The Development of Learning Management Using Brain-Based Learning (BBL) Combined with Positive Reinforcement to Promote Reading Aloud Skills for Grade 3 Students
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Abstract
The objectives of this research were: 1) to investigate the problems and needs related to learning management for promoting Grade 3 students’ reading aloud skills in words following Thai final-consonant spelling rules; 2) to develop learning management using Brain-Based Learning (BBL) combined with positive reinforcement to promote Grade 3 students’ reading aloud skills in words following Thai final-consonant spelling rules according to the efficiency criterion of 70/70; and 3) to evaluate the developed learning management by comparing the students’ reading aloud skills before and after the intervention.
This study employed a Research and Development (R&D) process consisting of three phases. The key informants were eight Thai language teachers. The target group consisted of 19 Grade 3 students from Nikhom Kuchinarai Moo 2 School under the Kalasin Primary Educational Service Area Office 3 during the first semester of the 2025 academic year. The participants were selected through purposive sampling. The research instruments consisted of eight lesson plans and a test assessing reading aloud skills in words following Thai final-consonant spelling rules. The data were analyzed using content analysis, mean, standard deviation, the E₁/E₂ efficiency index, and a t-test for dependent samples.
The findings revealed that: 1) the students experienced difficulties in remembering Thai final-consonant spelling rules, were confused when reading words with final consonants, and lacked confidence in reading aloud, while the teachers needed a greater variety of instructional materials and learning activities that could stimulate students’ interest, promote participation, and provide opportunities for hands-on practice; 2) the developed learning management consisted of five steps: preparation and brain activation, multisensory knowledge presentation, active practice, knowledge summarization and retention, and application and social contribution. Positive reinforcement was integrated into every step through praise, rewards, and constructive feedback. The efficiency of the developed learning management E₁/E₂ was 73.56/75.00, which exceeded the established criterion of 70/70; and 3) the students’ posttest scores in reading aloud skills in words following Thai final-consonant spelling rules were significantly higher than their pretest scores at the .05 level.
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References
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