (mean = 4.65). Data were analyzed using mean, standard deviation, and t-test. The results revealed that students who learned using the TGT cooperative instructional method had significantly higher posttest scores in reading and spelling abilities compared to the pretest scores at the 0.05 level of significance.