The Effect of Using Board Game in conjunction with Learning Curve Instructional Model on English Grammar Knowledge for Grade 6 Students at Wat Pa Daeng School, Phichit Province

Abstract

The objectives of this study were to 1) compare the English grammar achievement of Grade 6 students before and after learning through board games integrated with the Learning Curve instructional model, and 2) investigate students’ satisfaction with the instructional approach. The participants were 19 Grade 6 students at Wat Pa Daeng School, Phichit Province, during the second semester of the 2024 academic year. They were selected through purposive sampling. The instructional innovation consisted of four lesson plans totaling 12 instructional hours, integrating board games with the five stages of the Learning Curve instructional model: Intro, Stimulate, Learn, Conclusion, and Apply, to promote learning of the Past Simple Tense. The research instruments included lesson plans, an English grammar achievement test, and a students’ satisfaction questionnaire. All research instruments were validated by experts for content validity and were considered appropriate before implementation. Data were analyzed using the mean, standard deviation, and paired-samples t-test. The results revealed that 1) the students’ English grammar achievement after the intervention was significantly higher than before the intervention at the .05 level, with the mean score increasing from 11.79 to 19.89; and 2) the students’ overall satisfaction with learning through board games integrated with the Learning Curve instructional model was at a high level (X̄ = 4.29, S.D. = 0.83).