Enhancing Phonics Reading and Spelling Skills through Word Mats for Grade 2 Students

Abstract

The purposes of this research article were: (1) to compare Phonics reading and spelling skills before and after instruction using Word Mats; (2) to examine the Effectiveness Index (E.I.) of enhancing Phonics reading and spelling skills through the use of Word Mats; and (3) to investigate student satisfaction with learning management through Word Mats. The target group consisted of 10 Grade 2 students from Non Chanthuek Huaykae Witthaya School, enrolled in the first semester of the 2025 academic year. The participants were selected using a purposive sampling method. The research instruments included lesson plans, Word mat sets, a Phonics reading and spelling skills test, and a satisfaction assessment form. Data were analyzed using percentages, means, standard deviations, and the effectiveness index (E.I.).

          Research findings:  1. Students’ Phonics reading and spelling skills were significantly higher after the intervention than before, at a statistical significance level of.01. 2. The effectiveness index (E.I.) for the development of Phonics skills using Word mats was 0.2899, indicating that students achieved a 28.99% increase in learning progress. 3. Overall student satisfaction with the learning management using Word Mats was at the highest level ( = 4.55, = 0.51).