The Development of Thai Consonant Cluster Pronunciation Skills Among Grade 2 Students Through the Integration of Phonological Knowledge and the Active Learning Approach
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Abstract
The objective of this study was to compare the learning achievement in pronouncing Thai consonant clusters among Grade 2 students before and after instruction using phonological knowledge combined with an active learning approach. Additionally, the study aimed to examine the students' satisfaction with this instructional method. The sample group consisted of 19 Grade 2 students from Ban Tha Ruea School who were enrolled in the second semester of the 2024 academic year, selected through purposive sampling. The research instruments included: (1) five Thai language learning management plans utilizing phonological knowledge combined with an active learning approach; (2) a pronunciation achievement test on Thai consonant clusters, and (3) a satisfaction questionnaire for Grade 2 students regarding the instructional approach. The data were analyzed using mean () standard deviation (S.D.), and Wilcoxon Signed-rank Test.
The study revealed that the post-instructional achievement in pronouncing Thai consonant clusters among Grade 2 students, following instruction that integrated phonological knowledge with an active learning approach, was significantly higher than their pre-instructional performance at the .05 level of statistical significance. Moreover, the students demonstrated a high level of satisfaction with this instructional approach. The overall satisfaction score averaged 4.66, with a standard deviation of 0.62 indicating a very positive reception toward the learning activities designed under this integrated framework.
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