Developing Basic Word Writing Abilities Using Cooperative Learning, TGT Techniques, and Co-Ordinating with Skill Exercises for 3rd-Grade Students

Abstract

            The current management of Thai language teaching at Ban Kaen School has found problems in reading and writing of Grade 3 students, who have consistently low academic achievement, especially in writing basic words. Therefore, it should be improved to further develop students’ writing skills. The objectives of this research aimed to 1) Develop cooperative learning activities using the TGT technique together with skill exercises to promote the ability to write elementary words effectively according to the 80/80 criterion and 2) Compare academic abilities in Writing elementary Thai words using skill training together with cooperative learning TGT techniques for Grade 3 students during the post-study comparison with the 80% criterion, and 3) To study student satisfaction with cooperative learning activities, TGT techniques, skills practice. The target group was 3rd-grade class 14 students at Ban Khaen School, Wapi Pathum District, Maha Sarakham Province, under the Maha Sarakham Primary Educational Service Area Office 2, which was obtained from cluster random sampling. There are three types of tools used in the research; 1) TGT cooperative learning plans combined with 12 skill training plans, 2) basic word writing skills training exercises, and 3) the questionnaire on student satisfaction with cooperative learning using TGT techniques combined with exercises. Statistics used in data analysis include percentage, mean, standard deviation (S.D.), and One Sample t-test. The results of the research found that;

1. Organizing cooperative learning activities using TGT techniques coordinated with skill training to promote the ability to write elementary words efficiently (E1/E2) equal to 85.89/85.48, which is higher than the specified criteria.
2. Students who study by organizing cooperative learning activities using TGT techniques coordinated with skill training have academic ability. In terms of writing elementary Thai words during the study, compared with the criterion of 85.48 per cent, it shows that organizing cooperative learning activities using the TGT technique together with skill exercises increased the learning ability in writing elementary Thai words during the study compared to the criterion 80 per cent with statistical significance at the .05 level.
3. Students were satisfied with the cooperative learning activities organized using the TGT technique coordinated with skill exercises to develop basic word writing skills for Grade 3 students. Overall, they were satisfied at the highest level.

            In conclusion, the collaborative learning management using TGT technique with skill exercises can develop students' basic writing ability and students are most satisfied with the learning management.