The Development of Chinese Learning Achievement by Learning Management through Game-Based Learning for Primary 5 (Grade 5) Students

Abstract

The purposes of this study were to: 1) compare Chinese learning achievement before and after learning management through a traditional approach for Primary 5 (Grade 5) students, 2) compare Chinese learning achievement before and after learning management through game-based learning and 3) compare Chinese learning achievement by learning management through a traditional approach and game-based learning. The research samples were 60 of the Primary 5 (Grade 5) students, in a Buriram Primary School, Thailand in the 2024 academic year, selected by random cluster sampling. The research instruments were: 1) the learning management plans through a traditional approach; 2) the learning management plansthrough game-based learning; and 3) a Chinese learning achievement test. The data analysis statistics were mean, standard deviation, and samples t-test. The research results showed that: 1) Chinese learning achievement by learning management through a traditional approach was higher than before at the statistical significance level of .05., 2) Chinese learning achievement by learning management through game-based learning was higher than before at the statistical significance level of .05. and 3) the Chinese learning achievement of those studying by learning management through game-based learning was higher than those studying through a traditional approach at the statistical significance level of .05.