THE DEVELOPMENT OF LEARNING ACHIEVEMENT AND CREATIVE WRITING ABILITIES USING LEARNING MANAGEMENT ACCORDING TO THE SYNECTICS TEACHING MODEL TOGETHER WITH MIND MAPS FOR PRATHOMSKSA 6 STUDENTS

Abstract

This study aimed: 1) to compare the learning achievement of Prathomsuksa 6 students before and after receiving instruction using the synectics teaching model together with mind maps; 2) to compare the creative writing abilities of Prathomsuksa 6 students before and after the intervention; 3) to examine the learning behaviors of Prathomsuksa 6 students after the intervention; and 4) to explore the students' satisfaction with the developed learning management after the intervention. The research sample group consisted of 35 Prathomsuksa 6 students at Ban Huai Yang Mittraphap 35 School in the first semester of the 2024 academic year, selected by cluster random sampling. The research instruments included: (1) Thai language learning management plans based on the synectics teaching model together with mind maps for Prathomsuksa 6 students, with content validity ranging from 0.67 to 1.00; (2) a learning achievement test with a validity ranging from 0.67 to 1.00, a difficulty index ranging from 0.54 to 0.77, a discrimination index ranging from 0.23 to 0.74, and a reliability coefficient of 0.92; (3) a creative writing ability assessment with a validity ranging from 0.67 to 1.00, a difficulty index ranging from 0.69 to 0.77, a discrimination index ranging from 0.48 to 0.76, and a reliability coefficient of 0.84; (4) a learning behavior observation form with a validity of 1.00; and (5) a satisfaction questionnaire for Prathomsuksa 6 students regarding the developed learning management, with a validity ranging from 0.67 to 1.00. The statistical methods used in this study included mean, standard deviation, t-test for Dependent Samples, and content analysis.

The findings indicated that: 1) The learning achievement of Prathomsuksa 6 students after the intervention was significantly higher than that before the intervention at the 0.05 significance level. 2) The creative writing ability of Prathomsuksa 6 students after the intervention was significantly higher than that before the intervention at the 0.05 significance level. 3) The learning behaviors of Prathomsuksa 6 students after the intervention demonstrated increased enthusiasm and creativity. Consequently, they were able to generate new vocabulary and effectively incorporated it into their imaginative writing and 4) The satisfaction of Prathomsuksa 6 students was overall at the highest level (= 4.54, S.D. = 0.06) with the developed learning management.