Development of Brain-Based Learning Management with Skill Exercises to Enhance the Reading and Spelling of Words with Irregular Final Consonants among Grade 2 Students

Abstract

This research aimed to:1) investigate the current conditions, problems, and needs related to learning management; 2) develop and determine the effectiveness of brain-based learning integrated with skill exercises; 3) compare students’ skills in reading and spelling words with final consonants that do not correspond to the standard Thai final-consonant categories before and after learning; and 4) investigate students’ satisfaction. The study employed a four-phase research and development (R&D) process. The target group in the experimental phase consisted of 19 Grade 2 students at Ban Kham Pa Wan School, during the first semester of the 2025 academic year, selected through purposive sampling. The research instruments consisted of eight lesson plans, skill exercises, a reading and spelling skills test, and a student satisfaction questionnaire. The data were analyzed using frequency, percentage, mean, standard deviation, effectiveness index (E1/E2), effectiveness index, and the Wilcoxon signed-rank test.

The findings revealed that: 1) a considerable number of students achieved less than 60% on the reading-related learning indicators and required systematic, step-by-step reading practice; 2) the lesson plans and skill exercises were rated at the highest level of appropriateness, with an effectiveness of 91.81/75.53. The effectiveness of the learning outcomes was below the established criterion of 80/80, while the effectiveness index was 0.6076, or 60.76%; 3) students’ reading and spelling skills after learning were significantly higher than before learning at the .05 level; and 4) students’ overall satisfaction was at a high level.