The Effects of Learning Activities Management with the Explicit Teaching Method towards Thai Language Reading and Writing Ability on Imaginative Story of Grade 3 Students of Kaeng Khoi Ruamchai School Cluster under Saraburi Primary Educational Service Area Office 2

Abstract

              The objectives of this research were: 1) to compare Thai language reading abilities of Grade 3 students before and after learning by using the explicit teaching method; and 2) to compare imaginative story writing abilities of Grade 3 students before and after learning by using the explicit teaching method. 

              The samples were 28 Grade 3 students in an intact classroom of Wat Samphakphaew School in Saraburi province during the second semester of the 2020 academic year, obtained by Purposing sampling. The research instruments were 1) learning management plans for the explicit teaching method; 2) a Thai language reading ability test; and 3) an imaginative story writing ability test.  Statistics used to data analysis were mean, standard deviation, and t-test.

              Research findings showed that: 1) the post-learning Thai language reading abilities of Grade 3 students, who learned from the explicit teaching method, was higher than their pre-learning counterpart abilities at the .05 level of statistical significance; and 2) the post-learning imaginative story writing abilities of the students was higher than their pre-learning counterpart abilities at the .05 level of statistical significance.