Effect of learning management with drill and practice exercises of difficult spelling in Thai subjects on the ability to write and spell words of grade 2 students

Abstract

The objectives of this research were: 1) to compare pre-and post-learning skills in the spelling of grade 2 students by using spelling drill and practice exercises 2) to compare pre-and post-learning skills in spelling writing by using spelling drill and practice exercises at 80% criteria, and 3) to study the satisfaction with learning with the practice of difficult spelling skills. This was experimental research. The sample consisted of 40 grade 2 students at Nakhon Sawan Rajabhat Rajabhat University Demonstration School using cluster sampling. The research tools were: 1) learning management plan 2) drill and practice exercises 3) written-answer spelling ability test, and
4) satisfaction questionnaire. Data were analyzed using mean, standard deviation, independent t-test, and one sample t-test.

The results showed that post-learning skills in spelling and writing words were statistically significantly higher than pre-learning at the .05 level. However, pre-(=18.90 , SD= 5.50) and post-study skills (=35.63,SD= 2.77) were significantly higher at 80% of the full score at the .05 level. Post-learning skills had a mean score of 35.63 or 89%, and their satisfaction with learning using the drill and practice exercises was at the highest level. This drill and practice exercise was a tool to enhance students' spelling skills and teachers could use them as teaching aids, resulting in higher student achievement.