Enhancing Thai Literary Interpretation and Learning Achievement of Grade 9 Students through the PHYGITAL–TGT Hybrid Learning Model

Abstract

This research aimed to 1) compare the Thai literary learning achievement of Grade 9 students before and after learning through a PHYGITAL–TGT hybrid learning model, which integrates phygital learning with the Teams Games Tournament (TGT) cooperative learning approach; 2) examine students’ ability in Thai literary interpretation after participating in the learning activities; and 3) investigate students’ learning progress. The study employed a one-group pretest–posttest experimental design. The sample consisted of 34 Grade 9 students from Chian Yai School, Nakhon Si Thammarat Province, selected through simple random sampling. The research instruments included 1) a learning lesson plan, 2) a Thai literature achievement test, and 3) a literary interpretation ability assessment. Data were analyzed using mean, standard deviation, dependent samples t-test, and learning gain analysis.

The results indicated that (1) students’ Thai literary learning achievement after the intervention was significantly higher than before the intervention at the .05 level; (2) the overall ability of students in Thai literary interpretation was at a high level (M = 4.03, SD = 0.29); and (3) students demonstrated a learning gain of 74.57 percent. The findings suggest that integrating phygital learning with the Teams Games Tournament cooperative learning model can effectively enhance students’ engagement, promote active learning, and improve their ability to interpret Thai literature. This instructional approach provides a meaningful framework for developing innovative Thai literature instruction.