THE DEVELOPMENT OF CURRICULUM TO ENHANCE CHINESE LETTER WRITING ABILITY USING THE TGT TECHNIGUE CONBINED WITH BOARD GAMES FOR MATHAYOMSUKSA 1 STUDENTS
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Abstract
This research study focuses on examining the effects of implementing a curriculum designed to enhance Chinese character writing skills by applying the TGT (Teams-Games-Tournament) technique combined with board games for Grade 7 students. The objectives of the study are to: 1) develop and evaluate the effectiveness of the curriculum that integrates the TGT technique with board games to enhance Chinese character writing skills for Grade 7 students.
2) investigate the impact of the curriculum on the writing development of Chinese characters among Grade 7 students. The sample group for this study consists of 30 Grade 7 students from Mathayom Witthaya School, Mueang District, Lampang Province, under the Office of the Private Education Promotion Commission, during the second semester of the academic year 2024. The sample was selected using cluster random sampling. The research instruments include the Chinese character writing enhancement curriculum incorporating the TGT technique with board games, curriculum-related documents, and a Chinese character writing proficiency test administered after implementing the curriculum. Data analysis involves descriptive and inferential statistics, including mean, percentage, standard deviation, and t-test to examine the differences in learning achievement before and after using the curriculum.
The research findings indicated that:
- Curriculum Appropriateness
The evaluation of the curriculum designed to enhance Chinese character writing
skills using the TGT technique in conjunction with board games for Grade 7 students, as assessed by experts, revealed that the curriculum was appropriate in all seven aspects, with an overall mean score of 4.40 (S.D. = 0.51), indicating a high level of suitability. Among these aspects, the highest mean score was observed in the assessment and evaluation component (x̅ = 4.60, S.D. = 0.55), demonstrating the strong quality of the curriculum in terms of evaluation. Regarding the curriculum supporting documents, expert evaluations indicated a high level of appropriateness (x̅ = 4.47, S.D. = 0.69). The highest-rated aspects were the curriculum usage guidelines and the implementation plan based on the curriculum content structure, both receiving a mean score of 4.60 (S.D. = 0.50).
- Learning Achievement
After implementing the curriculum, theaverage post-test score of Grade 7 students
was 16.57, equivalent to 76.16%. A comparative analysis of pre-test and post-test scores for a sample of 30 students indicated a statistically significant improvement at the .05 level, with post-test scores being significantly higher than pre-test scores.
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