THE DEVELOPMENT OF THAI LITERATURE ACHIEVEMENT ON BOT PHAK ERAWAN (THE ERAWAN NARRATION) USING THE READER RESPONSE THEORY WITH THE GAMIFICATION CONCEPT FOR MATHAYOMSUKSA 3 STUDENTS AT PATHUMTHEPWITTAYAKARN SCHOOL, MUEANG NONGKHAI

Abstract

This research article aimed to: 1. develop learning achievement on "Bot Phak Erawan (The Erawan Narration)" using the Reader-Response Theory with the Gamification Concept for Mathayomsuksa 3 students at Pathumthepwittayakarn School to meet the efficiency criterion of 80/80, and 2.compare learning achievement before and after learning about "Bot Phak Erawan (The Erawan Narration)" using the Reader-Response Theory with the Gamification C oncept for Mathayomsuksa 3 students at Pathumthepwittayakarn School and this research is a classroom research. The sample consisted of 41 Mathayomsuksa 3 students enrolled in the 2024 academic year, selected through cluster random sampling. The research instruments comprised: (1) learning management plans on "Bot Phak Erawan (The Erawan Narration)" using the Reader-Response Theory with the Gamification Concept, and (2) pre-test and post-test achievement assessments in Thai language course on topic "Bot Phak Erawan (The Erawan Narration)".

The findings revealed that : 

1. The learning achievement on "Bot Phak Erawan (The Erawan Narration)" using the Reader-Response Theory with the Gamification Concept for Mathayomsuksa 3 students met and exceeded the 80/80 efficiency criterion, with an efficiency of 81.85/83.29, which was consistent with the research hypothesis. The pre-test and post-test mean scores were 7.22 and 16.66, respectively.


2. When comparing learning achievement between pre-test and post-test, students' post-learning achievement was significantly higher than pre-learning achievement at the .05 level.