Development of Brain-Based Learning Innovations to Enhance Thai Reading and Writing Skills in Non-Formal Education: A Case Study of the Special Non-Formal Education Center in Chonburi Province

Background and Aim: The advancement of brain-based learning innovations is crucial because it enhances the reading and writing abilities of learners in non-formal education by aligning instructional strategies with how learners' brains naturally process language. Additionally, it helps diverse learners close literacy gaps and attain more successful lifetime learning outcomes by boosting engagement and retention. This study aimed to (1) develop and evaluate a brain-based learning innovation to enhance Thai reading and writing skills among primary learners, targeting an efficiency criterion of 80/80, and (2) compare learners’ reading and writing performance before and after the intervention. Materials and Methods: The research employed a one-group pretest–posttest quasi-experimental design with research and development (R&D) product development. The participants were 41 Grade 3 learners enrolled at a Special Non-Formal Education Center in Chonburi Province during the 2023 academic year, selected through purposive sampling. Instruments included Thai reading and writing skill tests validated for content and reliability. Data were analyzed using descriptive statistics (percentage, mean, standard deviation) and a paired-samples t-test, along with E₁/E₂ efficiency analysis to evaluate instructional effectiveness against the predetermined 80/80 criterion. Results: The BBL innovation achieved high efficiency, with process efficiency E₁ = 84.64% and outcome efficiency E₂ = 83.13%, exceeding the 80/80 benchmark. Students’ mean reading and writing scores improved significantly from Mₚᵣₑ = 12.81, SD = 1.03 to Mₚₒₛₜ = 23.84, SD = 2.33, t(40) = 21.57, p < .001, Cohen’s d = 3.36, 95% CI [2.64, 4.09], indicating a substantial effect. Conclusion: The brain-based learning innovation was associated with significant gains in Thai reading and writing skills among primary learners in non-formal education settings. These findings suggest that brain-based instructional approaches can enhance literacy development and may be applicable in similar educational contexts.