Developing an Active Learning Instructional Model with the Picture Word Inductive Model to Enhance Reading and Writing Skills of Second-Grade Students

Abstract

             This research aims to develop a learning management model, examine the effects of implementing the model, and evaluate its outcomes. The target group consisted of 30 second-grade students during the first semester of the 2024 academic year at Chaopho Luang Upatham 5 School Chiang Rai Primary Educational Service Area Office 3, selected through purposive sampling. The research tools included a manual for using the model, a lesson plan, an achievement test to measure learning outcomes, an assessment of reading and writing skills, and a satisfaction questionnaire. Data were analyzed using percentages, means, and standard deviations. The results revealed that the learning management model based on the active learning approach combined with the Picture Word Inductive Model (PWIM) to develop reading and writing skills of second-grade students consisted of five main components: principles, objectives, instructional processes, support systems, and measurement and evaluation. The instructional process comprised four                 steps: 1) initiating reading, 2) linking images to reading, 3) practicing reading and writing activities, and 4) assessment. Experts evaluated this model as highly appropriate (mean = 4.55). Furthermore, students’ academic achievement and reading and writing skills after using this learning management model were higher than before, with increases of 59.74% and 57.95%, respectively. The students also expressed a high level of satisfaction with the learning management approach (mean = 4.44, SD = 0.71). Similarly, parents were highly satisfied with the students' reading and writing behaviors  (mean = 4.67, SD = 0.84)