Effects of Problem-Based Learning Combined with Educational Games on Reading Comprehension for Third-Grade Students

Abstract

This study aimed to: 1) develop first-grade students’ tonal inflection skills related to the three classes of Thai consonants through brain-based learning combined with Fun Fingers game media based on the 70% criterion; 2) compare students’ tonal inflection skills before and after the intervention; and
3) examine students’ satisfaction with the learning activities. The sample consisted of eight first-grade students at Ban Nong Kung School in the second semester of the 2025 academic year, selected through purposive sampling. The research instruments included brain-based learning lesson plans combined with Fun Fingers game media, Fun Fingers game media, a tonal inflection skills test on the three classes of Thai consonants, and a student satisfaction questionnaire. The data were analyzed using the mean, percentage, standard deviation, and the Wilcoxon matched-pairs signed-rank test. The results showed that students’ post-learning performance exceeded the 70% criterion, with an overall mean score of 7.90, equivalent
to 79.00%. The posttest mean score was 24.50, which was higher than the pretest mean score of 13.63, with a statistically significant difference at the .05 level (Z = -2.52, p = .012). Students’ overall satisfaction with the learning activities was at the highest level (𝑥̄ = 4.60, S.D. = 0.52). These findings indicate
that brain-based learning combined with Fun Fingers game media can effectively enhance early primary students’ tonal inflection skills and promote positive attitudes toward Thai language learning.