The Results of Developing Reading and Spelling Skills in Final Consonants Using Collaborative Learning CIRC Techniques with Educational Games for Grade 2 Students

Abstract

            The objectives of this research were: 1) to study the effectiveness of lesson plans for the Thai language subject in grade 2 utilizing the cooperative learning CIRC technique alongside educational games, 2) to compare the reading skills related to spelling words of grade 2 students before and after the instructional management, and 3) compare the spelling skills of grade 2 students regarding spelling words before and after the instructional management. The research sample comprised 35 second-grade pupils from St. Emelie School in Ubon Ratchathani Province during the second semester of the 2024 academic year, selected by a cluster sampling procedure with the classroom as the random unit. The research instruments comprised 1) twelve lesson plans with an average appropriateness rating of 4.63, indicating the highest level; 2) a spelling skills assessment. A Grade 2 spelling skill assessment comprising 20 items, exhibiting a difficulty range of 0.27-0.47, a discrimination index of 0.25-0.55, and a reliability coefficient of 0.80; and a second Grade 2 spelling skill assessment in the spelling section, also consisting of 20 items, with a difficulty range of 0.27-0.53, a discrimination index of 0.30-0.65, and a reliability coefficient of 0.83. The statistics used for data analysis included percentage, mean, standard deviation, and t-test.

            The results of the study were as follows: 1. The learning management plan for the Thai language subject group, Grade 2, utilizing cooperative learning, the CIRC technique, and educational games, achieved a score of 81.07/84.21, thereby meeting the established standards. 2. The reading proficiency in the spelling segment of Grade 2 children who participated in cooperative learning, the CIRC technique, and educational games Following instruction, the spelling proficiency of second-grade primary school pupils who engaged in the CIRC cooperative learning technique utilizing educational games was markedly superior compared to their pre-instruction performance at the .05 significance level. The spelling proficiency of second-grade primary school kids who engaged in the CIRC cooperative learning technique utilizing educational games was dramatically elevated compared to their pre-learning performance at the .05 level.