Development of a Literacy Promotion Model in the Thai Language Learning Strand for Grade 1

Abstract

The objectives of this research were: 1) to study problems and ways to promote literacy; 2) to create a literacy promotion model; 3) to study the effects of using the literacy promotion model; and 4) to assess the effectiveness of the literacy promotion model in the Thai language learning strand for grade 1. The research employed the research and development model, comprising 4 phases. Phase 1dealt with the study of problems and ways to promote literacy from 42 research documents in ThaiLis Digital Collection, 164 teachers who taught grade 1 classes and 4 literacy diagnostic tests. Phase 2 dealt with construction and examination of the quality of the model by using the information obtained from Phase 1, field research using in-depth interview with 8 experts, and examination of the quality of the model by 8 experts. Phase 3 dealt with implementation of the model with the sample consisting of 12 grade 1 students of Bankutan School, selected by cluster random sampling. The implementation employed the One-group Time Series Design. The measurement was repeated 4 times before and after class. Phase 4 dealt with assessment of the effectiveness of the model by 2 teachers who had implemented the model, 31 teachers who taught grade 1 classes in schools under the Office of Surin Primary Education Service Area 3 and had learned about the model, and 12 students. The effectiveness of the model was examined in terms of actual practicality, ease of use, appropriateness and being in demand.
The results were as follows:
1. Regarding literacy promotion, 7 problems were found. They were 1) consonants, 2) vowels, 3) intonation marks, 4) words with no final consonant, 5) words with final consonants, 6) words with diphthongs, 7) words with leading consonants; and there were 3 ways to promote literacy, namely: 1) using teaching models; 2) using teaching techniques and teaching methods; and 3) using instructional media.
2. The Literacy Promotion Model in the Thai Language Learning Strand for Grade 1 consisted of 11 components. They were 1) principles, 2) objectives, 3) content, 4) duration of learning, 5) promoting process comprising 5 steps which were (1) diagnosis, (2) meditation, (3) accentuation and reading, (4) doing and writing, and (5) evaluation, 6) the role of the teacher as indicated in the model, 7) the role of the student as indicated in the model, 8) the role of parents as indicated in the model, 9) instructional media of the model, 10) evaluation of the model and 11) the results the students receive from the model.
3. After using the Literacy Promotion Model, the students’ posttest mean score of literacy was higher than the pretest mean score, with statistical significance at the .05 level.
4. On the whole, the Literacy Promotion Model had its effectiveness at the highest level.