Abstract

Spelling ability is an important foundation for elementary students’ reading and writing development, and the integration of Cooperative Integrated Reading and Composition (CIRC) with activity-based learning may help promote active participation and collaborative spelling practice among young learners. The purposes of the study were to 1) examine the effectiveness of the learning management plan based on the 75/75 criterion, 2) compare students’ spelling ability after the intervention with the established criterion, and 3) examine the effectiveness index of the instructional intervention. The participants consisted of 22 Grade 2 students selected through cluster random sampling during the first semester of the 2025 academic year at a primary school in Thailand. The research instruments included nine learning management plans totaling 18 instructional hours and a spelling ability test consisting of 30 multiple-choice items and 9 subjective items. The data were analyzed using mean, standard deviation, percentage, E1/E2 effectiveness analysis, effectiveness index (E.I.), and one-sample t-test. The results of the study showed that the effectiveness of the learning management plan was 78.03/80.22, exceeding the predetermined criterion of 75/75, and the students’ posttest spelling scores were significantly higher than the established criterion at the .05 level. In addition, the effectiveness index revealed substantial learning progress after the intervention. The study contributes to language education by supporting the use of cooperative and activity-based instructional approaches to enhance spelling ability among elementary school students.

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