THE EFFECTS OF BRAIN-BASED LEARNING APPROACH ON ENGLISH SPEAKING SKILLS OF GRADE 3 STUDENTS

Abstract

This research aimed to 1) Compare the English-speaking ability of Grade 3 students before and after the implementation of the brain-based learning approach 2) Evaluate their English-speaking skills after the intervention 3) Examine the students’ satisfaction toward the brain-based learning activities. The sample group consisted of 29 Grade 3/1 students from Anuban Singburi School in the first semester of the 2025 academic year. The group was selected using cluster sampling, with the classroom as the unit of selection. Research instruments included: Four brain-based lesson plans, the English-speaking ability test, the English-speaking skill assessment, and a student satisfaction questionnaire. Data were analysed using mean, standard deviation, percentage, and Wilcoxon signed-rank test. The findings were as follows: 1) The English-speaking ability of the students after the implementation of Brain-Based Learning was significantly higher than before at the .05 level. 2) The students’ overall English-speaking skills after the intervention were at an excellent level. 3)The students’ satisfaction with the Brain-Based Learning approach under the theme Fabulous Food was at a high level. Keywords: Brain-Based Learning Approach, English Speaking Skills, English Speaking Ability.

          The findings were as follows: 1) The English-speaking ability of the students after the implementation of Brain-Based Learning was significantly higher than before at the .05 level. 2) The students’ overall English-speaking skills after the intervention were at an excellent level. 3)The students’ satisfaction with the Brain-Based Learning approach under the theme Fabulous Food was at a high level.