The Development of Achievement in Reading and Spelling through the Jigsaw II Technique Combined with Blooket Game for First-Grade Elementary Students

Abstract

The purposes of this study were to: 1) compare the academic achievement in reading and spelling before and after learning using the Jigsaw 2 technique with the Blooket game for first-grade elementary students, and 2) study the opinions towards learning reading and spelling using the Jigsaw 2 technique with the Blooket games for first-grade elementary students. The sample group was 26 students from class 1/1 of Wannasawangjit School, selected by cluster sampling. The research instruments consisted of 1) a learning management plan using the Jigsaw 2 technique with games, 2) an achievement test, and 3) an opinion questionnaire. The statistics used for data analysis were mean, standard deviation, and t-test for Dependent Samples.

          The results revealed that 1) students had academic achievement after learning using the Jigsaw 2 technique with the Blooket games higher than before learning, with statistical significance at the .05 level, and 2) students had opinions towards learning reading and spelling. By using the Jigsaw 2 technique together with the Blooket games, the overall score was at a very high level of agreement (Mean  = 2.53, S.D.= 0.56).