Purposes of the research were to design and develop Computer Instruction Package on Principle of Object-Oriented Programming and to find out efficiencies effectiveness and leamers satisfaction towards the package. The research tools were: 1) The Computer Instruction Package on Principle of Object-Orientes programming 2) Achievement tests 3) Quality assessment and evaluation form for multimedia software and 4) questionnaire of leamers satisfaction. sampling groups composed of 30 Bachelor first year students from Faculty of Business Administration Program Computer Infomation-Business Computer Rajamangala University of Technology Phra Nakhon. Research results revealed that the efticiency of the Computer Instruction Package was at 81.08/81.05 corresponding with 80/80 criteria. Analysis of pre-test and post-test scores found that the effectiveness aftce the process (E) was at 81.08 it was higher than before the proecss (E) which was at 18.25. Therefore the Computer Instruction Package on Program Design and Development could increase the students learning effectiveness up to 62.83 corresponding with 60 criteria. Mean of satisfaction of the sampling groups was rathe at a high level (4.31). It could be concluded that the Computer Instruction Package on Principle of Object-Oriented Programming had the efficiency that could used for self study.

The purpose of this study was to investigate organization model of Rajamangala University of Technology Games of Thailand. Samples were 15 persons from the Executive Board of Rajamangala University of Technology Games of Thailand and specialists in sport management from various sport organizations. Questionnaire research instrument constructed by the researcher was used to collect data by Delphi technique. The data were then analyzed into frequency percentage median and inter-quartile range. It was found that: Appropriate organization model of Rajamangala University of Technology Games of Thailand should be divided into 7 aspects. The aspect details were: 1. OBJECTIVES: Objectives of games should be to develop students and personnel to be fit and healthy to show good spirit team-work self discipline and dedication; to promote conserve and develop Thai sports. 2. SCHEDULING AND MANAGEMENT: The games should be held annually for 8 days this should include Opening and Closin ceremony; method of competitive organizing in each sport should be in accordance with fixed time and according to international sport standards. Additionally current rules of sport associations of Thailand should be used. 3. THE NUMBER OF SPORTS: The number of sports should not be less than fifteen types and not more than twenty sports from four different groups of sport. Five from Required Sports: athletics swimming football basketball and volleyball. Eight from Elective International Sports i.e. Olympic Games Asian Games SEA Games or World University Games. One each from General Elective Sport and Thai sport. 4. PLAYERS: Players should be students who had already registered to study in the year of sport organizing. They should be players for only one university and were amateur players under the jurisdiction rules of Sport Authority of Thailand. They should have grade point average (GPA) not less than 2.00.5. HOST: The host university should prepare medals and certificates for champion and the two runner-ups. The Executive Board of Rajamangala University of Technology Games of Thailand should give rewards to the players who post a new record. 6. BOARDs: The board of Rajamangala University of Technology Games of Thailand should be comprised of two boards; the Executive Board and the Organizing Committee 7. EVALUATION: Rajamangala University of Technology Games of Thailand should be . evaluated from athletes team managers coaches referees and spectators within 30 days after the end of competition.

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.

The objectives of this research were to study and to compare the information literacy level of Rajamangala University of Technology Phra Nakhon undergraduate students by dividing into faculties and experiences of studying concerning information literacy subjects. The samples were undergraduate students in 9 faculties who were studying in second semester of academic year 2009. The 460 samples were taken a random sample by faculties’ stratification. The data were collected by information literacy test and mark record form which were four - level rating scale questions. The results were analyzed by percentage average value standard deviation F-test and t-test The results were as follows: 1. Most of all students had medium information literacy level. For consideration of each aspect students had ability in every aspect at medium level. The highest ability of students was to access the needed information effectively and efficiently the next were the ability to determine the extent of information needed ; to evaluate information and its sources critically and to incorporate selected information into their knowledge bases. 2. Students that learnt in different faculties had different information literacy with statistically significant level at .01. Faculty of Business Administration’s students had higher information literacy level than Faculty of Mass Communication Technology’s students Faculty of Architecture and Design’s students Faculty of Home Economics Technology’s students Faculty of Engineering’s students Faculty of Science and Technology’s students Faculty of Liberal Arts’ students and Faculty of Industrial Education’s students. For consideration of each aspect it showed that every aspect was different with statistically significant level at .01.2.1 For the ability of determining the extent of information needed it showed that Faculty of Business Administration’s students had higher ability of determining the extent of information needed than Faculty of Architecture and Design’s students Faculty of Mass Communication Technology’s students Faculty of Engineering’s students Faculty of Home Economics Technology’s students and Faculty of Industrial Education’s students. 2.2 For the ability of accessing the needed information effectively and efficiently it showed that Faculty of Business Administration’s students had higher ability of accessing the needed information effectively and efficiently than Faculty of Mass Communication Technology’s students Faculty of Architecture and Design’s students Faculty of Home Economics Technology’s students Faculty of Engineering’s students Faculty of Liberal Arts’ students and Faculty of Industrial Education’s students. 2.3 For the ability of evaluating information and its sources critically and incorporating selected information into one’s knowledge base it showed that Faculty of Business Administration’s students had higher ability of evaluating information and its sources critically and incorporating selected information into one’s knowledge base than Faculty of Mass Communication Technology’s students Faculty of Engineering’s students and Faculty of Home Economics Technology’s students. 2.4 For the ability of using information effectively to accomplish a specific purpose It showed that Faculty of Business Administration’s students had higher ability of using information effectively to accomplish a specific purpose than Faculty of Mass Communication Technology’s students Faculty of Engineering’s students Faculty of Architecture and Design’s students Faculty of Home Economics Technology’s students and Faculty of Liberal Arts’ students. 2.5 For the ability of understanding the economic legal and social issues surrounding the use of information and access and use information ethically and legally it showed that Faculty of Business Administration’s students had higher ability of understanding the economic legal and social issues surrounding the use of information and access and use information ethically and legally than Faculty of Mass Communication Technology’s students Faculty of Liberal Arts’ students Faculty of Home Economics Technology’s students and Faculty of Engineering’s students.3. The students who had different experiences of studying concerning information literacy subjects they had different information literacy with statistically significant level at .01. The students who had experiences of studying concerning information literacy subjects had higher information literacy than the students who had no experiences of studying concerning information literacy subjects. For consideration of each aspect it showed that the students who had experiences of studying concerning information literacy subjects had different the ability of determining the extent of information needed; the ability of accessing the needed information effectively and efficiently; the ability of evaluating information and its sources critically and incorporating selected information into one’s knowledge base; the ability of understanding the economic legal and social issues surrounding the use of information and access and use information ethically and legally with statistically significant level at .01. For the ability of using information efficiently in order to reach the objective was different with statistically significant level at .05 by means of the students who had experiences of studying concerning information literacy subjects had higher information literacy than the students who had no experiences of studying concerning information literacy subjects in every aspect.