The Development of Learning Achievement in Chinese Vocabulary Using Chinese Song for Grade Three Thai Students

Abstract

Background and Aim: The thesis objectives were to improve the Chinese learning achievement of Grade Three Thai students and investigate their attitudes toward learning. Materials and Methods: The researcher administered a pretest and posttest consisting of 30 multiple-choice questions to compare the students’ learning achievement in Chinese vocabulary before and after using Chinese songs. Four 100-minute different topics lesson plans were utilized and taught for one month with 8 sessions. Additionally, an attitude questionnaire was conducted to measure students' attitudes toward using Chinese songs. Quantitative statistical analysis and paired-sample t-tests were used to analyze the data. Results: The findings revealed that all student participants' posttest mean scores (14.20) were significantly higher compared to their pretest mean scores (9.25) with a mean difference of 4.95. The significance value (p) was also revealed as.05 (p≤.05), indicating a statistically significant rise in the posttest scores of the research participants over the pretest scores, indicating a notable improvement in their learning achievement in Chinese vocabulary. Conclusion: The vast majority of participants displayed a highly positive attitude towards using Chinese songs in their Chinese classes.