การใช้โค้ชช่วยจำสำหรับการเป่าขลุ่ยหลิบไล่เสียงมือบน: การพัฒนาและประสิทธิผลในนักเรียน ระดับชั้นประถมศึกษาปีที่ 3

Pongsak   Ngamsom; Surachet  Komonsawan

doi:10.60027/iarj.2026.e294942

Authors

Pongsak Ngamsom Faculty of Education Ramkhamhaeng University, Thailand https://orcid.org/0009-0001-4289-5290
Surachet Komonsawan Faculty of Education Ramkhamhaeng University, Thailand https://orcid.org/0009-0006-7258-4641

DOI:

https://doi.org/10.60027/iarj.2026.e294942

Keywords:

Lieb Flute, Coach Please Remember, Thai Music, Alternating Practice

Abstract

Background and Aims: Many students have difficulty with precise and rapid finger placement while learning Thai traditional music, notably the Khlui Lip (a high-pitched Thai flute). Placing the upper-hand fingering for pitch change is a challenge that is noticeable when the students perform the Khlui Lip. Furthermore, lacking basic finger control leads to weak sound quality, excessive resonance, and intonation problems. Therefore, practicing the Khlui Lip with proper technique is extremely necessary, as it helps the students improve natural finger control. This study aimed to investigate the effectiveness of mnemonic coaching exercises combined with conventional practice in improving Khlui Lip performance skills among elementary school students

Methodology: The participants consisted of 16 Grade 3 students from Ramkhamhaeng University Demonstration School (Bangna Campus), selected through purposive sampling. The instructional intervention combined mnemonic coaching exercises alongside traditional practice drills. A performance assessment rubric with a total score of 20 was used to gather the data, evaluating two dimensions: rhythm (10 points) and melody (10 points). Data analysis involved descriptive statistics and a one-sample t-test. Additionally, qualitative data were also collected through classroom observations. According to instrument validation, the reliability coefficient (Cronbach's alpha) was 0.89, and the Index of Item-Objective Congruence (IOC) ranged from 0.80 to 1.00 (M = 0.93).

Results: The findings indicated that the average khlui lip performance skill evaluation score for 16 students was 18.31 (SD = 2.12, n = 16), significantly higher than the criterion score of 15 (t(15) = 6.25, p < .00001). Consequently, students were more engaged and less reliant on musical notation. Instrument validation revealed that the Index of Item-Objective Congruence (IOC) ranged from 0.80 to 1.00 (M = 0.93), with a reliability value (Cronbach's alpha) of 0.89

Conclusion: In conclusion, Khlui Lip's performance skills were improved by mnemonic coaching activities in terms of both melodic execution and rhythmic correctness. In Thai traditional music education, this approach also increased learning motivation and improved practice continuity. As a result, the findings emphasized the educational relevance of cognitive mnemonics and embodied learning in instrumental music instruction, with study instruments showing content validity and reliability.

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