Poungsuk, Pakkapong

Preferred name

Poungsuk, Pakkapong

Alternative Name

Poungsuk, P.

Poungsuk, Pukkapong

Main Affiliation

School of Industrial Education and Technology

pakkapong.po@kmitl.ac.th

Now showing 1 - 10 of 21

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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%).
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School agricultural learning center for sustainable agricultural learning
(2019-01-01)
Saduak, Wattana
;
Poungsuk, Pakkapong
;
Phonpakdee, Ratchadakorn
;
Deeying, Sataporn
The purpose of this study was to compare the learning achievements and skills in agricultural practices between students who learned through the School Agricultural Learning Center (SALC) and those who learned in the normal classroom. Participants were 150 Thai high school students in grade 12 recruited by purposive sampling. The study included three steps: 1) Investigation of basic data for developing the SALC, 2) Establishment and development of the SALC, and 3) Use of the SALC for learning: Facebook and Line were employed as the channels for knowledge exchange, communication on learning activities holding and activities transfer. A posttest-only control group design was employed. The results revealed that the students who learned through the SALC exhibited significantly (p < 0.01) higher learning achievements and skills in agricultural practices than those who learned in the normal classroom. Our findings suggest that the SALC is pivotal for improving the students' learning achievements and skills in agriculture and should be promoted to become a natural part of sustainable agriculture education.
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The effect of using quail litter biochar on soybean (Glycine max [L.] Merr.) production
(2012-01-01)
Suppadit, Tawadchai
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Phumkokrak, Nittaya
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Poungsuk, Pakkapong
Biochars can be used as soil amendments for improving soil properties and crop yield. The objective of this research was to study the plant growth, yield, yield components, and seed quality, including nutrients and heavy metals (Pb, Cd, and Hg), in the soybean plant (Glycine max [L.] Merr.) and soil. The experiment was conducted from September 2010 to January 2011 in a greenhouse located in the Dan Khun Thot District, Nakhon Ratchasima Province, Thailand. The research comprised six treatments with four replicates in a completely randomized design. Quail litter biochar (QLB) at rates of 0, 24.6, 49.2, 73.8, 98.4 and 123 g per pot mixture were provided to soybean cv. Chiang Mai 60. The results showed that QLB could be used as a soil fertility improvement and amendment for soybean production with an optimum rate of 98.4 g per pot mixture, which gave the best performance in terms of the number of nodes, height, DM accumulation, total yield, and seed quality. After the experiment, the nutrient contents in the soil increased as the QLB content increased, but the heavy metal residues in the leaves and seeds did not change. However, QLB at levels higher than 98.4 g per pot mixture is not advisable because QLB is alkaline in nature, which may affect soil pH.
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Relationship between curriculum and instructional materials of non-formal agricultural higher education
(2019-09-01)
Musika, Araya
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Poungsuk, Pakkapong
;
Siriwan, Nopakoon
;
Intorrathed, Sarawut
The research was to study the conditions of agricultural education of people and the relationship in the management model for non-formal agricultural education in Thailand. The data were collected via in-depth interviews structured with 56 respondents selected via purposive sampling. The results were most of respondents were female and the management model for agricultural education in curriculum and content, the most respondents showed the non-formal agricultural education without certain curriculum and course duration, including self-learning; teaching and learning showed the learning from the agriculture specialists and leaders in the community, obtained the knowledge from real practice; instructional materials showed the learning from real practice, friends' suggestions and conversations; assessment and evaluation showed the evaluation from work's outcome; The relationship of the curriculum and content with education and occupation, the instructional materials with education, the assessment and evaluation with education, the participation with education were statistically significance.
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A creative agricultural resource management to support tourism in Phuket Province
(2021-03-01)
Mungkhun, M.
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Poungsuk, P.
;
Intorrathed, S.
;
Sittijinda, P.
The results were found that guidelines for developing agricultural resources emphasized the local community participation to promote agro-tourism. There was a group formation to create activities focusing on positive and negative impacts, participation, and self-reliance. Tourism was used as a medium for arranging the management activities of agricultural resources and care-taking of natural resources, benefiting the community and creating value-added agricultural yields. Potential agricultural resources included the value of the body of knowledge, innovation, agricultural wisdom, the value of physical and biological aspects of agriculture, and agricultural resources management by farmers. Meanwhile, potential agricultural resources for tourism included creating and managing agro-tourism attractions. It was also found that the data providers on the potential agricultural resources and tourism potential were statistically significance differed at 0.05 level. It was also found that the difference in the data provider groups affected the various essential supporting services of agro-tourism attractions and agricultural resources with a statistical significance level at 0.05 level. Besides, it was found that the farmer group had different opinions in potentially agricultural resources based on supporting services of agro-tourism attractions compared to the tourism group with a statistical significance at 0.05 level. Moreover, those supporting and promoting agro-tourism had different opinions compared to the farmers' group, with a statistical significance at 0.01 level. An agricultural resource management model for agro-tourism promotion consisted of four main components: 1) management participation, 2) efficiency service, 3) potential, and 4) value and attraction. Besides, there were essential sustainability guidelines that focused on promoting knowledge, participation, self-reliance, and on-going counseling.
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A new way of agricultural farm work in the educational facilitation of dual education between vocational education and upper secondary school curricular programs
(2020-01-01)
Panyakom, Rangsan
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Poungsuk, Pakkapong
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Intorrathed, Sarawut
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Hongmaneerat, Karn
This study aimed to compare learning achievement based on blended learning of dual education between vocational education and upper secondary school curricular programs in Agriculture. The sample groups were students learning through a new way of agricultural farm work and those learning agriculture through normal method. They were 90 sixth year upper secondary school students from Buntharik Wittayakhan School, Ubon Ratchathani, Thailand obtained by purposive sampling. This study consisted of 3 steps: 1) investigation and development of model of a new way agricultural farm work (animal science and teaching form); 2) analysis of consistent components suitable for the development of a new form of animal farm work and teaching/learning form; and 3) using the model together with the integration between theories and teaching methods (Learning by doing, POE, Group process, Blended learning, and field trip). This also included learning through application multimedia for learning exchange and activity transfer. There was control group design after testing. The instrument of research were interview schedule, questionnaire, learning achievement test, set of learning activities, and observation form. Results of the study revealed that the students learning through the dual education or a new way of agricultural farm work had higher learning achievement than that of those who learned through a normal class with a significance level (p>0.01). This finding indicated that learning through a new way of agricultural farm work was very essential to the development of learning achievement and skills. It was also found that the students had a high level of satisfaction with the blended learning and it should be promoted as part of the dual education in agriculture.
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Creation of a knowledge management process in broiler production of Thailand
(2019-01-01)
Injana, W.
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Phonpakdee, R.
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Poungsuk, P.
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Petsangsri, S.
The Delphi technique is employed in this study to find an appropriate process of knowledge management in broiler production of Thailand. It is a specific agricultural knowledge management, which is different from other types of knowledge that are mostly accumulated knowledge gained from practice and problem solving. Different factors based on current situation are used to select an appropriate process with tacit knowledge management. It can aid problem solving in practice as the explicit knowledge can be transferred and connected to a method of cause analysis and thus address challenges related to broiler production. This helps develop the production system and knowledge transfer to benefit a new generation of animal husbandry practitioners. Results of the study show that the creation of the knowledge management process in broiler production involved seven steps: knowledge indication, knowledge creation and acquisition, knowledge codification and refinement, systematic knowledge management, knowledge access knowledge sharing, and learning process. A very high level ofconsistency in the value of opinions of specialists on knowledge management was found. Specific knowledge must be kept to construct innovative ideas for broiler production and development. This is to ensure safe food production and food security support, which results in sustainable production of safe meat.
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Developing an international cooperation training program for designing sustainable agriculture systems under the climate crisis era
(2022-03-01)
Kim, H.
;
Singseewo, A.
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Poungsuk, P.
The results of the study were found stemically and holistically approached training program improved student's environmental literacy. Students centered curriculum improve student's environmental awareness, knowledge, skill, attitude and participation when the course finished. Place-based learning enlarged students' skills and increased awareness and sensitivity which leaded to see the whole picture. The relationship between philosophy of training center and curriculum made synergy when it had the same goal. The results of the pre and post-test showed that 100 percent of the student's awareness, skill reaches the hight level after the class. On knowledge, 94.12 percent of the students were high level after the class. The comparison of the student's attitudes and participation was higher than before with a statistical significance level of 0.05.
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Chemical characterization of gaseous species from the pyrolysis process using scrap tires
(2013-01-01)
Pongnailert, S.
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Supadit, T.
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Poungsuk, P.
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Pongpiachan, S.
Particle exposure can lead to a variety of health effects. For example, numerous studies link particle levels to increased hospital admissions and emergency room visits - and even to death from heart or lung diseases. Scrap tire combustion releases several toxic air pollutants. This study assessed the generation of H<inf>2</inf>, N<inf>2</inf>, CO, H<inf>2</inf>S and nine aliphatic compounds, namely CH4 (Methane), C<inf>2</inf>H<inf>2</inf> (Acetylene), C<inf>2</inf>H<inf>4</inf> (Ethylene), C<inf>2</inf>H<inf>6</inf> (Ethane), C<inf>3</inf>H<inf>6</inf> (Propylene), C<inf>3</inf>H<inf>8</inf> (Propane), C<inf>4</inf>H<inf>8</inf> (Butene), C<inf>4</inf>H<inf>10</inf> (Butane), C<inf>5</inf>H<inf>12</inf> (Pentane) generated in a used-tire pyrolysis process and the aliphatics removal by a wet scrubber (WSB) and a flare. CH<inf>4</inf>, H<inf>2</inf>, N<inf>2</inf> and C<inf>2</inf>H<inf>6</inf> were found to be major gaseous species in pyrolysis emissions with the percentage contributions to total sum of gaseous species of 33.18%, 15.62%, 12.23% and 8.69% respectively. © 2013 WIT Press.
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Facilitation of organic agricultural learning in school and community
(2018-12-01)
Poungsuk, P.
;
Junlek, P.
;
Poeaim, S.
The facilitation of organic agriculture learning was investigated at Baan Dongsalao school, Dan Chang district, Suphanburi province based on participation of the school, the community around the school, and KMITL organic farm. Results revealed that learning activities of organic agriculture and skills participants after the research module was significant higher knowlege at P = 0.05. The guardians and local scholars were supporting factors who had done activities of organic agriculture at home and community. It was found that the student participants and guardians were satisfied at the highest level (x = 4.65). Besides it was found that guardians were interested at the highest level in terms of practical organic agriculture and knowledge transfer (x = 4.65). They needed to co-operate the organic agriculture activities with the school. It is sugested that, organic farming must begin with simple activities and actual practice such as home-grown vegetables.
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Poungsuk, Pakkapong

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