Promotion of vegetable gardening for household food storage during Covid-19 pandemic of farmers in Praibueng District, Srisaket Province
Article Sidebar
Main Article Content
Abstract
Result found that most of the guardians (95%) of the students grew more than 5 kinds of vegetables. All of the guardians (100%) were chosen to grow organic vegetables and they could perform well in terms of vegetable growing methods and caretaking with their children. These vegetables were used for household consumption and it helped to reduce food expenses by 30%. The promotion of vegetable gardening was truly reduced household expenses with a statistical significance level of 0.05. Findings was showed a statistically significant difference level at 0.01 by student learning achievement before and after the promotion. The farmers were satisfied with the online suggestions of the teachers at the highest level ( =4.65). Learning together and attitude inspiration were also found at the highest level ( = 4.38 and 4.25, respectively). Besides, the promotion process using online media technology stimulated actual practice and created skills in the management of vegetable gardening. The promotion of vegetable gardening also created the pride of local value, participatory learning, learning society (online social media), value-added of yields, and food security of farmer households
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Academic Affairs Section of Phraibueng Wittayakom School (2020). Data on the registration of classes in the occupational subject group, Phraibueng Wittayakom School, Phraibueng district, Sissaket province.
Carman, J. M. (2005). Blended Learning Design: Five Key Ingredients. Retrieved from http://www.agilantlearning.com/.
Chalaemworng, Y. and Thareesang., K. (2021). Impacts of second Round Covid-19 Pandemic on Direction of Thai workforce. Thailand Development Research Institute (TDRI). Retrieved from http://tari.or.th/2021/04/covid-19-2-3-affected=Thai-labbor –market/
Chantarat, S., Lamsam, A., Adultananusak, N., Ratanavararak, L., Rittinon, C. and Sa-ngimnet, B. (2020). Distributional impacts of Covid-19 pandemic on agricultural households. PIER Discussion Paper.
Chalakbang, W. (2017). Mixed Methods Research. Nakhon Phanom University Journal, 7:124-132.
Government Gazette (2013). The National Education Act, B.E. 1999 and its amendments (No. 4), B.E. 2002. Bangkok: Parcel Delivery Organisation Press.
Leekitwattana, P. (2012). Educational Research Methodology. 8th edition. Faculty of Industrial Education and Technology, King Mungkut’s Institute of Technology Ladkrabang, Bangkok: Mean Service Supply Ltd. Partnership.
Moonkham, S. and Moonkham, O. (2002). Methods of learning Facilitation, Bangkok: Duangkamansamali.
Panyakom, R., Poungsuk, P., Intorrathed, I. and Hongmaneerat, K. (2020). A new way of agricultural farm work in the educational facilitation of dual education between vocational education and upper secondary school curricular programs. Journal for the Education of Gifted Young Scientists 8:935-946. DOI: http://dx.doi.org/10.17478/jegys.71131.
Petsangsri, S. (2012). Review article Blended Learning and the application of Blended Learning and Its Applications. Journal of Industrial Education, 11:1-5.
Phraibueng Wittayakom School (2020). Guidelines and Stipulation on the teaching & Learning Facilitation during Covid-19 Pandemic situations, Phraibueng Wittayakom School, Sisaket Province.
Ritsongmuang, H., Klompanya, A. and Puangsuk, P. (2018). Developing a learning kit of commercial meat poultry production together with belended learning for knowledge and skill development of agriculture teacher training student. Document on the 3rd international academic conference. KMITL (29-30 November 2018).
Saduak, W. (2020). Impacts of Covid-19 epidemic situations on families of students at Phraibueng Wittayakom School.
Saduak, W., Poungsuk, P., Phonpakdee, R. and Deeying, S. (2019). School agricultural learning center for sustainable agricultural learning. Journal for the Education of Gifted Young Scientists, 7:389-407. DOI: http://dx.doi.org/10.17478/jegys.582993.
Saduak, W., Poungsuk, P., Phonpakdee, R. and Deeying, S. (2015). Needs for the development of a school agricultural learning center (SALC) Model of Students’ Guardians, Praibueng Wittaya School, Praibueng District, Srisaket Provinc. Journal of Agricultural Technology, 11:2043-2051.
Sangnate, V. (2019). Modern guidelines of teaching and learning for agriculture teacher production in Thailand. Acta Scientific Agriculture, 3:195-203.
Sathanasaowapak, A., Wisalaporn, S., Thapsuwan, S. and Chuanchom, S. (2013). Guidelines for Parent Pariticipation to Promote self management skills of students in Extra Large Szed Elementary Schools. Journal of Research and Development Buriram Rajabhat University, 8:108-116.
Srisut, J. and Poungsuk, P. (2020). Needs of Agricultural Learning and Teaching Innovation Development of Agricultural Teachers in Service Area Sakon Nakhon Rajabhat University. Journal of Industrial Education, 19:69-79.
Srisuwan, I. Ruekyai, S. and Puangsuk, P. (2019). An agricultural Learning kit on Catfish Rearing in a Crrent Pond for Elementary School Student, Bean Dongsalao school, Danchang District, Supan Buri Province. The 4th International academic conference. KMITL (28-29 November 2019).
Tanapanyaratchawong, J. (1988). Principles of Agriculture Education. Songkhla; Department of Agricultural Development.
Tortop, H. S. (2013). Meaningful field trip in education of the renewable energy technologies. Journal for the Education of Gifted Young Scientists, 1:8-15. DOI: 10.17478/JEYSG.201318998.