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Author: search.filters.author.Junlex, P.

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    Needs for processing career promotion course to add value for freshwater fish farmers in Nakhon Sawan Province
    (2025-05-01)
    Khrueahong, J.
    ;
    Poungsuk, P.
    ;
    Junlex, P.
    Results revealed that the respondents needed training courses for fish crackers, dried fish strips, sour pickled fish, fish sausage, and fermented fish. They needed a 1-2 days training course at the training place in the village during the off-season for rice growing. The participants should be around 21-30 persons and the training program that informed at least one week in advance. Training activities should focus on actual practice (91.50%) and the training organizer must be responsible for expenses (99.02%). Each time of the training should have only one topic (x̅= 3.55; S.D = 1.08). Assessment through observation during the training should be done (x̅= = 3.77; S.D. = 0.58) and assessment after the training must be conducted (x̅ =3.75, S.D. = 0.79), For the training session, it should include demonstration (x̅ = 4.23, S.D. = 0.67) actual practice (x̅ = 4. 40, S.D. = 0 . 61) and diverse use of media (x̅ = 4. 29, S.D. = 0.68). According to the comparison, there was a statistical difference between the needs for training and the socio-economic attributes of the respondents. The latter included sex, educational attainment, farmer group membership, number of household labor, and debts or sources of loans. A training course for value-added processing of freshwater fish has tended to develop for future training sessions with farmers.
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    Developing agricultural knowledge and skills by using a learning kit on commercial native chicken rearing of agricultural teacher apprentice students, Surindra Rajabhat University
    (2023-03-01)
    Thongsuk, P.
    ;
    Poungsuk, P.
    ;
    Junlex, P.
    According to the comprehensive development of agricultural knowledge and skills of the agricultural teacher apprentice students, it was developed as a new agricultural learning kit which was consistent with learning era in the 21<sup>st</sup> century and the digital age. Results was showb to be 3 parts. Firstly, five components gained from the learning kid development as building a chicken house and appropriate equipment preparation, management of native chicken rearing, management of waste utilization, processing and distribution management and preparing online media for learning. The learning kid assessment showed very high level (x =4.36; S.D.=0.165). Secondly, four mouths resulted of 100 native chicken rearing that caged chicken rearing gave higher survival rate than free-range rearing with a statistical significance level at P=0.05. However, there was not statistical significantly differed at P=0.05 in terms of food cost, food intake, weight gain, food conversation ratio, return per head, net profit per head, the return on weight gain, production loss index, and production efficiency throughout the experiment. Thirdly, development of agricultural knowledge and skills increased in learning achievement at a significance level at P=0.01. As a whole, the assessment of native chicken rearing was found at a high level (x =4.43; S.D.=0.178). Based on results, the management of native chicken rearing was found at highest level (x =4.68 S.D.=0.125) and followed by skills in processing and distribution (x =4.35 S.D.=0.136) and online media preparing (x =4.23 S.D.=0.142). The confidence in the adoption of knowledge and skills in teaching native chicken rearing were found at highest level (x =4.58 S.D.=0.185). It is suggested that a mixed farming learning kit and a learning kit through online systems should be developed for a highest efficiency.
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    Facilitation of agricultural skills for promoting future careers of special students at Phrae Panyanukul School in Phrae Province
    (2022-03-01)
    Poungsuk, P.
    ;
    Kruadsungnoen, C.
    ;
    Junlex, P.
    Research findings showed that the agricultural teaching modules on laying hen farming, catfish farming, vegetable growing, quail farming and agricultural yield processing could develop agricultural skills of the students at a moderate up to a highest level. The data collection in the past 5 years found that the students preferred and developed the agricultural skills in activities on laying hen farming the most (64.80%). Overall, about 40% of the students had a good level of agricultural skills ( x =3.52; S.D =1.452). Only 11.27% needed teacher's suggestions and prompting on agricultural practice. It was found that the student's learning achievement after the promotion was higher than before, with a statistically significant difference level at 0.05. Most of the students (80.28%) could do farming well with their parents, while only 8.45% could do farming independently. Parents of the students were satisfied with agricultural skill development of the students at a high level ( x =3.65; S.D.=0.308); with the highest level of reason due to its being diverse and continual to gain experience in agricultural career ( x =4.54; S.D.=0.581). For problems encountered after graduation, most of the students lacked of continuity in agricultural careers and agricultural development (65.50%). For suggestions about agricultural skill development, teaching and learning activities should be arranged in small size. Furthermore, diverse agricultural skills should be promoted to benefit in the daily life activities of the students (90%).