The purposes of this research were to investigate the quality of video-assisted teaching in Flower Business on the topic of basic flower arrangement including video content creation to explore the learning achievement of the learners from video-assisted teaching and to survey the learners’ satisfaction on the video-assisted teaching. Data tools were 1) video-assisted teaching in Flower Business on the topic of basic flower arrangement 2) a learning achievement test 3) learners’ satisfaction questionnaires on video-assisted teaching. The research samples were 27 students of Home Economics Business Administration Department from the Faculty of Home Economics Technology who studied Flower Business in semester 1 / 2014 The results were found as follows: 1) The arithmetic mean of the content quality of video-assisted teaching in Flower Business was at the highest level (x ̅ = 4.53) The arithmetic mean of the quality of video-assisted teaching was at the high level (x ̅ = 4.13) 2) From the learning achievement test it was found that the mean pre-test score was(x ̅=10.5 S.D. =1.397) and the mean posttest score was (x ̅ = 15.8 S.D. = 1.841) 3) The t-test of learning achievement between the pre-test and posttest wast = -14.822 The significance level was .05 The learners’ satisfaction on video-assisted teaching in Flower Business was at the highest level with the mean of (x ̅ = 4.53)In conclusion video-assisted teaching in Flower Business is effective on the achievement of the learners and the learners satisfied video-assisted teaching in Flower Business at the highest level.

This research aimed to develop and evaluate a blended learning model for Home Economics students at Rajamangala University of Technology to increase teaching and learning effectiveness. The model development was collected from 9 experts. Questionnaires were used to ask for their opinions on the model’s 9 components which were 1) teaching and learning objectives 2) student readiness 3) instructor readiness 4) course plan 5) e-learning courseware design and development 6) teaching and learning environmental availability 7) Blended Learning instruction procedure 8) supportive activities and 9) monitoring and evaluation. To test for effectiveness the experimental one-group and pre-posttest method were used. The sampled group was a class of the first-year students enrolling in Science of Cookery Course at Rajamangala University of Technology Phra Nakhon. The findings suggested that the model was practical. Both the knowledge and self-directed learning post-test scores were higher than the pre-test scores. Moreover the students were highly satisfied with the model.

This research is aimed to study the English language learning styles of Liberal Arts students Rajamangala University of Technology Phra Nakhon. The target group of this study include 248 first-year students of Liberal Arts studying English II in the academic year 2012.The tools used for this research are the Perceptual Learning Style Preference Questionnaire (PLSPQ) (Reid 1987) and data analysis using SPSS for Windows program version 11.5. The statistics used include the percentage mean and standard deviation. It was found that the three main learning styles were: GLS- Group Learning Style (3.63); ALS- Audio Learning Style (3.54) and KLS- Kinesthetic Learning Style (3.45) respectively.

The research studied results of integrated learning management in flower arrangement techniques subject of students from the bachelor’s degree in Home Economics Business Administration program Rajamangala University of Technology Phra Nakhon. The researchers provided the cooperative learning and selected three units of flower arrangement techniques subject consisting of materials and tools for arranging flowers creative flower arrangement and international flower arrangement. The research samples were the second year students of Home Economics Business Administration program. The research methods used in this study were a learning achievement form a satisfaction form and a participant observation form. Results of the study found were: 1. The effects of cooperative learning on students flower arrangement techniques subject achievement was found that there was a statistically significant difference between students pretest and post-test scores at the level .05. 2. The satisfaction of students toward flower arrangement techniques subject was at the highest level ( x = 4.00). It showed that students’ attitudes toward cooperative learning were at good level.

The purpose of this research was to assess the knowledge and understanding utilization and satisfaction of students toward learning activities in flower arrangement subject. The research sample was 93 of the first year students majoring in Home Economics Business Administration and studying the flower arrangement subject in the second semester of the academic year 2013. The research methodology was the rating scale questionnaire. Data were processed and analyzed by frequency percentage and mean. For the assessment of the students’ knowledge and understanding toward learning activities based on Thailand Qualifications Framework in flower arrangement subject it was found that for the numerical analysis skills communication and information technology skills it was at the high level with the mean of 3.90. For the knowledge it was at the high level with the mean of 3.82. For the ethics and moral it was at the high level with the mean of 3.79. For the cognitive skill it was at the high level with the mean of 3.78. For the interpersonal skill and responsibility it was at the high level with the mean of 3.70. For the psychomotor skill it was at the medium level with the mean of 3.42. For the assessment of the students’ utilization toward learning activities based on Thailand Qualifications Framework in flower arrangement subject it was found that for the interpersonal skill and responsibility it was at the high level with the mean of 4.20. For the knowledge it was at the high level with the mean of 3.92. For the numerical analysis skills communication and information technology skills it was at the high level with the mean of 3.84. For the ethics moral and it was at the high level with the mean of 3.77. For the psychomotor skill it was at the high level with the mean of 3.66. For the cognitive skill it was at the medium level with the mean of 3.44. For the assessment of the students’ satisfaction toward learning activities based on Thailand Qualifications Framework in flower arrangement subject it was found that for the interpersonal skill and responsibility and the ethics and moral it was at the high level with the mean of 3.98. For the knowledge it was at the high level with the mean of 3.81. For the numerical analysis skills communication and information technology skills it was at the high level with the mean of 3.72. For the cognitive skill it was at the high level with the mean of 3.56. For the psychomotor skill it was at the medium level with the mean of 3.52.