The purpose of this research was to study state and problems of teaching management in general education. The research samples were 54 instructors of general education program and 364 students enrolling in general education courses Rajamangala University of Technology Phra nakhon in the second semester of the academic year 2014. The research tools were questionnaire interview and focus group discussion. The data were analyzed by frequency percentage mean and standard deviation. The findings were as follows: 1. As for students’ opinions on the general education content the overall opinions are at the high level and due to each program of general education the students’ opinions towards the implementation of Thai language ( = 4.00) social science and humanity ( = 3.67) and physical education ( = 3.38) are at the highest level. The students’ opinions towards foreign language for basic principles of further education are at the highest level ( = 4.01). 2. As for students’ opinions on state of teaching management in general education the students’ opinions towards the development of general education instruction according to Thai qualification framework for higher education are at the high level and within each aspect the students’ opinions towards interpersonal skills and responsibility are at the highest level ( = 3.81) followed by moral and ethical behavior ( = 3.79) and knowledge ( = 3.72) while mathematical analysis skills communication skills and information technology application skills rated the lowest ( = 3.52). 3. As for students’ opinions on problems of teaching management in general education the students’ opinions towards problems of general education instruction according to Thai qualification framework for higher education are at the moderate level and within each aspect the students’ opinions towards mathematical analysis skills communication skills and information technology application skills rated the highest ( = 2.80) followed by moral and ethical behavior ( = 2.75) and knowledge ( = 2.63) while interpersonal skills and responsibility are at the lowest level ( = 2.54). 4. As for the comparison of the students’ opinions on state and problems of teaching management in general education according to Thai qualification framework for higher education it was found that every aspect was statistically significant at 0.00 level. 5. As for instructors’ opinions on state of teaching management in general education the instructors’ opinions towards the development of general education instruction according to Thai qualification framework for higher education are at the high level and within each aspect the instructors’ opinions towards interpersonal skills and responsibility are at the highest level ( = 3.59) followed by moral and ethical behavior ( = 3.52) and cognitive skills ( = 3.34) while mathematical analysis skills communication skills and information technology application skills rated the lowest ( = 3.18). 6. As for instructors’ opinions on problems of teaching management in general education the instructors’ opinions towards problems of general education instruction according to Thai qualification framework for higher education are at the moderate level and within each aspect the instructors’ opinions towards mathematical analysis skills communication skills and information technology application skills rated the highest ( = 3.10) followed by knowledge ( = 3.05) and cognitive skills ( = 3.02) while interpersonal skills and responsibility are at the lowest level ( = 2.78). 7. As for the comparison of the instructors’ opinions on state and problems of teaching management in general education according to Thai qualification framework for higher education it was found that moral and ethical behavior interpersonal skills and responsibility were statistically significant at 0.00 level.

The purposes of this research were to investigate the quality of video-assisted teaching in Flower Business on the topic of basic flower arrangement including video content creation to explore the learning achievement of the learners from video-assisted teaching and to survey the learners’ satisfaction on the video-assisted teaching. Data tools were 1) video-assisted teaching in Flower Business on the topic of basic flower arrangement 2) a learning achievement test 3) learners’ satisfaction questionnaires on video-assisted teaching. The research samples were 27 students of Home Economics Business Administration Department from the Faculty of Home Economics Technology who studied Flower Business in semester 1 / 2014 The results were found as follows: 1) The arithmetic mean of the content quality of video-assisted teaching in Flower Business was at the highest level (x ̅ = 4.53) The arithmetic mean of the quality of video-assisted teaching was at the high level (x ̅ = 4.13) 2) From the learning achievement test it was found that the mean pre-test score was(x ̅=10.5 S.D. =1.397) and the mean posttest score was (x ̅ = 15.8 S.D. = 1.841) 3) The t-test of learning achievement between the pre-test and posttest wast = -14.822 The significance level was .05 The learners’ satisfaction on video-assisted teaching in Flower Business was at the highest level with the mean of (x ̅ = 4.53)In conclusion video-assisted teaching in Flower Business is effective on the achievement of the learners and the learners satisfied video-assisted teaching in Flower Business at the highest level.

This research aimed to develop and evaluate a blended learning model for Home Economics students at Rajamangala University of Technology to increase teaching and learning effectiveness. The model development was collected from 9 experts. Questionnaires were used to ask for their opinions on the model’s 9 components which were 1) teaching and learning objectives 2) student readiness 3) instructor readiness 4) course plan 5) e-learning courseware design and development 6) teaching and learning environmental availability 7) Blended Learning instruction procedure 8) supportive activities and 9) monitoring and evaluation. To test for effectiveness the experimental one-group and pre-posttest method were used. The sampled group was a class of the first-year students enrolling in Science of Cookery Course at Rajamangala University of Technology Phra Nakhon. The findings suggested that the model was practical. Both the knowledge and self-directed learning post-test scores were higher than the pre-test scores. Moreover the students were highly satisfied with the model.

The objective of the research was to develop multimedia instruction package on Optical Communication to improve cognitive skills of Thai Qualification Framework for Higher Education (TQF: HEd). The research tools consisted of the teaching documents power-point presentation the experimental set of Optical Communication and the simulation tool of fiber optic analysis. The tools were firstly observed by five experts and evaluated by 18 student sample group who registered in Optical Communication subject in Industrial Education Program of Rajamangala University of Technology Phra Nakhon. The research results showed that 1) the multimedia instruction package for Optical Communication was in a high level (X ̅=4.46S.D.=0.60) and 2) after learning students’ satisfactions were in a high level (X ̅=4.46S.D.=0.50). In conclusion the multimedia instruction package on Optical Communication to cultivate cognitive skills of TQF: HEd can be used effectively for learning and teaching on Optical Communication.

The purpose of this research was to assess the knowledge and understanding utilization and satisfaction of students toward learning activities in flower arrangement subject. The research sample was 93 of the first year students majoring in Home Economics Business Administration and studying the flower arrangement subject in the second semester of the academic year 2013. The research methodology was the rating scale questionnaire. Data were processed and analyzed by frequency percentage and mean. For the assessment of the students’ knowledge and understanding toward learning activities based on Thailand Qualifications Framework in flower arrangement subject it was found that for the numerical analysis skills communication and information technology skills it was at the high level with the mean of 3.90. For the knowledge it was at the high level with the mean of 3.82. For the ethics and moral it was at the high level with the mean of 3.79. For the cognitive skill it was at the high level with the mean of 3.78. For the interpersonal skill and responsibility it was at the high level with the mean of 3.70. For the psychomotor skill it was at the medium level with the mean of 3.42. For the assessment of the students’ utilization toward learning activities based on Thailand Qualifications Framework in flower arrangement subject it was found that for the interpersonal skill and responsibility it was at the high level with the mean of 4.20. For the knowledge it was at the high level with the mean of 3.92. For the numerical analysis skills communication and information technology skills it was at the high level with the mean of 3.84. For the ethics moral and it was at the high level with the mean of 3.77. For the psychomotor skill it was at the high level with the mean of 3.66. For the cognitive skill it was at the medium level with the mean of 3.44. For the assessment of the students’ satisfaction toward learning activities based on Thailand Qualifications Framework in flower arrangement subject it was found that for the interpersonal skill and responsibility and the ethics and moral it was at the high level with the mean of 3.98. For the knowledge it was at the high level with the mean of 3.81. For the numerical analysis skills communication and information technology skills it was at the high level with the mean of 3.72. For the cognitive skill it was at the high level with the mean of 3.56. For the psychomotor skill it was at the medium level with the mean of 3.52.