The Development of 3rd Grade Students’ Reading and Writing Abilities in the Spelling Section of the Thai Language Subject through the STAD Cooperative Learning Technique along with Mind-Mapping

Abstract

          The objectives of this study were 1) to develop 3rd Grade students’ reading ability in the spelling section of Thai language subject through the STAD cooperative learning technique along with mind-mapping so that they made 80% of the full marks or better and at least 80% of them passed this criterion, 2) to develop 3rd Grade students’ writing ability in the spelling section of Thai language subject through the STAD cooperative learning technique along with mind-mapping so that they made 80% of the full marks or better and at least 80% of them passed this criterion and 3) to study the students’ satisfaction from participating in the learning activities through the STAD collaborative learning technique along with mind-mapping.  The study applied the One-Shot Case Study Research Design to the experiment. The target group consisted of 37 3rd grade students in Classroom No. 3/5 of Worraraj Wittaya School in Wangsapoong District, Loei Province during the second semester of the 2020 academic year. Research instruments included 1) 7 lesson plans which took 14 instructional periods to finish, 2) an essay test for evaluating the students’ reading ability in the spelling section of the Thai language subject consisting of Set No. 1 on reading ability which comprised 25 items on correct reading, distinct reading and spacing for 30 full marks, and Set No. 2, for evaluating the students’ writing ability, comprises 25 items on correct writing, giving clear and straight communication and neat and orderly writing for 30 full marks and 3) a 20-item questionnaire with a 5-level rating scale to evaluate the students’ opinions on the learning activities based on the STAD cooperative learning technique along with mind-mapping.  The collected data were analyzed by means of basic statistics of percentage, arithmetic mean and standard deviation.
          The findings show that:
          1. The students made a mean achievement score of 26.81 or 89.28% of the full marks in reading the Thai language subject (S.D. 2.04) and 33 students or 89.19% of the group passed the criterion which meet the prescribed criterion of 80/80.
          2. The students made a mean achievement score of 26.73 or 89.1% of the full marks in writing the Thai language subject (S.D. = 2.48) and 33 students or 89.19% of the group passed the criterion which meet the prescribed criterion of 80/80.
          3. The students so expressed their opinions regarding their participation in the learning activities basing on STAD cooperative learning technique and mind mapping that all the 5 aspects of the learning activities were at the highest level of satisfaction, i. e. 1) the teacher’s personality ( = 4.60, S.D. = 0.46), 2) learning atmosphere ( = 4.46, S.D. = 0.44, 3) learning activities management (  =4.94, S.D. = 0.28, 4) instructional media (  = 4.72, S.D. = 0.41) and 5) measurement and evaluation (  = 4.56, S.D. = 0.48).