Developing reading skills middle-class consonants by using inquiry-based learning management (5E) together with the skill training model of grade 1 students

Abstract

           This research aimed to: (1) investigate the problems and needs in developing Grade 1 students’ reading skills in middle-class consonants with tonal inflections; and (2) develop an inquiry-based learning management model based on the 5E instructional approach integrated with skill-training exercises to enhance students’ reading skills in middle-class consonants with tonal inflections. The study employed a Research and Development (R&D) methodology comprising three phases. Phase 1 involved investigating the existing problems and needs, as well as designing, developing, and evaluating the instructional innovation. Phase 2 focused on implementing the developed learning management model. Phase 3 involved evaluating and refining the learning management model to ensure its completeness and effectiveness. A preliminary try-out was conducted with 16 students from Nong Bua Nai School to improve the instructional innovation and examine its efficiency. After revision, the developed learning management model was implemented with 10 Grade 1 students from Hua Nga Wittayakom School, who were selected using purposive sampling. The effectiveness of the developed model was determined by comparing students’ reading achievement before and after the intervention.

           The findings indicated that the students encountered difficulties in the fundamental skills required for reading middle-class consonants with tonal inflections. Specifically, they were unable to accurately distinguish the five Thai lexical tones, namely the mid, low, falling, high, and rising tones. Moreover, the students demonstrated a lack of enthusiasm and motivation toward reading activities. The efficiency of the inquiry-based learning management model (5E) integrated with skill-training exercises was 72.4/74.5, which exceeded the predetermined criterion of 70/70. Furthermore, the students who participated in the developed learning management model achieved significantly higher post-test scores than pre-test scores at the .05 level of statistical significance, indicating that the developed instructional model effectively enhanced Grade 1 students’ reading skills in middle-class consonants with tonal inflections.