Development of Learning Achievement in Difficult Words Spelling Through Brain-Based Learning (BBL) Combined with Educational Games for Grade 4 Students

Abstract

Background and Aims: The development of learning achievement in difficult word spelling through Brain-Based Learning (BBL) combined with educational games for Grade 4 students aimed to: 1) develop Brain-Based Learning (BBL) activities combined with educational games for teaching difficult word spelling to Grade 4 students to achieve the efficiency criterion of E1/E2 = 80/80; 2) compare students' spelling skills before and after learning through Brain-Based Learning (BBL) combined with educational games; 3) compare students' spelling skills after learning through Brain-Based Learning (BBL) combined with educational games against the criterion of 80%; and 4) study students' satisfaction with learning through Brain-Based Learning (BBL) combined with educational games.

Methodology: The target group was 18 students in Prathomsuksa Four in the first semester of the academic year 2024. The research tools included: 1) six learning activity plans; and 2) a multiple-choice achievement test on difficult word spelling with 36 items. The test difficulty indices ranged from 0.40-0.80, the discrimination indices ranged from 0.41-0.87, and the reliability value was 0.9687 and 3) a set of 3 rating scale questionnaires on student satisfaction. The collected data were analyzed by using mean, standard deviation, and t-test.

Results: 1) The effectiveness of learning activities on difficult word spelling managed by Brain-Based Learning (BBL) and education games was E1/E2 = 80.74/80.40, which met the specified criteria of 80/80. 2) The post-test scores of students were significantly higher than the pre-test scores at the criteria at .01 significance level. 3) The post-test scores also exceeded the 80% criterion at the .01 significance level. 4) Students' satisfaction with the learning activities was at the highest level (\mu= 4.56, \sigma= 0.12).

Conclusion: Brain-based learning combined with educational games was effective in meeting the specified criteria of 80/80, improving students' spelling skills after learning to a level higher than before and above the 80% criterion, and achieving the highest level of student satisfaction.