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Research Title : Development of the Blended Learning Model to Enhance Reading and Writing Skills : An Activity Kit on Interesting Vowels in Thai for Prathomsuksa 1 (Grade 1) Students

Researcher : Mrs. Chotima Somboonprasert, Senior Professional Level Teacher, Ban Bangphoot Ko Ro Po Klang School, under Patthalung Primary Education Area Office 2

Abstract

ADevelopment of the Blended Learning Model to Enhance Reading and Writing Skills: An Activity Kit on Interesting Vowels in Thai for Prathomsuksa 1 (Grade 1) Students aimed to 1) to study fundamental data to develop Thai teaching for Prathomsuksa 1 students, 2) construct and develop a blended learning model to enhance reading and writing skills focusing on interesting vowels for Prathomsuksa 1 students, 3) study the effectiveness of the blended learning model for enhancing reading and writing skills on the topic of interesting vowelswhich were the comparison of reading and writing skill on vowels for Prathomsuksa 1 students as well as their satisfaction on the learning model and, 4) extend the results of the blended learning model to enhance reading and writing skills based on the activity kit on interesting vowels. The sample groups consisted of 10 teachers, 30 guardians ofPrathomsuksa 1 students, and 30 Prathomsuksa 1 students studying at Ban Phoot Ko Ro Po Klang School in semester 2, academic year 2015. Research instruments consisted of a questionnaire requesting for fundamental data to develop a learning model in Thai for Prathomsuksa 1 students, a blended learning mode to enhance reading and writing skills oninteresting vowels forPrathomsuksa 1 students(RPSMARA Model), a reading and writing test on interesting vowels, evaluation form on reading and writing behaviors on interesting vowels, and a questionnaire on students’ satisfaction on the use of the blended learning model on the topic of interesting vowels. Data were analyzed by using percentage, mean, standard deviation, and t–test.

The study results revealed that:

1. On the fundamental data to develop a Thai learning model for Prathomsuksa 1 students at Ban PhootKo Ro Po Klang School, it was found that some teaching activities were not appropriate as teachers used explanation only while students should have more chances to understand the contents they learned rather than memorizing. Moreover, students couldn’t mix some vowel sounds to the consonants, nor read and write the words with reduced or changed forms of vowels. However the use of appropriate instructional aids was found such as songs, poems, books enhancing reading, programmed lessons, pictures, charts and a library. But it was not appropriate in the evaluation method as students should be trained to have enough reading and writing practices.

Problems on instruction strategies. Some students could not mix the vowels and consonants to compose words, could not read fluently, did not know meaning of words and could not make correct sentences. On readiness, most students did not have readiness, they needed repetitive explanation. When teaching students in groups, attentions should be paid to those who had different learning capability from others. Teachers should find ways to call students’ attentions, especially those who had no interest in learning. Teachers should also learn to use various types of teaching aids instead of students’ repetition after the teachers. On evaluation, it was not valid to the subject contents so real problems could not be solved. Students could not read, not knowing words derived from various vowels, an unable to write some words.

Teachers’ potentials should be developed in terms of using modern teaching methods and techniques. Techniques in calling learners’ attention should be focused on, such as using activities, kits, integrations of issues to students’ real life to the lessons, as well as making the lessons fun to learn.

2. The blended learning model to enhance reading and writing skills with the activities on interesting vowels for Prathomsuksa 1 students (RPSMARA Model) consisted of 3 factors which were a factor on principles and objectives, a factor on process, and a factor on conditions in applying the model to practice. There were 7 steps in learningprocesses: Revision of the former knowledge, Perceive, ReadinessPreparation, Action, Adaptation, Conclusion, and Application. It was found that the blended learning model to enhance reading and writing skills with the activities on interesting vowels for Prathomsuksa 1 students had the efficiency of 82.69/84.33.

3. The effectiveness of the blended learning model to enhance reading and writing skills of the Prathomsuksa 1 students with the activities on interesting vowels was as follow:

The comparison of the learners’ development on reading and writing skills by using the blended learning model revealed that in Set 1- the reading and writing activity for / o / sound, it was found that in the first test the average score was 6.47, and in the second test it was 8.27 - with the development score of +1.80. Set 2- the reading and writing activity for / ue / sound, it revealed that in the first test the average score was 6.40, and in the second test the average score was 8.33 - with the development score of + 1.93. Set 3- the reading and writing activities for / am / sound, it was revealed that in the first test the average score was 6.47, while in the second test the average score was 8.23- with the development score of +1.77. Set 4 - reading and writing activities for /aw/ sound, it was found that in the first test the average score was 6.53, while in the second test the average score was 8.17 - with the development score of + 1.63. Set 5- reading and writing activities for / ia / sound. It was revealed that in the first test the average score was 6.57, while in the second test the average score was 8.30 - with the development score of + 1.73. Set 6- reading and writing activities for /uea/ sound. Itwas found that in the first test the average score was 6.47, while in the second test the average score was 8.27 -with the development score +1.80. Set 7- reading and writing activities for /au / sound. It was found that in the first test the average score was 6.53, while in the second test the average score was 8.23- with the development score of +1.70. Set 8- reading and writing activities for “e” sound. It was found that in the first test the average score was 6.50, while in the second test the average score was 8.20 - with the development score of +1.70. Set 9 - reading and writing activities for /ae/ sound. It was found that in the first test, the average score was 6.60, while in the second test the average score was 8.13 - with the development score of +1.53. Set 10- reading and writing activities for /oe / sound.It was found that in the first test the average score was 6.50, while in the second test the average score was 8.37- with the development score of + 1.80. Set 11- reading and writing activities on /o:/sound, it revealed that in the first test the average score was 6.50, while in the second test the average score was 8.35- with the development score of +1.83. And set 12- the reading and writing activities for/ә:/sound. It was found that in the first test the average score was 6.60, while in the second test the average score became 8.40 with the development score of +1.80. This was an acceptance of hypothesis 2.

As for the satisfaction of the blended learning model to enhance reading and writing skills on interesting vowels for Prathomsuksa 1 students, it was found that in the overall aspect and in each individual aspect, the satisfaction scores were in the highest level. When considered in each aspect, it was found that learning process arrangement got the highest score, followed by the aspect of learning contents. When considered in each item, it was revealed that those which received the highest satisfaction level in every issue were: the appropriateness of time for each activity, variation of evaluation and measurement, giving the evaluation results, teaching procedures were easy to understand and interesting, learning contents could be used in daily life, students were happy with the instruction using activities to enhance reading and writing, students could participate in the instruction process and could work in groups with friends, the contents were interesting, the exercises were interesting, the difficulty of the lessons was appropriate to the learners’ ages, there were varieties of the contents, respectively. This was an acceptance of hypothesis 3.

4. On the extension of the use of the blended learning model to enhance reading and writing skills- activities on interesting vowel for Prathomsuksa 1 students, it could be concluded that when learning achievement was compared, it revealed that before using the activities students’ average score was 20.63, after using the activities, however, the average score was 25.30. After using the activities, the score of the learners was significantly higher than before using it at the .001 level of statistics.

As for the evaluation of the use of blended learning model to enhance reading and writing skills using the interesting vowels activities for Prathomsuksa 1 students, it was found that: Set 1- the activities for /o / sound, in the overall view, it was in the good level, and when considered in each individual student, it revealed that 8 students, which was 26.67%, viewed that they were very good. 22 students, which was 73.33%,viewed that they were good. This meant that most students viewed that the activities were in the “good” level. Set 2 – the activities for /ue / sound, in the overall view, it was in the good level. When considered in each individual student, it revealed that 9 studentswhich was 30% viewed that they were very good. 23 students,which was 70%, viewed that they were good. This meant that most students viewed that the activities were in the“good” level. Set 3- the activities for /am / sound, in the overall view, they were in the good level. When considered in each individual student, it revealed that 7 studentswhich was 23.33%, viewed that they were very good. 23 students, which was 76.67% viewed that they were good. This meant that most students viewed that the activities were in the “good” level. Set 4- the activities for /aw/ sound, in the overall viewed, they were in the good level. When considered in each individual student, it revealed that 4 studentswhich was 13.33% viewed that they were very good. 26 students which was 86.67 viewed that they were good. This meant that most students viewed that the activities were in the “good” level. Set 5- the activities for /ia / sound, in the overall view, they were in the good level. When considered in each individual student, 8 studentswhich was 26.67% viewed that they were very good. 22 students which was 73.33% viewed that they were good. This meant that the activities were in the “good” level. Set 6-the activities for /uea/ sound, in the overall view, they were in the good level. When considered in each individual student, it was found that 4 students which was 13.33%, viewed that they were very good. 26 students which was 86.67% viewed that they were good. This meant that the activities were in the “good” level. Set 7- the activities for /au/ sound, in the overall view, they were in the good level. When considered in each individual student, it was found that 7 students, which was 23.33%, viewed that they were very good. 23 students which was 76.67% viewed that they were good. This meant the activities were in the “good” level. Set 8 -the activities for /e / sound, in the overall view, they were in the good level. When considered in each individual student, it was found that 6 students which was 20%, viewed that they were in the very good level. 24 students which was 80% viewed that they were good. This meant that most students viewed that the activities were in the “good” level. Set 9- the activities for /ae/ sound. In the overall view,they were in the good level. When considered in each individual students, it was found that 4 students which was 13.33%, viewed that they were in the very good level. 26 students which was 86.67% viewed that they were in the good level. This meant that most students viewed that the activities were in the “good” level. Set 10- activities for /oe/ sound. In the overall view, they were in the good level. When considered in each individual student, it revealed that 11 students which was 36.67%, viewed that they were in the very good level. 19 students which was 63.33% viewed that they were in the good level. This meant that the activities were in the “good” level. Set 11- activities for /o: / sound. In the overall view, they were in the good level. When considered in each individual student, it revealed that 10 students which was 33.33%, viewed that they were in the very good level. 20 students or 66.67% viewed that they were in the good level. This meant that most students viewed that the activities were in the “good” level. Set 12- activities for / ә:/sound. In the overall view, they were in the good level. When considered in each individual student, it revealed that 12 students which was 40% viewed that they were in the very good level. While 18 students or 60% viewed that they were in the good level. This meant that most students viewed that the activities were in the “good” level. This was, therefore, an acceptance of hypothesis 4.

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