The Development of Academic Achievement on Adverbs Using the CIPPA Model Combined with a Bingo Game for Grade 6 Students with Hearing Impairments at Songkhla School for the Deaf

Abstract

This study aimed to: (1) examine the academic achievement in Thai adverbs of students with hearing impairments after receiving instruction through the CIPPA Model combined with a bingo game; (2) compare their academic achievement before and after the intervention; and (3) investigate their satisfaction with the instructional approach. The target group consisted of six Grade 6 students with hearing impairments enrolled at Songkhla School for the Deaf during the first semester of the 2025 academic year. The study employed a one-group pretest–posttest design. The research instruments comprised: (1) five lesson plans on Thai adverbs based on the CIPPA Model combined with a bingo game, including 10 hours of instruction and 2 hours for pretesting and posttesting; (2) a 20-item, four-option multiple-choice academic achievement test; and (3) a 15-item satisfaction questionnaire using a five-point rating scale. The data were analyzed using the mean and standard deviation. The findings revealed that: (1) the students’ posttest academic achievement was at a very good level, with a mean score of 15.83 and a standard deviation of 0.98; (2) their posttest academic achievement was significantly higher than their pretest achievement at the 0.05 level; and (3) their overall satisfaction with the CIPPA Model combined with a bingo game was at the highest level, with a mean score of 4.62 and a standard deviation of 0.49.