The Development of Reading and Writing Skill for Prathomsuksa 2 Students through PWIM and Integration

Abstract

This study aimed to: (1) examine the reading skills of Grade 2 students following instruction using the Picture Word Inductive Model (PWIM) integrated with an integrated learning approach; (2) examine the students’ writing skills following the same instructional approach; and (3) investigate the students’ satisfaction with the learning management. This study employed an experimental research design. The sample consisted of 37 Grade 2 students from Class 2/4 at Bandon Srisermkasikorn School, Mueang Nan District, Nan Province, Thailand. The participants were selected using cluster random sampling, with the classroom serving as the sampling unit. The research instruments included: (1) learning units developed based on the Picture Word Inductive Model (PWIM) integrated with an integrated learning approach, (2) a reading skills assessment, (3) a writing skills assessment, and (4) a student satisfaction questionnaire with a reliability coefficient of 0.93. Data were analyzed using the mean (M), standard deviation (SD), and a one-sample t-test. The results indicated that: (1) the students’ reading skills exceeded the predetermined criterion of 70%, with a post-instruction mean score of 15.62 (SD = 3.73), which was statistically significant at the .05 level; (2) the students’ writing skills also exceeded the 70% criterion, with a post-instruction mean score of 25.20 (SD = 26.43), which was statistically significant at the .05 level; and (3) the students’ overall satisfaction with the instructional approach was at a high level (M = 2.79, SD = 0.35).