Abstract—This is experimental research aims to examine the effects of a reading- and writing-enhancement multimedia instructional package (MIP) on grade 3 students. The purposes of the study include: (1) to construct a MIP on “Diphthong” in Thai Subject for grade 3; (2) to examine the implementation effects of MIP; and (3) to investigate MIP’s performance on learning retention; and (4) to assess the satisfaction level of the students on MIP. The sample comprises 60 grade 3 students. Research instruments were employed: (1) a MIP on “Diphthong” in Thai Subject for grade 3; (2) test of MIP on students’ academic achievement; (3) a student satisfaction survey on MIP; and (4) lesson plan. In this study, percentage, mean, standard deviation, and t-test were used for statistical analyses and the following findings were discovered: (1) the quality of MIP on “Diphthong” in Thai Subject for grade 3 was averagely high at 4.33 score whereas the effectiveness scores exceeded the criteria yielding 95.33/81.00; (2) when compared to the pretest, the students who were exposed to the reading- and writing-enhancement MIP performed higher than the posttest at .001 significance level; (3) when compared to the experimental group, the students who were exposed the posttest to the reading- and writing- enhancement MIP performed higher than the posttest of the control group at .05 significance level; and (4) learning retention, the score results of the first and second posttest, taken with a 6-week interval by the students who were exposed to MIP, appeared without any significant difference; and (5) the students were extremely satisfied with the MIP with an average satisfaction rating of 4.99.
 

Index Terms—Multimedia instructional package, learning retention, reading skills, writing skills

Cite: Kanita Nitjarunkul, Nuttaphong Kanchanachaya, Pitchaporn Soonthornnon, Dusadee Sungkwan, and Porntip Pariyawatid, "Effectiveness of a Reading-and Writing-enhancement Multimedia Instructional Package on Grade 3 Students," International Journal of Learning and Teaching, Vol. 5, No. 2, pp. 98-105, June 2019. doi: 10.18178/ijlt.5.2.98-105