Effects of Picture Word Inductive Model (PWIM) with Mind Mapping on English Reading and Writing Abilities of Grade 4 Students

Abstract

Background and Aim: The Picture Word Inductive Model (PWIM) is a learning model that uses images consistent with the learning content as the teaching media. This model focuses on developing students' reading and writing abilities, and thinking processes being applied to language communication. The objectives of this study were:1) to compare English Reading and Writing Abilities before and after learning by the Picture Word Inductive Model (PWIM) with Mind Mapping, 2) to compare English Reading and Writing abilities after learning by the Picture Word Inductive Model (PWIM) with Mind Mapping, with a 70 percent criterion.

Methodology: The sample of this research was 20 primary 4 students in the first semester of the academic year in 2024 at Ban Yang Wai School, Khon Sawan District, Chaiyaphum Province, who were selected by Purposive Random Sampling. The research tools were 4 Picture Word Inductive Model with Mind Mapping lesson plans, totaling 12 hours. The instruments used for data collection were the English Reading and Writing Abilities tests. Data were analyzed by finding percentages, means, standard deviations, and t-tests.

Results: 1) The English Reading and Writing Abilities of grade 4 students after learning by Picture Word Inductive Model with Mind Mapping were significantly higher than before learning at the .05 level. 2) The English Reading and Writing Abilities of grade 4 students after learning by the Picture Word Inductive Model with Mind Mapping were significantly higher than the 70 percent criterion at the .05 level.

Conclusion: The study's results indicate that the Picture Word Inductive Model with Mind Mapping promotes students' English Reading and Writing Abilities by encouraging students to connect prior knowledge with new knowledge. Moreover, students can summarize and understand the learning content more effectively.