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

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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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Demographic analysis of education for sustainable development among higher education institution students in China
(2025-01-01)
Chen, Di
;
Prabowo, Thoriq Tri
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Poungsuk, Pakkapong
Purpose – The purpose of this study is to examine the impact of demographic factors on Education for Sustainable Development (ESD), and the diverse perspectives held by students at different higher education institutions (HEIs) in China. This study aims to advance ESD and contribute to achieving the 2030 Sustainable Development Goals with five years remaining. Design/methodology/approach – This study examines 706 students from five HEIs using a convergent mixed-methods approach. A Likert scale assessed ESD levels and demographics, with t-tests and ANOVA analysing demographic influences. Thematic analysis of open-ended responses explored students’ ESD perspectives. Findings – HEI students in China show high awareness of ESD. Significant differences were found based on age, gender, institution, academic level, major and GPA, whereas education level and residence showed no impact. A gap remains between ESD awareness and actual behaviour. Research limitations/implications – Future research should explore more demographic variables, include diverse education levels and expand globally. Multi-source questionnaires are recommended for greater depth and comprehensiveness. Practical implications – The study highlights the need to bridge the awareness–behaviour gap through experiential learning, curriculum integration, faculty training and supportive policies. Originality/value – This study is the first to explore the impact of demographics on HEI students’ ESD perspectives in China, using qualitative questions to enrich quantitative findings.
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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.
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Poungsuk, P.
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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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Effects of the different LED light colors on the growth and yield of cos lettuce (Lactuca sativa L. var. longifolia)
(2024-09-01)
Sinturat, P.
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Intrarathed, S.
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Poungsuk, P.
The effect of nighttime supplemental lighting using different colored light-emitting diodes (LEDs) on the growth and yield of cos lettuce (Lactuca sativa L. var. longifolia) was investigated. Red LED light significantly enhanced plant height (20.54 cm) compared to other colors and a control group without supplemental light (17.84-19.74 cm). While red light also produced the highest average leaf count (17.25 leaves)It was not statistically different from other light treatments, though it surpassed the control (13.25 leaves). Notably, red LED light was significantly increased in fresh weight yield (83.0 g) and all other treatments which averaged from 49.45 to 73.75 g). These findings demonstrated that the red LED light's superior efficacy to promote the growth and yield of cos lettuce. Practical application of this technology in a field trial through the Future Farmers of Thailand Organization in Phetchaburi province resulted to increase yield of 20%, which accompanied by high participant satisfaction with the potential of cos lettuce production for future careers.
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Learning wild plant toward carbon neutral agriculture in international training program
(2023-01-01)
Kim, H.
;
Singseewo, A.
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Poungsuk, P.
Results showed that learning about wild plants leaded the students to be well practiced in carbon neutral in agriculture. Tit demonstrated learning wild plant increased student’s ecological citizenship, improved agricultural skills, self-esteem toward carbon emission activities, agricultural skills, self-esteem toward carbon emission activities. Among 67 graduated students, 14 students answered the questionnaire which 12 students answered that they applied what they had practiced in their fields such as family and community food security. With students’ evaluation of the educational methodology of the program showed that the method of making a roadmap to cut the CO2 emission is the highest score followed by a mean score of 4.88, and research on wild plant product was the second highest score and followed by mean score of 4.82.
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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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Knowledge management of indigenous farmers of serrated mud crab fattening in the mangrove forest of La-NGU, Thailand
(2020-01-01)
Kaewploy, Natpatcharakarn
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Phonpakdee, Ratchadakorn
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Poungsuk, Pakkapong
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Siriwan, Nopakoon
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Aquino, Marlowe Ubaldo
Knowledge management on indigenous farmers of serrated mud crab fattening in the mangrove forest of La-ngu, Thailand was in actual practice via activities of earning a living and daily life. There is a transfer of knowledge and dissemination among the people of the community on the basis of an agricultural society that is self-reliant. The process of local wisdom management consists of 6 steps: 1) the occurrence of problems or curiosity; 2) finding a guideline for solving the problems and increasing knowledge; 3) practice in the real situation; 4) an analysis of practice outcomes; 5) recapitulation of the body of knowledge; and 6) body of knowledge application and transfer.
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Adoption of rice straw pellet organic fertilizer among rice farmers: A case study in Nong Phak Nak Subdistrict, Suphan Buri Province, Thailand
(2026-05-01)
Junlek, P.
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Poungsuk, P.
;
Thongsuk, W.
The findings revealed that, prior to the training, most of the participants did not use organic fertilizer even though they had basic awareness, this was probably mainly due to perceived production complexity and delayed nutrient release. It was that there was a hightest level of quality of the instructional video materials (mean = 4.46). Besides, farmers’ knowledge significantly increased after the training (t = 19.47, p < 0.05), This implied that there was a large training effect on the acquired knowledge (Cohen’s d > 3.0). As a whold, the participant satisfaction with the training program was found at a highest level (mean = 4.32). This was particularly ontraining content and practical activities. As a whole, findings showed that participatory training combined with appropriate instructional media effectively enhanced participant knowledge, satisfaction, and adoption of rice straw pellet organic fertilizer. results showed the practical implications for extension in agricultural e programs to promote organic fertilizer application which produced from local resources in rice farming systems.
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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.
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Intorrathed, S.
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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
;
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.

Poungsuk, Pakkapong

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