The purposes of this research were: 1) to develop Web-Based Instruction (WBI) on “Kingdom of Ayutthaya and Kingdom of Thonburi”กusing student team achievement division technique; 2) to evaluate if the WBI meets an 80/80 efficiency criterion; 3) to compare the students’ learning achievements by pre-test and post-test; and 4) to examine student satisfaction towards the WBI. The sampling group selected by purposive sampling was 25 primary education (grade 5) students in the second semester of academic year 2012 at Wattrithosathep school in Phra Nakhon district Bangkok. The research instruments consisted of two unit of WBI; a learning achievement test administered before and after the learning; and the evaluation form of the student performance. The statistical tests employed to verify the efficiency of the WBI were the E1/E2 efficiency index and t-test. The research result revealed that the efficiency of the developed web-based instruction (WBI) was 84.00/82.80 which was higher than standard criterion 80/80 and comparative of student’s achievement it was found that the student achieved learning progress significantly level of .05. Finally it was found that the learners opinion after using the developed web-based instruction (WBI) was very satisfactory.

This research aimed to create the appropriate model of integrated learning activity for developing the new generation of graduates at Rajamangala University of Technology Lanna (RMUTL). The population consisted of 17 experts for assessing the appropriate model of integrated learning. The research instruments used by experts included questionnaires for creating integrated learning model and evaluation forms for the appropriation of integrated learning model. For the collection of data by experts the researcher used the Delphi techniques. The results of the study indicated that Work-Integrated Learning and Project-Based Integrated Learning were the most appropriate integrated learning models for developing the new generation of graduates at RMUTL. The results of experts’ evaluations on the appropriateness of those models showed that the mean was 5.00 and the standard deviation was 0.00.

The purposes of this study were: 1) to develop the model of a participatory learning process for conserving the forest-resources of communities around Doi-Khun-Tan National Park 2) to compare knowledge attitudes and behaviors of the samples’ in conserving the forest resources and 3) to study the satisfaction of participatory learning process. The sample selected by a purposive sampling consisted of 48 subjects representing the communities around the area of Doi Khun Tan. The instruments included all these: 1) an interview 2) a participatory learning process program for conserving the forest-resources the area of Doi Khun Tan National Park 3) a questionnaire about the knowledge attitude and behavior of conserving forest resources and 4) a questionnaire about their satisfaction with the program. The data elicitation was drawn from three sources: 1) interviews and brainstorming 2) the assessment of the knowledge attitudes behaviors by the questionnaire and 3) the assessment of the satisfaction with the participatory learning process by the questionnaire. The study revealed these findings: 1) the participatory learning process of model fell into 6 steps consisting of a) the analysis of communities key informants and literature reviews b) the implementation of the knowledge to conserve the forest resources c) the implementation of the attitude towards conserving the forest resources d) the implementation of the behaviors of conserving the forest resources e) the assessment of the participatory learning process and f) the evaluation of satisfaction with the program; 2) the subjects’ knowledge attitudes and behaviors regarding forest conservation at the boundary of Doi Khun Tan before and after the participatory learning process are statistically different at the significance level of .05; and 3) the level of their satisfaction with the participatory learning process was high.

The objectives of this research were 1) to study problem of joint learning for children with learning disabilities and 2) to develop a joint learning management model for children with learning disabilities. This study used a sample group of 74 school administrators 87 teachers and 46 supervisors. Data were collected by questionnaire and analyzed for t-test mean and standard deviation (S.D.). Results revealed that firstly concerning the joint learning management model for children with learning disabilities overall operational condition and need for development were in high level. Considered by item it was found that financial management and procurement were in high level. Secondly comparison of operational condition and need for development in joint learning management for children with learning disabilities between overall results and itemized results was significantly different at the level of .01. Thirdly the joint learning management model for children with learning disabilities consisted of 7 areas: 1) academic administration; 2) management process; 3) Knowledge management; 4) organizational structure and personnel; 5) human resource management; 6) general administration; and 7) financial and procurement management.

This article aims to synthesize literatures in Educational Robotics and presents key features of systematic literature review and structured meta-analysis of the literature. Population consists of 247 papers from 10 databases ranging from 1996 to 2012. Results show that common problems in Educational Robotics are high cost of tools license and differences in students’ background knowledge. Trends of existing researches focus on development of software and low cost robot training package in order to promote students’ practice in problem-solving skills and teamwork in experience-based learning to enhance self-motivation and experience with real world applications. It was also found from the synthesis that qualitative-based evaluation of tool and learning achievement process was rare even though it is a key factor that indicates quality of learning process.