The Development of Learning Achievement on the Topic of Compounding Words in Thai Language through Inductive Learning Combined with Skill Practice Exercises of 9th-grade Students

Abstract

The objectives of this study were 1) to compare the learning achievements before and after learning the topic of compound word formation in Thai, using an inductive teaching approach combined with skill practice for Grade 9 students, and 2) to explore the opinions of Grade 9 students towards the inductive teaching approach combined with skill practice. The sample group consisted of 39 Grade 9 students from Wat Phra Si Mahathat Demonstration School, Phranakhon Rajabhat University, selected through simple random sampling. The research instruments included a lesson plan on compound word formation in Thai, a test to measure learning achievements on the topic of compound word formation in Thai, a skill practice workbook on compound word formation, and a questionnaire to assess students' opinions on the inductive teaching approach combined with skill practice. The data were analyzed using descriptive statistics, including mean, percentage, and standard deviation.

The results found that:

1. The comparison of learning achievement before and after learning on the topic of compound word formation in Thai for the sample group showed a statistically significant difference at the .05 level. This means that students who were taught using the inductive learning approach combined with skill practice exercises had higher post-learning outcomes compared to their pre-learning outcomes.


2. The study of 9th-grade students' opinions on the inductive learning approach combined with skill practice exercises for the sample group showed an overall high level of agreement, with a mean of 4.35 and a standard deviation of 0.48. When considering the opinions in each aspect, the highest level of agreement was found in the aspect of learning activity organization, with a mean of 4.52 and a standard deviation of 0.51. The next highest level of agreement was in the content and format of the skill practice exercises, with a mean of 4.35 and a standard deviation of 0.42. The aspect of evaluation received a slightly lower level of agreement, with a mean of 4.19 and a standard deviation of 0.58, but still indicated a high level of satisfaction