DEVELOPMENT OF WORKBOOKS FOR THAI READING AND WRITING SPELLING SKILLS BASED ON COOPERATIVE LEARNING AND MIND MAPPING TECHNIQUES AFFECTING PRATHOM SUKSA 2 STUDENTS’ READING AND WRITING SPELLING SKILLS, SATISFACTION OF LEARNING AND LEARNING ACHIEVEMENT

Abstract

The purposes of this study were to investigate the effectiveness effectiveness index of the workbooks for Thai reading spelling skills which were constructed based on Cooperative Learning and Mind Mapping Techniques, to compare the students’ reading and writing spelling skills and learning achievement possessed before and after learning through the develop workbooks, to compare the students’ satisfaction of learning based on the set criteria, and to compare reading and writing spelling skills, satisfaction of learning and learning achievement of the students whose achievement motivations differed (low, moderate, and high) after these students had learnt through the workbooks for Thai reading spelling skills which were constructed based on Cooperative Learning and Mind Mapping Techniques. The subjects were 21 Prathom Suksa 2 Students who were studying in the second semester of 2017 academic year at Ban Koodsakoi School under the jurisdiction of Sakon Nakhon Primary Educational Service Area 1 Office. They were obtained by cluster random sampling using the school as the sampling unit. The instruments included 1) workbooks for Thai reading spelling skills which were constructed based on Cooperative Learning and Mind Mapping Techniques, 2) the test to measure the students’ reading and writing spelling skills, 3) the questionnaire to examine the students’ satisfaction of learning, 4) learning achievement test, and 5) the questionnaire to evaluate the students’ levels of achievement motivations. The statistics used for data analysis were mean, standard deviation, effectiveness index, t- test (One Samples and Dependent Samples), One-way ANOVA, One-way MANCOVA, and One-way ANCOVA. The study revealed this results: 1. The effectiveness index of workbooks for Thai reading spelling skills which were constructed based on Cooperative Learning and Mind Mapping Techniques was 0.59 or 59 percent. This means that the students’ learning had the progress of 59% which higher than the set criteria. 2. After Prathom Suksa 2 students had learnt through the workbooks for Thai reading spelling skills which were constructed based on Cooperative Learning and Mind Mapping Techniques, their reading and writing spelling skills were significantly higher than those of before at .05 statistical level. 3. After Prathom Suksa 2 students had learnt through the workbooks for Thai reading spelling skills which were constructed based on Cooperative Learning and Mind Mapping Techniques, their satisfaction of learning was significantly higher than the set criteria at .05 statistical level. 4. After Prathom Suksa 2 students had learnt through the workbooks for Thai reading spelling skills which were constructed based on Cooperative Learning and Mind Mapping Techniques, their learning achievement was significantly higher than those of before at .05 statistical level. 5. After Prathom Suksa 2 students had learnt through the workbooks for Thai reading spelling skills which were constructed based on Cooperative Learning and Mind Mapping Techniques, the reading and writing spelling skills, satisfaction of learning, and learning achievements, of the students whose achievement motivations differed (low, moderate, and high) were significantly varied .05 statistical levels.