The Effects of Learning English through Educandy Games towards Vocabulary Learning Ability and Vocabulary Retention of 3rd Grade Students of Phadungkitwitthaya School

Abstract

This research aimed to: 1) compare the capability of 3^rd grade students in learning English vocabulary before and after learning through Educandy games 2) examine their vocabulary retention post-learning with Educandy games. The research involved 38 3^rd grade students in room 2 from Phadungkitwitthaya School, selected via cluster random sampling. Research tools comprised 1) lesson plans featuring Educandy games with scores ranging between 3.78-4.06, considered highly suitable 2) a vocabulary learning test with item difficulty levels ranging from 0.21-0.74, discrimination power ranging from 0.26-0.69, and reliability value at 0.88 3) a vocabulary retention test with item difficulty levels ranging from 0.44-0.71, discrimination power ranging from 0.41-0.74, and reliability value at 0.81. Data analysis to test the hypothesis utilized a dependent samples t-test.

The results revealed that: 1) students demonstrated significantly higher vocabulary learning scores after using Educandy games at the .05 significance level, and 2) their vocabulary retention scores declined significantly two weeks post-learning at the same significance level.