Brain-based learning management in primary students: Language literacy studies

Abstract

Literacy is a foundational skill essential for learners as it lays the groundwork for success in education and future careers. However, some students face challenges in acquiring this ability, as transitioning from oral language acquisition to textual communication is not a simple task. Brain-based learning (BBL) is an instructional approach that capitalizes on the functioning of the brain in designing curricula, and it holds promise in addressing these challenges. The objectives of this study were twofold: 1) to develop a BBL management approach to enhance Thai students' literacy and proficiency in reading and writing skills in the Thai language, and 2) to implement this BBL management approach with Thai students. The study was conducted in two phases. In phase 1, five experts participated in evaluating the learning management approach. In phase 2, a cluster random sampling method was used to select 78 second-grade students as participants. The research employed various instruments, including teaching management materials for developing Thai language literacy and reading and writing fluency, a learning management evaluation form, pre-posttests for literacy and reading/writing fluency, and a satisfaction questionnaire. Data analysis involved calculating mean scores, standard deviations, and conducting t-tests. The findings of the study revealed that: 1) the learning management approach comprised indicators, content, learning management processes using BBL, instructional materials, and assessments, and it received a very high evaluation; 2) the developed learning management approach proved effective in improving Thai language literacy and fluency in reading and writing. The students' literacy and fluency scores were significantly higher in the posttest compared to the pretest. Moreover, students expressed a very high level of satisfaction with the learning experience provided by the developed learning management approach.