THE RESULTS OF LEARNING MANAGEMENT ON DIFFICULT SPELLING WORDS WRITING IN THAI USING SPELLING GAMES OF PRIMARY 2 STUDENTS

Abstract

The objectives of this research were to study the efficiency of lesson plans on spelling difficult words writing in Thai using spelling games of primary 2 students according to the criterion of 80/80, to compare the ability to spell difficult words writing before and after studying, and To study students’ satisfaction with learning management. The sample consisted of 19 primaries 2 students in Chom Chon Khok San Wittaya School under the Amnatcharoen Primary Educational Service Area Office. The research tools included 10 lesson plans, an achievement test of 30 items, and a satisfaction evaluation form, with the Index of Congruency values between .67-1.00, difficulty values between .42-.76, discrimination values between .22-.64, and reliability of .84. The statistics were frequency, mean, standard deviation, and dependent sample t-test. The research findings were as follows: 1) The Process efficiency of learning management plans (E1) was 81.26, and the achievement efficiency of learning management plans (E2) was 92.98. Thus, the efficiency of learning management plans (E1/E2) was 81.26/92.98, higher than the criterion of 80/80. 2) The difficult spelling words writing ability of the primary 2 students who learned by using learning management plans on spelling difficult words writing in Thai using spelling games was after learning higher than before learning statistically at a .01 level of significance. 3) The primary 2 students’ satisfaction towards learning management on spelling difficult words writing in Thai using spelling games was at the highest level.