EFFECTS OF GROWTH MINDSET AND EXECUTIVE FUNCTION INNOVATIONS ON MATTHAYOMSUKSA 3 STUDENTS’ IMPROVEMENT OF ENGLISH SCORES

Abstract

The objectives of this research are 1) to study the effects of students' backgrounds e.g. birth order, role model, family socio- economic status on their improvement of English scores. 2) to compare the improvement of English scores of students who received both Growth Mindset (GM) Intervention and Executive Function (EF) Intervention and those who received either/neither of them. The sample used in this research consisted of 2,082 Matthayomsuksa 3 students from 26 schools located in Bangkok and its vicinity in 6 provinces. The research instrument consisted of two parts. The first part was the English Vocabulary Test. The second part was the intervention tools: Growth Mindset Intervention, Executive Function Intervention, and English Vocabulary Intervention. This research used an experimental study to compare the improvement of English scores of the students after receiving interventions. The student were divided into four groups as follows. There was no implementation of GM Intervention and EF Intervention for the first group, which was a control group; implementation of GM Intervention for the second group; implementation of EF Intervention for the third and implementation of both GM and EF Intervention for the last group. Comparative studies showed that the EF Intervention group had the highest English improvement scores, which were statistically greater than other groups at the significant level of .05, followed by the control group, GM Intervention group and GM and EF Intervention group, respectively.