Results of Applying Central Region Folktales Integrated with Gamification to Develop Reading for Main Idea and Creative Writing Skills of Primary Six Students at Ongkharak Demonstration School Srinakharinwirot University
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Abstract
The objectives of this research were (1) to compare reading comprehension ability of grade 6 students before and after learning with the use of Central Region folktales as learning media together with gamification to develop reading comprehension ability and creative writing ability; (2) to compare creative writing ability of grade 6 students before and after learning with the use of Central Region folktales as learning media together with gamification to develop reading comprehension ability and creative writing ability; and (3) to study the relationship of reading comprehension ability with creative writing ability of grade 6 students who learned with the use of Central Region folktales as learning media together with gamification to develop reading comprehension ability and creative writing ability.
The research sample consisted of 30 grade 6 students at Ongkharak Demonstration School, Srinakharinwirot University, obtained by cluster sampling. The employed research instruments were learning management plans to develop reading comprehension ability and creative writing ability for the instruction using Central Region folktales as learning media together with gamification, a learning achievement test on reading comprehension ability, and a learning achievement test on creative writing ability. Statistics employed for data analysis were the mean, standard deviation, t-test, and Pearson correlation coefficient.
The research findings were as follows: (1) the post-learning reading comprehension ability of grade 6 students who learned from the instruction using Central Region folktales as learning media together with gamification to develop reading comprehension ability and creative writing ability was significantly higher than their pre-learning counterpart ability at the .01 level of statistical significance; (2) the post-learning creative writing ability of grade 6 students who learned from the instruction using Central Region folktales as learning media together with gamification to develop reading comprehension ability and creative writing ability was significantly higher than their pre-learning counterpart ability at the .01 level of statistical significance; and (3) the reading comprehension ability of grade 6 students learning from the instruction using Central Region folktales as learning media together with gamification to develop reading comprehension ability and creative writing ability correlated positively with their creative writing ability (r = .647***), which was significant at the .01 level of statistical significance.
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