Innovation in Reading, Writing, and Basic Word Spelling for Grade 3 Students at Ku Sawang Samakkhi School, Bua Yai Subdistrict, Nam Phong District, Khon Kaen Province

Abstract

This research aims to develop innovations in reading, writing, and spelling basic words for the third-year primary school at Ku Sawang Samakkhi School, Bua Yai Subdistrict, Nam Phong District, Khon Kaen Province. The study seeks to meet the 80/80 criteria for effectiveness and to study the effectiveness index for learning basic reading and writing using specific exercises. The objectives are to compare the achievement of reading and writing basic words before and after using the exercises and to study students' satisfaction with the learning process. The research tools consisted of 10 learning plans (2 hours per plan), 10 basic reading and writing exercises, 20 achievement tests for basic reading and writing, and a 20-question evaluation form to assess students' satisfaction with the learning management. The target group was 14 third-grade students from one classroom at Ku Sawang Samakkhi School, Office of Khon Kaen Primary Educational Service Area 4, Nam Phong District, Khon Kaen Province, during the first semester. The study employed a one-group pre-test and post-test design, analyzing the results by calculating the mean, standard deviation, effectiveness index, and statistical significance. The research findings are as follows: 1. Organizing learning to read and write basic words using the exercises resulted in an efficiency of 85.14/88.21, which is higher than the specified 80/80 criterion. 2. The effectiveness index for learning to read and write basic words using the exercises was 0.7703. 3. Students' basic reading and writing abilities significantly improved after using the exercises, with statistical significance at the .05 level. 4. Students' satisfaction with the learning arrangements for reading and writing basic words using the exercises was at a high level overall. The research indicates that the innovation created by the researcher, a basic reading and writing exercise for Thai language learning, effectively addressed common reading and writing mistakes among the third-year primary school students at Ku Sawang Samakkhi School. It also helped develop basic reading and writing skills, meeting all the objectives set by the researcher. This was achieved because teachers understood the steps for using the exercises, had a clear plan for their implementation, and used them consistently. Consequently, the learning activities for reading and writing basic words were truly beneficial for the students.