Development Development of a Game-Based Learning Model to Enhance Volleyball Skills for Grade 7 Students at Ban Kang Pla School under the Loei Primary Educational Service Area Office 1, Mueang Loei District, Loei Province. Effects of Game-Based Learning on Enhancing Volleyball Skills for Grade 7 Students at Ban Kang Pla School under the Loei Primary Educational Service Area Office 1, Mueang Loei District, Loei Province

Abstract

The purposes of this research were 1) to develop a game-based learning model for enhancing volleyball skills among Grade 7 students, 2) to compare learning achievements before and after the intervention, and 3) to compare post-test volleyball basic skills with the 80% criterion. The sample consisted of 25 Grade 7 students at Bankangpla School under the Loei Primary Educational Service Area Office 1, during the second semester of the 2025 academic year, obtained through purposive sampling. The research instruments included a 12-week game-based learning plan validated for content validity (IOC) by three experts and a standardized volleyball basic skills test. Data were analyzed using (), Standard Deviation (S.D.), and t-test. The research findings were as follows

1. Post-test learning achievements were significantly higher than pre-test scores at the .05 level across all dimensions. The mean scores increased from 9.44 to 12.24 for underhand passing, 6.92 to 8.96 for overhand passing (setting), and 12.04 to 14.76 for serving.


2. Comparing post-test achievements with the 80% criterion, it was found that the mean scores were significantly lower than the criterion at the .05 level. However, when compared to the pre-test results, students demonstrated significantly visible improvement in all skills. Specifically, serving skills showed the most substantial progress, reaching 73.80%, which was closest to the set criterion.


3. In conclusion, Game-Based Learning (GBL) effectively enhances volleyball skills by reducing anxiety and stress from repetitive drills, leading to higher engagement and enjoyment. Regarding skills that did not reach the 80% criterion, particularly overhand passing, it was observed that these skills require high complexity and precise body coordination. The 12-week duration may be insufficient for achieving automaticity. Therefore, it is recommended to increase the frequency of specific skill practices integrated with games focusing on directional control in future studies.