The Development of Learning Activity Kit in Psychomotor Domains Related to Listening, Speaking, Reading, Writing Thai Language of the 4th Grade Primary Level Students of Wat Nuea Municipality School, Roi Et Province

Abstract

The purposes of this research are :1) To study the condition of practicality and the demand for learning activity kit for enhancing the psychomotor domains related to listening, speaking, reading, writing in Thai language of the 4th grade primary level students; 2) To develop learning activity kit for enhancing the psychomotor domains related to listening, speaking, reading, writing in Thai language of the students effectively; 3) To study the effects of the psychomotor domains related to listening, speaking, reading, writing in Thai language of the students as follows : 3.1) To study the listening, speaking, reading, and writing ability in Thai language of the students based on learning activity forms in each learning section; 3.2) To compare the ability of listening, speaking, reading, and writing in Thai language of the students during before and after the learning based on the learning format. The experimental group consists of the primary students in 4^th grade of Wat Nuea Municipality School attached to the Roi Et Town Municipality Educational Office, 1 classroom with 57 students, acquired by cluster random sampling. The tools used for the research are as follows: 1) Questionaires; 2) Interview forms; 3) Thai basic knowledge testing forms for students;                        4) Observation of student’s learning behavior and psychomotor domains related to listening, speaking, reading, writing in Thai language forms; 5) Record of focus group’s conversation; 6) Manual of how to use learning activity kit for enhancing the psychomotor domains related to listening, speaking, reading, writing in Thai language of the 4th grade primary level students 7) Thai language learning management plan in total of 24 pages for 24 hours and 8) Psychomotor domains testing form related to listening, speaking, reading,
writing in Thai language in total of 1 copy, the statistics used in data analysis, i.e. mean, percentage, standard deviation and hypothesis test using t-test (dependent samples) and t-test (independent samples).

Research findings

1. From the results of the study on conditions of practicality and the demand for learning activity kit to build the psychomotor domains for listening, speaking, read- ing, writing in Thai language for 4^th grade primary level students, it is found out that the operating conditions of the Thai language learning management of the teachers have not emphasized the importance of the skill enhancement in listening, speaking, reading, and writing in Thai language of the learners to achieve the goal and be able to  communicate through listening and speaking in real-life situation as far as it concerns. More over there is no learning management in the context of training of skill enhancement in listening and speaking in the classroom for the learners to achieve practicing Thai language for communicating in listening, speaking, reading, and writing effectively which is the prerequisite for developing the learners in listening, speaking, reading, and writing in Thai language for students to be more successful.

2. From the results of developmental and trial application in learning management model for the enhancement of ability to communicate through listening, speaking, reading, and writing in Thai language of the students, it is found out that the theoretical concepts that have been put into practice, do support the development of learning management model are : 1) Theory for creating knowledge ; 2) Theory for motivation; 3) Psychomotor domains ; 4) Concept of learning management, TAI style ; and 5) Concept of learning focusing on work based as main aspect to be synthesized for inventing models, learning management which includes their attributes, i.e. : 1) Concept and theory of fundamentals ; 2) Purpose ; 3) Steps for learning management; 4) Principle of response ; 5) Sup- porting system ; and 6) Measurement and evaluation and the models have the process of learning management in 5 steps, i.e. : 1) Incentives for learning ; 2) Content recommendation ; 3) Practice ; 4) Presentation of results of practice ; and 5) Conclusion and evaluation, and have the results of the evaluation of the suitability of the models from the expert with higher score. Moreover, the results of the experiment applying an effectivelearning management model based on the criteria from the student’sscoreanalysis on listening, speaking, reading, and writing skills are
72.27/71.84

3. From the results of introducing learning management model for the enhancement of ability in communication such as listening, speaking, reading, and writing in Thai language of the students, it is found out that : 1) The aptitudes of listening, speaking, reading, and writing of the students which have been assigned to the learning management according to the patterns in each unit of learning are 51.31 %, 61.90 %, 68.85 %, and 77.66 % respectively ; 2) After the students have been assigned to learning management model, their scores in listening, speaking, reading, and writing are higher than before learning, which have a significant statistical value in the range of .01.