The Purposes of1bis Research were to study of Bachelor of Science Programs in Applied Chemistry and in related other areas in Thailand s Higher Educational Institutions. The sample consisted of 27 Programs of Bachelor ofScience Programs in chemistry Applied Chemistry and Industrial chemistry in Thailand s Higher Educational Institutions. Instruments used for collecting data were Curriculum Data Sheets. The data were analyzed by using SPSS for window. The statistics used were frequency percentage and mean. The results were as follows: 1. Most of the Bachelor of Science programs are chemistry. The others are Applied Chemistry and Industrial chemistry respectively. 2. The Total Course Credits of Bachelor of Science Programs were 137.12 Credits including General Education Courses (34.46 credits) Specific Courses (96.50 credits) and free elective courses (6.42 credits). 3. The Total Course Credits of the Bachelor of Science Programs before 2005 were 140.67 credits including General Education Courses (35.28 credits) specific courses (99.22 credits) and free elective courses (6.61 credits). 4. The Total Course Credits of the Bachelor of Science Programs s after 2005 were 129.13 credits including General education courses (32.63 credits) specific courses (90.38 credits) and free elective courses (8.76 credits). 5. The Total Course Credits of Bachelor of Science Programs in Applied Chemistry were . 130.67 credit including General education courses (37.67 credits) specific courses (85.00 credits) and free elective courses (8.00 credits). 6. The minors of Bachelor of Science programs in Applied Chemistry consisted of Industrial Chemistry and Management Environmental Chemistry Material Chemistry Natural Products Chemistry Polymer Chemistry Applied Chemistry for Industry Chemistry Education and Medicinal Biochemistry.

The purpose of this study was to investigate obtained knowledge using from Physics I for Engineers for daily life application of undergraduate student from faculty of engineering Rajamangala University of Technology Phra Nakorn. Sample was 316 students which taken from four engineering majors; computer electrical industrial and mechanical engineering. A questionnaire a four point scale was used as testing tool. The statistical analyses were performed in mean standard deviation and one way analysis of variance. The results revealed that students used their obtained knowledge in moderate level (3.10). Students in each programs showed significantly different used their obtained knowledge at 0.05 level. Electrical engineering students (3.27) showed highest number of the course content using follow by mechanical engineering (3.09) computer engineering (3.07) and industrial engineering (2.75) respectively.

The purposes of this research were to study of Variables Affecting to Learning Achievement in Bio-organic chemistry and construct the prediction equation models ofstudents Bio-organic chemistry Leaming Achievement in Rajamangala University of Technology Phra Nakhon(RMUTP). The sample consisted of60 students ofRMUTP Sampling by Quota Sampling method. The instnunents used in this research were the questionnaire of 5-rated rating scales of those II categories. The reliability of the questionnaire was that the Bio-organic chemistry attitude 0.688 Achievement motivation in Bio-organic chemistry 0.766 Students learning behavior 0.742 Attitude towards University 0.80 I Personality ofchemistry teacher 0.851 Teaching behavior ofchemistry teacher 0.869 Parents support 0.796 University surrounding 0.719 Facilities of University 0.834 with the total average of 0.911 and the test of 4 choices Bio-organic chemistry Learning Achievement consisted of 50 items. The level ofdifficulty was between 0.27 -0.53 the power ofdiscrimination was between 0.35 -0.69 The reliability was 0.79 .The data were analyzed through statistical techniques of percentage mean standard deviation and multiple regression. The results were as follows: The Variables Affecting on students Bio-organic chemistry Learning Achievement at .05 level of significant were the Bio-organic chemistry attitude(xl) Achievement motivation in Bio-organic chemistry (-2) predicted at the rate of 15.50 Percent The raw score prediction equation was : A Y = 9.493 + 2.202 Xl + 0.730 X2 The standard score prediction equation was : A Zy = 0.380 ZXI + 0.123 Zx2

The purposes of this research were to study and to compare the addition of ethics to Thai teaching using Thai songs and Dhama lessons. The samples chosen by purposive sampling were the first year English for International Communication students of the faculty of Liberal Arts Rajamangala University of Technology Phra Nakhon. They were divided into 2 groups and each group consisted of 30 students. The first group learned Thai with the addition of ethics using Thai songs while the second group learned Thai using Dhama lessons. The instruments were a pretest and a posttest. The results revealed that the test scores of the two groups of students after the addition of ethics to Thai teaching using Thai songs and Dhama lessons were higher. The means scores and standard deviations of the test results of the first group were23.13 and 3.18 and the second group were 22.23 and 3.49 respectively. In addition there was no significant difference (.05) in teaching Thai with the addition of ethics using Thai songs and Dhama lessons.

The purpose of the study was fourfold: 1) to construct a computer-assisted-instruction (CAI) of Basic Thai for Business Communication at 2) to determine the efficiency of the CAI at 80/80; 3) to compare the student learning achievement of the CAI based on the pretest and posttest scores ; and 4) to determine the students’ satisfaction towards the CAI. The subjects of the study were the 30 first-year undergraduate students majoring in Finance and Marketing the Faculty of Business Administration at Rajamangala University of Technology Pranakorn in 2008. The instrument and procedures comprised 4 parts. Part one contains the 8 units of CAI of Basic Thai for Business Communication each consisting of examples an end-of-unit exercise and a 5-item-end-of-unit test to measure lesson efficiency. Part two is the try-out CAI to determine its efficiency based on the results of the three respective groups which were initially 6 students majoring in Accountancy then 10 students majoring in Accountancy and finally 30 students majoring in Accountancy from the Faculty of Business Administration. The data were analyzed in percentage and mean. Part three comprises the tests consisting of the 30-item pretest and posttest containing the shuffled pretest items to compare the student achievement. The learning achievement was determined by t-test. Part four is the 10-rating scale items to survey the students’ satisfaction towards the CAI. The data were interpreted in mean score.The results indicated as follows: 1) the CAI of Basic Thai for Business Communication can be effectively complemented to teaching and learning; 2) the efficiency indication of the CAI of Basic Thai for Business Communication was higher than the set criteria 80/80 at 84.58/87.44; 3) the posttest scores were significantly higher than the pretest scores at 0.05; 4) The students were extremely satisfied with the CAI of Basic Thai for Business Communication in all aspects at Σ x 4.37.