Developing Thai Writing Skills in Grade 8 Students at The Demonstration School of Prince of Songkla University (Secondary) Using Scaffolding Learning Method Combined with SCPC Strategy
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Abstract
The objective of this research was to investigate instructional approaches that integrate the scaffolding method with the SCPC strategy to enhance students’ Thai writing ability. This approach combined six aspects: 1) providing opportunities and freedom for learning; 2) carefully selecting options; 3) brainstorming to achieve practical application; 4) reviewing to avoid confusion; 5) having the instructor evaluate the work; and 6) reflecting on and revising for success. The study also compared the Thai writing ability of 40 Grade 8 students at The Demonstration School of Prince of Songkla University (Secondary), who were selected using simple random sampling with the classroom as the unit. The findings showed that the students' post-test scores were higher than their pre-test scores. The research instruments included 1) lesson plans developed based on the scaffolding method and SCPC strategy, and 2) pre and post intervention testing of writing ability. Both instruments had an Index of Item-Objective Congruence greater than 0.67 for all items. The results indicate that 1) the developed learning management approach is of the highest quality (M=3.75, S.D.=0.15), and 2) the students' average Thai writing ability scores were significantly improved by the intervention, with a statistical significance level of 0.05.
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