The purpose of this descriptive research was to study the information learning forms of students in Rajamangala University of Technology Phra Nakhon in Thailand 4.0. The sample was 380 students of Rajamangala University of Technology Phra Nakhon studying the first semester of academic year 2018. The research instrument was a questionnaire. The results showed that the students used information learning forms at a high level. Considering each item the students used information to generate the most reports. The students used information for relaxation and entertainment doing homework and knowledge exchange respectively. The students needed quality and specific content characteristics the source of information respectively. Most students required the information source that identified the source of the information or bibliographic information written from the authors direct experience compiled data from various sources and up-to-date information respectively. Most students required content from academic or scholarly authors comments or ideas and the concept or conclusion of the story. The students needed information learning forms in pictures on websites and YouTube respectively

The purposes of this research were 1) to study organic rice production of Praknamdaeng Community Amphawa Samutsongkhram 2) to investigate explicit knowledge of organic rice plantation in Praknamdaeng Community and 3) to discover guidelines on promotion to grow organic rice for food security of Praknamdaeng Community. The population groups were agricultural government officials and Praknamdaeng’s farmers. The research tool was interview analyzed by content analysis. The results revealed as follows: 1) According to organic rice production of Praknamdaeng Community there were 288 hectares (1800 rais in Thai) rice-growing areas and 90 farmers’ families in villages 2 3 4 and 6. The land was full of clay not flooded and in the downstream irrigation area. The weather was humid because it was near the sea. There were many different types of rice varieties grown in Praknamdaeng Community namely; Khao Leuang Patew Chumphon Pathumthani fragrant rice RD 31 Suphan Buri 1 RD 59 RD 47 Sangyod Maung Phatthalung rice Aromatic Black (Hom–nin) rice and Riceberry rice. Rice farming process was mostly taught by villages’ ancestors or experts through learning by doing and working together. The problem of traditional rice growing was soil degradation. The organic rice cultivation in Praknamdaeng Community began in 2005. Khao Leuang Patew Chumphon the loca rice was highly grown. Nowadays 70 percentage of the land was full of GAP organic rice production. The biggest problem for the farmers in the community was drought. 2) As for the appropriate knowledge of organic rice production in Praknamdaeng Community the rice farming processes between traditional and organic rice growing were not different. In the case of organic rice production bio-chemicals were used as herbicides and pesticides but the amount of chemical substances was reduced and only used in a short period for safe. 3) Due to guidelines on promotion to grow organic rice for food security of Praknamdaeng Community there were some guidelines for the 2 groups: farmers and community. The guidelines for the farmers were 1) the pursuit of knowledge or transfer of knowledge to the farmers 2) establishing the learning center of organic rice production in the community by chemical-free cultivation 3) providing organic rice paddy demonstration plot for learning 4) preparing the local people to understand and be volunteers for organic rice cultivation 5) developing farmer organization and 6) promoting comprehensive marketing. The guidelines for the community were 1) in the aspect of the quality of life organic rice consumption has to be promoted for the local people and for food security in the future 2) in the aspect of promotion of farmer career organic rice products can be more value-added make pride and more money for the community 3) systematic community enterprise management 4) support for the networks of producers food processing and distribution of organic rice among other communities and provinces. In the aspect of food security the farmers firstly focus on farmer career stability because they consider it as one of the important careers to produce food to the society. Moreover standard qualified products and suitable demand and supply are included.

This research aimed to : 1) study the constructivist teaching method through cooperative learning activities to enable students’ self-instruction 2) to design the cooperative teaching and learning model based on the constructivism for the information literacy and research skills course for the students at Rajamangala University of Technology Phra Nakhon and 3) to develop the constructivist-cooperative teaching and learning instruction to develop critical thinking and learning achievement for the information literacy and research skills course at Rajamangala University of Technology Phra Nakhon. This research used a mixed-method between quantitative research and qualitative research. The data were collected from 30 students using the questionnaire approved by the experts. The in-depth interviewed data from five students who were fast acute and adept learners were analyzed and processed. The computerized statistics were percentage mean and standard deviation. The qualitative data were analyzed for content (Content Analysis). The findings showed that the students had the opinion at a high level about the model of constructivist-cooperative teaching and learning model in the information literacy skills course. Regarding each aspect it was found that the students were extremely satisfied with the constructivist-cooperative teaching and learning model. The following satisfaction lied in the development of the teaching and learning model and the trial of the model conducted with real students to see any potential flaws for further improvement and development of appropriate and effective instruction models. In addition the opinions of the informants were accordant with those of the students. The model should focus on the content and the instruction design. Group works should be used so that students can help each other. Experts in constructivism should play a main role in the development of a constructivist-cooperative instruction model. The constructivist-cooperative instruction model should be implemented with real students. The results can be further used for improvement and development of appropriate and effective instruction models.

: This research aimed to 1) study the reading behaviors of the undergraduate students of the Faculty of Liberal Arts at Rajamangala University of Technology Phra Nakhon 2) study factors affecting the reading of the undergraduate students of the Faculty of Liberal Arts at Rajamangala University of Technology Phra Nakhon 3) seek ways to promote reading behaviors of the undergraduate students of the Faculty of Liberal Arts at Rajamangala University of Technology Phra Nakhon. To answer the research questions a mixed method was used. For quantitative data the questionnaire approved by the experts was used. The data collected from 210 students of 1st to 4th year by the questionnaire were statistically analyzed by computer for frequency percentage mean and standard deviation. For qualitative data the in-depth individual interviews of ten sampling students and a focus group discussion of six students were conducted. The findings were as follows: 1) the students’ reading behaviors were at a high level. Regarding each aspect it was found that they read from the Internet sources at a high level; 2) the overall reading promoting factors were at a high level. Considering each aspect it was revealed that the design of reading promoting activities was at the highest level. The quality of the reading materials was at a high level; and 3) regarding the reading promoting activities role play was at the highest level. The other two respective activities were the use of quality reading materials from the Internet and a variety of reading activities that enable students’ rotation to participate in all activities. The qualitative research findings indicated that to serve the Thai language reading curriculum the students needed a variety of substantial activities in which they could fully participate and they could perform role play based on plays. Regarding the quality of the materials there should be a variety of the current Internet sources and the contents must be relevant to the curriculum to ensure students’ learning and reading achievement.

: The purpose of this research was to 1) study the profile of physical fitness of the undergraduate students of the Faculty of Liberal Arts Rajamangala University of Technology Phra Nakhon. 2) study the factors contributing to physical fitness of the undergraduate students of the Faculty of Liberal Arts Rajamangala University of Technology Phra Nakhon. 3) study the guidelines in building physical fitness of the undergraduate students of the Faculty of Liberal Arts Rajamangala University of Technology Phra Nakhon. The research focused on the quantitative aspects of sport fitness by using equipment to test physical fitness and the questionnaire to measure the factors contributing to physical fitness and the guideline supporting the physical fitness. The questionnaire approved by the experts was used to collect data from 215 students who had been tested for physical fitness. To answer the research questions the data were statistically analyzed and processed using computer program for frequency percentage mean and standard deviation. The results of the study were as follows: 1) a good level of physical fitness of the undergraduate students was sitting and bending forward. An average level of physical fitness included standing & sitting in 60 seconds per one time long jump and 50 meter run. A low level of physical fitness was a 30-second push-up. 2) the factors contributing to physical fitness of the students included 2.1) interest 2.2) physical readiness 2.3) equipment 2.4) need for exercise and 2.5) sport outfits and 3) the guidelines for supporting physical fitness of the students included 3.1) fast walking 3.2) cycling 3.3) swimming and 3.4) running.