THE EFFECTS OF USING GAME-BASED INSTRUCTION ON THE ENGLISH GRAMMAR ABILITY OF 1ST YEAR STUDENTS IN A SOUTHERN RAJABHAT UNIVERSITY

Abstract

The purposes of this research were to: 1) compare the English grammar ability of 1^st year students at a Southern Rajabhat University before and after learning English grammar through game-based instruction, 2) compare the English grammar ability of 1^st year students after learning English grammar through game-based instruction and through traditional teaching method, and 3) study students’ satisfaction towards learning English grammar through game-based instruction.The research samples consisted of 62 1^st year students of a Southern Rajabhat University, obtained by multi-stage sampling. One class was randomly assigned as an experiment group and another class was assigned as a control group. The research instruments included 1) game-based instructional plans, 2) instructional plans basing on traditional teaching method, 3) an English grammar ability test, and 4) a questionnaire to assess students’ satisfaction towards learning English Grammar through game-based instruction. The statistics used for data analysis were mean, standard deviation and t-test.

             The research findings revealed that: 1) the English grammar ability of 1^st year students was higher than their pre-learning counterpart ability at the .01 level of statistical significance,  2) English grammar ability of 1^st  year students after learning through game-based instruction was higher than the ability of the students learning through traditional teaching method at the .01 level of statistical significance, and 3) the students’ satisfaction towards learning English grammar through game-based instruction was at the highest level.