The purposes of this research were to investigate elements that are essential for the learning environment of creative education on social network to develop creative thinking. The research methodology was documentary research. It was found that there were 3 major elements and 17 sub-elements which were essential for learning environment of creative education on social network to develop creative thinking; namely 1) Creative thinking development or learning process included six steps: (1) problem finding (2) data acquisition (3) analysis (4) solution finding (5) revise/evaluation (6) acceptance finding and (7) convergent thinking; 2) Resources or learning environment included four elements: (1) learning media (2) technology media (3)context and (4)communication; 3) Technologies or online social network in learning environment consisted of six elements: (1) identity network (2) creative network (3) interested network (4) collaboration network (5) gaming/virtual reality and (6) peer to peer communication network.

The objective of this research is to find out the factors that affect academic achievements in the subjects which are fulfilled by using e-Learning in RMUTP by using questionnaire. The questionnaire is separated into 2 parts the first part is to find out the satisfaction level of each factor and the second part is to find out the effective level of each factor. After the researcher analyzed the data of tested questionnaire of 169 samples students by using Simple Sampling method from 294 students who study in the subjects which are fulfilled by using e-Learning the information were as follows: 1. The satisfaction level of factors is between normal And high the mean of satisfaction level of computer and internet infrastructure factor is normal ( x = 2.81) the mean of satisfaction level of supporting e-Learning system factor is normal ( x = 3.27) the mean of satisfaction level of the supporting personal factor is high ( x = 3.50) the mean of satisfaction level of e-Learning benefit is high ( x = 4.11). 2. The mean of effective level of computer and internet infrastructure factor is very high ( x =4.29) and the mean of effective level of supporting e-Learning system factor is normal ( x =2.98) In concluding to above information the computer and internet infrastructure factor is the factors that affect academic achievements in the subjects which are fulfilled by using e-Learning in RMUTP.

The purposes of this research were to (1) study of development of Learning Aid “Thailand Map” for children with visual impairments and (2) provide Learning Aid “Thailand Map” for self-study. This study investigated and compared the opinions of teachers toward the level of satisfaction given to learning outcome when teaching “Thailand Map” from traditional learning approach and learning aid approach. The samples of this research consisted of 2 groups and each group was taught by one method. The instrument used for data collection was a questionnaire inquiring teachers’ satisfaction of traditional learning approach and learning aid approach. Then the data were collected analyzed and then summarized. Research results can be summarized that for children with hearing impairment via Thailand map the learning outcome of the student taught by traditional learning approach and learning aid approach were significantly difference at the .05 level. According to teachers’ opinions about studying with learning aid “Thailand Map” approach it were found that when considered individual aspects (1)heuristic learning approach repeating learning suitability of communication between user and tool and promoting learners’ acquisition of knowledge were at the highest level (2) promoting students’ creativity quickly increasing learning skill suitability with student

The purpose of this study was to study and compare situations on learning and teaching in Faculty of Business Administration of Rajamangala University of Technology Phra Nakhon in 6 aspects: curriculum instructional facility measurement instructors and students. The undergraduates were classified by gender academic years major subjects curriculum student achievement. The Instructors were classified by gender affiliations subjects work experiences and academic positions. The samples in this research were 387 undergraduates and 50 Instructors. The study participates selected by stratified random sampling and simple random sampling. The 90 item questionnaires of rating scales was used as the research instrument. Percentage mean standard deviation t - test for independent sample F - test and Scheffe’s test analysis were statistical method to analyze data. The results were as follows: 1. The undergraduates and Instructors agreed with the situations on learning and teaching in Faculty of Business Administration of Rajamangala University of Technology Phra Nakhon in the aspect of curriculum instructional facility measurement instructors students and all aspects were in moderate levels. 2. There was significant difference for undergraduate agreed with situations on learning and teaching in Faculty of Business Administration of Rajamangala University of Technology Phra Nakhon in the aspect of facility at the 0.05 level among students in different gender 3. There was significant difference for undergraduate agreed with situations on learning and teaching in Faculty of Business Administration of Rajamangala University of Technology Phra Nakhon in the aspect of curriculum instructional facility measurement and instructors at the 0.05 level among students in different academic years and major subjects. 4. There was significant difference for undergraduate agreed with situations on learning and teaching in Faculty of Business Administration of Rajamangala University of Technology Phra Nakhon in the aspect of instructional measurement instructors and all aspect at the 0.05 level among students in different curriculum. 5. There was significant difference for undergraduate agreed with situations on learning and teaching in Faculty of Business Administration of Rajamangala University of Technology Phra Nakhon in the aspect of students at the 0.05 level among students in different student achievement. 6. There was significant difference for Instructors agreed with situations on learning and teaching in Faculty of Business Administration of Rajamangala University of Technology Phra Nakhon in the aspect of instructional instructors students and all aspects at the 0.05 level among Instructors in different gender. 7. There was significant difference for undergraduates and Instructors agreed with situations on learning and teaching in Faculty of Business Administration of Rajamangala University of Technology Phra Nakhon in the aspect of instructional measurement facility and instructors at the 0.05 level among Instructors in different gender.

The objective of this study was: to experiment the activity using the (P) SPC2PAS model for Business Administration Undergraduates in Rajamangala university of Technology Phra Nakhon in (1) a comparison of achievement test of post-scores with pre-test scores of the first phase; (2) a comparison of post-test scores with pre-test scores of the second phase; (3) the result of the activity’s self-reflection of knowledge attitude and performance of learners; and (4) learners’ attitude towards an (P) SPC 2 PAS model. The research procedure was comprised of two phases. In Phase 1 there was the adjusted (P) SPC2PAS Model which was applied to use with Business Administration Undergraduates in Business Finance at Rajamangala University of Technology Phra Nakhon. In Phase 2 there was the experimentation of (P) SPC2PAS Model with Business Administration Undergraduates in Business Finance at Rajamangala University of Technology Phra Nakhon. The experimental group was the forty first-year financial undergraduates in the 2nd Semester of Academic Year 2010. The research instruments were: the business finance achievement test the self-reflective learning checklist and the attitude questionnaire analyzed by percentage mean standard deviation and the t-test. The result of the study showed that: (1) the mean scores of the sample group in the first phase of business finance comprehension’s post-test was significantly higher than of the pre-test at the statistical level of 0.05; (2) the mean scores of the sample group in the second phase of business finance comprehension’s post-test was significantly higher than of the pre-test at the statistical level of 0.05; (3) The learners’ spiral-learning development of the all activities’ self-reflection of knowledge attitude and performance of learners was 100 percentage; and (4) learners’ attitude towards using (P) SPC2PAS Model of Business Finance for Business Administration Undergraduates at Rajamangala University of Technology Phra Nakhon in the areas of the activity model teacher’s role instrument and learning evaluation was in mean scores at good to very good level-positive attitude.