Developing Writing and Spelling Skills in Long Vowels of the First-Grade Students through Brain-Based Learning Management

Abstract

The objectives of this research were to: 1) develop a brain-based lesson plan on writing and spelling long vowels for the first-grade students to meet the 75/75 efficiency criteria, and 2) compare the writing and spelling skills of the first-grade students before and after implementing brain-based learning management. The target group consisted of 26 first-grade students from Municipal School 4 (Amorn Sapeanchai Uthit), Mueang Chaiyaphum District, Chaiyaphum Province, who were in the first semester of the 2025 academic year and were selected through purposive sampling. The research instruments used were of two types: 1) 12 lesson plans on writing and spelling long vowels for the first-grade students, totaling 12 hours; and 2) a word writing skills test, which was a dictation test with 20 items. Data analysis was performed using percentages, means, standard deviations, and Effectiveness Index (E.I). The research findings showed that:

          1) The brain-based lesson plans on writing and spelling long vowels for the first-grade students had an efficiency of 82.50/82.31, which was higher than the set criteria of 75/75.

          2) The first-grade students had higher writing and spelling long vowel skills after learning through brain-based learning management compared to before. The effectiveness index was 0.6377, indicating increased development equivalent to 63.77%.