Development of the STAD-based Cooperative Learning Management Model to Improve the Tone Changing Skill in Thai for Pratomsuksa Two (Grade two) Students of Ban Nongsaeng School under the Jurisdiction of Ubon Ratchathani Primary Educational Service Area Office 5

Abstract

The objectives of the research were 1) to construct the STAD-based cooperative learning management model in order to develop the tone changing skill for the second grader students, 2) to compare the tone changing sill of the experimental group before and after learning and
3) to compare the tone changing skill of the experimental group who was taught with the STAD-based cooperative learning skill management and who was taught by a conventional method.

Population and samples used in the study were the 262 second grader students of Ban Nongsaeng under the jurisdiction of Ubon Ratchathani Primary Educational Service Area Office 5, enrolled in the first semester of the academic year 2012.  The samples numbered 76 ; 38 students were in the experimental group  and other 38 were in the control group.  They were derived by a simple random sampling.  The research instruments were 30-item test and 30-item skill development test. The difficulty value of the first ranged between 0.27- 0.77, the discrimination value ranged between 0.23-0.80, and the confidence value was 0.82;  the difficulty of the second ranged between 0.23-0.79, the discrimination value was 0.23-0.80, and the confidence value was 0.86. Statistics used in the research were percentage, mean, standard deviation and t-test.

The research findings were as follows:

1. Based on the research, the researcher had constructed the cooperative learning model in study consisting of five steps:

1.1  Knowledge presentation a teacher presented a lesson to the class by means of lecture accompanied by the chart showing the tone change, worksheets.  The teaching method used the fingers to teach how to change the tones in Thai.

1.2  Exchange the students under study were randomly divided. They were required to concentrate on  the worksheets and do exercises with emphasis on learning and cooperation. 

1.3  Ability evaluation After finishing each lesson, the teacher would test the students who were arranged to sit in such a way they were unable to help one another.  The students after completing the test exchanged their answer sheet to be checked.

1.4  Learner development the learners were provided with the chance to fully ability.  The ones getting could improve their scores.

1.5  Reinforcement rewards were given based on the scores they had won by giving the star mark until the content was completed.  The group that gained the highest point would be given the reward.  

1. As regards the tone changing skill of the experimental group, it was found that the experimental group after being taught with the STAD technique-based learning model  had a higher skill with a statistical significance of .05.
2. Considering the comparison of the tone changing skill of the experimental group taught with the STAD-based learning management model and the control group taught by a conventional learning management, it was found that the experimental group had a higher tone changing skill with a statistical significance of .05.