Learning management using 2W3P techniques in combination with teaching games to develop learning abilities and persistence in learning on basic vocabulary in English courses. Grade 4

Abstract

The objective of this study was to: 1) To study the effectiveness of learning management plans using the 2W3P technique in combination with teaching games to improve the ability and persistence of learning on basic vocabulary in English courses, grade 4, according to the specified criteria 80/80, 2) compare learning ability with the use of games in teaching for grade 4 students, 3) to compare the persistence of learning English words. during pre-lesson and post-school by using the 2W3P technique learning management method in combination with the use of teaching games for 4th grade students. and 4) study satisfaction with learning English vocabulary after learning by using the 2W3P technique learning management method in combination with the use of teaching games for 4th grade students. The sample used in this study was 4th grade students, Ban Nong Fa School, Selaphum District, Roi Et Province. Roi Et Primary Education Area Office District 3 Semester 2 Academic Year 2023. There were 21 students in 1 classroom divided into 6 male students and 15 female students, which were obtained by purposive sampling. The tools used in the study consisted of: 1) Learning management plan, 2) Vocabulary learning ability scale, 3) English vocabulary learning persistence test, 4) Satisfaction scale. Statistics used in data analysis include percentage, mean, standard deviation, and the Z-value test (Wilcoxon signed-rank test).

              The results showed that:  

                   1) the results of the analysis of the effectiveness of the learning management plan using the 2W3P technique in combination with teaching games to improve the ability and persistence of learning on basic vocabulary in English courses in grade 4, had a process efficiency (E1) of 81.33 percent and an outcome efficiency (E2) of 84.26 percent, or E1/E2 of 81.33/84.26, higher than the established benchmark of 80/80144.  

                   2) the vocabulary learning ability assessment of learning management using 2W3P techniques in combination with teaching games to develop the ability and persistence in learning basic vocabulary. The English course in grade 4, showed a higher score, with the overall pre-school test score being 556 points ( =13.23, =1.63). The overall post-test score was 1,062 ( = 25.28, = 1.13). Testing the hypothesis of comparing pre-school and post-study achievement with the Z-value test (Wilcoxon-signed rank test),
the results showed that students' post-study test scores were statistically significantly higher than before at the level of .05.

                   3) Comparative analysis of vocabulary learning persistence before and after class from the vocabulary learning ability assessment model of learning management using the 2W3P technique in combination with teaching games to improve learning ability and persistence in learning on basic vocabulary. The overall pre-school test score was 568 points ( =14.21, =1.64), while the overall post-school test score was 1,070 points (=26.30, = 1.17). Comparing pre-school and post-study achievement with the Z (Wilcoxon-signed rank test), the results showed that students' post-study test scores were statistically significantly higher than before at the .05 level.