Development of Thai Language Instructional Model Based on Brain-Based Learning Integrated with Balance Literacy Approach for Prathomsuksa 1 Students

Abstract

The purposes of this research were to 1) develop the Thai language instructional model based on brain-based learning integrated with the balanced literacy approach, and 2) examine the effects after the implementation of the developed instructional model. The research sample, obtained through cluster random sampling, consisted of 71 Prathomsuksa 1 students at Banpakoon (Pakoonpadungwit) School. The participants were divided into two groups, with 36 students assigned to the control group, and 35 students to the experimental group. The research tools included a Thai language learning achievement test, communication skills test, and a questionnaire on attitude in Thai language. The statistics for quantitative data analysis were mean, standard deviation, Dependent Samples t-test, and One-Way ANCOVA. Content analysis was also employed to analyze the qualitative data.

The findings were as follows: 1) the developed instructional model consisted of six components: background and significance, concept and basic theories, principles, objectives, instructional process, and measurement and evaluation. The assessment of the instructional model by experts yielded the highest level of appropriateness, and 2) the effects after the implementation of the developed instructional model revealed that students in the experimental group had improved their Thai language learning achievement, communication skills, and attitudes toward the Thai language subject at a higher level than before the intervention at the .01 level of significance. Moreover, their learning outcomes were significantly higher compared to their counterparts in the control group, also at the .01 level of significance.