Development of an Experiential Learning Approach-Based Curriculum to Enhance Reading and Writing Literacy Competencies in Lower Primary School Students at Private Schools, Kalasin Province: Adaptation of Curriculum Design Principles

Abstract

This study aimed to develop and implement an experiential learning-based curriculum to enhance reading and writing literacy competencies among lower primary school students in private schools in Kalasin Province, Thailand. The research employed the Educational Design Research (EDR) methodology across three iterative phases: (1) analysis and exploration, (2) design and prototyping, and (3) evaluation and reflection. In Phase 1, focus group discussions were conducted with seven stakeholder groups, including students, parents, teachers, school administrators, educational area officers, and curriculum designers (N=79). Content analysis revealed key challenges regarding teaching difficulties, lack of contextually relevant materials, and unclear family and community engagement. In Phase 2, a prototype curriculum was designed utilizing Kolb's experiential learning framework as the pedagogical foundation alongside Wongwanich's five-dimensional design framework (rationale, content focus, process focus, readiness factors, and implementation procedures) as the structural guide. The curriculum underwent rigorous expert validation and pilot testing. Implementation in Phase 3 with 84 students across Grades 1–3 yielded statistically significant improvements in both reading and writing competencies (p < .001). Paired-samples t-tests demonstrated substantial gains across all grade levels, with large to very large effect sizes for reading and exceptionally large effect sizes for writing, providing compelling evidence of educational effectiveness. Qualitative data from classroom observations and post-providing compelling evidence of educational effectiveness. Qualitative data from classroom observations and post-implementation interviews revealed increased student engagement, enhanced metacognitive awareness, and improved learning motivation. This research presents a learner-centered curriculum design model incorporating stakeholder participation, supported by technology and positive psychology principles, which is suitable for small schools with limited resources and aligned with competency-based education reform.