The Development of Learning Achievement through Active Learning Combined with Gamification on Thai Spelling Skills of Grade 3 Students at Ban Nong Yai Municipal School

Abstract

The purposes of this study were: (1) to develop the learning achievement of Grade 3 students in Thai spelling through an active learning approach integrated with gamification, with achievement reaching the criterion of 70 percent; (2) to compare students’ learning achievement before and after instruction using an active learning approach integrated with gamification in Thai spelling; and (3) to investigate the satisfaction of Grade 3 students toward learning management using an active learning approach integrated with gamification. The sample consisted of 27 Grade 3 students from Ban Nong Yai Municipal School, selected by cluster random sampling. The research instruments included: (1) ten lesson plans on Thai spelling; (2) a learning achievement test on Thai spelling consisting of 30 items; and (3) a student opinion questionnaire on learning management using an active learning approach integrated with gamification, consisting of 10 items. The statistics used for data analysis were mean, percentage, standard deviation, and t-test.

              The results revealed that: (1) students’ learning achievement in Thai spelling through an active learning approach integrated with gamification was higher than the 70 percent criterion; (2) posttest achievement scores were significantly higher than pretest scores at the .05 level; and (3) students’ satisfaction with learning management using an active learning approach integrated with gamification was at a high level.