Development of Diagnostic Test and Activity Packages to Enhance Thai Language Reading and Writing Abilities for Grade 3 Students

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Kamonpat Jaiyeakyen

Abstract

The objectives of this study were 1) to develop and find the quality of a diagnostic test of Thai language reading and writing abilities for grade 3 students, 2) to find the efficiency of activity packages in improving Thai language reading and writing abilities of grade 3 students to meet the 80/80 criterion, and 3) to compare the pre-learning and post-learning achievements of grade 3 students after learning with the activity packages designed to improve Thai language reading and writing abilities.
The sample for this study comprised 357 grade 3 students who attended primary schools in the Nonthaburi Primary Educational Service Area Office 2 in the academic year 2020, chosen through multistage random sampling; the Krejcie and Morgan method was used to determine the sample size. The instruments used in this research consisted of 1) a survey on reading and writing deficiencies of grade 3 students, 2) a diagnostic test of Thai language reading and writing abilities for grade 3 students, 3) 10 activity packages to enhance Thai language reading and writing abilities for grade 3 students, and 4) a pre-learning test and a post-learning test of Thai language reading and writing abilities for grade 3 students.
The results were as follows:
1. The diagnostic test of Thai language reading and writing abilities for grade 3 students had the content validity from 0.8 to 1.00, the difficulty from 0.20 to 0.80, the discrimination from 0.20 to 0.80 and the reliability from 0.80 to 0.85.
2. The efficiency of the activity packages in improving Thai language reading and writing abilities of grade 3 students was 82.50/81.33, which met the criterion.
3. The comparison of the pre-learning and post-learning achievements of grade 3 students after learning with the activity packages designed to improve Thai language reading and writing abilities revealed that the post-learning achievements were higher than the pre-learning achievements, with statistical significance at the .05 level.

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