The Development of Consonant Cluster Reading Ability And Communication Skills Through GPAS 5 Steps Learning Management Integrated With Educational Games For Grade 5 Students

Abstract

This research aimed to 1) study the effects of GPAS 5 Steps learning management integrated with educational games on consonant cluster reading ability and communication skills of Grade 5 students, 2) compare students’ consonant cluster reading ability before and after learning management, and 3) compare students’ communication skills before and after the learning management. This study employed a pre-experimental research design with a one-group pretest-post-test design. The sample consisted of 27 Grade 5 students at Ban San Chao Kai To School, selected through purposive sampling. The research instruments included six GPAS 5 Steps learning management plans integrated with educational games, five educational games, a consonant cluster oral reading test consisting of 30 words, and a communication skills test assessing reading and speaking abilities. The instruments were validated for quality, with IOC values ranging from 0.80 to 1.00, difficulty indices ranging from 0.44 to 0.89, and a reliability coefficient of 0.755. The data were analyzed using mean, standard deviation, and t-test.

The research findings revealed that 1) the GPAS 5 Steps learning management plans were appropriate at a high level ( = 4.50, S.D. = 0.62), while the educational games were appropriate at the highest level ( = 4.62, S.D. = 0.53); 2) students’ consonant cluster reading achievement after learning was significantly higher than before learning at the .05 level; and 3) students’ communication skills in reading and speaking after learning were significantly higher than before learning at the .05 level.