The Results of English Vocabulary usage by Game-based Learning through Multiple Intelligence Theory with Cooperative Learning of 3rd Grade Students

Abstract

The purposes of this research were 1) to compare the development of English vocabulary usage through game-based lesson plans based on multiple intelligence theory with that of the cooperative learning (the passing criteria of 60 percent) and 2) to investigate the satisfaction towards game-based learning based on multiple intelligence theory with that of the cooperative learning.
The sample in the study was 35 third-grade students, selected by simple random sampling, in the first semester of the academic year 2022, in Sawangboriboon Wittaya School, Banglamung district, Chonburi. The research instruments consisted of (1) five game-based lesson plans based on multiple intelligence theory, (2) the English vocabulary assessment test, and (3) the satisfaction test. The data were analyzed by using t-test descriptive statistics, AM, and SD The research results showed that
1) The achievement of English vocabulary learning outcome after the implementation game-based lesson plans based on multiple intelligence theory among the third-grade students was significantly higher than the 60 percent criteria (p< 05).
2) The satisfaction towards game-based learning based on multiple intelligence theory among the third-grade students was at a high level (AM = 4.33, SD = 0.79).