Journal for the Agriculture, Biotechnology and Education

Development and evaluation of a game-based learning model integrated with jigsaw activity kits for food nutrition education

Nawarat Pourpan — Tue, 30 Dec 2025 00:00:00 +0000

This study investigated students’ perceptions of a learning management plan on food nutrition using Game-Based Learning integrated with jigsaw activity kits. The results indicated that students rated the learning management plan at a very high level of agreement (¯x=4.44, SD=0.03). The highest-rated item was the clarity and appropriateness of the lesson title, followed by students’ opportunities to actively engage with learning media and resources (¯x=4.53), and the alignment of learning content with instructional time and learning indicators (¯x=4.30). Regarding the puzzle-based learning media featuring local food images from Surin Province, students’ overall perceptions were also at a very high level (¯x=4.37, SD=0.81). The most highly rated aspects were the clarity of font size, the effectiveness of audio elements in enhancing learners’ attention (¯x=4.36), and the visual attractiveness of colorful images (¯x=4.15). Students’ perceptions of the jigsaw activity kits were rated at a very high level (¯x=4.45, SD=0.71). The highest-rated item was the tactile quality of the materials, which facilitated ease of manipulation and play, followed by the sharpness and attractiveness of colors (¯x=4.41) and the aesthetic appeal of the jigsaw box (¯x=3.34). In addition, students expressed very high agreement with the quality of the instructional content on food nutrition (¯x=4.38, SD=0.91), particularly its novelty, its ability to stimulate learning interest (¯x =4.36), and the attractiveness of visual materials (¯x=4.21). Overall, the integration of Game-Based Learning with jigsaw activity kits received very positive evaluations, suggesting that this instructional approach effectively enhances learner engagement, active participation, and positive learning experiences.

A study of learning achievement using pre- and post-unit tests in an ornamental plant production course among vocational certificate students

Prongsatorn Sinturat — Tue, 30 Dec 2025 00:00:00 +0000

This classroom action research aimed to examine the effects of using pre-tests and post-unit tests on students’ learning achievement and practical skill development in Learning Units 4 and 5 of the Ornamental Plant Production course. The participants were 22 vocational certificate students enrolled in an agricultural program at Ratchaburi College of Agriculture and Technology during the first semester of the 2025 academic year. The research instruments consisted of achievement tests administered before instruction and at the end of each learning unit, as well as a rubric-based practical skill assessment. Content validity of the instruments was verified by three experts using the Index of Item–Objective Congruence, and reliability analysis yielded a Cronbach’s alpha coefficient of .92. Quantitative data were analyzed using paired-samples t-tests to compare pre-test and post-test scores, while descriptive statistics were used to examine students’ practical skill levels. The results revealed that students’ post-test achievement scores in both learning units were significantly higher than their pre-test scores at the .05 level. In addition, most students demonstrated high levels of practical skills, with the majority achieving Very Good to Excellent performance levels. These findings indicate that integrating systematic pre-tests and post-unit tests can effectively enhance learning continuity, reinforce conceptual understanding, and support the development of practical competencies in vocational agricultural education. The instructional approach provides practical implications for teachers seeking to improve formative assessment practices and student-centered learning in similar vocational contexts.

Community resilience and climate change adaptation based on soil erosion assessment: A case study at Loei

Jeerasak Treedat, Nirundorn Khamnu — Tue, 30 Dec 2025 00:00:00 +0000

This study investigates community resilience and adaptation strategies to mitigate the impacts of climate change, with a particular focus on soil erosion in vulnerable agricultural landscapes. Employing a Participatory Action Research (PAR) approach within the Thai Prachapijai (Participatory Research and Development: PR&D) framework, the research integrates scientific analysis with community-based problem-solving processes. Twenty community participants from climate-affected areas were actively engaged in data collection, experimentation, and knowledge exchange. The study compares agricultural plots with and without soil conservation measures to evaluate the effectiveness of erosion control practices. Eight experimental plots, each measuring one cubic meter in width, length, and depth, were established to quantify annual soil loss. Four plots were located in the upstream Man River area (Ban Mak Khaeng, Kok Sathon Subdistrict), characterized by steep-slope cultivation, while the remaining four plots were situated in the Phung Phung basin, where soil conservation practices have been implemented. Over a three-year observation period, key variables—including rainfall intensity, vegetation management, soil conservation techniques, slope gradient, soil properties, and erosion risk—were systematically monitored and analyzed. Annual soil loss data were processed to estimate erosion rates and generate spatial maps illustrating erosion severity across the study areas. The results enable identification of critical factors influencing soil erosion and assessment of the effectiveness of conservation interventions. The findings are disseminated to local communities to strengthen adaptive capacity, enhance evidence-based decision-making, and promote sustainable land management practices. Ultimately, this research contributes to practical strategies for improving soil conservation, enhancing community resilience, and reducing climate change vulnerability in smallholder agricultural systems.

Climate change adaptation education as a tool for biodiversity conservation and sustainable agricultural systems

Salih Gökkür — Tue, 30 Dec 2025 00:00:00 +0000

Adaptation to climate change is a set of measures that need to be implemented to protect biodiversity and especially natural ecosystems and to ensure that greenhouse gases in the atmosphere remain at normal levels. In societies where individual awareness of climate change and nature cannot be achieved, the applicability and impact of adaptation strategies remain limited. Practical training that includes climate- and environmentally friendly behaviors positively impacts climate change awareness. Increasing awareness of the impacts of climate change can lead to success in adapting to it. With this study, it is aimed to contribute to the studies on adaptation to climate change. This article aims to offer suggestions on what can be done to reduce the negative effects of changes in climate parameters that alter the life cycle of all living things on biodiversity and human life. Raising public awareness is crucial for combating the effects of climate change. To prevent the negative impacts of climate change, which is becoming increasingly evident worldwide, countries must make joint decisions and act together. Furthermore, to reduce the negative effects of global warming resulting from climate change and to enable them to take the necessary precautions, comprehensive education programs must be developed and implemented for all individuals.

Development of learning achievement in career education using demonstration-based instructional packages for upper secondary students

Phaitoon Thongsuk, Kiattisak Srinual — Tue, 30 Dec 2025 00:00:00 +0000

This study investigated the effectiveness of demonstration-based instructional packages in enhancing learning achievement in Career Education among upper secondary students. A quasi-experimental design using a one-group pretest–posttest model was employed. The participants consisted of 38 Grade 12 students enrolled in a Career Education course at a public secondary school in Surin Province, Thailand. The intervention was implemented over 15 weeks, with one instructional hour per week, utilizing four instructional packages covering agricultural technology, animal husbandry principles, basic agro-industry, and career experience. Research instruments included lesson plans, demonstration-based instructional packages, a 40-item multiple-choice learning achievement test, and a student satisfaction questionnaire. Instrument quality was validated by subject-matter experts using the Item–Objective Congruence (IOC) index. Data were analyzed using descriptive statistics, instructional efficiency analysis (E1/E2), paired-samples t-tests, Effectiveness Index (EI), and satisfaction analysis. The results indicated that the instructional packages achieved an efficiency level of 81.05/80.20, exceeding the established 80/80 criterion. Students’ posttest achievement scores (¯x = 32.08, SD = 2.53) were significantly higher than pretest scores (¯x = 17.21, SD = 2.57), t(37) = 22.10, p < .001. The Effectiveness Index value of 0.6524 reflected substantial learning improvement. Moreover, students reported a high level of satisfaction with the instructional approach (¯x = 4.32, SD = 0.77). These findings suggest that demonstration-based instructional packages effectively enhance learning achievement, instructional quality, and learner engagement in Career Education. The study provides empirical evidence to support the integration of structured demonstration-based pedagogy in vocational and competency-based education contexts