The Outcomes of Competency-Based Program About Language for Communication for Early Primary School Students
Bibliographic record
Abstract
This study aims to achieve three primary objectives: firstly, to develop a competency-based program tailored for communication purposes; secondly, to examine developmental strides in language proficiency for effective communication; and thirdly, to compare the language proficiency among early primary school students, both pre-and post-implementation of the program. The sample consisted of third-grade students from Anuban Chantarat School, Sahatsakhan District, Kalasin Province, Thailand, who were enrolled in the second semester of the academic year 2022. The total number of participants was 20 by cluster random sampling. The data collection instruments used in this study were: 1) a program usage manual, 2) a lesson plan, and 3) a language communication competence assessment test. Data analysis involved basic statistical measures, including frequency, percentage, mean, standard deviation, and hypothesis testing using the t-test (Dependent Samples). The study findings revealed that: 1. Competency-based program for early primary school students’ language communication, comprising six components: 1) Principles, 2) Objectives, 3) Content, 4) Development Processes, 5) Teaching and Learning Materials, and 6) Assessment, underwent quality assessment by seven experts. The results indicated a high level of conformity and appropriateness. 2. Students who participated in the language competency-based program demonstrated enhanced language communication competence across all learning units. 3. The language communication competence of students after using the program was statistically significantly higher than before using the program at a significance level of .05. The language competence was found to be at a developing level of A2 proficiency.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".