The Effects of Organizing Folk Tale Storytelling Activities on the Basic Mathematical Skills of Early Childhood Children

Abstract

This research aimed to study the development of activities involving the storytelling of folk tales and their effect on the basic mathematical abilities of early childhood children, as well as to compare the outcomes of implementing folk tale storytelling activities on these basic mathematical abilities. The population of this study consisted of 19 students in Kindergarten Year 2 at Thamnoon Kongchang Wittaya School, under the jurisdiction of Phetchabun Primary Educational Service Area Office 2. The sample was selected using purposive sampling by considering schools and grade levels from schools where the researcher conducted teaching practice. The researcher prepared 24 lesson plans over a research period of 8 weeks. The research instruments included a basic mathematics ability test. Statistical analysis comprised the mean, standard deviation, effectiveness index (E.I.), and t-test. Research Results 1. The development of folk tale storytelling activities and their impact on early childhood children's basic mathematical abilities found that there were 24 lesson plans with 8 learning units. The overall suitability assessment results were rated at the highest level, with an efficiency index of 81.57/82.63, which meets the 80/80 criterion.    2. The comparison results of folk tale storytelling activities on early childhood children's basic mathematical abilities showed that the average score after participating in the storytelling activities increased significantly at the .01 level.