Developing a BBL (Brain-Based Learning) Model Combined with Skill-Building Exercises to Promote Reading Comprehension Skills for Fourth-Grade Elementary School Students

Abstract

           This research aims to 1) study the problems, needs, and a draft instructional model integrating Brain-Based Learning (BBL) with skill-practice exercises to enhance reading comprehension skills among Prathom Suksa 4 students; and 2) experimentally implement the draft BBL-based instructional model combined with skill-practice exercises to enhance reading comprehension skills among Prathom Suksa 4 students; and 3) to study the effects of using a Brain-Based Learning (BBL) instructional model combined with skill-building exercises to enhance reading comprehension skills among Prathom Suksa 4 students, by comparing pre- and post-instruction performance across three phases. Phase 1 involved studying the current situation and baseline data—gathering information from eight teachers and eleven students under the Kalasin Primary Educational Service Area Office 3—and conducting a preliminary trial (try-out) at Kham Mun Phadung Wit School to determine the effectiveness of the instructional model Phase 2 involved piloting the learning management model with a sample group consisting of 16 Prathom Suksa 4 students from Chumchon Ban Bon Witthaya School, selected through purposive selection. The activities were conducted over a total duration of 8 hours, and phase 3 involved studying the effects of the learning management model and comparing reading comprehension skills. The statistics used for data analysis included the mean, standard deviation, and the dependent samples t-test.

            The research findings revealed that 1) Most students struggle with the fundamental skill of identifying main ideas and lack reading motivation, while teachers seek practical innovations that foster reading comprehension skills 2) the developed innovation consists of five stages: 1) warm-up, 2) knowledge presentation, 3) hands-on learning, 4) knowledge summarization, and 5) knowledge application; it achieved an efficiency (E1/E2) of 73/76, exceeding the established criterion; and 3) the students' reading comprehension skills after instruction were significantly higher than before instruction at the .05 level.