| Research Title |
Improving Grade 1 Students’ Alphabet Knowledge Skill through Enhanced Alphabet Knowledge Instruction (EAK) with Embodied Cognition |
| Date of Distribution |
4 September 2022 |
| Conference |
| Title of the Conference |
The 15th International Conference on Educational Research (ICER 2022) |
| Organiser |
มหาวิทยาลัยขอนแก่น |
| Conference Place |
คณะศึกษาศาสตร์ มหาวิทยาลัยขอนแก่น (รูปแบบออนไลน์) |
| Province/State |
ขอนแก่น |
| Conference Date |
2 September 2022 |
| To |
4 September 2022 |
| Proceeding Paper |
| Volume |
2022 |
| Issue |
1 |
| Page |
263-273 |
| Editors/edition/publisher |
Niwat SRISAWASDI/ Faculty of Education, Khon Kaen University |
| Abstract |
The objectives of this research were: 1) to improve the students’ alphabet knowledge skills using EAK with embodied cognition, and 2) to assess the satisfaction level of the students towards EAK with embodied cognition in enhancing their alphabet knowledge skill. The present study employed a pre-experimental research design with one group pre-test and post-test design. The participants comprised of 14 Grade 1 students which was selected through purposive sampling. The research instruments used to collect quantitative data were pre-and post-tests on the English alphabet knowledge skill and a survey of students' satisfaction with learning the alphabet knowledge skill through EAK with embodied cognition. The research results revealed that the students’ pre- and post-test scores differed statistically indicative that their alphabet knowledge skill was enhanced due to the attributive features of EAK with embodied cognition, whilst the students satisfaction survey in all three aspects (engagement, management, and assessment) yield an average mean score of 2.60 which is described as “strongly agree” manifesting that students were able to get engaged in learning alphabets, and to manage and assess learning alphabets using their own body to accomplish an activity. Research results suggest that stimulating students' prior knowledge, including giving an opportunity to express opinions and being themselves while participating in the activities, is vital for implementing EAK with embodied cognition to enhance the students’ alphabet knowledge skill. |
| Author |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Full paper |
| Type of Presentation |
Oral |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
|
| Citation |
0
|
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Publication
Journal Publication
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