The objectives of this research had to study and compare the problem and obstacle of freshmen student who had studying achievements lower than 2.00 in 3 aspects: the student teaching and studying environment aspect variable classified by sex and major. The research group was the freshman students of the Faculty of Science and Fisheries Technology Rajamangala University of Technology Srivijaya Trang Campus and their studying achievement lower than 2.00. Interviewing was used the research material. The results showed as following: Problems and obstacles which had the most effected to the research group was the student espect for example basic knowledge living adjustment of student lack of motivation and enthusiasm to learn as well as teaching and studying aspect for example lecturer’s inadequate teaching methods respectively. Comparison between problem and obstacle of freshmen student who having studying achievements lower than 2.00 classified by sex and major was found that the different of sex had no statistical significant difference in all and each aspects. In addition the different of student’s major had no statistical significant difference in all aspect. Contrast to in each aspect the studying environment aspect was found statistical significant difference at the level of .05.

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.

The purpose of this research was to construct experimental learning kit on sound velocity finding by resonance method in order to use for a material in Physics Laboratory I. The instruments used in this study included : 1) an experimental learning kit on sound velocity finding by resonance method with the experimental manual and the record forms 2) the pre-studying and the post-studying forms and 3) the questionnaires about students satisfaction in using the kit. The samples consisted of 32 first year students studying in the faculty of Engineering and Architecture. The results showed that the post-test have the higher significant than the pre-test score at level of 0.05. It was found that the sound velocity from both the theoretical and the experimental framework did not significantly different at the level of 0.05. The end correction by experiment higher significant than by calculation at level of 0.01 and students were highly satisfied in using the invented kit.

This research were to study learning behavior and the relationship between learning behavior and academic achievement of students in taxation. The samples were students who studying management at the faculty of Business Administration and Liberal Art at RMUTL-Nan. The instruments for collecting data were behavior observation and tests. The statistical methods for analyzing data were mean and Pearson Product-Moment Correlation Coefficient. The results showed that the students’ learning behavior in taxation was at good level but the average achievement was moderate score: 63.81 out of 100 scores (C). The students’ learning behavior of five domains found that the intention of punctuality timely attention responsibility and attendance were good. Their understanding behavior was moderate. There was positive statistically significant relationship between learning behaviors and academic achievement of students in taxation at 0.01 levels. The correlation coefficient was 0.703.The learning behaviors could predict the academic achievement as 49.40 percent.

The purposes of this research was to create the metacognitive learning activities for measuring the problem solving performance of 30 students who studies the introductory physics. The researching instruments composed of 6 parts: was included three kinetic lesson plans forms for recording students’ behavior forms for metacognitive measurement in solving physics questions forms for measuring the problem solving skills at students in answering questions and form for measuring the students’ performance in answering physics questions. The results showed that the instruction was conducted in 5 steps first planning for problem solving second identifying third executing fourth monitoring and the last evaluating problem solving that 23 students (76.67%) of students passed the physics problem solving ability test criterion of 60 % of the full marks which showed that the students had to develop physics problem solving ability.